A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?

The purpose of this quantitative study was to determine if there is a difference in
how leadership is distributed in Title I and Non-Title I schools and to examine the
relationship between distributive leadership and student achievement in Title I and Non-
Title I schools. Additionally, the study investigated the relationship between distributive
leadership and school culture in Title I and Non-Title I schools. Finally, this study
determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.