Abstract
Purpose. The purpose of this study was to identify the specific gaps between the California administrative leadership competencies in (a) vision and leadership, (b) positive school culture and instructional program, (c) school management, and (d) school and community, and the current knowledge base of elementary school principals necessary to support ELL student achievement at the highest level. A corollary purpose was to identify the professional development needed to address these gaps. Methodology. Descriptive research was used for this study because it allowed the researcher to identify the knowledge, skills, and behaviors associated with leadership competencies in the area of English learners as perceived by the participating principals. The survey questionnaire consisted of four sections, which included Vision and Leadership, Positive School Culture and Instructional Program, School Management, and School Community. Findings. Key findings from this study show a significant difference in two areas—Vision and Leadership, School and Community—between principals of achieving and nonachieving schools. Results from the survey revealed that there was a significant difference in the years of experience, with achieving school principals averaging 2.9 more years than principals from nonachieving schools. Participants reported professional development concentrated on instructional rather than leadership practices. Conclusion. Many leaders who are responsible for implementing systemic change at individual school sites do not have the training to do so. The focus has been on research-based-teaching instructional practices instead of supporting leaders as their roles continue to evolve. By incorporating approaches drawn from research theories and practice, school leaders can build and sustain programs to meet the needs of English language learners. As principals create a solid framework to build upon, they will be able to bring together the English language learner instructional strategies with leadership strategies to develop an exemplary infrastructure to support their school community. Recommendations. Further studies should look deeper into the topic of professional development for administrators, to fully understand the implications of leadership of schools with high English language learner populations. The findings of the study reflect the need for more research in the area of leadership accountability and responsibility to English language learners.