A case study of ongoing planning and decision-making leadership strategies employed by principals of high performing schools

Simple item page
dc.contributor.advisorOlivárez, Rubén
dc.contributor.committeeMemberDeMatthews, David
dc.contributor.committeeMemberCantu, Norma
dc.contributor.committeeMemberSimieou, Felix
dc.creatorHooper, Torrye
dc.date.accessioned2021-09-20T14:39:54Z
dc.date.available2021-09-20T14:39:54Z
dc.date.created2021-08
dc.date.issued2021-06-14
dc.date.submittedAugust 2021
dc.date.updated2021-09-20T14:39:56Z
dc.description.abstractThere are research studies that focus on principal leadership and the direct and positive impact it has on student performance, but few examine the effects of principal strategies in the areas of ongoing planning and decision making in high-performing poverty schools in urban school districts. Strategies implemented by school leaders as they relate to ongoing school reform, specifically in the areas of planning and decision-making in successful urban high-needs schools, were investigated. Research questions include: 1) What is the role of the principal in the ongoing process of planning and decision-making? 2) How do principals effectuate meaningful involvement of teachers in the ongoing planning and decision-making process? 3) What school-based support-structures and systems are created by principals to facilitate the involvement of other school personnel and community stakeholders in the ongoing planning and decision-making process? 4) What principal leadership actions and strategies are utilized to attain sustainability of high levels of student achievement? A qualitative case study methodology is used to understand the strategies of school leaders in successful high poverty urban schools, specifically with planning and decision-making. Elementary principals and teachers are asked open-ended questions in which they describe their experiences with leadership strategies that directly impact student achievement. The most prevalent theme that emerged was the availability of resources – offering a positive impact on teachers’ instructional performances. The findings suggest that as leaders utilize ongoing planning and decision-making strategies, as they relate to the new accountability system, they will become invaluable resources to support and retain teachers.
dc.description.departmentEducational Leadership and Policy
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/87907
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/14851
dc.subjectPlanning
dc.subjectDecision making
dc.subjectAccountability
dc.subjectElementary and secondary education act
dc.subjectInstructional leader
dc.subjectLeadership style
dc.subjectPrincipal behaviors
dc.subjectCollaboration
dc.subjectContingent rewards
dc.subjectTesting
dc.subjectData driven decision making skills
dc.titleA case study of ongoing planning and decision-making leadership strategies employed by principals of high performing schools
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership and Policy
thesis.degree.disciplineEducational Leadership and Policy
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

Access full-text files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
HOOPER-TREATISE-2021.pdf
Size:
8.44 MB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
4.45 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.84 KB
Format:
Plain Text
Description:
Download

Collections

UT Electronic Theses and Dissertations