Dissertation/Thesis Abstract

The Perceptions of Principal-Based Leadership Practices on Student Reading Achievement
by Gjelaj Merturi, Elizabeth, Ed.D., University of Phoenix, 2010, 158; 3438405
Abstract (Summary)

The purpose of this mixed quantitative and qualitative study was to examine whether a relationship exists between the perceptions of principal-based leadership practices and 5th grade reading achievement. Standardized assessment measures used were the Principal Instructional Management Rating Scale (PIMRS) and the 5th grade Connecticut Mastery Test (CMT) reading achievement scores. Ten elementary school principals and two hundred 5th grade students’ reading scores were used as the sample for this study. To determine whether a relationship exists, a correlation and an analysis of variance (ANOVA) was used to compute the quantitative data. NVivo software was used to analyze the elaborated responses and the different themes drawn from the principal interviews. Findings indicated that the perceptions of principal-based leadership practices were not significantly correlated to 5th grading reading achievement. The qualitative data from the interviews showed that principals can be more proactive in providing leadership to teachers and students. Therefore, findings and recommendations from this study will enable school leaders to improve their practices to meet the academic needs of students more successfully and help them become more productive.

Indexing (document details)
Advisor: Tomlin, Michael
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 72/02, Dissertation Abstracts International
Subjects: Educational leadership, School administration, Literacy, Reading instruction
Keywords: Connecticut Mastery Tests, Leadership, PRIMS, Principals, Reading achievement
Publication Number: 3438405
ISBN: 978-1-124-41587-1
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