Educational leadership and its effects on student achievement have been topics of increasing interest over the past four decades. This quantitative study researched the effects of the duties and responsibilities of high school principals on ACT scores and graduation rates. Independent variables include socioeconomic status and five of the seven standards from the Principal Professional Growth and Effectiveness System (PPGES): Instructional Leadership, School Climate, Human Resources Management, Organizational Management, and Communication and Community Relations. Teacher responses for the 2011 Kentucky TELL Survey on the school level were utilized to rate the effectiveness of high school principals on each of the selected standards. Data regarding test scores, graduation rates, and percentages of students qualifying for free and reduced lunch (socioeconomic status) for each high school were retrieved from the website of the Kentucky Department of Education. Linear regressions were calculated in order to identify relationships between the independent variables and student outcomes. This study found that five of the six variables proved significant in explaining variances of student outcomes with PPGES standard five, Communication and Community Relations, possessing the strongest predictive ability on student achievement for schools of differing socioeconomic levels.
","abstract_html":"<p>Educational leadership and its effects on student achievement have been topics of increasing interest over the past four decades. This quantitative study researched the effects of the duties and responsibilities of high school principals on ACT scores and graduation rates. Independent variables include socioeconomic status and five of the seven standards from the Principal Professional Growth and Effectiveness System (PPGES): Instructional Leadership, School Climate, Human Resources Management, Organizational Management, and Communication and Community Relations. Teacher responses for the 2011 Kentucky TELL Survey on the school level were utilized to rate the effectiveness of high school principals on each of the selected standards. Data regarding test scores, graduation rates, and percentages of students qualifying for free and reduced lunch (socioeconomic status) for each high school were retrieved from the website of the Kentucky Department of Education. Linear regressions were calculated in order to identify relationships between the independent variables and student outcomes. This study found that five of the six variables proved significant in explaining variances of student outcomes with PPGES standard five, Communication and Community Relations, possessing the strongest predictive ability on student achievement for schools of differing socioeconomic levels. </p>","abstract_has_math":false,"creators":["Towns, Carolyn Camille"],"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":["communication and community relations","human resources management","instructional leadership","organizational management","poverty","school climate","Educational Administration and Supervision"],"languages":[],"rights":["Copyright 2013 Carolyn Camille Towns"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/141","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Towns, Carolyn Camille"]}]},{"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":["communication and community relations","human resources management","instructional leadership","organizational management","poverty","school climate","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Carolyn Camille Towns"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/141"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Educational leadership and its effects on student achievement have been topics of increasing interest over the past four decades. This quantitative study researched the effects of the duties and responsibilities of high school principals on ACT scores and graduation rates. Independent variables include socioeconomic status and five of the seven standards from the Principal Professional Growth and Effectiveness System (PPGES): Instructional Leadership, School Climate, Human Resources Management, Organizational Management, and Communication and Community Relations. Teacher responses for the 2011 Kentucky TELL Survey on the school level were utilized to rate the effectiveness of high school principals on each of the selected standards. Data regarding test scores, graduation rates, and percentages of students qualifying for free and reduced lunch (socioeconomic status) for each high school were retrieved from the website of the Kentucky Department of Education. Linear regressions were calculated in order to identify relationships between the independent variables and student outcomes. This study found that five of the six variables proved significant in explaining variances of student outcomes with PPGES standard five, Communication and Community Relations, possessing the strongest predictive ability on student achievement for schools of differing socioeconomic levels.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Kentucky High School Principals' Leadership Behaviors And Student Outcomes"]}]}],"canonical_facts":{"dc:creator":["Towns, Carolyn Camille"],"dc:description.abstract":["Educational leadership and its effects on student achievement have been topics of increasing interest over the past four decades. This quantitative study researched the effects of the duties and responsibilities of high school principals on ACT scores and graduation rates. Independent variables include socioeconomic status and five of the seven standards from the Principal Professional Growth and Effectiveness System (PPGES): Instructional Leadership, School Climate, Human Resources Management, Organizational Management, and Communication and Community Relations. Teacher responses for the 2011 Kentucky TELL Survey on the school level were utilized to rate the effectiveness of high school principals on each of the selected standards. Data regarding test scores, graduation rates, and percentages of students qualifying for free and reduced lunch (socioeconomic status) for each high school were retrieved from the website of the Kentucky Department of Education. Linear regressions were calculated in order to identify relationships between the independent variables and student outcomes. This study found that five of the six variables proved significant in explaining variances of student outcomes with PPGES standard five, Communication and Community Relations, possessing the strongest predictive ability on student achievement for schools of differing socioeconomic levels.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/141"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2013 Carolyn Camille Towns"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["communication and community relations","human resources management","instructional leadership","organizational management","poverty","school climate","Educational Administration and Supervision"],"dc:title":["The Relationship Between Kentucky High School Principals' Leadership Behaviors And Student Outcomes"],"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"}