Dissertation/Thesis Abstract

A Mixed Methods Study on The Leader in Me Process: How Does Fostering Student Leadership Capacity Influence Behavior, Efficacy, and Achievement?
by Cummins, Kimberly, D.E., University of Louisiana at Lafayette, 2015, 283; 10002402
Abstract (Summary)

The purpose of this study was to examine the link between FranklinCovey’s The Leader in Me (LIM) implementation and school improvement. Specifically, this study sought to identify whether or not longitudinal student data improved during LIM implementation, teacher perception of the LIM implementation, and the relative impact of the four LIM process components on school improvement. These process components include school vision of leadership, staff-created implementation, 7 Habits (Covey, 1989), and student leadership. By employing a mixed methods approach, the study incorporated both quantitative and qualitative data to gain a more comprehensive analysis of the impact of the LIM on school improvement. Longitudinal quantitative student data sets in the areas of attendance, DIBELS reading assessment, and discipline referrals was examined to determine whether or not there were data improvements during LIM implementation at one school. Quantitative data from closed-ended survey responses from staff members at four LIM schools was collected and analyzed to determine teacher perceptions of the LIM process as a whole, as well as the implementation levels of the four process components. Qualitative data in the form of focus group interview responses were collected and analyzed in order to determine the underlying causes of the student data improvements and overall school culture/climate improvements from the perspective of teachers at one LIM school. The data revealed that there appears to be a link between the LIM implementation and school improvement. Student data sets over time at the case study school did improve, and the teachers at that school indicated vast improvements in school culture/climate throughout the LIM implementation. In addition, the data analysis indicated strong positive feelings expressed by teachers at LIM schools, as well as a statistically significant positive correlation between the four process components.

Indexing (document details)
Advisor: Trahan, Mitzi P.
Commitee: Lane, Kenneth E., Montgomery, Paula S.
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 77/06(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Improvement, Leadership, School attendance, Student achievement, Students
Publication Number: 10002402
ISBN: 9781339419121
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