Abstract/Details

Adequate yearly progress in elementary, Title I schools: A study on administrator leadership styles and their impact on student achievement


2010 2010

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Abstract (summary)

The purpose of this study was to analyze the relationship between administrator leadership styles and their impact on student achievement. The goal of this quantitative, non-experimental study was to investigate the correlation between administrator leadership styles and third and fourth grade math, Tennessee Comprehensive Assessment Program (TCAP) scores. Math scores were measured by the TCAP which is considered both a valid and reliable measure of proficiency in Tennessee. Third grade student math scores from 2007-2008 and fourth grade math scores of those same students from 2008-2009 were utilized for the mean gain scores. The sample population consisted of seven elementary, Title I school administrators in a middle Tennessee school district. Those seven administrators completed the Leadership Effectiveness and Adaptability Description Instrument (LEAD) which is published by the Center or Leadership Studies and the Myers-Briggs Type Indicator (MBTI) which is published by the Consulting Psychologists Press. The results of this study indicate that it is not necessarily the leadership style of an administrator that effects student achievement or the personality style of the administrator, rather it is the combination of an administrator's leadership style and his/her personality that appears to be most closely related to student achievement.

Indexing (details)


Subject
Educational leadership;
School administration;
Academic achievement gaps;
Mathematics education;
Educational tests & measurements
Classification
0449: Educational leadership
0514: School administration
Identifier / keyword
Education; Achievement; Adequate yearly progress; Administrator; Administrator leadership; Leadership; Non-experimental; Quantitative; Student achievement; Title I; Z-test of proportions
Title
Adequate yearly progress in elementary, Title I schools: A study on administrator leadership styles and their impact on student achievement
Author
King, Janolyn Jones
Number of pages
130
Publication year
2010
Degree date
2010
School code
1351
Source
DAI-A 71/09, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124134918
Advisor
Sampson, Randall G.
Committee member
January-Vance, Katina T.L.; Rogers, Carolyn B.H.
University/institution
Capella University
Department
School of Education
University location
United States -- Minnesota
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3413168
ProQuest document ID
746779755
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/746779755
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