An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level

Released on by Michael Todd Jones
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  • An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level Book Detail

  • Author : Michael Todd Jones
  • Release Date : 2018
  • Publisher :
  • Genre : Academic achievement
  • Pages : 214
  • ISBN 13 :
  • File Size : 21,21 MB
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An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level by Michael Todd Jones PDF Summary

Book Description: The primary purpose of the study was to determine what correlational and descriptive relationships could be found between self-perceived leadership behaviors of assistant principals and campus student achievement at the high school level. The study was based on the research by Marzano, Waters, and McNulty (2003) that identified 21 leadership behaviors. A total of 200 assistant principals at the high school level in Texas were surveyed. Respondents were selected from the 20 Educational Service Center regions of the state. A random sample of high schools with four population levels were selected for the study. Of the potential 200 participants, 23 respondents completed the survey. The study used a stratified random sampling procedure to identify assistant principals across the state. A Pearson correlation was used to determine any statistical significance or correlation to campus student achievement in relationships to assistant principal self-perceived behaviors. Population of the study was N = 23. Results of the study suggest that there were some positive relationships between self-perceived leadership behaviors and student achievement. Some behaviors indicated positive relationship to leadership behaviors. STAAR campus achievement scores from 2014-2015 were used to identify potential relationships to these behaviors. Three content areas were covered which included content areas of All Subjects, Math, and Reading at the high school level. In All Subjects, small positive correlations were found between leadership behaviors and campus student achievement. In Math, there were positive correlations and some statistical significance found. For Reading, positive correlations and some statistical significance was found. Future recommendations would be to explore specific leadership behavior traits with a larger population to determine if any relationships exists between leadership behavior and campus student achievement.

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Principals and Student Achievement

Principals and Student Achievement

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