Teachers’ and Principals’ Perceptions of Factors That Contribute to the Success of Blue-Ribbon Schools

Abstract

Creating and sustaining an organizational culture that contributes to high academic achievement is frequently a problem in schools. This basic qualitative study explored measures implemented in thriving campus cultures and effective leadership on those campuses by interviewing principals and teachers in Blue Ribbon Schools. The study focused on principals’ and leaders’ perceptions of three different campuses in South Texas. The study selected schools that have been awarded Blue Ribbon campus designation in 2019 to explore factors that contributed to these campuses’ success. The study drew perceptions from three principals and four teachers from two different districts in the Rio Grande Valley.