How Principal Characteristics Including Experience, Leadership Style, Philosophy, and Education Influence Science Achievement
Dissertation - Public Access
Ed.D. Doctor of Education
The purpose of this evaluation was to analyze the leadership characteristics of principals and determine how the characteristics influenced science achievement. The context of this inquiry was a school system in the southern United States where 55% of elementary students scored below grade level on the end-of-grade science assessment compared to the state average of 36%. I conducted a mixed-method study using extant science achievement data, science teacher survey data, principal survey data, and principal interview data. The survey and interview data demonstrated a disconnect between teachers’ perceptions and principals’ perceptions of science leadership provided by principals. I recommended a policy to improve science scores by providing professional development for principals. The policy included eight action steps to improve student proficiency in science: analyze science performance, set science goals, define instructional practices, establish clear priorities and parameters in which to act, build instructional capacity in the principals, establish indicators to monitor, align leadership behaviors to facilitate the change, and celebrate small wins (Odden, 2012; Kotter, 2012).
Lirio, Patricia, "How Principal Characteristics Including Experience, Leadership Style, Philosophy, and Education Influence Science Achievement" (2022). Dissertations. 686.
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Leadership Commons