Date of Graduation
2002
Document Type
Dissertation/Thesis
Abstract
The purpose of this study was to determine instructional leadership behaviors that West Virginia school superintendents employ in leading principals in school districts containing high performing High Schools That Work Network public high schools and to determine what relationship exists between superintendent instructional leadership behaviors and student achievement based on the High Schools That Work Assessments. Data derived from 20 pairs of superintendents and principals from high performing High Schools That Work Network public high schools were analyzed to determine superintendent instructional leadership behaviors that related to student achievement. Statistically significant relationships were determined between superintendents and principals for instructional leadership behavior areas including Instructional Planning, Organizing for Instruction, and Human Resource Development. The areas of Staffing for Instruction and Evaluating Instruction did not yield statistically significant relationships. A statistically significant relationship was determined between the top 14 ranked instructional leadership behaviors as rated by superintendents and the top 14 ranked instructional leadership behaviors as rated by principals. When comparing the superintendent and principal lists of the top 14 ranked instructional leadership behaviors, eight were common to both lists and fell within the three statistically significant instructional leadership behavior areas including Instructional Planning, Organizing for Instruction, and Human Resource Development. Since the study was designed to include only high performing High Schools That Work Network public high schools in West Virginia, instructional leadership behaviors within the three instructional leadership behavior areas showing a statistically significant relationship including Instructional Planning, Organizing for Instruction, and Human Resource Development are those that relate to student achievement in high performing High Schools That Work Network public high schools in West Virginia. Of the top 14 instructional leadership behaviors identified by superintendents and principals in two separate ranked lists, eight instructional leadership behaviors were common to both lists, fall within the three instructional leadership behavior areas, and impact student achievement in high performing High Schools That Work Network public high schools. This study has implications for educational leaders, policy makers, and researchers regarding the role of school superintendents in improving student achievement levels.
Recommended Citation
Paine, Steven Louis, "The relationship of superintendent instructional leadership behavior and student achievement in high-performing High Schools That Work Network public high schools in West Virginia." (2002). Graduate Theses, Dissertations, and Problem Reports. 9548.
https://researchrepository.wvu.edu/etd/9548