Abstract
Purpose. The purpose of this case study is to determine key strategies in the areas of Instructional Leadership, Communication, and Empowerment used by the principals of five Riverside, California, high schools that exceeded their Academic Performance Index growth target score in 2003. Methodology. The researcher used a descriptive research methodology. Audio-taped principal interviews of structured, open-ended questions were transcribed into a frequency chart to determine key strategies used in Instructional Leadership, Communication, and Empowerment. Parallel surveys were used to collect responses from teachers regarding their perceptions of the strategies used by the principal to increase academic student achievement. Twenty-two forced-choice questions provided quantitative measures of the responses, and three open-ended questions allowed for insightful and emergent data to develop what may otherwise not have become available to the researcher. Findings. The findings suggest there were eight key strategies used by the principals across all five schools. The principal as an instructional leader: (1) has high standards and high expectations for student learning, (2) is enthusiastic and is positive about student learning opportunities, (3) is focused on continuous improvement at the school, (4) is involved in daily events/activities at the school, (5) is committed to students, parents, and employees, (6 )makes decisions in the best interest of students, (7) possesses knowledge of the latest research on effective schools, and (8) has clear direction and plan for improving student achievement. Conclusions and recommendations. What is significant in this study is that across all five high schools, regardless of statewide and similar school ranking, the principals of these schools executed eight key strategies during the 2002-2003 school year. However, each of the eight strategies emphasized one specific element, that of consistency. Recommendations for further study include: (1) empowerment strategies for students and teachers, (2) leadership styles and high-performing high schools, (3) a longitudinal study of high-performing high schools, based on API criterion, and (4) high-performing high schools and principal burnout.