Date
1-2020
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Michelle J. Barthlow
Keywords
Just Read Florida!, Read to Succeed, Principal Instructional Management Rating Scale, PIMRS, Principal Instructional Behaviors
Disciplines
Education | Educational Leadership | Reading and Language
Recommended Citation
Kelly, Kimberly Joyce Pinkney, "Principal Instructional Leadership Effect On High School Students’ Literacy Achievement" (2020). Doctoral Dissertations and Projects. 2325.
https://digitalcommons.liberty.edu/doctoral/2325
Abstract
The purpose of this applied study was to further understand the problem of poor literacy achievement among high school students and to design interventions for school leaders to impact and improve high school students’ literacy. Fifteen Florida secondary principals’ self-perceived instructional leadership behaviors were scored using the three dimensions of the Principal Instructional Management Rating Scale (PIMRS). The independent variables were the principal’s instructional behaviors, and the dependent variable was sophomore students’ Florida Standards Assessment English Language Arts school level scores for the 2016–2017 school year. In addition, semi-structured interviews were conducted using four open-ended questions to gather further information about instructional leadership behaviors that contributed to students’ literacy achievement. The study is grounded in the research of Bandura’s social cognitive theory. The survey, demographic, and student achievement data were analyzed through the use of Pearson’s product-moment correlation coefficient. Interviews were transcribed resulting in six common themes to all participants. Results revealed no significant relationship between the instructional leadership behaviors of Florida high principals and student reading achievement levels.
