The purpose of this quantitative study was to investigate teachers’ perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related to school effectiveness in high poverty schools. The sample of this study consisted of Georgia classroom teachers in high poverty elementary schools, specifically in the categories of Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. An independent samples t-test was conducted to determine whether the means of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools, as perceived by teachers, were significantly different. Results indicated principals in Georgia Reward Highest Performing schools exhibited instructional leadership practices and behaviors in the dimensions of Defining the School Mission and Managing the Instructional Program more frequently than principals in Georgia Reward Highest Progress schools. A significant difference did not exist in the dimension of Developing the School Learning Climate Program between the school groups.
","abstract_html":"<p>The purpose of this quantitative study was to investigate teachers’ perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related to school effectiveness in high poverty schools. The sample of this study consisted of Georgia classroom teachers in high poverty elementary schools, specifically in the categories of Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. An independent samples <em>t</em>-test was conducted to determine whether the means of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools, as perceived by teachers, were significantly different. Results indicated principals in Georgia Reward Highest Performing schools exhibited instructional leadership practices and behaviors in the dimensions of Defining the School Mission and Managing the Instructional Program more frequently than principals in Georgia Reward Highest Progress schools. A significant difference did not exist in the dimension of Developing the School Learning Climate Program between the school groups.</p>","abstract_has_math":false,"creators":["Spires, Ginger W"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Yasar Bodur","Paul \"Mac\" Brinson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:15Z","subjects":["Poverty","Principal Instructional Leadership","Education","Teacher Perceptions","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1231","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Yasar Bodur","Paul \"Mac\" Brinson"]},{"key":"dc:creator","label":"Author","values":["Spires, Ginger W"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-04-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Poverty","Principal Instructional Leadership","Education","Teacher Perceptions","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1231"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quantitative study was to investigate teachers’ perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related to school effectiveness in high poverty schools. The sample of this study consisted of Georgia classroom teachers in high poverty elementary schools, specifically in the categories of Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. An independent samples t-test was conducted to determine whether the means of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools, as perceived by teachers, were significantly different. Results indicated principals in Georgia Reward Highest Performing schools exhibited instructional leadership practices and behaviors in the dimensions of Defining the School Mission and Managing the Instructional Program more frequently than principals in Georgia Reward Highest Progress schools. A significant difference did not exist in the dimension of Developing the School Learning Climate Program between the school groups.
"]},{"key":"dc:source","label":"Dc Source","values":["Spires, G.W. (2015) Principal Instructional Leadership in Georgia High Poverty Elementary Schools, Georgia Southern University"]},{"key":"dc:title","label":"Title","values":["Principal Instructional Leadership in Ga High Poverty Elementary Schools"]}]}],"canonical_facts":{"dc:contributor":["Yasar Bodur","Paul \"Mac\" Brinson"],"dc:creator":["Spires, Ginger W"],"dc:date.available":["2015-04-05T07:00:00Z"],"dc:description.abstract":["The purpose of this quantitative study was to investigate teachers’ perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related to school effectiveness in high poverty schools. The sample of this study consisted of Georgia classroom teachers in high poverty elementary schools, specifically in the categories of Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. An independent samples t-test was conducted to determine whether the means of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools, as perceived by teachers, were significantly different. Results indicated principals in Georgia Reward Highest Performing schools exhibited instructional leadership practices and behaviors in the dimensions of Defining the School Mission and Managing the Instructional Program more frequently than principals in Georgia Reward Highest Progress schools. A significant difference did not exist in the dimension of Developing the School Learning Climate Program between the school groups.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/1231"],"dc:source":["Spires, G.W. (2015) Principal Instructional Leadership in Georgia High Poverty Elementary Schools, Georgia Southern University"],"dc:subject":["Poverty","Principal Instructional Leadership","Education","Teacher Perceptions","Educational Leadership"],"dc:title":["Principal Instructional Leadership in Ga High Poverty Elementary Schools"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Educational Leadership (Ed.D.)"]},"updated_at":"2026-07-24T02:28:15Z"}