Dissertation/Thesis Abstract

The Impact of Instructional Leadership on Student Reading Success
by Simmons, Andrea O. D., Ed.D., University of South Alabama, 2019, 170; 13856497
Abstract (Summary)

Knowing how to promote the literacy success of all students can be elusive to those aspiring to be school leaders and/or principals. The purpose of this study was to identify the perceived instructional leadership behaviors of principals in schools that experience success in reading on standardized tests. The researcher studied these behaviors by examining school principals’ instructional leadership as identified by the Professional Standards for Educational Leaders and the Principal Instructional Management Rating Scale. Student reading proficiency was measured using the ACT Aspire proficiency rating score.

Perceptions of principals were gathered from nine principals and 109 teachers in elementary schools in a district in the southeastern region of the United States. The study was a non-experimental, descriptive, mixed methods research design to identify principals’ leadership behaviors and to determine whether there was a relationship between leadership behavior and student reading proficiency.

A strong positive correlation was found between principal instructional leadership and reading performance on the ACT Aspire, r = 0.722, p = 0.018. Principals substantiated these findings with responses to interview questions that aligned to the leadership dimensions examined in the study. Their responses revealed that they implement research-based instructional leadership strategies on a regular basis. Findings also provide confirmation of the widely held assumption that principals are the “difference-makers” in reading achievement in their schools. Further, the findings from this study add to the literature by linking instructional leadership behaviors to student reading achievement. The researcher presents an implementation plan to provide principals with training on the instructional leadership behaviors needed to positively impact student reading achievement. The implementation plan may be customized to meet the needs of any organization.

Indexing (document details)
Advisor: Styron, Ronald A.
Commitee: Khalsa, Gurupreet K., Maulding, Wanda S., Morton, Benterah C.
School: University of South Alabama
Department: Education
School Location: United States -- Alabama
Source: DAI-A 80/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Elementary education, Reading instruction
Keywords: Instructional leadership, Student reading success
Publication Number: 13856497
ISBN: 9781392072189
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