| The status of American schooling has been under scrutiny for decades. A series of reform efforts have resulted in high stakes testing and increased governmental involvement to propel sustained accountability, increased student achievement and ultimately effect school improvement. School leaders have been identified as critical agents of sustainable change and overall school improvement (Harris, 2004). The fundamental role that principal leaders and teachers play in the success of schools is crucial; therefore it is imperative that knowledge of those behaviors, exhibited by successful school leaders that evoke school improvement and achievement, is obtained.;The primary purpose of this study was to explore teacher perceptions of principal leadership behavior on school improvement in a suburban public elementary school. The study was conducted in a district that experienced drastically depressed student achievement ISAT test scores, for example less than 43% of all students met or exceeded Illinois State academic standards in the 2001--2002 and 2002--2003 school terms. Teachers who taught third and fourth grades were assigned to a new principal in the fall of the 2004/2005 school term. For the next six years, improved test scores were attained with a student population of 96% African American, 3% Hispanic and American India. According to the most recent ISAT data, 71% of the students tested met or exceeded state standards in reading and 89% met or exceeded in math achievement. The phenomenon of improved test scores coinciding with a change in leadership was of particular interest. Teachers who were employed to teach students prior to the change in leadership and continued to teach under the new principal were participants in the study.;A qualitative research study was conducted. The following data collection methods were used in the study, participant interviews, document reviews, and researcher field notes. Thick descriptions of teacher study participant's perspectives were garnered. Six themes emerged as a result of the study. These themes were: empowering, supportive, competent, expectant, involved and personable. The themes coincide with existing literature associated with leadership behavior and its effect on the behaviors of subordinates. Concepts suggested by the findings of Kurt Lewin's (1939) work on the effectiveness of leadership style on group productivity and Robert House's (1971) work with Path-Goal Theory are supported by the findings of this study. The findings of this study suggest that behaviors which are exhibited by principal leaders can have an effect on the behaviors of teachers which ultimately affect school improvement efforts. |
