Dissertation/Thesis Abstract

A Comparison of Middle School Principals' Leadership Style in High-Performing and Low-Performing Schools in New York City
by Jean, Rosarie P., Ph.D., Concordia University Chicago, 2016, 110; 10139321
Abstract (Summary)

This quantitative research study investigated if there is a relationship between middle school principals’ leadership style in high-performing and low-performing schools in New York City. To address the problem and to answer the research question, a survey instrument adapted by Tomal (2007) was used to determine the principal’s leadership style. The New York City Department of Accountability RPSG Research Data Department provided the student achievement data. Ten middle school principals, three from high-performing schools and seven from low-performing schools participated in the study. High-performing schools achieved Adequate Yearly Progress (AYP) for two consecutive years and low-performing schools did not make AYP for two consecutive years. Principals completed a 30-question leadership survey to determine their preferred style: abdicator, collaborator, compromiser, enforcer, and supporter. The principals’ leadership style was then matched to the school’s Performance Index (PI) from the 2015 New York State English Language Arts and Mathematics assessment. An independent t-test was used to analyze the principal’s response to the leadership survey. The data indicated that principals from high-performing and low-performing schools differ on 5 out of 30 statements on the leadership survey. However, due to the small sample size, the results are not statistically significant.

Indexing (document details)
Advisor: Tomal, Daniel
Commitee: Brant, Mary, Graham, Brenda
School: Concordia University Chicago
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 78/01(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership
Keywords: Leadership style, Middle school, Student achievment
Publication Number: 10139321
ISBN: 978-1-339-94818-8
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest