The students in Title I schools remain the most vulnerable in our education system. Principals in these schools must be exceptional and well prepared. However, principals have been trained in a universal approach that is not sufficient for those who lead schools with high poverty rates as well as culturally and linguistically diverse learners. The purpose of this mixed-methods descriptive study was to gain insight from principals about instructional leadership in Title I schools. Thirty-two principals described their perceptions about the preparation, supports, and challenges necessary to develop instructional leadership, including cultural proficiency for Title I schools. The findings in this study highlight the complexity of the principal role with a specific focus on Title I schools. While principals reported positive experiences as well as support from their leadership preparation programs and school districts, neither was sufficient to fully prepare them to be instructional leaders in Title I schools. Recommendations include a comprehensive, cohesive district coaching and mentoring program that considers elements necessary to build well-prepared and exceptional leaders for Title I schools.
|Commitee:||Almazan, Imee, Quintanar-Sarellana, Rosalinda|
|School:||San Jose State University|
|School Location:||United States -- California|
|Source:||DAI-A 79/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Education|
|Keywords:||Cultural proficiency, Develop instructional leadership, Instructional leadership, Novice principals, Principals as instructional leaders, Title I schools|
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