This study was designed to investigate teachers' perceptions of the role middle school principals played as instructional leaders in 2 rural schools in southwest Virginia. The 2 middle school participants in the study included only teachers in schools classified Fully Accredited by the accountability standards of the No Child Left Behind for changing the academic status of their schools from Needs Improvement in 2005 to Fully Accredited for 2006 to 2009 inclusive. This study examined teachers' perceptions of the principal's role as an instructional leader for school improvement in changing the status of the schools from Needs Improvement to Fully Accredited.
This study examined middle school teachers' perceptions of 3 leadership characteristics middle school principals should possess as an effective instructional leader for school improvement. This qualitative research project examined middle school teachers' perceptions of the impact of school vision, teacher collaboration, and student academic needs for improving student achievement during a school improvement process. This qualitative study gathered information through the use of online surveys, interviews, and summative student achievement scores to determine teacher's perceptions of the effectiveness of their principals as instructional leaders.
Results of this study suggested principals should rely on researched-based practices for maintaining and sustaining high student achievement and high teacher expectations for instructional accountability. This study provides useful information for future instructional research on 3 leadership characteristics and their impact on instruction and student achievement.
","abstract_html":"<p>This study was designed to investigate teachers' perceptions of the role middle school principals played as instructional leaders in 2 rural schools in southwest Virginia. The 2 middle school participants in the study included only teachers in schools classified <em>Fully Accredited</em> by the accountability standards of the <em>No Child Left Behind</em> for changing the academic status of their schools from <em>Needs Improvement</em> in 2005 <em>to Fully Accredited</em> for 2006 to 2009 inclusive. This study examined teachers' perceptions of the principal's role as an instructional leader for school improvement in changing the status of the schools from <em>Needs Improvement</em> to <em>Fully Accredited</em>.</p><p>This study examined middle school teachers' perceptions of 3 leadership characteristics middle school principals should possess as an effective instructional leader for school improvement. This qualitative research project examined middle school teachers' perceptions of the impact of school vision, teacher collaboration, and student academic needs for improving student achievement during a school improvement process. This qualitative study gathered information through the use of online surveys, interviews, and summative student achievement scores to determine teacher's perceptions of the effectiveness of their principals as instructional leaders.</p><p>Results of this study suggested principals should rely on researched-based practices for maintaining and sustaining high student achievement and high teacher expectations for instructional accountability. This study provides useful information for future instructional research on 3 leadership characteristics and their impact on instruction and student achievement.</p>","abstract_has_math":false,"creators":["McCann, Gary Dail"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-08-17T07:00:00Z","date_published":"2011-08-17T07:00:00Z","updated_at":"2026-07-24T02:20:14Z","subjects":["school improvement","accountability","instructional leader","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1351","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McCann, Gary Dail"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1990-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-08-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["school improvement","accountability","instructional leader","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2542/viewcontent/McCannG080411f.pdf","https://dc.etsu.edu/etd/1351"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to investigate teachers' perceptions of the role middle school principals played as instructional leaders in 2 rural schools in southwest Virginia. The 2 middle school participants in the study included only teachers in schools classified Fully Accredited by the accountability standards of the No Child Left Behind for changing the academic status of their schools from Needs Improvement in 2005 to Fully Accredited for 2006 to 2009 inclusive. This study examined teachers' perceptions of the principal's role as an instructional leader for school improvement in changing the status of the schools from Needs Improvement to Fully Accredited.
This study examined middle school teachers' perceptions of 3 leadership characteristics middle school principals should possess as an effective instructional leader for school improvement. This qualitative research project examined middle school teachers' perceptions of the impact of school vision, teacher collaboration, and student academic needs for improving student achievement during a school improvement process. This qualitative study gathered information through the use of online surveys, interviews, and summative student achievement scores to determine teacher's perceptions of the effectiveness of their principals as instructional leaders.
Results of this study suggested principals should rely on researched-based practices for maintaining and sustaining high student achievement and high teacher expectations for instructional accountability. This study provides useful information for future instructional research on 3 leadership characteristics and their impact on instruction and student achievement.
"]},{"key":"dc:title","label":"Title","values":["A Study to Examine Teacher Perceptions of Leadership Characteristics That Middle School Principals Should Have to Be an Effective Instructional Leader."]}]}],"canonical_facts":{"dc:creator":["McCann, Gary Dail"],"dc:date.available":["1990-01-01T08:00:00Z"],"dc:date.issued":["2011-08-17T07:00:00Z"],"dc:description.abstract":["This study was designed to investigate teachers' perceptions of the role middle school principals played as instructional leaders in 2 rural schools in southwest Virginia. The 2 middle school participants in the study included only teachers in schools classified Fully Accredited by the accountability standards of the No Child Left Behind for changing the academic status of their schools from Needs Improvement in 2005 to Fully Accredited for 2006 to 2009 inclusive. This study examined teachers' perceptions of the principal's role as an instructional leader for school improvement in changing the status of the schools from Needs Improvement to Fully Accredited.
This study examined middle school teachers' perceptions of 3 leadership characteristics middle school principals should possess as an effective instructional leader for school improvement. This qualitative research project examined middle school teachers' perceptions of the impact of school vision, teacher collaboration, and student academic needs for improving student achievement during a school improvement process. This qualitative study gathered information through the use of online surveys, interviews, and summative student achievement scores to determine teacher's perceptions of the effectiveness of their principals as instructional leaders.
Results of this study suggested principals should rely on researched-based practices for maintaining and sustaining high student achievement and high teacher expectations for instructional accountability. This study provides useful information for future instructional research on 3 leadership characteristics and their impact on instruction and student achievement.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2542/viewcontent/McCannG080411f.pdf","https://dc.etsu.edu/etd/1351"],"dc:rights":["Copyright by the authors."],"dc:subject":["school improvement","accountability","instructional leader","Education","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"],"dc:title":["A Study to Examine Teacher Perceptions of Leadership Characteristics That Middle School Principals Should Have to Be an Effective Instructional Leader."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:14Z"}