Abstract
Purposes. Describe principals' and teachers' perceptions of principals' instructional leadership knowledge, skills, and behaviors that contributed to improved student achievement in English/language arts, determine differences in the perception of principals and their teachers about the extent to which the principals demonstrated these behaviors, and identify specific behaviors principals demonstrated that led to improved student achievement. Methodology. The sample for this descriptive ex post facto study included five California elementary schools that exited Program Improvement in 2006. Principals and teachers completed surveys (N=79) and face-to-face interviews (N=18). Descriptive statistics were used to analyze survey data. A two-tailed t test determined differences in the perceptions of teachers and principals about principal behaviors. Qualitative data from open-ended survey questions and interviews were analyzed to identify common themes. Findings. Principals developed shared ideals and beliefs about student achievement with their teachers and school community, shared instructional decision making with teachers, monitored the instructional program frequently, provided time for teachers to make collaborative data-driven decisions, created multiple opportunities for students to receive additional instruction during the day and before and after school, maintained continuous, positive communication with teachers, and fostered strong working relationships between teachers. Conclusions. Principals developed a culture in which adults in the school believed all students could and would succeed, created a positive school climate where principals, teachers, and support staff were willing to do the hard work necessary to increase the learning of underperforming students; focused school resources on increased student achievement; and worked to expand teachers' instructional capacity and teaching excellence. Recommendations. Conduct a study of the effect of school culture and climate on student achievement in elementary schools that exit Program Improvement in 2007.