School of Education


Doctor of Education in Educational Leadership (EdD)


John Bartlett


Superintendent Leadership, Instructional Leadership, Superintendent Leadership Instructional Survey, Planning for Instruction, Organizing for Instruction, Evaluating Instruction, Human Resource Development, Instructional Planning, Student Proficiency




Since the implementation of No Child Left Behind school systems across America have been searching for the answer to increasing student achievement. Researchers have found many methods of increasing achievement through leadership behaviors, however others have found that superintendents have a very small impact on achievement and proficiency. The purpose of this study was to investigate the correlation between superintendent leadership behaviors and student proficiency rates in school districts in rural West Virginia. This quantitative, correlational study specifically sought to discover how accurately school proficiency rates could be predicted from a linear combination of superintendent instructional leadership behaviors. Fifty-five school districts in rural West Virginia were the target for this study. Of the 55 districts, a convenience sample of 41 superintendents were used for this study. Superintendents self-ranked their level of emphasis placed on leadership behaviors in the Superintendent Instructional Leadership Survey (SILS) using a five-point Likert Scale. A multiple regression was conducted to determine the correlation between the independent variable (superintendent leadership behaviors) and dependent variable (student proficiency) and found a high level of prediction, R=.962, p < .001.

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