Principals\u27 Behaviors in Improving Student Achievement from Teachers\u27 Perception in Rutherford County

The purpose of this study was to explore the behaviors and characteristics of school leadership, specifically principals’ behaviors, that lead to increased student achievement. This study examined (a) what type of information is available to principals, (b) how they use the information, and (c) what factors determine a positive or negative impact on teachers’ use of the student achievement information. This research study also studied the perceptions of teachers concerning the usefulness of student achievement information; teachers’ attitudes toward using the information; and the external pressure applied to teachers to use it. Data were collected from schools at suburban middle schools in Rutherford County, whose students have been shown to be at the state’s average level of proficiency for students. Quantitative data were collected using the Teacher Educator Survey. The study demonstrated that principals are essential to student achievement in suburban middle schools