Date of Conferral

5-9-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Kropiewnicki

Abstract

This qualitative single case study aimed to explore how administrative team members perceived their leadership practices and instructional strategies that advance student academic outcomes on annual mathematics and literacy state assessments. Transformational leadership was the conceptual framework for data collection and analysis. Three research questions focused on how elementary administrative team members perceived leadership practices to advance student achievement in mathematics and literacy, their perceptions of the effectiveness of the leadership strategies used, and their perceptions of instructional strategies used to advance student achievement in mathematics and literacy. This single case study included the cases of three elementary school administrative teams consisting of three elementary principals, three assistant principals, and three school improvement specialists. The selection criteria consisted of leadership team members in the three elementary schools serving as study sites that have not made academic progress on the ACT Aspire assessment from the school years 2019, 2021, and 2022. The study revealed that leadership teams exhibited transformational leadership practices. A data review identified that the implemented practices had not increased students’ academic achievement in Title 1 elementary schools. The perspectives of the administrative leadership team members provided insight into the significance of instructional strategies and successful leadership practices in raising student academic attainment. Positive social change outcomes can be achieved through identifying intentional methods and practices to increase student achievement when principals are equipped with a deeper understanding of the specific instructional leadership strategies that positively influence student achievement.

Download

Share

 
COinS