Keywords

professional learning, professional development, andragogy, reading achievement, literacy achievement, Title I

Abstract

This study explored the relation between Florida’s Title I elementary school principals’ characteristics and how they design professional learning with student reading achievement. This study used Descriptive Statistics, Spearman’s Correlation, Independent Samples T-tests, Pearson’s Correlation, and ANCOVA to explore the relation between 259 of Florida’s Title I public elementary school principals’ characteristics (years of experience, number of state reading certifications, degrees, and level of autonomy) and how they design professional learning with student reading achievement. The research design was quantitative and correlational. Data was collected from 58 districts through a piloted survey using parametric sampling. A statistically significant difference was found between the number of degrees a Florida Title I public elementary principal has and their school’s third grade mean scale score in reading, rs(259) = .125, p < 0.5. Implications indicate, it is possible that if a Title I elementary principal in Florida has an educational specialist or doctoral degree, their school reading achievement is likely to be higher.

Completion Date

2025

Semester

Spring

Committee Chair

Eadens, Daniel

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Educational Leadership and Higher Education

Identifier

DP0029314

Document Type

Dissertation/Thesis

Campus Location

Orlando (Main) Campus

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