Impacting Student Achievement: Principals’ Instructional Leadership Practice in Two Title I Rural Schools

Abstract

The purpose of this paper is to examine principals’ instructional actions in rural, high-poverty schools and the perceived impact on student achievement. For this qualitative case study, research questions were: What principals’ instructional leadership practices are being demonstrated in rural, high-poverty schools based on the literature and findings? How do these practices impact academic achievement in rural Title 1 schools, as reported by principals, assistant principals (AP), instructional coaches, and teachers? To examine principalship impact on schoolwide student achievement in rural, low-income contexts, an elementary (grades K–5) and middle (grades 6–8) Title I school were enlisted. Following a demographic survey, perspectives on principalship influence were shared via Zoom by 13 participants from the schools: 2 principals, 1 AP, and 2 instructional coaches were interviewed one-on-one, and 8 teachers in focus groups. Principalship practices were analyzed based on perceived influence on student learning outcomes. Seven findings revealed impactful principal practices that align with extant research. The evidence-based strategies that promote instructional leadership and the desired effect on achievement in low-income, rural schools can improve learning outcomes and build capacity for success schoolwide. Stakeholder data indicated direct impact of the principals’ practices on student achievement, which furthers the capacity of principals to make more of a difference on learning. This investigation contributes to knowledge, empowers principals within rural areas to lead in poverty conditions, and concerns the work of schools and principal preparation programs. Vulnerable students gaining from the very best principals and their teams have to offer is a takeaway.