Abstract
Purpose. The three purposes of the study were to (1) describe specific behaviors demonstrated by elementary principals and teachers during school site leadership team meetings in (a) communication, (b) conflict management, (c) decision making, (d) roles, (e) team development, and (f) team leadership; (2) determine differences in the behaviors principals and teachers demonstrated during school site leadership team meetings; and (3) describe principals' and teachers' perceptions of the ways in which the demonstrated behaviors had an effect on increased student achievement. Methodology. Seventy-eight principals and teachers from nine low socioeconomic elementary schools that exceeded their Adequate Yearly Progress requirements comprised the sample for this descriptive, ex post facto study. Survey data were analyzed using descriptive statistics and a t test. Interviews and open-ended survey questions were analyzed using qualitative methods. The return rate was 100 percent. Findings. Specific leadership behaviors principals and teachers demonstrated during school site leadership team meetings were (1) share ideas and opinions freely, (2) participate equally within the team, and (3) exhibit sufficient knowledge about instruction to achieve school goals. Principals and teachers perceived that four behaviors they demonstrated had an effect on increased student achievement: (1) collaborative team focus, (2) core beliefs, (3) modification of instructional strategies, and (4) differentiated instruction for low-performing students. Principals reported they demonstrated the following behaviors significantly more than teachers: (1) lead instructional change efforts, (2) exhibit sufficient knowledge about instruction to achieve school goals, (3) contribute to setting clear priorities for goal accomplishment, (4) encourage the team to evaluate their progress toward goal achievement, (5) strengthen the level of skills among team members, and (6) empower teacher team members to build their capacity through risk taking. Conclusions. Principals and teachers who are members of school site leadership teams maintain an intense focus on student achievement by engaging in a constant collaborative cycle of inquiry. Teacher grade-level leaders transfer and model site team leadership skills during their grade-level team meetings. Recommendations. Replicate this study with low socioeconomic schools that have not exceeded their AYP for two consecutive years to determine if there is a significant difference between principals' and teachers' school team leadership behaviors. Implications for action. Staff development for principals and teachers should include the collaborative cycle of inquiry as a means to increase student achievement.