Educational Leadership Characteristics of Rural High School Principals and Graduation Rates

Educational Leadership Characteristics of Rural High School Principals and Graduation Rates by Christopher M. Groves CAS, SUNY Cortland, 2006 MA, The College of Saint Rose, 2003 BS, The College of Saint Rose, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University November 2016 Abstract High school graduation rates and the leadership of principals are important measures of accountability within schools. Principal leadership has been investigated through qualitative and correlational studies in mostly urban areas. Limited research has focused on the educational leadership characteristics of the high school principals and graduation rates in rural areas. The purpose of this study was to identify, describe, and categorize theHigh school graduation rates and the leadership of principals are important measures of accountability within schools. Principal leadership has been investigated through qualitative and correlational studies in mostly urban areas. Limited research has focused on the educational leadership characteristics of the high school principals and graduation rates in rural areas. The purpose of this study was to identify, describe, and categorize the leadership characteristics of veteran and novice principals with respect to graduation rates in selected rural schools. Bolman and Deal’s 4 frames of leadership informed this study and helped to create the broad leadership categories of interpersonal skills, leadership and communication styles, and collaboration skills. The research questions focused on understanding the leadership characteristics and differences between novice and veteran principals. Purposive sampling was used to select 21 participants for in-depth interviews in 7 high school settings. The methodology combined interviews with a review of district data and documents. The data were thematically analyzed by a constant comparative method and category construction. Trustworthiness was ensured with member checking and triangulation. Key findings indicated that all principals had general leadership characteristics such as active listening, collaboration, a communication style, and promotion of school/home partnership. Three out of 4 high graduation rate schools tended to have veteran principals. Veteran principals focused on professional development and cultivating relationships, whereas novice principals focused on using data in decision making. Identifying and developing specific characteristics in leaders and matching them with schools will improve the instructional environment for students and strengthen the expertise of the faculty and staff. Educational Leadership Characteristics of Rural High School Principals and Graduation Rates by Christopher M. Groves CAS, SUNY Cortland, 2006 MA, The College of Saint Rose, 2003 BS, The College of Saint Rose, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University November 2016 Dedication This doctoral study is dedicated to the loving memory of my grandparents and uncle. Words cannot express the level of support and endless life opportunities they provided. Joseph Fiorito, Nancy Fiorito, and Michael Fiorito always provided their unconditional love to me and in-turn I am forever grateful. They made me the person that I am today and lacking their guidance, support, influence, and resilience I would not be in the position to complete this process, impact society, nor to pursue all of my hopes and dreams. To my parents, JoAnn and Steven Warner, my respect for you is infinite and my love for you both is immense. It certainly has been a long and challenging road to my adulthood and without you both, I would have never succeeded. Although not easy, we did it! Acknowledgments I wish to express my deepest appreciation to Dr. Felicia Blacher-Wilson, my dissertation committee chairperson, for her lasting words, “gentle nudges”, and ability to keep me grounded. I could not have accomplished this process without her. You are a true advocate for what is right and for that I will always hold you high. After all, who else would be able to tolerate me (your favorite student)? I would like to acknowledge Michelle Groves, my best friend, lovely and passionate wife, mother of our child, and formally recognized as my editor and chief to all that is my dissertation, as the 1⁄2 PhD. She is my rock and my endless balance. You have taught me to never give up, to be the person I set out to be and to always be true to myself. Even when I am weak, you are strong. I love you endlessly and would never be here without you. You saved me long ago my dear! I would like to thank the young man that is now standing shoulder to shoulder with me when I began this journey; he held my hand and looked up at me. Now I see the young man before me and thank him for his ability to show me how on 8-21-01 my life would never be the same. Today we stand side by side and I can only hope you look up to me differently now. Finally, I would like to thank my dogs, who hold a special place in this process, our early morning and late night discussions about how we should proceed and what makes sense. Our engaging conversations over coffee and cookies (dog treats of course) and sorting throughout the relevance of it all. My dearest Keata (you are deeply missed my best friend of old, R.I.P.), Kaia (you too were sadly taken far too soon and I will always hear your bark, R.I.P.), Riley (BoBo Waggins) for without you how could I ever get an interview transcription completed without being licked to death and Molly, your stoic demeanor an ability to corral kept me on track and focused. Your variety of dinner dish selections reminded me to always consider all options and that variables are the key to any situation.