Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
College of Education
Committee Member 1
Committee Member 2
Antonio Gutierrez de Blume
Committee Member 3
Committee Member 3 Email
The purpose of this quantitative study was to investigate principals’ self-perceptions of their instructional leadership practices in Georgia Reward Highest Performing, Georgia Reward Highest Progress, and Georgia Needs Improvement elementary schools. As such, this causal-comparative study was conducted to determine if differences existed between the instructional leadership practices of principals and school success in the designations of schools as perceived by the principals implementing them in high poverty schools. The sample of this study consisted of Georgia elementary school principals in Title I elementary schools, specifically in the categories of Georgia Reward Highest Performing, Georgia Reward Highest Progress, and Georgia Needs Improvement elementary schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. A series of Kruskal-Wallis ANOVAs were conducted to determine if the mean differences between the principal instructional leadership practices of Georgia Reward Highest Performing, Georgia Reward Highest Progress, and Georgia Needs Improvement elementary schools, as perceived by principals, were significantly different in reference to Defining the School Mission, Managing the Instructional Program, and Developing the School Learning Climate Program. A significant difference did not exist, but other information was gained in the study on principal instructional leadership.
Price, A. (2022) The Differences Between the Instructional Leadership Practices of Georgia Reward Highest Performing, Georgia Reward Highest Progress, and Georgia Needs Improvement Elementary Schools
Research Data and Supplementary Material