The purpose of this study was to determine the direct influence that principals of high-poverty schools have on student achievement based on Effective Schools Research. This research attempted to determine the impact of the following characteristics in the selected schools: alignment of instruction and assessment, supervision of teacher behaviors and student achievement, professional development, teacher attrition and retention, and school culture.
The primary research question was:
How does school leadership influence characteristics of alignment of instruction, supervision of teacher behavior and student achievement, professional development, teacher retention, and school culture within Award-Winning High-Poverty schools?
The following research methods were used: teacher survey, principal interviews, teacher focus groups, and document review. Questions on the teacher survey addressed the principals' influence on the prevalence of the selected characteristics within the schools. Based on the responses, the principals' influence on the existing characteristics was prevalent in both schools. The teachers were satisfied with the academic standards at both schools, and the principals played a vital role in creating and sustaining the culture of selected schools.
","abstract_html":"<p>The purpose of this study was to determine the direct influence that principals of high-poverty schools have on student achievement based on Effective Schools Research. This research attempted to determine the impact of the following characteristics in the selected schools: alignment of instruction and assessment, supervision of teacher behaviors and student achievement, professional development, teacher attrition and retention, and school culture.</p> <p>The primary research question was:</p> <p>How does school leadership influence characteristics of alignment of instruction, supervision of teacher behavior and student achievement, professional development, teacher retention, and school culture within Award-Winning High-Poverty schools?</p> <p>The following research methods were used: teacher survey, principal interviews, teacher focus groups, and document review. Questions on the teacher survey addressed the principals' influence on the prevalence of the selected characteristics within the schools. Based on the responses, the principals' influence on the existing characteristics was prevalent in both schools. The teachers were satisfied with the academic standards at both schools, and the principals played a vital role in creating and sustaining the culture of selected schools.</p>","abstract_has_math":false,"creators":["Suber, Cleve LaShawn"],"institution":null,"degree_name":"PhD","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Zach Kelehear","Diane Harwell"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T04:36:43Z","subjects":["Education","Educational Administration and Supervision"],"languages":[],"rights":["© 2009, Cleve LaShawn Suber"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/98","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zach Kelehear","Diane Harwell"]},{"key":"dc:creator","label":"Author","values":["Suber, Cleve LaShawn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2009, Cleve LaShawn Suber"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/98"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the direct influence that principals of high-poverty schools have on student achievement based on Effective Schools Research. This research attempted to determine the impact of the following characteristics in the selected schools: alignment of instruction and assessment, supervision of teacher behaviors and student achievement, professional development, teacher attrition and retention, and school culture.
The primary research question was:
How does school leadership influence characteristics of alignment of instruction, supervision of teacher behavior and student achievement, professional development, teacher retention, and school culture within Award-Winning High-Poverty schools?
The following research methods were used: teacher survey, principal interviews, teacher focus groups, and document review. Questions on the teacher survey addressed the principals' influence on the prevalence of the selected characteristics within the schools. Based on the responses, the principals' influence on the existing characteristics was prevalent in both schools. The teachers were satisfied with the academic standards at both schools, and the principals played a vital role in creating and sustaining the culture of selected schools.
"]},{"key":"dc:title","label":"Title","values":["Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools"]}]}],"canonical_facts":{"dc:contributor":["Zach Kelehear","Diane Harwell"],"dc:creator":["Suber, Cleve LaShawn"],"dc:description.abstract":["The purpose of this study was to determine the direct influence that principals of high-poverty schools have on student achievement based on Effective Schools Research. This research attempted to determine the impact of the following characteristics in the selected schools: alignment of instruction and assessment, supervision of teacher behaviors and student achievement, professional development, teacher attrition and retention, and school culture.
The primary research question was:
How does school leadership influence characteristics of alignment of instruction, supervision of teacher behavior and student achievement, professional development, teacher retention, and school culture within Award-Winning High-Poverty schools?
The following research methods were used: teacher survey, principal interviews, teacher focus groups, and document review. Questions on the teacher survey addressed the principals' influence on the prevalence of the selected characteristics within the schools. Based on the responses, the principals' influence on the existing characteristics was prevalent in both schools. The teachers were satisfied with the academic standards at both schools, and the principals played a vital role in creating and sustaining the culture of selected schools.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/98"],"dc:rights":["© 2009, Cleve LaShawn Suber"],"dc:subject":["Education","Educational Administration and Supervision"],"dc:title":["Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T04:36:43Z"}