This study examined the relationship between the self-reported shared leadership practices of Maryland elementary principals and the academic achievement of their African American students, as measured by their performance on the Maryland School Assessment (MSA). This study sought to answer the following questions: Do principals who report utilizing a shared leadership approach to managing their schools subsequently improve the academic performance of African American students? Is the academic achievement of African American students higher in schools where the principal reports a strong commitment to shared leadership? Elementary principals in 14 Maryland school districts were surveyed using a modified version of the Shared Education Decisions Survey (Ferrara, 1992b). The MSA scores of their students were examined for the strength of relationship between the identified variables, which were embedded in the survey. The researcher found no significant correlation between the self-reported shared leadership practices of principals and the performance of African American students on MSA. Additionally, no significant correlations were identified for other student groups (White, Hispanic, Asian, FARMS, ELL, Special Education). Further investigation of the relationship between shared leadership and African American student achievement is warranted by school districts, private foundations, and universities.
|Commitee:||Fitzgerald, Mary, Sattler, Joan|
|School:||Notre Dame of Maryland University|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 73/08(E), Dissertation Abstracts International|
|Keywords:||African-American achievement, Leadership practices, Shared leadership, Student achievement|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be