Abstract
Purpose. The purpose of this study was to identify the leadership practices of principals of high-achieving Title I, K-8 schools, with regard to the development and implementation of a school vision, identification of school characteristics that lead to success, and change. Methodology. The researcher used a descriptive research methodology. Principals were interviewed by telephone consisting of four interview items. Principals and teachers responded at twenty-two closed-ended survey items. Interviews and surveys concerned the principals' leadership practices in the areas of school vision, school characteristics that lead to success, and change. Principals were also asked to identify the most important leadership skills. Quantitative and qualitative data described self-perceptions and teachers' perceptions of effective leadership practices. Findings. Through the collection and analysis of data, the researcher found key leadership practices emphasized collaboration, instructional leadership, and systematic needs assessment. The following practices were specifically identified: (1) belief that teachers can accomplish just about anything if they are willing to work hard and believe in themselves, (2) behaviors that are consistent with ideals and beliefs regarding schools, teachers, and learning, (3) communicate goals to all teachers, (4) communicate well-defined beliefs, (5) share an understanding of purposes with teachers, (6) inspire teachers to go beyond their reach, (7) knowledgeable about effective instructional practices, (8) informed about current research and theory on effective schooling, and (9) systematically considering new and better ways of doing things. Additionally, the findings were consistent across significantly different poverty rates of participating schools. Conclusions. The findings have implications for principals and teachers of high-poverty schools that are challenged by socioeconomic obstacles. Recommendations. Further research is advised. The following studies are suggested: a study using a larger sample population, a study of achievement based on Adequate Yearly Progress (AYP), a study that includes data on the perceptions of students and parents, a study that examines possible correlations to other success factors, a study of principals' multitasking leadership behaviors, and a study of the differences in perceptions between teachers and principals.