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An Assessment of Leadership Practice in High Schools: Improving Graduation Rates
Title
An Assessment of Leadership Practice in High Schools: Improving Graduation Rates.
Creator
Osorio, Maria Eugenia, Maslin-Ostrowski, Patricia, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team...
Show moreThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004618
Subject Headings
School improvement programs., Educational leadership., School management and organization., School principals--Professional relationships., Assistant school principals--Professional relationships., Organizational behavior.
Format
Document (PDF)
A Model for Improving Teacher Engagement Through Administrative Support
Title
A Model for Improving Teacher Engagement Through Administrative Support.
Creator
Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings
Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format
Document (PDF)