Abstract
Purpose. The purpose of this quantitative comparative study was to determine if a significant difference exists between the leadership practices of two principals in similar high academic achieving, highly impoverished schools, using the Five Practices of Exemplary Leadership identified by Kouzes and Posner (2012), as perceived by teachers. Methodology. Quantitative methods in the form of survey assessment were employed to determine if a significant difference exists between the leadership practices of two principals in similar high academic achieving, highly impoverished schools. A comparative statistical analysis was conducted on the data collected from the surveys to assist the researcher in drawing conclusions about the similarities or differences in leadership practices. Findings. This findings suggests that principals in high academic achieving, highly impoverish schools have similar leadership practices. These principals use Kouzes and Posner's (2012) Five Practices of Exemplary Leadership at a high frequency rate. Conclusions. The results of this small study have shown that a common variable exists in two successful schools with high-risk populations. Indicating effective, strong principal leadership may be a contributing variable to the successfulness of schools with challenging populations. Recommendations. Provide principals with professional development in the Five Practices of Exemplary Leadership; principals need to foster collaboration and positive relationships in their organizations, and since the Five Practices of Exemplary Leadership are closely related to transformational leadership, higher education institutions should provide training for aspiring principals on transformational leadership.