Date of Award

Summer 6-16-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Dr. Timothy McCarty

Second Advisor

Dr. Jamie Hughes

Third Advisor

Dr. Laura Goodman

Fourth Advisor

Dr. Patrick Ainsworth

Abstract

Purpose: The purpose of this qualitative multicase study was to describe the leadership practices of high school principals who work with their staff to close the college and career achievement gap for English language learners (ELLs) based on Anderson and Ackerman Anderson’s (2010) change model (mindset, behavior, culture, and systems).

Methodology: This qualitative multicase study was conducted through interviews with four high school principals of Title I schools in California. I selected qualitative methods because they describe the leadership practices that worked with their staff to close ELLs’ college and career readiness (CCR) gap.

Findings: Close examination of data from interviews and artifacts yielded 99 frequencies for the leadership practices of high school principals, and four themes emerged regarding the principals’ lived experiences, strategies, and recommendations. Five key findings were identified to describe the leadership practices of high school principals who work with their staff to close the college and career achievement gap for ELLs. This study used Anderson and Ackerman Anderson’s change leadership model of mindset, behavior, culture, and systems.

Conclusions: The study supports the key findings resulting in five conclusions based on the data collected from the lived experiences of current high school principals who described their leadership practices as they work with their staff to close the college and career achievement gap for ELLs based on Anderson and Ackerman Anderson’s leadership change model (mindset, behavior, culture, and systems). The five conclusions have supporting evidence gathered from the qualitative data and the literature.

Recommendations: Further research is recommended to replicate this qualitative multiple-case study for elementary, middle, and junior high school principals. A future Delphi study is recommended for schools that have shown higher rates of ELLs gaining in CCR. Also, a study is recommended on whether cultural backgrounds significantly affect positive behavior changes.

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