Best Practices of High School Principals for Improving Student Achievement in Urban Schools

The purpose of this study was to examine the best practices of high school principals for improving student achievement in eight urban high schools in the Metro Atlanta area. Specifically, the best practices of urban Georgia high school principals in the areas of vision, risk-taking, human development, belief in others and integrity were explored through an interview process. Each participant was asked five open-ended questions since these allow for participants to answer questions in a more complete manner. The qualitative, phenomenological research design was employed. Qualitative analysis was used to determine recurring themes related to the research questions. The recurring emerging themes from the data collection and data analysis were: (1) a strong vision that is clearly and concisely communicated with action, (2) the need for a strong and coordinated curriculum, (3) strong support system for teachers and staff members, (4) a safe and positive school climate, (5) incorporate teachers as leaders philoshophy, (6) collaborative decision-making process, (7) strong relationships with teachers build on trust and belief in others, (8) calculated risk-taking.

Name thesis:degree_name

Doctor of Education in Education Administration (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Leadership, Technology, and Human Development

Year dc:date.available

2008

Author dc:creator

• Smith, Anthony Wayne

Contributors dc:contributor

• Linda M. Arthur
• Mannie Hall

• ETD
• Student achievement
• Adequate yearly progress
• No Child Left Behind
• Georgia High School Graduation Test
• Georgia High School Writing Test
• School of distinction
• Qualitative research
• High school principals

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/231

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1231