An Analysis of Research-Based Leadership Practices and the Principal’s Impact on Student Achievement

The purpose of this study was to analyze the research-based leadership practices demonstrated by principals; in addition to how principals managed to lead others to become involved in student achievement. The participants of this study consisted of school principals from seven successful schools in Saint Louis City and Saint Louis in Missouri and Madison County, Illinois. For this study, a successful school can be defined as a school where student achievement met or exceeded the Adequate Yearly Progress targets set by the No Child Left behind Act of 2001. There were also 71 teachers who participated in this study. Effective schools require an effective leader. However, most principals are placed in positions without having full knowledge of what it takes to be a school leader. This study may help principals in developing a plan for academic achievement. A relationship exists among successful schools and leadership. Results that emerged from the analysis of data in this study suggested that principals of successful schools: (a) involved teachers, (b) established clear goals, (c) rewarded individual accomplishments, (d) advocated for the school to all stakeholders, and (e) were knowledgeable about then-current curriculum, instruction, and assessment practices. In addition, high expectations were set for both staff and students and interpersonal and meaningful relationships between staff and the teaching staff, parent volunteers, and school board members were developed