Date of Award
Educational Administration and Policy Studies
Kent Seidel, Ph.D.
High-growth, High-poverty, Leadership, Teacher perceptions, Tranformative, Turnaround
The purpose of this study was to determine the priorities of school principals in high poverty schools that have the potential to make the greatest impact on student achievement. The study utilized secondary data analysis of a survey given to all Colorado educators to measure perceptions of school conditions, including leadership, along with school student achievement data. The TELL (Teaching, Empowering, Learning and Leading) Colorado survey was administered online to educators. The survey constructs were analyzed using Leithwood and Riehl’s framework for effective leadership actions. These actions include: setting direction, developing people, redesigning the organization and managing the instructional program. The participants of the study are 167 schools designated by the state of Colorado as being high-poverty. Data were analyzed using both descriptive and inferential analyses. Schools were studied within two groups. Schools identified as “Centers for Excellence” by the state of Colorado are designated high-poverty, high-growth schools. A second, larger group of schools was classified as high-poverty, low-growth. Leadership survey items were analyzed for both groups and comparisons made between the two. Overall, results indicated that the higher perception of leadership within a school, the more likely the school was to be designated a ‘Center of Excellence’ by the state.
Copyright is held by the author. User is responsible for all copyright compliance.
Dillon, Devin C., "Teacher Perceptions of Leadership in High Poverty Schools" (2011). Electronic Theses and Dissertations. 163.
Received from ProQuest
Devin C. Dillon
Education, Educational administration, Education policy