ORCID

0009-0001-0715-8770

Keywords

•Community Schools • Education Leadership •School Leadership • Distributed Leadership •Teacher Perceptions •Family and Community Engagement •Integrated Student Support •Expanded Learning Time •Collaborative Leadership •Mixed Methods Research

Subject Categories

Educational Administration and Supervision | Educational Leadership

Abstract

This study examined teachers’ perceptions of school leaders’ roles in implementing the Four Pillars of Community Schools to support Student achievement in under-resourced schools. The four pillars of Community Schools- Integrated Student Support, Expanded Learning Time and Opportunities, Family and Community Engagement, and Collaborative Leadership and Practices- served as the conceptual framework for the study. Distributed Leadership Theory and Epstein’s Framework of Parental Involvement provided the theoretical lens that guided the interpretation of the findings. The study explored teachers’ perceptions of leadership practices associated with the four pillars and identified leadership strategies perceived as most effective for sustaining the community school model. The researcher used Community Schools in an urban school district in Central Florida as the target population and recruited 35 participants through convenience sampling. Quantitative data were collected using the researcher-developed Community School Leadership Perception Survey and analyzed using descriptive statistics, reliability analysis, Pearson correlations, and multiple regression. Qualitative data from open-ended responses were analyzed using thematic analysis following Braun and Clarke’s six-step framework. The integration of quantitative and qualitative data facilitated triangulation, yielding a deeper, more comprehensive understanding of teachers’ perceptions. The findings indicated that teachers rated collaborative leadership practices most positively, with teacher voice and shared decision-making emerging as central components of effective leadership. Qualitative findings reinforced the critical role of collaboration, communication, trust, family engagement, and strategic support systems in promoting student success. Overall, the findings suggest that successful implementation of the community school model is dependent on leadership practices that promote shared responsibility, strengthen partnerships, and address both academic and nonacademic student needs.

Completion Date

2026

Semester

Summer

Committee Chair

Moore, Sheila

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Leadership and Higher Education

Format

PDF

Document Type

Dissertation

Language

English

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