Effective Instructional Leadership Practices in High Performing Elementary Schools

• Published in: Journal of School Administration Research and Development Vol. 6; no. 2; pp. 60 - 70
• Main Authors: Sanchez, Jesse, Watson, Jennifer M
• Format: Journal Article
• Language: English
• 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
• DOI: 10.32674/JSARD.V6I2.3975
• ISSN: 2470-8496

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.