Date

12-2018

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Tracey Pritchard

Keywords

Academic, Achievement, Principal, Student, Leadership

Disciplines

Education

Abstract

The purpose of this correlational study was to determine the correlation between perceived leadership style and academic achievement in Title I Virginia elementary schools as measured by Adequate Yearly Progress (AYP) status. The results of this study could provide education institutions and school districts with insight regarding education for school administration that would enhance characteristics that may increase academic achievement. The researcher examined the correlation between principals’ perceived leadership styles and the AYP status of Title I elementary schools in Virginia through the use of the Multifactor Leadership Questionnaire and Virginia Report Cards, through a point-biserial correlation analysis. This study involved principals in Title I Virginia elementary schools and their teachers, henceforth referred to as raters. It was determined that there was not a significant correlation between perceived transformational or transactional leadership characteristics and academic achievement; however, there was a significant correlation between perceived laissez-faire leadership characteristics and academic achievement. It was also determined that there was a significant positive correlation between perceived transformational and transactional leadership characteristics and extra effort, productivity, and satisfaction. There was a significant negative correlation between perceived laissez-faire leadership characteristics and extra effort, productivity, and satisfaction. Further research could include the length of a principal’s tenure in correlation to AYP status, as well as the demographics of the schools in correlation to AYP status.

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