Effective teachers have been shown to have a positive effect on increased student achievement. Principals are ultimately responsible for the development and selection of teachers. This qualitative study focused on the practices of three principals of higher performing high schools as determined by Louisiana’s accountability criteria.
Using a purposeful, criterion, maximum variation sample, three school sites were chosen as participants in the study. This study investigated six data sources at each school site. Within-case and cross-case analyses were conducted with triangulation, categorization, and themes.
Findings revealed that the practices of all three principals were different from one another with no single method found to be consistent. The end result (student achievement) was similar in all three schools but the methods of hiring and developing teachers at each site were different. This finding led to the conclusion that there was no single best way to achieve the same result – equifinality.
An emergent theme that was found to be consistent among all three schools was the character traits of the educational leader at the school. Eighteen character traits were determined with 14 of the 18 traits found in all three principals. These traits included shared decision making, visible, accessible, approachable, overall awareness, honesty, encouraging, set high expectations, personable, enthusiastic, positive, credits others for contributions, communicates clear expectations, role model, proud of school’s accomplishments, supportive, interacts with students, and knowledgeable about instruction.
|Advisor:||Richardson, Michael D.|
|Commitee:||Adams, Nan B., Crain-Dorough, Mindy, Roberts, Nathan|
|School:||Southeastern Louisiana University|
|Department:||Educational Leadership and Technology|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 73/03, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Teacher education|
|Keywords:||Character traits, High-performing schools, Hiring of teachers, Louisiana, Principal, Principal practices, Professional development, Qualitative, Teacher effectiveness|
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