The 2015 Professional Standards for Education Leaders set the expectation for leadership as public schools enter a new era of accountability under federal legislation, The Every Student Succeeds Act. The Act seeks to ensure that regardless of a child’s race, income, disability, or ability to speak English, that child is provided equity in opportunity to achieve success. This study examined principals’ perceptions of their implementation of high yield leadership standards and any relationship of those perceptions to student achievement. The data serve as a critical baseline of principal leadership efficacy as educators’ transition into a time of accountability under ESSA. Perceived strengths and areas for growth are identified. Implications for school system staff including hiring, principal professional learning, and building self-efficacy in the standards are discussed.
|Commitee:||Fowler, Jerry, Kubasko, Wendy|
|Department:||Educational Leadership and Special Education|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Education Policy|
|Keywords:||Achievement, Hiring, Leadership, Poverty, Principal, Self-efficacy|
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