This research is an attempt to explore the various strategies employed by the principals of Title I schools in order to foster an environment of student progress and achievement. Since the inception of the NCLB Act, pressures have been increasing on the schools, especially on Title I Schools, and on their principals to increase academic performance. The researcher selected four Title I Schools and used questionnaires for teachers and interviews for principals to explore the answer to the research questions. The research philosophy acknowledges both the mainstream approaches of positivism and interpretivism and follows a mixed methods approach. The sample questionnaires were selected with a simple random sampling method. The literature review puts forward a great deal of studies, which show that there is a strong correlation between strategies and techniques employed by the school leaders and the performance of students. Collaboration with teachers, motivation, emotional intelligence, respecting diversity, integration of technology, strategic focus, constant coaching and mentoring of teachers, and others are highlighted as a few of the techniques employed by principals. The data helped in concluding that the prime reasons behind the success of these schools are discipline, collaboration of school leaders with teachers, involvement of principals in every aspect of student development, understanding the needs of different students, tailoring educational styles for different students, and strategic vision. Furthermore, the study arrived at the conclusion that these schools are in dire need of transformational leadership as opposed to transactional leadership from their school leaders considering the increasing pressures on Title I schools.
|Commitee:||Luna, Lisa, Martin, Jennifer|
|School Location:||United States -- Missouri|
|Source:||DAI-A 74/07(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, School administration|
|Keywords:||Academic performance, Principals, Teacher collaboration, Title I|
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