Abstract
Purpose. The purpose of this study was to determine key strategies in the areas of instructional leadership, communication, and empowerment used by the principals of five Riverside and San Bernardino County, California, Title I middle schools that exceeded their API target growth scores in 2005. Methodology. The researcher used a descriptive research methodology. Principals participated in structured telephone interviews consisting of twelve questions. Teachers responded to twenty-five closed-ended and three open ended survey questions. Interviews and surveys addressed the areas of instructional leadership, communication, and empowerment. The qualitative and quantitative data were linked to enable validation of the data and to allow the opportunity for emergent data. Findings. Through the collection of data, including principal interviews and teacher surveys, eight key strategies were determined to be used by principals to increase student academic achievement. The principal: (1) is committed to student, parents, and employees, (2) makes decisions in the best interest of students, (3) encourages new initiatives to improve student learning, (4) possesses knowledge of the latest research on effective schools, (5) sets high standards and has high expectations for student learning, (6) is focused on continuous improvement at the school, (7) has teachers use test and assessment results to plan and adjust instruction, (8) fosters a culture of cooperation, collaboration, and teamwork. Conclusions. The findings have implications for school and district administrators in determining the essential leadership competencies necessary for principals of Title I schools to meet or exceed their Annual Performance Index target growth scores. Recommendations. Further research is advised. A study could be conducted comparing principals of high- and low-performing schools to determine the similarities and differences of key strategies used by principals of those schools. Also, it is recommended that the study be replicated with a greater number of subjects to determine whether the findings can be generalized to a larger population. In addition, this set of findings could be used to guide professional development programs offered to new and aspiring school administrators.