Abstract
Purpose. The purpose of this study was to explore factors that influence a student to drop out of high school and to determine leadership behaviors and practices of high school principals and school staff members, which, in turn, influence students to remain in school. Methodology. The study used formal face-to-face interviews to solicit responses from 5 principals, 4 counselors, and 6 teachers employed at 4 large purposely selected high schools with characteristics common to schools with high dropout rates, but which antithetically experienced low dropout rates of less than 5% for the past 3 years. Findings. Participants, generally recognized 3 fundamental causes that influence students to drop out of school: low SES, student behavioral and emotional problems, and the number of days absent from school. In addition, participants were generally dismissive of other dropout factors established in the literature, noting that while those factors exist, they are not primary causes of dropout, and do not influence site behaviors to address dropout. Principals generally perceived their role as one of fostering the 6 characteristics of PLCs endorsed by DuFour and Eaker (1998), and agreed that identifying a vision in support of student attendance contributes to a reduction in dropout rates. In addition, principal participants expressed a variety of particular behaviors they used as strategies to reduce dropout rates: building relationships, focusing on data and making staff aware of the importance of student attendance, monitoring and identifying at-risk students, and providing support to at-risk students. Nonprincipal participants recognized 3 fundamental actions they take to contribute to a reduction in dropout rates: instructional improvement, monitoring student performance and identifying struggling students, and high expectations. Conclusions. A clear distinction in roles was identified in 5 areas between principal and nonprincipal participants. In attempts to reduce dropout, principals focus more on identifying a vision, building relationships, focusing on data and making staff aware of the importance, and setting up systems. Nonprincipal participants focus more on instructional improvement.