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dc.contributor.advisorHoyle, John R.en_US
dc.creatorArnold, Stacey Raeen_US
dc.date.accessioned2007-09-17T19:31:51Z
dc.date.available2007-09-17T19:31:51Z
dc.date.created2003-05en_US
dc.date.issued2007-09-17
dc.identifier.urihttp://hdl.handle.net/1969.1/5765
dc.description.abstractSchool leadership provides a critical bridge between student success initiatives and their impact on students in Texas schools. This study, which was one of four cohort studies conducted concurrently in Region V Education Service Center (ESC), Texas, examined the relationship between student performance, as measured by the Texas Assessment of Knowledge and Skills (TAKS), and leadership practices of elementary school principals in Region V ESC schools. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making (SBDM) committee members from their respective campuses to the Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2003) which evaluates the use of five identified leadership practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. Student performance information for the participating elementary campuses was obtained from the Texas Education Agency Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of elementary principals and the academic success of students as measured by the Texas Assessment of Knowledge and Skills (TAKS). However, a relationship between these variables is strongly supported by the literature. The data were an indication that Region V elementary principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) or at a higher level (70th percentile or above). As a group, the principals in this study rated themselves higher overall in regard to perceived leadership practices than did their observers, but only significantly higher on three of the five individual practices. Principals and their observers agreed that the practice Enable Others to Act was the most frequently noted followed by the practices Model the Way and Encourage the Heart. The practices with the least reported frequency were Challenge the Process and Inspire a Shared Vision. Further analysis of the data showed that the demographic variables of gender, ethnicity, age, and years of experience in the field of education did not have an effect on survey responses of the study participants.en_US
dc.format.extent1263329 bytes
dc.format.mediumelectronicen_US
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.publisherTexas A&M Universityen_US
dc.subjectElementaryen_US
dc.subjectPrincipalen_US
dc.subjectStudent Performanceen_US
dc.subjectPracticesen_US
dc.titleStudent performance and leadership practices of selected elementary school principals: a cohort studyen_US
dc.typeBooken
dc.typeThesisen
thesis.degree.departmentEducational Administration and Human Resource Developmenten_US
thesis.degree.disciplineEducational Administrationen_US
thesis.degree.grantorTexas A&M Universityen_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.levelDoctoralen_US
dc.contributor.committeeMemberDenton, Jonen_US
dc.contributor.committeeMemberEgan, Toby Marshallen_US
dc.contributor.committeeMemberZellner, Luana J.en_US
dc.type.genreElectronic Record of Studyen_US
dc.type.materialtexten_US
dc.format.digitalOriginborn digitalen_US


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