| This study examined how elementary principals conceptualize student achievement and the achievement gap, and the ways in which these conceptualizations influenced their leadership behaviors. This research was conducted in two elementary schools in a racially, ethnically, and socio-economically diverse suburban community located outside of Philadelphia, Pennsylvania. Two elementary principals were the central participants. Seven classroom teachers and two central administrators also participated. A qualitative methodology used interviews, observations, and document analysis to examine how principals conceptualize student achievement and the achievement gap, and the way these beliefs were operationalized in their leadership behaviors. While the traditional measures of achievement include student performance on standardized assessments and grades, an analysis of the data revealed that the fundamental beliefs of these principals reflected their philosophical beliefs about children and education, and their personal and professional experiences. Their leadership behaviors also were strongly influenced by these philosophical beliefs. Contextual factors such as district mandates and community pressures were not reflected in the conceptualization of these principals; however they did influence their leadership behaviors. These findings corroborate previous research and theory, offer an alternative perspective about student achievement, and make recommendations for future research. |
