Qualitative Exploration of Principal Behaviors in Elementary Schools Classified with High Climate and High Achievement
type: CreativeWork
description: The purpose of this study is to gain a clear understanding of principal behaviors in high achieving/high climate elementary schools in North Georgia and the impact of these behaviors on future principal professional learning practices. This research study was conducted using a qualitative case study with a phenomenological approach. The particular phenomena studied in this research are the characteristics and behaviors exhibited by principals in elementary schools with high achievement and high climate ratings in one North Georgia School District. Case studies, by nature, involve a small target population. The study analyzed total instructional programs, reducing the achievement gap, and developing a positive school climate with a high level of student, teacher, and community engagement. This study includes details on practices that enhance curriculum instruction and increase school climate and culture. The participants consisted of eight elementary school principals from high achieving/high climate schools from one North Georgia School District. The findings were presented categorized by the three themes that emerged during the interviews—data, communication, and relationships. Each of the findings enforces the importance of the principal in developing high achievement and high climate and culture within the school. The respondents in this study claimed that principals assume the responsibility of developing high achieving/high climate schools. Colleges and universities should be purposeful in their preparation of principals to include courses on effectively disaggregating and utilizing data as well as interpersonal relationships skills that make effective school leaders. Finally, the state and local districts should provide guidance and training about how to effectively utilize data to drive instruction as well as ways to increase the emotional quotient of principals. This research provides insight with regard to the role of the principal and ways to enhance data …
abstract: The purpose of this study is to gain a clear understanding of principal behaviors in high achieving/high climate elementary schools in North Georgia and the impact of these behaviors on future principal professional learning practices. This research study was conducted using a qualitative case study with a phenomenological approach. The particular phenomena studied in this research are the characteristics and behaviors exhibited by principals in elementary schools with high achievement and high climate ratings in one North Georgia School District. Case studies, by nature, involve a small target population. The study analyzed total instructional programs, reducing the achievement gap, and developing a positive school climate with a high level of student, teacher, and community engagement. This study includes details on practices that enhance curriculum instruction and increase school climate and culture. The participants consisted of eight elementary school principals from high achieving/high climate schools from one North Georgia School District. The findings were presented categorized by the three themes that emerged during the interviews—data, communication, and relationships. Each of the findings enforces the importance of the principal in developing high achievement and high climate and culture within the school. The respondents in this study claimed that principals assume the responsibility of developing high achieving/high climate schools. Colleges and universities should be purposeful in their preparation of principals to include courses on effectively disaggregating and utilizing data as well as interpersonal relationships skills that make effective school leaders. Finally, the state and local districts should provide guidance and training about how to effectively utilize data to drive instruction as well as ways to increase the emotional quotient of principals. This research provides insight with regard to the role of the principal and ways to enhance data …
author: Kirby, Christian
author: Kirby, Christian Aubrey
keywords: accessibility, communication, data, leadership, school climate, student achievement, Educational Administration and Supervision
date published: 2017-12-12T08:00:00Z
date modified: 2026-07-24T02:43:17Z
provider: Kennesaw State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Kennesaw State University