Examining Leadership Styles in Ten High Poverty Elementary Schools

This qualitative research study examines the construct of leadership styles as perceived by the principals and the teachers. The personal experiences of the participants, their perspectives, and their insights will be an important element of this researcher\u27s inquiry and significant to understanding how leadership is perceived at 10 elementary schools with a high poverty student population. The research questions of this study are as follows: 1. What is the perception of principals and select teachers of the leadership style of five principals at low SES area elementary schools (kindergarten through eighth grade) that achieve adequate yearly progress overall for 3 consecutive years? 2. What is the perception of principals and select teachers of the leadership style of five principals at low SES area elementary schools (kindergarten through eighth grade) that do not achieve adequate yearly progress overall for 3 consecutive years? 3. Does a type of leadership style exist among five principals at low SES area elementary schools (kindergarten through eighth grade) that achieve adequate yearly progress overall for 3 consecutive years that is different from the type of leadership style of five principals at low SES area elementary schools (kindergarten through eighth grade) that do not achieve adequate yearly progress overall for three consecutive years? This research study focuses on 10 elementary schools (kindergarten through eighth grade) in the south suburbs of Chicago, Illinois: 5 elementary schools that made adequate yearly progress overall for 3 consecutive years and 5 elementary schools that did not made adequate yearly progress overall for 3 consecutive years. As much as possible, schools with similar demographics constituted the sample for this study. South suburban elementary schools were selected based on their SES profile and information gathered from their school report card regarding their AYP. Low SES schools are determined by 50 per cent or more of the student population receiving free or reduced lunch. To ensure a degree of continuity, participating principals needed to be the principal in their present building level position for at least 2 consecutive years. The principal and 3 teachers from each of the 10 schools were asked 11 open-ended questions designed to elicit information regarding perceived leadership styles and practices in their current school