Nationwide educational leaders embrace the necessity of increasing student achievement and are faced with mounting challenges to meet the ever-increasing demands of state and federal accountability mandates. This qualitative, grounded theory study focused on cultural traits of successful large elementary schools in North Carolina. Data collected through one-on-one interviews with 22 administrators, teachers, and parents resulted in four saturated themes: transformational leadership, collaborative practice, teacher empowerment, and parental and community involvement. The collapse of these themes indicated that school leadership was vital in sustaining a positive school culture that supported high student achievement in large schools. The knowledge gained from the study suggests that replication of the theory is possible within other states.
|Advisor:||Saxton, Joseph, Jr.|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 70/09, Dissertation Abstracts International|
|Subjects:||School administration, Elementary education|
|Keywords:||Academic achievement, Elementary schools, Large elementary schools, North Carolina, School culture, School size, Student achievement|
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