Effective Instructional Leadership Practices in High Performing Elementary Schools

The purpose of this study was to investigate the connection between principals' instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher tha...

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Bibliographic Details
Published inJournal of School Administration Research and Development Vol. 6; no. 2; pp. 60 - 70
Main Authors Sanchez, Jesse, Watson, Jennifer M
Format Journal Article
LanguageEnglish
Published Principal Research Center, Inc 2021
Subjects
Academic Achievement
Administrator Attitudes
Educational Legislation
Elementary Schools
Elementary Secondary Education
Federal Legislation
High Achievement
Instructional Leadership
Leadership Effectiveness
Low Income Students
Principals
Teacher Administrator Relationship
California
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Summary:The purpose of this study was to investigate the connection between principals' instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.
ISSN:2470-8496
DOI:10.32674/JSARD.V6I2.3975