Date of Conferral
2021
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Mary Hallums
Abstract
AbstractSchool administrators not only lead and manage a school, but are also required to be strong instructional leaders. In the Sunnybrook Public School District [pseudonym], elementary administrators of Title I schools were challenged to support teachers’ reading instruction for students. The purpose of this basic qualitative research study was to understand how elementary administrators in rural Title I school described the strategies they use to improve reading achievement for students. Data were collected using semistructured interviews from eight elementary school administrators; six were women, and two were men. Data were analyzed using thematic analysis using a priori, open, and axial codes and were informed by the conceptual framework. The finding of this study indicated a significant need for in-depth professional development to strengthen elementary school administrator’s ability to become more effective instructional leaders regarding assisting teachers with instructional practices to increase student reading achievement. Implications for positive social change include elementary school administrators’ increased instructional leadership abilities to impact reading achievement positively.
Recommended Citation
Day-Heggie, Charmain, "Elementary School Administrators as Instructional Leaders for Improving Student Reading" (2021). Walden Dissertations and Doctoral Studies. 11060.
https://scholarworks.waldenu.edu/dissertations/11060
