Perceived district-level leadership influences upon student achievement

Abstract

The purpose of this study was to understand district-level leadership’s perceived influences on and barriers to improved student achievement. The following research questions were addressed: (a) How do superintendents view their influence on student achievement? (b) How do school board presidents view their influence on student achievement? (c) What do superintendents perceive are barriers to their influence on student achievement? (d) What do school board presidents perceive are barriers to their influence on student achievement? Analysis of data this phenomenological study uncovered three themes: (1) alignment of the superintendent and board of education on student achievement goals, (2) continuous monitoring of progress toward the goals by the superintendent and board of education, and (3) significance of hindrances that prevented the district from making more rapid progress toward established goals. The study yielded five conclusions: (a) superintendents and school board presidents agree that student achievement should be their primary focus and they must assume greater responsibility for improving student achievement; (b) the evolving roles and responsibilities of superintendents and board presidents require new skills and relevant training to develop these skills; (c) superintendents have positive views of their roles relative to student achievement which include: serving as educational leaders of the district, hiring quality personnel, reporting and interpreting student achievement data to the board, and monitoring progress toward district goals; (d) board presidents also have positive views of their roles in improving student achievement which include: setting and enforcing board policy, monitoring progress toward goals, and reducing their influence so educational leaders can do