The effect of organizational leadership structures on student achievement in one rural charter school Located in the southeastern region of the United States, 2021

Watson, Amy N.

2021-08

2020-2029

This quantitative research study explored teachers' perceptions of factors influencing academic achievement in a rural charter school, located in the Southeastern region of the United States, with a diverse group of learners including economically disadvantaged, English language-learners, and students with disabilities. Specifically, the research study described teacher and staff perceptions of how these four variables (leadership practices, organizational structure, professional development, and family engagement) affect achievement in a charter school. Additionally, these variables were grounded in Joyce Epstein's framework of parent involvement and Douglas McGregor's theory X and theory Y. A descriptive analysis was conducted (via web-survey) and data was aggregated in order to capture how faculty members perceived the four independent variables impacted student achievement. Data analysis revealed how correlates of leadership practices, organizational structures, professional development, and family engagement all positively affect academic achievement. The top five items that received the largest agreement were (a) sustainable parent relationships, (b) positive home/school relations, (c) safe learning environment, (d) student focused instructional planning, and (e) frequent monitoring of student progress.

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Atlanta University and Clark Atlanta University Theses and Dissertations

2021-08

dissertation

Doctor of Education (EdD)

Clark Atlanta University

Department of Educational Leadership

Hill, Barbara

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:2021_watson_amy_n

http://rightsstatements.org/vocab/InC-EDU/1.0/