What do Elementary and Secondary School Principals Report Regarding Effective Leadership in Schools with Predominantly African American Title I Student Populations: Implications for School Leaders

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dc.contributor.advisorMacNeil, Angus J.
dc.contributor.committeeMemberEmerson, Michael W.
dc.contributor.committeeMemberHutchison, Laveria F.
dc.contributor.committeeMemberMoultry, Edrick
dc.creatorErvin, Waymond Eugene
dc.creator.orcid0000-0001-7574-9305
dc.date.accessioned2016-09-08T17:11:26Z
dc.date.available2016-09-08T17:11:26Z
dc.date.createdMay 2016
dc.date.issued2016-05
dc.date.updated2016-09-08T17:11:27Z
dc.description.abstractThe purpose of this study was to explore the leadership capabilities needed to lead a school with a predominantly African American Title I student population. The study was conducted using a semi-structured interviews with principals that have led or leading predominantly African American Title I student population. The guiding questions subject matter were the following: leadership, building human capital, and challenges. The intention of this study was to have recommendations and implications for future principal leadership when leading a predominantly African American Title I student population. The results of this study generated the following findings as it relates to the leadership capabilities needed to lead a school with a predominantly African American Title I student population were strategic processes, coaching human capital, and school culture. Principals used strategic processes to utilize resources, implementing a vision for progression, and protecting and maximizing instructional time. Principals were coaching human capital to be collaborative, to understand the expectations, and strengthen human capital through their constructive feedback. School culture established by principals were to provide social and emotional support, build meaningful community engagement, and established clear expectations. These findings of principals successfully leading predominantly African American Title I student population suggests skills that school districts need to be aware of when seeking potential principals to lead predominantly African American Title I student population. These findings can also be used for planning, professional development for current principals so these skills will be developed by practicing administrator who lead predominantly African American Title I student population for success.
dc.description.departmentEducational Leadership and Policy Studies, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/1566
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectEducation
dc.subjectLeadership
dc.subjectElementary education
dc.subjectSecondary
dc.titleWhat do Elementary and Secondary School Principals Report Regarding Effective Leadership in Schools with Predominantly African American Title I Student Populations: Implications for School Leaders
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership and Policy Studies, Department of
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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