Term of Award

Spring 2015

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Teri Melton

Committee Member 1

Yasar Bodur

Committee Member 2

Paul "Mac" Brinson

Abstract

The purpose of this quantitative study was to investigate teachers’ perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related to school effectiveness in high poverty schools. The sample of this study consisted of Georgia classroom teachers in high poverty elementary schools, specifically in the categories of Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. An independent samples t-test was conducted to determine whether the means of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools, as perceived by teachers, were significantly different. Results indicated principals in Georgia Reward Highest Performing schools exhibited instructional leadership practices and behaviors in the dimensions of Defining the School Mission and Managing the Instructional Program more frequently than principals in Georgia Reward Highest Progress schools. A significant difference did not exist in the dimension of Developing the School Learning Climate Program between the school groups.

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