Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
principal; school; intervention; problem solving; education
Serving students in their quest to learn and succeed in life are basic goals of public education (Honig, 2016). The simplified purpose for public education, then, is to provide equal opportunity for all children to learn the basic skills needed to be self-sufficient adults and productive citizens in an ever-evolving society (Darling-Hammond et al., 2019). Early acquisition of basic academic skills, such as reading, writing, and mathematical computation, are considered essential to completing this goal.
Booth and Rowsell (2007) maintain that effective leadership is key to achieving process change and for improving learning outcomes for all students. Research shows that when it comes to implementing interventions, leadership is essential (Shinn & Walker, 2010). While there is scarce research focused on leadership qualities related to the implementation of interventions, most findings have established that the role of the principal is important in obtaining a successful outcome (Bean & Lillenstein, 2012).
The purpose of the mixed-method study was to identify leadership qualities needed for successful academic intervention implementation with struggling students. The study used both qualitative and quantitative methods and the researcher designed the research questions based upon lack of principal leadership qualities needed for successful academic intervention implementation with struggling students in literature review. Participants of the study were select Minnesota school principals at the pre-school, elementary, secondary, and transition levels who were identified as implementing interventions in their schools, and who agreed to be part of the study.
Data collection included two phases: 1) a multiple-choice and short-question survey distributed to survey respondents through electronic mail; and 2) open-ended interviews conducted with five volunteer interviewees who had completed the survey. The multiple-choice survey provided quantitative information while the open-ended response questions presented qualitative data that allowed for clarifying responses and deeper understanding of the information obtained from the multiple-choice survey.
Study results indicated that principals in Minnesota identified several leadership qualities and characteristics needed for effective implementation of school-based problem-solving and intervention processes that matched those presented in research literature. Challenges and evidence of success were addressed. Cultural components and considerations were discussed.
Whitney, Lisa, "An Evaluation of Minnesota Principal Characteristics Needed for Effective Implementation of School-Based Problem-Solving and Intervention Processes" (2021). Culminating Projects in Education Administration and Leadership. 83.