School management and organization.

School leaders in the elementary and secondary levels are continually in search of
ways to raise student achievement. It is acknowledged that a quality teacher is the most
effective means to ensure student success. However, school leaders cannot stop at hiring
quality teachers. They must take steps to provide support for those teachers so they will
remain engaged in their jobs. This research study sought to examine how various
supportive actions by school principals can affect teacher engagement. It addressed the
research questions of “Can administrative support factors predict teacher engagement?”
and “Can teacher engagement predict student achievement?” This was accomplished
through a literature review of the topics associated with teacher engagement as well as a
quantitative analysis of responses solicited from high school teachers in a large urban
school district in the Southeastern United States. The results indicate that administrative
support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables.
It was found that the social events factor significantly predicted teacher engagement
(b=.419) with the next highest weight being the assessment factor (b=.246). However, the
study did not show a predictive relationship between teacher engagement and student
achievement.

This quantitative, non-experimental study was conducted to determine whether
there is a link between the principal’s behavioral agility, the organization’s culture, and
school performance as defined by the state’s Value Added Measure (VAM).
Additionally, this study examined if there was a moderator influence of contextual factors
to behavioral agility and school culture and school culture and school performance. Data
collection was obtained through the use of two validated scales, the Strategic Leadership
Questionnaire (SLQ) and the Organizational Culture Assessment Instrument (OCAI).
Multiple regression was conducted to determine the extent each independent variable
predicts school performance. Hayes’s (2012) PROCESS macro for SPSS was completed
to determine if school culture mediated the relationship between behavioral agility and
school performance and school culture and school performance.
Significant correlations were found between and within the two instruments
measured unidimensionally and multidimensionally. The OCAI findings included significant, high effect correlations with the four culture types, although market was not
correlated with clan or adhocracy. All subscales of the SLQ had positive significant
correlations within the instrument. School size was significantly negatively correlated
with clan and adhocracy culture types. School performance was found to be significantly
correlated with hierarchy culture type and school level. The contribution this study makes
is both theoretical and practical. Theoretically, this study offers insights into school level
and its moderation of culture and school performances as well as the influence culture
types have on school performance. Practically, the study could identify a new culture
type valuable to principals for improving school performance.

This research was based on a multi-case study design focused on the leadership
practice of high school principals and assistant principals and their roles in improving
graduation rates. The study sought to answer one overarching research questions: In
schools that demonstrate an increase in graduation rates what leadership practices are
evidenced in principals and assistant principals and teacher leaders. One sub-question
addressed the tools and interventions that the leadership team practices in relation to
improving graduation rates and the second sub-question addressed the accountability of
changing standards with respect to graduation rates. A third sub-question sought to
answer how interactions of principals and assistant principals relevant to improvement in
student performance are interpreted by faculty and staff. The purposeful sample from
each of the three high schools consisted of one principal, four assistant principals and one
teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates.
The study reveals six major findings: (a) school leaders establish a clear vision,
mission or goal to increase graduation rates, (b) identification, management and
evaluation of academic enrichment programs are necessary interventions for student
success, (c) school leaders build a culture of student learning and achievement through a
system of processes, programs and support initiatives, (d) the leadership team is
knowledgeable, strongly motivated and devoted to their role as leaders in serving all
students, (e) school leaders use data as guiding variables in making decisions regarding
at-risk student achievement and success, and (f) school leaders develop and foster
positive relationships with students and teachers.