ORCID
https://orcid.org/0000-0001-8010-1052
Date of Award
2024
Document Type
Dissertation
Degree Name
Education (Ed.D.)
Department
Administrative and Instructional Leadership
First Advisor
Dr. James Campbell
Second Advisor
Dr. Anthony Annunziato
Third Advisor
Dr. Richard Bern
Abstract
The purpose of this quantitative scholarly research study was to ascertain to what extent a principal’s leadership contributes to an increase in student achievement outcomes in K-12 education in New York City. The study used the Learning Environment Survey from 2021 and English Language Arts testing data from 2018 for third, fourth, and fifth grades. Two research questions guided this study. First, what are the factors of principal leadership that emerge from the Learning Environment Survey? Second, to what extent do these factors, as a proxy for principal leadership, have an influence on student achievement outcomes, in K-12 education? Four factors emerged from the data: 1) Leadership Support Factor, 2) Professional Development Factor, 3) Leader Expectations Factor, and 4) Professional Knowledge Factor. These four align with the five key attributes of effective principals proposed by the Wallace Foundation. Using multiple regression analysis, three of the factors were shown to have no statistically significant impact on student achievement as measured by ELA scores: Professional Development, Leader Expectations, and Professional Knowledge Factor. The Leadership Support Factor was a significant predictor of ELA achievement for all three grade levels (i.e., Grade 3, Grade 4, and Grade 5). Finally, implications for future practice is discussed.
Recommended Citation
Valentine-Lindsay, Crystal, "THE IMPACT OF PRINCIPAL LEADERSHIP ON STUDENT ACHIEVEMENT OUTCOMES IN K-12 EDUCATION" (2024). Theses and Dissertations. 852.
https://scholar.stjohns.edu/theses_dissertations/852