Date of Award

Spring 5-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Bryan McCoy

Abstract

Research on effective collaborative relationships between district leaders and school principals have shown to exhibit characteristics that positively impact student achievement. Characteristics such as reciprocal communication, shared decision making, intensive support, and quality professional learning opportunities are repeated in literature. Therefore, this qualitative case study examined whether there are differences in collaborative relationships between district leaders and school principals in high-performing and low-performing schools within a single school district based on those common characteristics. The following research questions guided the current study: (a) What are the differences, if any, in communication between district leaders and principals of high- and low-performing schools?, (b) What are the differences, if any, in decision-making opportunities between district leaders and principals of high- and low-performing schools?, (c) What are the differences, if any, in needs-based support between district leaders and principals of high- and low-performing schools?, (d) What are the differences, if any, in professional learning opportunities between district leaders and principals of high- and low-performing schools?

The current study took place in one high-performing school district using semi-structured interviews, observations, and analyses of documents. Participants in the study included two district leaders, two school leaders from high-performing schools, and two school leaders from low-performing schools. Findings show that there are no differences in the relationships between district leaders and school principals in high- and low-performing schools within a high-performing school district.

Download

Share

COinS