Open AccessEffective Instructional Leadership Practices in High Performing Elementary Schools
Author(s) -
J. Cabrera Sánchez,
J.L. Watson
Publication year - 2021
Publication title -
journal of school administration research and development
Language(s) - English
Resource type - Journals
eISSN - 2470-850X
pISSN - 2470-8496
DOI - 10.32674/jsard.v6i2.3975
Subject(s) - student achievement , mathematics education , instructional leadership , academic achievement , psychology , teacher leadership , poverty , pedagogy , educational leadership , political science , law
The purpose of this study was to investigate the connection between principals’ instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.