Routine Behaviors of Principals in High-Poverty, High-Performing Elementary Schools

• In Event: 54.080 - Roundtable Session 22
  In Roundtable Session: 54.080-11 - Leadership in High-Poverty Schools

Abstract

Research on how effective leadership practices promote academic success in high poverty schools is diminutive in nature. Consequently, this study examines the routine behaviors of principals in high poverty, high performing elementary schools. An analysis of the data is used to determine if any relationship between the routine leadership practices of the principal and the academic rating of the school exists. Findings reveal that the principals of the high performing campuses tend to be more experienced leaders and that they value establishing and communicating goals, protecting instructional time, and providing teachers with the necessary tools and opportunities for professional growth. Information will be presented to equip leaders of high poverty schools with information related to improving their school’s academic standing.

Authors

• Kevin L Phillips

• Ava J. Muñoz, Texas A&M University-Commerce