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What is the Principal's Role in Successful Schools? A Study of Ohio's Schools of Promise at the Elementary Level

Habegger, Shelly L
http://rave.ohiolink.edu/etdc/view?acc_num=kent1184294446

Abstract Details

2007, PHD, Kent State University, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies.
As a result of the No Child Left Behind Act of 2001, the accountability, annual testing, and demonstrating academic progress of all students has become a major priority of educators throughout the nation. In Ohio, schools are rated based on their students’ performance on state diagnostic and achievement tests (e.g., Local Report Cards). Therefore, school principals and other school personnel are in constant pursuit of learning how to educate students more efficiently. The purpose of this study was to determine the specific practices and leadership emphasis of the principal that are perceived to positively impact student achievement. Three successful elementary schools were investigated through principal interviews, teacher focus groups, and observations. The schools chosen were each designated as an Ohio School of Promise, meaning each has made great strides in positive student achievement scores in spite of a low socioeconomic level. Qualitatively, the study explored the perceptions of the principal’s role in successful schools by answering the following research questions: (a) How does the principal support instruction aligned to the state’s academic content standards? (b) How does the principal maintain continuous improvement of the school? (c) What is the principal’s role in the design of instruction for student success? (d) What is the principal’s role in developing partnerships with parents and the community to support student success? (e) What is the principal’s role in developing a culture where each individual feels valued? As a result of the data analysis process, 13 themes developed among the three schools (e.g., common planning time, curriculum mapping, and intervention). However, an all-encompassing idea kept reoccurring: The principals were able to create the culture where both adults and students excelled. The principals engaged in activities that created and sustained a sense of belonging for students, teachers, parents, and the communities in which the schools resided. They also successfully provided a clear direction for students and teachers. These findings are perceived to be a major reason why students are achieving great success at these schools.
Mark Kretovics (Advisor)
318 p.
Education, Administration
teacher; students; PRINCIPAL; achievement; SCHOOLS OF PROMISE; School Culture

Recommended Citations

Citations

  • Habegger, S. L. (2007). What is the Principal's Role in Successful Schools? A Study of Ohio's Schools of Promise at the Elementary Level [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1184294446

    APA Style (7th edition)

  • Habegger, Shelly. What is the Principal's Role in Successful Schools? A Study of Ohio's Schools of Promise at the Elementary Level. 2007. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1184294446.

    MLA Style (8th edition)

  • Habegger, Shelly. "What is the Principal's Role in Successful Schools? A Study of Ohio's Schools of Promise at the Elementary Level." Doctoral dissertation, Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1184294446

    Chicago Manual of Style (17th edition)

kent1184294446
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© 2007, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.