Keywords

Academic achievement -- Florida, Educational accountability -- Florida, Effective teaching -- Florida, Elementary school principals -- Florida, Elementary schools -- Florida, Organizational effectiveness -- Florida, United States -- No Child Left Behind Act of 2001

Abstract

This study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission, beliefs, goals), leadership for school improvement, community building, and culture of continuous improvement. The results of this study indicated that participating Florida Title I principals believed that they were implementing effective instructional and organizational practices in their schools. Despite this belief, all but two of the schools represented in the results failed to make adequate yearly progress (AYP) for school year 2009-2010. The analysis of the responses indicated a negative, but not statistically significant, correlation between self-reported scores and AYP percentage points earned. These results warrant further study to determine if the reported indicators can be verified by observation or other personnel. Within the limits of this study, the negative correlation suggested that school principals should examine their practices related to instructional and organizational effectiveness for fidelity and stakeholder buy-in. Principals must not only believe that these practices are evident, they must verify them through constant monitoring and quantitative measures.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2011

Semester

Spring

Advisor

Bozeman, William

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Teaching, Learning, and Leadership

Format

application/pdf

Identifier

CFE0003632

URL

http://purl.fcla.edu/fcla/etd/CFE0003632

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

Download

Included in

Education Commons

Share

COinS