Date of Award

Winter 2-23-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum, Instruction, and Leadership

First Advisor

Bryan McCoy

Abstract

National and International assessment results as well as general student unpreparedness for college and beyond in terms of mathematical abilities indicate a need for increased student achievement in mathematics (Hart, 2005; National Center for Education Statistics, 2017; Peterson, Woessmann, Hanushek, & Lastra-Anadon, 2011). The purpose of the study was to explore effective leadership traits of secondary school administrators that foster and support teachers of mathematics. Research specifically made connections to instructional and transformational leadership practices, actions, and traits. This exploration was investigated through a case study using interviews completed by high school educators, administrators, and district leaders.

A sample of five mathematics teachers, four administrators, and two district personnel were interviewed to gain insight into how administrators support mathematics teachers at one high school in North Louisiana. Qualitative data were gathered through one on one, semi-structured interviews completed by the mathematics teachers, administrators, and district personnel at the case study site. Interview responses were recorded, transcribed, coded, and analyzed based on word frequency and interview group.

Mathematics teachers felt supported by school administrators due to administrators’ locating or acquiring classroom materials, approachability and accessibility, organization of professional development, support for tested courses, and access to district support. Administrators supported mathematics teachers by providing iv student discipline, greater support for tested subjects and new teachers, instructional observations and feedback, locating or acquiring classroom materials, and organization of PLCs.

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