| Many factors are associated with student learning outcomes in schools, including academic expectations, school climate, and teaching practices. Principal leadership is one of these factors; research has established that strong principal leadership is a key factor in school improvement. However, the influence of principal leadership may be mediated by many other factors, including school goals, academic expectations, instructional organization, and research on explicit links between leadership practices and student learning outcomes is sparse.; The purpose of this comparative case study is to explore the nature of principal leadership in two Washington state high schools with similar demographics but different student learning outcomes. Specifically, the leadership styles and practices of the principals in the two schools were described and compared, differences were identified and explored, and links between leadership practices and student learning outcomes were considered.; The study was conducted in two phases. The first phase included site observations and interviews with selected participants in the two case study schools. The second phase included more in-depth interviews with participants selected from the original set of interviewees and continued observations.; Data from both cases were analyzed using the constant comparative or "grounded theory" method developed by Strauss and Corbin (1998). Then, findings from the two cases were compared to identify cross-case themes. Findings suggest that a major focus of both schools centers on the practice of building relationships and making connections with students. Findings show that both schools have similar staff and student ethnicities, demographics, teacher turnover rates, student graduation and dropout rates, academic programs, extracurricular activities, advanced placement courses, and similar percentages of students who go on to post-secondary education. Regarding leadership practices, administrators from both schools maintain a visible presence with their staff, students, and community; support and recognize students, teachers, staff, and administrators. Teachers in both schools also maintain a visible presence among their students and colleagues, create positive classroom environments for their students and get involved with school committees and student extra-curricular activities. |
