Examining principal use and perceptions of effective leadership strategies in low- and high-performing schools

Abstract

Accountability in public schools has increased shedding light on the number of schools throughout our nation and Indiana that are failing. As districts scurry to turnaround low-performing schools, districts leaders have learned that having a skilled administrator in charge is critical. Effective leadership strategies must be used in all schools regardless of current level of success. The purpose of this quantitative study was to examine the use and perception of effective leadership strategies by administrators in low-performing schools compared to their peers in high-performing schools. Participants of the study included principals in Indiana during the 2019-2020 school year. Principals within the state of Indiana were invited to complete a survey through Qualtrics that was developed using Hitt and Meyers (2018) Synthesized Framework for Sustained Turnaround. Descriptive and inferential statistics were used to analyze the data and draw conclusions. Findings include principals in low-performing schools utilize strategies that ensure high quality learning for all regardless of background more often than peers in high-performing buildings. The study also revealed that female principals utilize strategies that ensure high quality learning for all, regardless of background, as well as strategies that transform the organization more often than male principals. Female principals also perceived strategies of designing and conveying an inspiring mission, transforming the organization, leading instruction, and insisting on high quality learning for all regardless of background as more important than their male peers. Implications from this study include professional development that is needed for administrators in low-performing schools as well as a change in how these administrators are evaluated.