The relationship of principal's leadership behavior and student achievement in Title I schools with school-wide programs

• Main Author: Washington, Elethia Sloan
• Format: Others
• Published: DigitalCommons@Robert W. Woodruff Library, Atlanta University Center 2005
• Subjects: Education
• Online Access: http://digitalcommons.auctr.edu/dissertations/1242; http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=2614&context=dissertations

This study examined the extent to which principal's leadership behaviors were predictive of student achievement based on Georgia's Criterion Reference Competency Tests (CRCT) in math and reading. The relationship was studied through the analysis of teachers' ratings of principal's leadership behavior on a researcher-developed survey and CRCT scores for two school years. Multiple regressions analyses revealed that school enrollment, class size, Adequate Yearly Progress status, and percent of students eligible free and reduced price lunch were predictive of both reading and math achievement. The analyses also revealed that people leadership and teachers' race were predictive of reading achievement and structure leadership was predictive of math achievement.