Using a comprehensive model of instructional leadership, this mixed-methods study investigates the relationship between the leadership of middle school principals and growth in student learning. This study also delineates specific actions performed by principals to execute research-based instructional leadership behaviors. The researcher used annual student growth data from the Idaho Star Rating System of schools to identify five middle schools of high growth and five middle schools of low growth. The researcher's newly developed comprehensive instructional leadership survey based on a 5-point Likert scale measured differences in leadership styles, school cultures, and the correlations between 21 researched-based leadership behaviors and three school cultures. The open survey items of the survey collected specific actions that school principals used to perform the leadership behaviors. The results of this study verified that the comprehensive instructional leadership survey is a valid and reliable measurement of effective middle school leadership, and yielded three significant differences between the leadership of high-growth schools and low-growth schools. The correlation results ascertained that a majority of transformational behaviors, which comprise half of the comprehensive instructional leadership model, are highly correlated with fostering a collaborative, teacher-learning culture of instructional innovation and support. A near majority of the transformational behaviors of this study also correlate highly with creating a high-trust culture of teacher satisfaction and commitment.
|Commitee:||Beals, Catherine, Dobbs, Wiley, Hills, Lynette|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 76/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education|
|Keywords:||Culture building, Educational leadership, Instructional leadership, Professional learning, Student growth, Transformational leadership|
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