Leadership practices of successful middle school principals
| DOI | https://doi.org/10.1108/09578231111102045 |
| Pages | 31-45 |
| Date | 01 February 2011 |
| Published date | 01 February 2011 |
| Author | Karen Leigh Sanzo,Whitney H. Sherman,Jennifer Clayton |
| Subject Matter | Education |
Leadership practices of
successful middle school
principals
Karen Leigh Sanzo
Department of Educational Foundations and Leadership, College of Education,
Old Dominion University, Norfolk, Virginia, USA
Whitney H. Sherman
Department of Educational Leadership, Virginia Commonwealth University,
Richmond, Virginia, USA, and
Jennifer Clayton
Department of Educational Foundations and Leadership, College of Education,
Old Dominion University, Norfolk, Virginia, USA
Abstract
Purpose – This study aims to be one in a series examining the leadership best practices of school
principals as they lead in an accountability- and standards-driven school environment. The lack of
research and necessity to find successful practices to improve student achievement highlight the need
for this study.
Design/methodology/approach – An inductive exploratory study was designed to provide insight
into how successful middle school principals facilitate high levels of student achievement.
Findings – Common themes of practices enabling the principals to serve effectively in their schools
emerged from the conversations and were grouped in the following categories: sharing leadership;
facilitating professional development; leading with an instructional orientation; and acting openly and
honestly.
Originality/value – This research contributes to the field by providing insights into the practices of
leaders of successful schools in a high-stakes testing environment. The study provides a framework on
which leaders should model their own practices, as well as informing leadership preparation programs
areas around which to focus their instructional content.
Keywords Education, Leadership, Principals, Schools
Paper type Research paper
In the USA, accountability in the public schools has been inextricably linked with The
No Child Left Behind (NCLB) Act of 2001 since it was signed into law on January 8,
2002. In Virginia, the NCLB legislation rode in on the tail of an accountability system,
the Virginia Accountability Initiative (VAI), which, while already vigorous in
comparison to most states, failed to recognize and require treatmen t and prevention of
achievement gaps. The inception of NCLB ushered in a period of intense focus on
accountability and high standards in US schools. Although schools have always been
held accountable for student performance, whether through fiscal sanctions or public
opinion, this federal mandate has brought attention to achievement gaps, rewards and
sanctions for teachers and schools like no other time before, and has caused public
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Leadership
practices
31
Received January 2010
Revised March 2010
Accepted June 2010
Journal of Educational
Administration
Vol. 49 No. 1, 2011
pp. 31-45
qEmerald Group Publishing Limited
0957-8234
DOI 10.1108/09578231111102045
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