Date of Conferral

7-16-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Kropiewnicki

Abstract

There is insufficient understanding regarding the educational leadership practices that have enabled one elementary school, out of 23, to achieve continuous school improvement in ELA and mathematics in Grades 3–5 over 3 consecutive academic years. Although all schools in the district implemented a uniform curriculum, the study site consistently increased the percentage of students scoring proficient or above in both subjects during 2022, 2023, and 2024, as measured by the state end-of-grade assessment. This qualitative single-case study explored how an elementary principal in a suburban Georgia district achieved continuous improvement through distinctive leadership practices. Grounded in Kouzes and Posner’s framework of exemplary leadership practices, the study investigated the principal’s self-described behaviors and the leadership team’s perceptions of those practices. Data were collected through one semistructured interview with the principal and two focus groups with eight leadership team members who were purposefully selected for their direct involvement in school improvement efforts. Thematic analysis revealed five key themes: (a) celebrating success, (b) fostering inclusivity, (c) maintaining high expectations and accountability, (d) using data to drive decision-making, and (e) investing in others. The findings demonstrate that effective principal leadership can serve as both an initiator and influencer of academic success, offering strategic guidance that extends beyond an individual school. These insights have important implications for educational leaders, policymakers, and practitioners seeking to replicate effective leadership strategies to drive continuous improvement and promote positive social change by enhancing student outcomes.

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