Principals are responsible for leading efforts to reach increasingly higher levels of student academic proficiency in schools associated with adequate yearly progress (AYP) requirements. The purpose of this quantitative, correlational study was to identify the degree to which perceptions of principal transformational, transactional, and laissez-faire leadership qualities, as measured by Bass and Avolio's Multifactor Leadership Questionnaire (2003), correlate with school adequate yearly progress status. The scope of the study was out-Detroit area public high school principals. Using a survey design, data was gathered from building-level educators (n=334) about principal (n=27) leadership qualities. The results indicate that principals exhibit relatively low levels of coaching and teaching behaviors. The study also found a statistically significant relationship between (1) principals who focus on mistakes with schools that reached AYP status and (2) principals who specify the importance of having a strong sense of purpose with schools that did not meet AYP status.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 70/07, Dissertation Abstracts International|
|Subjects:||School administration, Secondary education|
|Keywords:||Adequate Yearly Progress, Educational leadership, Leadership, Leadership and AYP, Leadership and student achievement, Principal, Principal leadership, Secondary educational leadership|
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