This paper is a study of the relationship between teacher leadership and student achievement outcomes. English/Language Arts scores were collected from two, large urban middle schools under NCLB consequences and receiving School Improvement Grant (SIG) funding. Scaled scores from the state's Criterion Referenced Test (CRT) in English/Language Arts serve as the measure of student achievement. These student achievement scores were linked at the student level to the teacher primarily responsible for each student's English/Language Arts instruction. Forty-two teachers (N=42) were connected to their students (N=2292) to determine the relationship between teacher leadership and student achievement. In addition, other student characteristics (poverty, disability, and ethnicity) were taken into account when the relationship between teacher leadership on student achievement outcomes was assessed.
","abstract_html":"<p>This paper is a study of the relationship between teacher leadership and student achievement outcomes. English/Language Arts scores were collected from two, large urban middle schools under NCLB consequences and receiving School Improvement Grant (SIG) funding. Scaled scores from the state's Criterion Referenced Test (CRT) in English/Language Arts serve as the measure of student achievement. These student achievement scores were linked at the student level to the teacher primarily responsible for each student's English/Language Arts instruction. Forty-two teachers (N=42) were connected to their students (N=2292) to determine the relationship between teacher leadership and student achievement. In addition, other student characteristics (poverty, disability, and ethnicity) were taken into account when the relationship between teacher leadership on student achievement outcomes was assessed. </p>","abstract_has_math":false,"creators":["Sugg, Sally Ann"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:19Z","subjects":["student achievement","teacher leadership","turnaround","Educational Administration and Supervision"],"languages":[],"rights":["Copyright 2013 Sally Ann Sugg"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/138","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Sugg, Sally Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["student achievement","teacher leadership","turnaround","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Sally Ann Sugg"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/138"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper is a study of the relationship between teacher leadership and student achievement outcomes. English/Language Arts scores were collected from two, large urban middle schools under NCLB consequences and receiving School Improvement Grant (SIG) funding. Scaled scores from the state's Criterion Referenced Test (CRT) in English/Language Arts serve as the measure of student achievement. These student achievement scores were linked at the student level to the teacher primarily responsible for each student's English/Language Arts instruction. Forty-two teachers (N=42) were connected to their students (N=2292) to determine the relationship between teacher leadership and student achievement. In addition, other student characteristics (poverty, disability, and ethnicity) were taken into account when the relationship between teacher leadership on student achievement outcomes was assessed.
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"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/138"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2013 Sally Ann Sugg"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["student achievement","teacher leadership","turnaround","Educational Administration and Supervision"],"dc:title":["The Relationship Between Teacher Leadership and Student Achievement"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:19Z"}