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Effective leadership characteristics...

Gates, Demarcus L.

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Effective leadership characteristics of urban school principals on student achievement in Alabama.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effective leadership characteristics of urban school principals on student achievement in Alabama./
Author:	Gates, Demarcus L.
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3542034
ISBN:	9781267692917

Effective leadership characteristics of urban school principals on student achievement in Alabama.
Gates, Demarcus L.

Effective leadership characteristics of urban school principals on student achievement in Alabama. - 127 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2012.

This study focused on leadership characteristics of the principals in the schools of an urban school district in Alabama. The district is located in Alabama with a student population of approximately 30,000 students. The school district has fifty-four schools thirty-five elementary schools, 12 middle schools, and 7 high schools. The school district's has a population of 25,486. The districts racial breakdown is 24,383 African Americans, 761 Hispanics, 247 Whites and 65 other. The researcher studied the schools' academic performance based on each schools adequate yearly progress per the No Child Left Behind Act of 2001 (NCLB), over the past school year (2010--2011). The researcher examined the following characteristics of urban school principals: principal's years of service, education level, gender, race and their effects on student achievement per the NCLB Act of 2001. This dissertation analyzed effective leadership practices of urban school principals in an urban school district in Alabama. This research explored the effects of gender, race, and years of service on the academic achievement of students based on Alabama's Adequate Yearly Progress. This ex post facto study used archival data from an Urban Alabama School Districts Board of Education Human Resources and a Urban Alabama School Districts Board of Education Testing Department. A Chi-square and multiple logistic regression analysis were used to analysis the data. The data suggested that neither race, gender, nor years of service had a significant impact on student achievement as measured by the No Child Left Behind Acts adequate yearly Progress (AYP) Standards. However, the data did revealed that the data samples in some areas of the research were limited due to the size of the data sample which could lead to different outcomes with a larger data sample.

ISBN: 9781267692917Subjects--Topical Terms:

1035576
Education, Leadership.

Effective leadership characteristics of urban school principals on student achievement in Alabama.
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245 1 0 $a Effective leadership characteristics of urban school principals on student achievement in Alabama.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: Douglas Dewitt.
502 $a Thesis (Ph.D.)--Capella University, 2012.
520 $a This study focused on leadership characteristics of the principals in the schools of an urban school district in Alabama. The district is located in Alabama with a student population of approximately 30,000 students. The school district has fifty-four schools thirty-five elementary schools, 12 middle schools, and 7 high schools. The school district's has a population of 25,486. The districts racial breakdown is 24,383 African Americans, 761 Hispanics, 247 Whites and 65 other. The researcher studied the schools' academic performance based on each schools adequate yearly progress per the No Child Left Behind Act of 2001 (NCLB), over the past school year (2010--2011). The researcher examined the following characteristics of urban school principals: principal's years of service, education level, gender, race and their effects on student achievement per the NCLB Act of 2001. This dissertation analyzed effective leadership practices of urban school principals in an urban school district in Alabama. This research explored the effects of gender, race, and years of service on the academic achievement of students based on Alabama's Adequate Yearly Progress. This ex post facto study used archival data from an Urban Alabama School Districts Board of Education Human Resources and a Urban Alabama School Districts Board of Education Testing Department. A Chi-square and multiple logistic regression analysis were used to analysis the data. The data suggested that neither race, gender, nor years of service had a significant impact on student achievement as measured by the No Child Left Behind Acts adequate yearly Progress (AYP) Standards. However, the data did revealed that the data samples in some areas of the research were limited due to the size of the data sample which could lead to different outcomes with a larger data sample.
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