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Running head: EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGHPERFORMING TITLE 1 MIDDLE SCHOOLS IN TEXAS
EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

1 MIDDLE SCHOOLS IN TEXAS
A Dissertation
Presented to
The Faculty of the College
In Partial Fulfillment of
The Requirements for the Degree
Doctor of Education in Educational Leadership
By

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Approved:
Name:
Dissertation Chair
Name
Committee Member
Name
2016 by ..
No part of this work can be reproduced without permission except as indicated by the
Fair use clause of the copyright law. Passages, images, or ideas taken from this work must be
properly credited in any written or published materials.
ABSTRACT

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The aim of this research was to identify principals leadership skills, beliefs and strategies
that they use to support students in high performing Title I middle schools in Texas. According to
the Texas Education Agency (2015), the high performing Title I middle schools have been
identified as a Title I school with distinctions based on reading and math performance, as well as
the highest graduation rates at the high school level.
Electronic records of the interviews were done and common themes identified through the
analysis. The results of the research proved that achieving principles had a number of driving
factors and goals. Firstly, successful principals created a conducive environment for the student
and the teachers. Secondly, treating the entire student fraternity without discrimination based on
racial differences, age or gender. Thirdly, these principals created a good rapport with teachers
and the students. In addition, successful principal demonstrated a high standard of
professionalism in their work. This information helps the principals to discharge their duties
effectively and efficiently for better results.
Acknowledgements
Table of Contents
Page

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CHAPTER ONE................................................................................................................14
1.0
Introduction to the study...........................................................................................14
1.1
Statement of the problem..........................................................................................16
1.2
Rationale of the Study.............................................................................................16
1.3
Purpose of the Study and Research Questions......................................................18
CHAPTER TWO...............................................................................................................20
literature Review................................................................................................................20
2.0 Introduction..................................................................................................................20
2.1.4 Democratic Leadership............................................................................................26
2.2
Culture and Climate................................................................................................26
2.2.1
Culture of Title I Schools......................................................................................26
2.2.2 Climate of Title I Schools.........................................................................................29

2.2 Roles of Principals.......................................................................................................31
2.3 Closing the Achievement gap......................................................................................34
CHAPTER THREE...........................................................................................................37
3.0
Methodology.............................................................................................................37
3.1
Population.................................................................................................................38
3.2 Participants................................................................................................................38
3.3
Data collection.........................................................................................................39
3.4
Data Analysis............................................................................................................40

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3.5 Trustworthiness..........................................................................................................40
CHAPTER FOUR.............................................................................................................43
4.0 Results........................................................................................................................43
CHAPTER FIVE...............................................................................................................44
5.0 Conclusion and Recommendations............................................................................44
References..........................................................................................................................46
APPENDIX: Guided Protocol...........................................................................................52
INTERVIEW DETAILS....................................................................................................53
PRE-INTERVIEW.............................................................................................................53
Appendix: Guided Protocol Questions..............................................................................54

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CHAPTER ONE
1.0
Introduction to the study

Leadership is a process whereby an individual influences a group of individuals to achieve
a common goal. Psychologists and those in the business world have postulated important
frameworks, which define the approaches that different people use to lead. The understanding of
these leadership frameworks will assist in describing how school principals lead, and the
differences in their leadership skills, especially with respect to school climate and culture.
According to Scheerens (2013), the exemplary performance of high performing schools,
especially the Title I category is based on the hard work, and effective leadership and beliefs of
principals. In general, according to a report by The Wallace Foundation (2011), the effectiveness
of the leadership approaches adopted by school principals is based on the performance of key
functions, particularly cultivating apt leadership and nurturing the leadership traits in other
teachers and students (Lunenburg, 2011). In addition, they facilitate in improving instructions and
instruction delivery to students (Louis, Leithwood, Wahlstrom and Anderson, 2010). Effective
principals assist in guiding others on how to impart education to students effectively by
developing the mechanics of bettering instruction delivery and hence improved performance
(Knapp, Copland, Honig, Plecki & Portin, 2010).
There are six leadership skills used by successful leaders. These leadership skills include:
coercive leadership, authoritative, affilliative, democratic, pacesetting and coaching type of
leadership (Nouthouse, 2007). Consequently, out of these six leadership types, only four of them
have a positive effect on the climate and performance and these four are, authoritative, affiliative,
democratic and coaching. The rests have negative effects on the climate. The climate in this

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context refers to the six key aspects that influence an organizations working environment (Carter,
2008). These factors are: flexibility, responsibility, standards, rewards, clarity and commitment. In
addition, all the six leadership styles have measurable a measurable impact on each and every
aspect of climate.
Dearman and Alber (2005), argue that successful principals are geared towards shaping
and reshaping the school vision towards academic success for every member of the school
fraternity, including other teachers, parents, and especially students. In essence, effective
principals in high performing schools tend to establish a climate within the school that is
hospitable to education and ample for learning (Wallace Foundation, 2013; Lunenburg, 2011).
Lastly, principals in high performing school re effective managers of people, records and data, and
other processes associated with school improvement academically (Honig, Copland, Rainey,
Lorton & Newton, 2010). In this article, some specific leadership styles adopted by principals in
high performing Title I schools are discussed to evaluate the merits and demerit that foster
increased performance in these schools. In addition, the school culture and climate will be
discussed to espouse on their effect on academic performance. The roles of school principals as
instructional leaders, and tools for implementing change in Title I schools, as well as a developer
of a positive school climate and culture will be explored. Lastly, the roles of parents, intervention
programs and the entire professional learning community will be explicated in view of effective
leadership in high performing Title I schools in Texas.
1.1
Statement of the problem

Understanding organizational leadership requires requisite knowledge of skills needed
over the course of peoples careers (Dufour, 1999). Arguably, experience, knowledge, social

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skills, system skills as well as problem-solving skills cannot be over-emphasized in developing
successful leaders. Gardiner and Enomoto (2006), states that a school principal needs cultural
competence in meeting the educational needs of the teachers, parents and students in his/her
school and community. Additionally they argue that culturally successful principals are committed
to providing education to students through learning them and knowing their cultural backgrounds.
The learning environment and the achievement of students are directly dependent on the
leadership type of the principal and the teachers at large (Waters, 2005). In the same line we
would ask ourselves why some schools perform better than other schools. Successful school
leadership needs a lot of research. According to the Texas Education Agency (2011), the number
of high performing high schools especially in the Middle schools is not correspondent to these
Title I schools in Texas- only a few schools perform well.
1.2
Rationale of the Study

High performance in high schools comes as a result of hard work and effective practices
and beliefs of principals (Scheerens, 2013). The Texas Education Agency (2015) identified more
than 400 high-performing Title I schools for 2014-2015 across Texas. In particular, Title I schools
are campuses characterized by a population of at least 40% of students from low-income families
and identifying these high performing Title schools has been part of the states provisional waiver
from the Department of Education (US) for specific Elementary and Secondary Education Act
provisions. Furthermore, the identification of high-performing schools is based on both
mathematics assessment and statewide reading under the 2013-2014 school-year graduation. As
argued by Fryer (2014), whereas there is the need to talk about the current education achievement
gap, the real work of accomplishing educational goals is already taking place in schools (Emmer

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& Evertson, 2012). Although high-performing middle schools in Texas are utilizing the most
effective leadership, educational concept to ensure students achieve academic excellence, Fryer
noted that these practices are not effective enough to meet the current needs of education.
Middle schools were first introduced in Columbus, Ohio, in 1901 (Creswell, 2014a).
However, with time, the concept of middle schools continued to change as educational systems
increasingly adopted more modernized school curricula. Consequently, the original problem of
the middle schools was mainly the inclusion of the ninth grade according to Creswell (2014b).
Moreover, the inability of including the ninth grade came because of the instructional flexibility
that came due to the necessity for students to earn higher marks and this problem became worse
since most students were experiencing the onset of puberty. As a result of these factors, it has
always been hard to determine the primary difference between middle schools and high schools.
The primary role of middle schools was to bridge the gap between high school and the elementary
schools (Santamaria, 2013).
One of the greatest aspects of middle schools is that they help in the creation of a positive
learning environment for students reaching the puberty stage (Abualrub & Alghamdi, 2012).
These schools achieve this through ensuring that the school environment provides adolescents the
chance to interact and learn in a respectable, human and psychologically safe environment an
environment that places an emphasis on peaceful existence as well as cooperation (Creswell,
2014). As opposed to high schools, middle schools provide a schooling environment that
demonstrates a sense of collaboration among educators and students, promotes interpersonal
relationships, and harmony among student while reflecting on positive communication that is
relevant for academic success (Carol Vincent Research Fellow in Education Policy, 2013). In
essence, these schools promote a nurturing school environment where people feel respected

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valued, as well as nutured, as everyone accepts the responsibility of students success (SavinBaden & Major, 2013).
Kupers, Mantere, and Statler (2013) argued that principals in high-performing middle
schools are in need of an environment that will lessen conflicts between students and educators,
and reduce discipline confrontations and referrals for harrying, teasing and harassment among
students. With the elimination of the educators vs. student mentality, principals of highperforming middle schools are able to create a harmonious relationship in schools, while reducing
the need to engage in confrontational and hostile behaviors (Salameh, 2011). Furthermore, the
principals create atmosphere, discipline procedures, guidance programs, teaching methods, as
well as school organizations, which place priority on the learner.
1.3
Purpose of the Study and Research Questions

The purpose of this study was to identify principals beliefs and strategies that support
students in high performing Title I middle schools in Texas. According to the Texas Education
Agency (2015), the high performing Title I middle schools have been identified as a Title I
school with distinctions based on reading and math performance, as well as the highest graduation
rates at the high school level. The research questions that guided this study included the
following:
1.
What beliefs do principals of high achieving Title I middle schools have about students
that influence their practice with students?
2.
What strategies do principals of high achieving Title I middle schools implement to

support student academic achievement?
3.

establish a culture of success?

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4.
involve parents in the educational process?
5.
What challenges do principals of high achieving Title I middle schools encounter when
helping students achieve success at school?
CHAPTER TWO
Literature Review
The purpose of the study is to identify principals beliefs and strategies that support
students in high performing Title I middle schools in Texas. In order to understand the leadership
strategies adapted by principals in these schools, the review of literature has been organized into

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the following sections: leadership styles, culture and climate of middle schools, roles of
principals, and closing the achievement gap.
Leadership Styles
According to Nouthouse (2007), leadership is a process whereby an individual influences
a group of individuals to achieve a common goal. Scholars of psychologists and those in the
business world have postulated important frameworks, which define the approaches that different
people use to lead (Scouller, 2011). The understanding of these leadership frameworks will assist
in describing how school principals lead, and the differences in their leadership, especially with
respect to school climate and culture. The exemplary performance of high performing schools,
especially the Title I category, is based on the hard work, and effective leadership and beliefs of
principals (Scheerens, 2013). In general, according to a report by The Wallace Foundation (2011),
the effectiveness of the leadership approaches adopted by school principals is based on the
performance of key functions, particularly cultivating apt leadership and nurturing the leadership
traits in other teachers and students.
In addition, they facilitate in improving instructions and instruction delivery to students
(Louis, Leithwood, Wahlstrom & Anderson, 2010). Effective principals assist in guiding others on
how to impart education to students effectively by developing the mechanics of bettering
instructional delivery, and hence improved performance (Knapp, Copland, Honig, Plecki &
Portin, 2010). Effective principals are geared towards shaping and reshaping the school vision
towards academic success for every member of the school fraternity, including other teachers,
parents, and especially students (Nouthouse, 2007). In essence, effective principals in high
performing schools tend to establish a climate within the school that is hospitable to education

2
and ample for learning (Lunenburg, 2011, Wallace Foundation, 2013). Principals in high
performing schools are effective managers of people, records and data, and other processes
associated with school improvement academically (Honig, Copland, Rainey, Lorton & Newton,
2010).
In the past few decades, school principals have been equitable to middle managers who
were considered overseers of schoolbooks, school buses and boilers (Lunenburg, 2011). In the
current education world, concepts of education have changed to be inclined towards
accountability and standards-based education reforms embedded on the leadership of school
principals considering their roles in school performance (Honig et al., 2010). In essence, the
leadership model employed in contemporary education systems in the US resembles the corporate
model that identifies leadership focusing on defining what is indispensable, what needs to be
accomplished, and how to accomplish it (Louis et al., 2010). Nouthouse (2007) noted that school
principals utilize different styles of leadership.
Servant leadership. According to Harris (2013), one point of view of effective leadership
among school principals is the adoption of servant leadership, which encompasses a set of
leadership practices and leadership beliefs. As opposed to the traditional way of defining a leader,
the perspective of servant leaders entails distribution and sharing of power, identifying and
recognizing the needs others first. In addition, it includes assisting and facilitating development of
other people to perform to their utmost (Knapp, Copland, Honig, Plecki & Portin, 2010). Robert
K. Greenleaf (1970) first used the term servant leadership in his essay, The Servant as a Leader.
Greenleaf later goes on to state that the true servant leader must be servant first.

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It begins with the natural feeling that one wants to serve, to serve first. Then conscious
choice brings one to aspire to lead. That person is sharply different from one who is a
leader first, perhaps because of the need to assuage an unusual power-drive or to acquire
material possessions. For such it will be a later choice to serve-after leadership is
established.the difference manifests itself in the care taken by the servant-first to make
sure that other peoples highest priority needs are being served.the natural servant, the
person who is servant first, is more likely to persevere and refine a particular hypothesis
on what serves anothers highest priority needs than is the person who is leader first and
who later serves out of promptings of conscience or in conformity with normative
expectations. (p. 13-14)
In becoming leaders of learning, middle school principals adopt servant leadership where
it is suggested that they are tasked with distributing their leadership powers to other teachers
sharing the vision of academic excellence for every student, especially those in Title I schools,
one that embraces high quality standards (Knapp, Copland, Honig, Plecki and Portin, 2010).
According to Texas Education Agency (2016), Title I schools in Texas are educational institutions
whose largest population is composed of students from low-income families. When considering
middle schools, which is commonly known as junior high schools, the majority of the student
population is experiencing puberty onset (Rusher, McGrevin & Lamboitte, 1992). As a result,
almost every student requires clear guidance and motivation to change his or her perspective and
view education system positively (Bush, Bell & Middlewood, 2010).
According to Louis et al. (2010), from the introduction of middle schools in the American
education system, the shift pioneered the need for change in the way middle school principals led
their schools because of the great struggle with the transition from students from elementary to

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middle school. Furthermore, it is requisite of them to change with the system to become leaders of
learning, as are students, and create teams of delivering effective educational instructions to
students. Middle school principals adopting a servant leadership style have been known to create
a climate that is conducive for learning in terms of safety for all students and other teachers
through dialogue with minimal bullying among other social leadership vices (Mulford, 2003;
Rose & Gray, 2006). Similarly, Savin-Baden and Major (2013) argued that under shared
responsibility, a cooperative spirit, among other foundations of interaction promotes the
development of a nurturing school environment where learners and educators embrace respect,
value for others, and feel accountable for the academic success of every student.
In regards to designing, shaping and sharing a vision of academic excellence for all
students, studies have established that in the educational leadership, effective middle school
principals are accountable and responsible for establishing and developing a school-wide vision
that defines commitment to academic excellence and high standards of quality in education for all
students (Lunenburg, 2011). Many critics point to the importance of concerns relating to academic
achievement illuminating it as the primary concerns of all middle school principals (Knapp et al.,
2010). In the past, these principles were recognized s school managers, but in the recent past, the
quality of education and standards of graduates has formed the central tenet of Title I middle
schools in Texas (Harris, 2004). On the other hand, among the principals adopting the servant
leadership style, it is their concerted effort to recognize the need for emphasizing academic
expectations rather than academic success (Durlak, Weissberg, Dymnicki, Taylor & Schellinger,
2011).
Transformational leadership. The concept of transformational leadership was first
employed by James V. Downton (1962). He defined transformational leadership as a form of

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leadership whereby the objective is to strive to change their followers perspective.
Transformational leadership can be seen when leaders and their followers make each other
advance to a higher level of morality and motivation (Burns, 1978). There are three identified
characteristics of a transformational leader: charisma, individualized consideration and
intellectual stimulation (Schultz & Schultz, Duane, 2010). Concepts relating to transformational
leadership have been integrated into the middle school leadership where some principals adopt the
style in managing students and educators, and learning Bass, 1985). It has been established that
transformational leadership entails leaders and their subjects nurturing each other to better their
levels of morality and motivation (Tafvelin, 2013).
In addition, diverse traits of transformational leaders have been coined to include
establishment of high standards while having set clearly and achievable goals (Wallace
Foundation, 2013). According to Bass (1985), transformational leadership style entails many
different aspects including: increasing awareness of moral standards, stressing important
priorities, nurturing higher moral maturity in followers emphasizing inherent motivation, creating
an ethical climate, promoting cooperation and harmony, using credible appeals based on reasons
and allowing freedom of choice for followers. Transformational leaders also focus on and care
about their followers personal needs and development (Riggio, 1998).
According to an article written by Media and Schieltz (2014), transformational leadership
has four components, sometimes referred to as the 4 Is. The first of the 4 Is is the Idealized
Influence, which means the leaders are seen as the role models of their followers and they get
admired for this. The second one includes Inspirational Motivation, meaning the leaders here have
the capability to inspire and motivate their followers. Then there is the Individualized
Consideration where the leader shows genuine concern for the feeling and the needs of their

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followers. Lastly, Media and Schieltz (2014) explain that followers in the Intellectual Stimulation
are challenged to be innovative and creative by their leader. Furthermore, Media and Schieltz
(2014) explain idealized influence, the inspirational motivation brings out the charismatic
characters of the leaders, and the individualized consideration nurtures the personal attentions of
the leader bringing out their very best efforts. However, the transformational leader is viewed as
being soft but in real sense they continuously challenge their followers to top levels of
functioning (Riggio, 1998).
Leadership in middle schools requires principals to assume such a style to allow them
assist students in setting up their own achievable goals, encourage, and motivate each other to
meet their preset goals (Barth-Farkas & Vera, 2014). Notable is the trait of fairness and integrity
defined in the model, which is imparted by principals in Title I middle schools to assist students
enthuse recognition and support from other people, particularly parents and teachers (Phipps,
2011). As a result, middle school principals stimulate emotions and response from fellow
educators and students, which is important for motivation to lead performance. Another important
trait is the ability to inspire the education fraternity to achieve the improbable heights of
excellence; particularly considering that high performing Title I junior high schools are composed
of students from low-income earners (Balyer, 2012). It is therefore an important consideration for
school principals to consider transformational leadership based on its interest in pushing the
education fraternity into looking beyond their self-interests (Louis et al., 2010; Yousaf, 2015).

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Team Leadership. There are many team leadership models proposed by different
researchers and scholars (Nouthouse, 2007). Additionally, team leadership provides the
leader and a selected team leader with a rational roadmap to help diagnose team problems,
and then take appropriate action to correct them. According to Dias, Jose and Fletcher
(2015), the team leadership model was founded by McGrath in 1962, where he argued that
effective leadership involves establishing an understanding of teams that one is involved.
Teams are functional entities everywhere, including in schools with students and teacher
professional groups. In such teams, the leadership functions can be distributed and shared
between the members of the team or can be exercised by the leader (Daft, 2011). In a school
environment, the principal can be an effective team leader by continually focusing on
working with student and teacher teams to improve the learning of students and better the
teaching methodologies through efficient professional development and teaching mechanics
(Nouthouse, 2013).
Another important aspect of team leadership is the adoption of inclusiveness by high
performing middle school principals, accompanied by a complete regard academic success and
personal development of every student (Nouthouse, 2013). Daft (2011) argued that such
principals engage with student teams, isolate individual development needs, and work with
specific students to help in nurturing their potential by supporting collective opportunities to learn
within and outside of the school compound. He further stated that this attribute is cultivated
through the establishment of links and partnerships between principals and students, principals
and parents, and between principals and the society at large to anchor education progress and
support of students to academic.

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Apposite team leadership skills in school principals are a crucial facet of student
assessment, which leads to definition of superior interventions (Nouthouse, 2007). According to
Hill (2001), asserts that effective team leadership begins with the insight of the leader concerning
the situation. In addition, a team leader determines if the situation requires any action and the
leader further observes whether the situation is an internal problem or an external factor requiring
a resolution. Furthermore, the team leader tries to establish if the problem requires a task,
environmental or a relational intervention. Lastly, the designated team leader creates a high
performance in the team by developing and maintaining effective transformational functions.
Instructional Leadership. The term instructional leadership came up from a research
done on the effective school movement of the 1980s, which discovered that a principal is crucial
to success in childrens learning within destitute urban elementary schools (Edmonds, 1979;
Hallinger, 2003; Leithwood & Montgomery, 1982). Instructional leadership is the management of
curriculum and instruction by a school principal. Several scholars, including; Andrews, Basom &
Basom (1991), revealed that this leadership model was still undergoing a lot of discussion and
criticism during 1990 because of its effectiveness in schools. Most researchers claimed that this
leadership model focused so much on the heroism of an individual; the principals. Many scholars
began to propose other leadership styles to supplement this model as a result of the criticisms it
faced. Some of these supplementary leadership styles proposed include; transformational
leadership, teacher leadership, shared leadership and distributed leadership (Spillane, Halverson
& Diamond, 2004).
Instructional leadership does not contain a singularity definition, rather it is defined in
many ways through the eyes of various scholars (Loveless, 2016). Firstly, the instructional
leadership model could be categorized into an inclusive and exclusive approach (Robinson,

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Lloyd & Rowe, 2008). According to Halliger and Murphy (1985), the scholars who see the
instructional leadership as exclusive consider the principal as the main individual responsible for
setting goals, supervising and developing instructions that aid in achieving academic excellence.
This approach tends to look at the principals roles as the main instructional leader (Halliger &
Murphy, 1985). However, other researchers view the concept of instructional leadership as
inclusive where they include other school staff to the leadership responsibility of the schools
(Mark & Printy, 2003). Moreover, Hallinger (2003) argued that the instructional leadership model
empowers the school staff and he proposes integration of instructional and transformational
leadership styles for effective school leadership.
Other scholars classify instructional leadership into direct and indirect aspects where
they hold that the direct approach is narrow and the indirect as broad (Kliene-Kracht, 1993;
Peterson, 1989; Sheppard, 1996 & Southworth, 2002). This difference is brought for the reason
that the direct aspect focuses on the immediate activities concerned with the instructions
including curriculum development and classroom organization. On the other hand, the indirect
approach is broadly concerned with the indirect activities including; creating the school climate
and direct activities.
Several scholars have proposed different framework characteristics and components of
the instructional leadership model (Hallinger, 2003). Hallinger and Murphy (1985) proposed a
conceptual model that is widely used today in empirical studies of instructional leadership style
where they suggested the main role of an instructional leader in three dimensions:
1. Defining the school mission (for instance, leaders role in framing and communicating
clear school goals),

2. Managing the instructional program (for example, leaders role in supervising and
evaluating instructions, and monitoring student progress), and

3. Promoting a positive learning climate (for example; protecting instructional time,
maintaining high visibility, promoting professional development and providing incentives
for teachers and for learning).
Murphy (1988) suggested a four-dimensional instructional leadership approach:
1. Developing goals and mission,
2. Managing the education production function,
3. Promoting a school learning climate, and
4.
Developing a supportive work environment

A research done by Hallinger and Heck (1996, 1998) extensively examined the empirical
study conducted between 1980 and 1995 on the effects of principals on the achievements of
students and they came up with three methods to illustrate them.
1. A direct effect method, where principals affect students performance directly without
mediating variables,
2. A mediated-effect method, and the performance of the student is indirectly affected
through the mediating variables, and
3. Reciprocal-effects, where there is an interactive relationship between the principal and the
other features of the school. In reciprocal-effect, however, there are still no studies done to
demonstrate its effects.
Culture and Climate in Middle School
There have been debates about whether schools have cultures and climates by a number of
scholars (Sergiovanni, 1991). According to Sergiovanni, a school climate is more concerned with

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the style of a school and the processes in the school than the substances and the contents of the
school. In addition, he states that climate is more interpersonal and manifests itself in the
behaviors and attitudes of the staff, students and the principal. On the other, Sahin (2015) argues
that culture is more normative and is concerned with shared values, beliefs and commitments of
the members of the school. However, culture is a pattern of the basic inventions from
assumptions, discoveries and developments coming up as a need to cope with the external
adaptation problems and internal integrations (Stein, 1985).
Culture of Middle Schools. School culture in Middle schools is a vital aspect in any
learning institution, because they facilitate the definition of the code of behavior that students and
teachers have to depict in the course of learning (Sahin, 2015). School culture entails different
shared attitudes and beliefs that help in the characterization of a wide distinct organization that
helps a school to establish boundaries for its constituent units (Deal & Kent, 2010). With a culture
that is well established and maintained in Title I junior high schools, a gradual, continuous
improvement in behavior among the student body and educator are evident, which culminates to
higher levels of education (Epstein et al, 2009). Essentially, it has been demonstrated that
maintenance of a culture of good performance in schools, particularly in Title I middle school, is a
function of motivation to students to work harder with an aim of achieving better result than the
previous class (Sahin, 2015).
Several attributes define the culture of a school, including the characteristic behaviors,
attitude and beliefs of students, teachers, and the principal (Epstein et al., 2009). In this respect,
most of the Title I middle schools have their culture based on collaboration, efficacy and
collegiality of the school fraternity. The three factors described by Epstein et al. (2009) play a
pivotal role in ensuring growth of a school culture that is reliable. Collaboration is the degree in

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which students and teachers work together, share instructional strategies, information and holding
constructive debates and discussions (Zins et al, 2012). When teachers encourage discussions
among students, most students are motivated because they will be free to ask any form of question
that they may need better clarification. Discussions and debates lead to improvement in the level
of performance since students will get pool of knowledge from different students (Zins et al.,
2012). Sharing information that is gathered from different sources help in the improvement of
talent and knowledge, which has a direct impact on student performance because of the
amalgamation of diversified sourced knowledge, in addition to classroom-acquired information
(Alexander, 2011). While school principals work in teams with students, teachers and parents to
cultivate an adept school culture, educators accentuate the behavior of categorizing students into
effective discussion groups, which enhance the advancement of socialization and sharing of life
and education experiences (Kowalski, 2010).
Collegiality involves a sense of belonging among students in a school, as well as
emotional support and inclusion of all students with an aim of ensuring uniformity among all
students (Deal & Kent, 2009). Collegiality helps in building the spirit of oneness among teachers
and students, which in return results to increased performance and coexistence in Title I middle
schools (Whitlock, 2013). When students feel that they are valued, their performance is improved
because they are motivated to perform higher for a better future.
For a Title I school to have a reliable culture, efficacy of all rules and regulations is crucial
with an aspiration of ensuring all students are equal, and are given better chances to improve in
their curriculum activities (Deal & Kent, 2010). The stakeholders of the schools should feel that
they are part of the needy students and they should aim at supporting their viable dreams into

2
reality. The teachers and other stakeholders of Title I schools should ensure that support evidenced
research that offer better teaching strategies.
Changing of Title I middle school programs redefines the culture of such schools since a
change of program institutes commencement of delivery of flexible education materials gradually
by all stakeholders (Kowalski, 2010). In addition, it may involve integration of the students body
in decision-making, which is important for the propagation of a school culture. When students are
engaged in making decisions that concern them, they are motivated to adhere according to the
rules because of their indulgence in setting the policies (McEvoy & Welker, 2011). During the
decision making process, students are involved and are able to express the challenges they face in
school and in their homes, which may play a great role in ensuring that better ways of solving
their academic issues are achieved (Deal & Kent, 2009). When challenges that students face are
addressed, students may improve their performance since they are relieved of challenges that
might have been preventing them from achieving more academically.
Principals in Title I middle schools have a culture of ensuring there is good discipline
among the teachers and students (Zoul, 2010). Good discipline ensures good coexistence among
the student body, which in return motivates discussions and debates among students consequential
of realization of better results (Thapa, Cohen, Higgins-D'Alessandro & Guffey, 2012). On the
other hand, principals in middle schools ensure that there is close communication between
parents, teachers and students so that the challenges that the students are facing are discussed and
resolved amicably (Norton & Kelly, 2012). Consequently, students and their teachers are
motivated towards caring for each other, while inspiring the efforts of students to achieve better
results (Thapa et al., 2012).

2
Climate of Middle Schools. School climate in middle level schools involves the
characteristics and the quality, of the life at school, which may be based on the patterns of parents,
school personnel and students (McEvoy & Welker, 2011). In addition, the experience on school
life among the school personnel is an important aspect to consider when determining the school
climate because they determine how well a school will be managed. Furthermore, McEvoy and
Welker argue that experienced personnel helps in improving the climate of the middle level
schools because they will have enough knowledge of what is required for the achievements of
quality education.
According to Texas Education Agency (2011), the climate of a Title I school mainly is
determined by the values, goals, interpersonal relationships and norms that may be set by the
school. Similarly, schools that have positive climate have better test scores because students have
a ample working environment that help them in the achievement of the set school goals. On the
other hand, schools that have negative climate have poor performance since students are not
motivated to work hard towards the achievement of the set goals (Monahan, Oesterle & Hawkins,
2010). Unsafe hostile climate areas have low academic achievements due to the tension that the
environment may pose to the students, teachers and parents, which in return will not promote
improvement for a better working environment (Cohen, McCabe, Michelli & Pickeral, 2011).
According to the Texas Education Agency (2011), a positive and sustainable school
climate supports the feeling of teachers and students socially, emotionally and physically.
Furthermore, teachers at Title 1 schools ensure that they manage the school climate with an aim of
achieving a climate that is safe and conducive for better performance of their students. The
teachers and stakeholders of a school should understand that unsafe and hostile environment
cannot promote proper learning, hence they should work towards the achievement of a conducive

2
environment (McEvoy & Welker, 2011). For instance, from students that come from low-income
families, they may be faced with unsafe climates at home whereby parents may be violent. In
addition, teachers have a challenge of identifying such students and ensuring that they when they
go to school they are counseled and offered with a better climate that will help them have better
performance.
For middle schools to achieve better climate at school, first they ensure that the physical
environment at school is conducive and welcoming for learning. When students are introduced to
an environment that is welcoming, they have better chances to improve in their performance
because they will have a learning environment that has no disturbances. Secondly, teachers and
stakeholders should ensure that the social environment at school promotes interaction and
communication among the teachers and students. In an environment that is free for discussion
among the students, there is a collection of pool of knowledge from different students, which
helps in improvement of knowledge that different students share. Sharing of knowledge leads to
better performance since students will have increased knowledge from other students (Cohen,
McCabe, Michelli & Pickeral, 2011). Communication among students and teachers is also vital in
promoting reliable climate. When students share their issues with their teachers, they get an
opportunity of discussing issues that affect them both at home and at school. When teachers know
about the issues that affect their students, they find better ways of solving them, which promotes
better performance among the middle level students.
Middle level schools should also ensure there is an effective environment that will
facilitate in the achievement of a sense of belonging and self-esteem among the students
(Monahan, Oesterle & Hawkins, 2010). Similarly, a climate that allows all students to be equal
and feel that they belong to the same class helps in achieving better performance. Moreover, when

2
students feel that they are all equally valued, they have the morale of working together since they
feel that they all equal and have equal chances to have better performance. However, teachers also
ensure that they motivate students to share their knowledge and facilities that are in school, which
leads to the growth of the spirit of oneness. Monahan, Oesterle & Hawkins, further argue that
promotion of self-esteem among all students is also vital because the students will feel that they
are all valued and are treated equally and lastly, teachers in middle school levels ensure that the
learning environment promotes self-fulfillment and learning. When proper learning is achieved in
a learning institution, students have better chances of improving their knowledge because they
have the opportunity of getting new material for learning (TEA, 2011).
Roles of Principals. Principals have many roles and duties in schools, including
leadership, student discipline, teachers evaluation and others (Charles Handy, 1992). Similarly,
being a successful principal requires a lot of sacrifice from the principals. A principal must also
put emotions in check. Research has linked aspects of emotional intelligence to achieving of
results as a leader (Bowditch, Buono and Stewart, 2007).
According to Scheerens (2013),
leadership is a concept of much essence in the education sector. However, despite the numerous
research and the definition of leadership, there remains very little consensus concerning its role
and what it comprises. In an overview of leadership, the search for the unambiguous definition of
leadership is in vain, as it nearly does not exist (Simon & Alison, 2003). Many scholars have
defined leadership in many different ways. Charles Handy (1992), defined leadership as being is a
position to shape and share a vision, which gives point to the work of others. On the other hand,
Bill Gates defines leadership as a process of empowering others (2014). Nouthouse (2007),
defined leadership as a process in which an individual influences a group of individuals to achieve
a common goal. In this paper, we adopt notices definition where we analyze the leadership skills

2
used by the school principals. In a particular case study, this paper looks into the successful
principals of the high performing Middle schools in Texas. There are over 192 campuses
identified, by the Texas Education Agency (2016), as high performing in the academic year
2014/2015. According to Texas Education Agency, these schools are categorized into high
performing based on reading and maths performance. For instance, school districts and charters
identified as high performing include: (See Appendix). Organization, prioritizing and scheduling
are some of the duties a principal must become efficient in performing.
A visionary of academic success. Kotter (1990) argues that, a cohesive school wide focus
is the by-product of a shared vision, mission and beliefs among school stakeholders. Effective
principals are to a greater capacity responsible for establishing a school-wide vision of
commitment to high standards and the success of all the students (Sergiovanni, 1991). Moreover,
school principals are seen as managers. Principals who work in environments that support
effective practices and strategies do not miss an opportunity of addressing the rising concerns in
middle schools (Carrasquillo & London, 2013). The Vanderbilt University researchers (2011)
assert that the literature over the last quarter century has consistently supported the mentality that
having high expectations for all, including clear standards, is the key for raising overall
achievement of all students.
According to (Carrasquillo & London, 2013), successful Title 1 schools principals made
sure that mentality of education success for all gets picked up by the faculty and underpins what
researchers describe as school-wide learning improvement agenda that focuses on students goals
progress. In addition, title 1 middle school principal described adopting a vision as developing
shared vision around standards and success for all students is an essential element of school
leadership.

2
Creator of positive school climate and culture. The successful middle school principals
ensured their schools allowed both adults and children put learning at the centre of their everyday
activities (Thap et al., 2013). To add to that, Thap et al., explains that safety and orderliness create
a healthy school environment. Hence, the effective Title 1 principals with high ratings for
instructional climate were ranked well than their counterparts in developing an atmosphere of
caring and trust.
Teacher isolation is not a good learning climate; instead the most effective Title 1 school
principals focus on building a sense of school community (Klein, Cornell, & Konold, 2012).
These practices include; respect for every member of the school community, welcoming,
engaging parents, professional environment, no-blame games and solution-oriented basis. As
stated by Harris (2013), schools with good results in math tests, teachers tended to share the
leadership by involving the parents as part of the leadership system.
Instructional leader. A principal helps other teachers to clarify instructional goals and
work (Phillips, 2010). On the other hand, teachers are instructed to shift their focus from teaching
to ensure the students are learning. Leadership theory holds that leaders need to depend on others
to accomplish the set missions and to encourage the development of leadership (Buriel, 1993).
According to the Universities of Minnesota and Toronto (2010), principals who are ranked highly
by the teachers are instructional leaders who create a conducive climate for instruction in their
schools also got ranked highly for spurring leadership in the faculty. In addition, it was found out
that, the more willing principals were able to spread the school leadership around through offering
instructions, the more valuable it was for the students. The study from University of Minnesota
also showed that good leadership improves both teacher motivation and work settings. Similarly,
the researchers suggested that schools provided all the stakeholders with greater influence on

2
decisions. Successful teachers focus the instructions from teaching to learning by forming
collaborative structures and faculty processes to work in teams to improve instruction
(Lunenburg, 2006). In addition, the principal ensures that professionalism is maintained and
focused towards achieving the school goals, thereby allowing the principals to be effective
instructional leaders in the school. According to Waters (2010), this phenomenon of leadership
focused directly on learning can be accomplished through:
1. Putting focus on learning,
2. Learning by using data,
3. Encouraging collaborations,
4. Providing support and
5. Assessment, instructions and aligning curriculum.
The University of Washington (2010), researched on Leadership in Urban School system
emphasized the need for a leadership team and shared responsibility evident in a set of terms and
conditions as well as unspoken norms among school staff.
Implementing effective change. A study of school-based intervention established that
only 14.9% systematically measured and reported levels of management integrity (Gresham et al.,
1993). From a research, only 21% examined whether the quality of implementation was related to
outcomes of 34 effective prevention plans, (Domitrovich & Greenberg, 2000). In addition, this
analysis points out, the majority of published precautionary intervention that examinations have
been conducted with little or no reported implementation information. Similarly, of central
significance to school-based model implementation is the sustenance and the leadership of the
school principal (Waters, 2010). There are a number of researches on the role of principals in
improving the schools climate and outcomes and student performance. Although, Cubberlys

2
stated that as is the principal, so is the school (Cubberly, 1929) does not describe the
complication of modern research, it is evident that principal instructional leadership changes both
school climate and student performance (Hallinger & Heck, 1996). Although the limitations of the
current research on the leadership of the principals, it seems that both the stability of the principal
and leadership qualities are notably significant in impacting student performance in urban and
elementary schools (Rowan & Denk, 1984). Fullan et al. (1980) established that, the leadership of
principal leadership affects all aspects of the change implementation process from entry through
continuation of innovation. From the studies carried out, it is clear that the behaviors that
compose principal leadership are multidimensional (Deal, 1986) and their effect changes
depending on the school circumstance and instructional model (Leithwood & Duke, 1999). On the
other hand, there has been little investigation of the role of principal leadership in the realization
of prevention programs, in spite of its conventional debate in the practice literature (Pentz &
Trebow, 1985). They also established that, both teacher factors such as years of experience,
enthusiasm, and preparedness, and the degree of principal support affect maintenance and quality
of implementation. Garca-Morales (2012) provide a rich case study of how principal leadership
strongly affected the condition of a comprehensive middle-school program (Gottfredson et al.,
1997). In the National Study of Delinquency Prevention in Schools, Gottfredson and Gottfredson
(2002) established that the level of principal support predicted both the quality of the approaches
and the quantity of programming of best practices in avoidance. Although there has been little
examination of the effects of principal leadership on the outcomes of preventive interventions, the
quality of implementation by teachers and program staff has been examined in numerous trials.
The findings in general show that the quality of implementation has important impacts on
individual dissimilarities in student performance (Blakely et al., 1987).
One of the most

2
significant roles of a principal is the implementation of the curriculum used in the school (Hart &
Risley, 1995) Consequently, Kusche and Greenberg (1994) proposed the PATHS curriculum to be
used in the elementary schools. Significantly, the PATHS (Promoting Alternative Thinking
Strategies) Curriculum has proved to be effective in minimizing hostility and promoting social
aptitude of basic school-age students in both urban and rural environments (Greenberg & Kusch
e, 1998). Given the importance of principal leadership, Blakely (1987) hypothesized that schoolbased interventions would be negatively affected if the correct measures are not implemented.
Similarly, he hypothesized that the quality of teacher implementation of intervention would also
impact the performance of a student. Finally, Blakely examined whether the interactive influence
of the combination of principals support for the program and the quality of classroom
implementation would add extra illustrative control.
Closing the achievement gap. Closing the achievement gap is concerned with the
narrowing the performance gap that exists between the low-income and the high-minority school
students (Haycock et al, 2002). Although, the achievement gap separating the economically
disadvantaged students from their more advantaged counterparts is a subject of concern for this
study very little research has been done on this topic. Additionally, Kati Haycock proposes the
need to focus on what really matter in an attempt to close the achievement gap such as
concentrating on high standards of learning, use of a challenging curriculum and nurturing of
good teachers who understand the need of students to learn rather than to be taught. There are a
number of strategies that are used to narrow the achievement gap among students. There has been
fluctuating achievement gap between the African Americans, the Latinos and the Americans
(National Assessment of Educational Progress, 2001). Similarly, from the study conducted by the
National Centre for Education Statistics in 2007, it was revealed that the performance of the

2
African Americans and Latino youngsters improved significantly during the periods of the 1970s
and 1980s. However, the achievement gap started to widen again during the 1990s in some grades
and subjects in schools. Furthermore, the patterns in mathematics in the 13years old students did
not show any significant difference. Therefore, there is need to do research on the ways that can
be used to close the achievement gap in the students at school (Haycock, 2002). According to
Haycock and others (2002) in Closing the Achievement Gap, suggested four main strategies in
closing the achievement gap in the school system. These include; Parents role in change,
Instructional Strategies, Professional Learning Communities and School Intervention Programs.
Parents role in change. Parents have a big role to play in the effort to narrow the
achievement gap in students; they are the first custodians in the well-being of the students (Hart &
Risley, 1995). Therefore, the school should make sure it creates conducive environment for the
parents, students and the guardians. Hart and Risley further state that, there are behaviors in
parents that develop the cognitive capabilities in children including reading. Additionally, the
family has the responsibility of bringing up children and socializing them. The main cause of
student mobility is a the economic disadvantage and it has been proved that the frequent school
changers scored lower on schools as compared to others who were not frequent changers
(Metropolitan Housing Council, 2004). The Online Child Trend Data Bank (2003), showed that
students with parents who are involved in their school activities showed fewer behavioral
problems and better academic performance. In particular, the home-school connection also played
a big role in the closing of achievement gap by parents. There is however a mixed feedback on the
causes of the achievement gap, from a study done in Texas by the National Center for Education
Statistics in 2001. Most of the adults pegged this condition to poverty stating that most parents
could not even afford to feed their children well thereby sometimes causing them to go to schools

2
without taking breakfast. On the other hand, most young people who took part in the study
blamed their teachers and their counselors whereby they expressed their dissatisfaction on the
knowledge and ability of their teachers on the subjects they taught and blamed their counselors
for always underestimating their potential in class by placing them in lower level courses.
Institution strategies. These strategies focus on closing the achievement gap in the
institutions charged with the same development issues in education (Bowman, 1999). Bowman
asserts that children should be taken for a full day kindergarten and pre-kindergarten to improve
their behavioral change as they interact with other children from different backgrounds.
Extending learning too, before and after-school programs as well as summer programs and using
data and research to improve the practices help in the closing of this achievement gap (Gordon,
2001). Additionally, according to Gordon, argues that the home, school and the neighborhood act
as the childs laboratory where they do their experiments. The approach of narrowing the
achievement gap is based on school interventions.
Professional learning communities. A learning community is an extended learning
opportunity to create collaborative learning among children (Parson, 2013). In this strategy,
Parson states that teachers are organized into working groups to achieve their common goals as
well as ensuring the students learn. It shifts from the common misconception of being taught to
make sure the students learn (Johnson 2012). On the other hand, Fullan (2001) argues that when a
school system begins to recognize the essence of professional learning community, teachers start
to define the difference between their commitments to ensure learning for all students. He asserts
that, professional learning community strategy is systematic, school-wide, timely, directive and
based on intervention rather than remediation. Further, the systematic, directive and timely
intervention programs used by the effective Title 1 principals create a framework of closing the

2
gaps in the achievements of students from different backgrounds. In addition, principals who use
the professional learning community approach recognize that they have to work as a team to
achieve their collective goal of learning for all. However, with the compelling evidence that team
work delivers results, some teachers in low performing school still work in isolation.
School intervention programs. These program are normally used in the elementary
schools but can as well be used in the middle and the high schools (Rosenburg, 2001).
Conversely, the main purpose of these intervention programs should be motivating the students
regardless of the age; it leads to overall improvement in the academic achievement of a student.
Generally, according to Goldring and colleagues (2011), there are two school intervention
programs used in middle schools to motivate students. These include; 8th hour or Saturday school
intervention and fast Friday.
Saturday school: this intervention is focused to those students who are below grade level
in reading and math, and also those students who often fail to complete or turn in work. Thus, this
intervention helps the students in completing incomplete assignments, getting extra help in
assignments, requiring extra time to the absent students and building reading skills.
Fast Friday: this program provides incentives for students who maintain at least a 70% in
all subject areas. One of the interventions under this program includes shortening the lessons
duration with focus on maintaining the 70% grade in students above average.

2
CHAPTER THREE
3.0
Methodology
This study utilized a phenomenological narrative design. Derived from the academic
disciplines of psychology and philosophy, phenomenology is based on the 20th century

philosopher Edmund Husserl and this was later revised by Heidegger (Avolio & Yammarino,
2013). Similarly, in its broadest sense, a phenomenological narrative study is essentially used to
refer to an individuals perception of the meaning of an event. The primary focus of any
phenomenological inquiry should, therefore, be peoples experience with regards to a specific
phenomenon and how it is interpreted (Avolio & Yammarino, 2013). This study included the four
steps of a phenomenological study, which are bracketed, intuiting, analyzing, and describing. This
qualitative research helped in making sense of the current situation within its natural environment
(Garca, 2012).
As argued by Creswell (2012), the relevance of a phenomenological study is that it helps
in providing a definition of living experiences for several individuals with regards to the nature of
high-performing middle schools. This approach was relevant to the research since it involved rich
description as well as the lived experiences of individuals. Additionally, this study investigated
the effective practices and beliefs of principals in high-performing Title 1 middle schools in
Texas. To uncover the meaning of these perceptions, this study analyzed the underlying meaning
of the different perceptions through individual interviews.

2
Population. Population is a description of the individuals who participated in the study
and the procedures used for selection (Creswell, 2012).The purposeful target population of the
study was10 principals from high performing middle schools in Texas. As argued by Billingsley
and McLeskey (2014), the identification of a study population requires the specification of the
criteria that determines which individuals should be included in the study. Specific highperforming middle schools were derived from the Texas Education Agency website which
identified more than 400 high-performing Title I schools for 2014-2015 across Texas
(Carrasquillo & London, 2013).Furthermore, criteria included only those principals of highperforming middle schools who have been there for at least two years or more. For the population
to be eligible for the study, they must be principals from high performing middle schools across
Texas. This population was contacted through emails and a confirmation call followed.
Participants.Purposefully selected participants who met all the requirements were
principals of high-performing middle schools. They were invited through email to confirm their
participation in the study. Once they confirmed their participation, they were contacted via
telephone.
Ten principals from 10 high performing Title 1 middle schools across Texas with more
than 10 years of experience were interviewed with regards to effective practices and beliefs of
principals in high-performing Title 1 middle schools in the area. Since respondents should feel
free to make a full disclosure, the confidential nature of the communication was highly respected.
Thus, all the participants were given a letter of information (See Appendix) and signed a letter of
consent (See Appendix).

2
Data collection. There is a need for all educational institutions in America to uphold the
ethical standards of research such as the protection of human participants, so as to enable the
relevant faculty and students to conduct research in an efficient and timely manner (Solomon,
2014). Therefore, the researcher received approval from the Lamar University IRB office prior to
gathering data.
This research adopted an interview data collection procedure. The interview lasted
approximately thirty to sixty minutes. The practical procedures for interviewing were followed
before, during, and after the interview. Before the interview, the researcher requested permission
to tape the interview, and checked tape recorder, spare batteries, and tapes (Parson, 2013). It is
important for the researcher to ensure that the research protocol is followed by creating a
checklist. This guiding protocol (See Appendix) is created by noting all the data collection and
analysis procedures in order of occurrence. During the interview, the researcher provided
background information to the project, took notes throughout the interview while recording, and
asked for the consent form to be signed at the beginning of the interview. After the interview, the
researcher wrote the contextual interview notes, arranged to follow up with telephone, and saved
transcript and notes (Parson, 2013).
Data Analysis. In this qualitative research, data collection as well as data analysis
occurred simultaneously. The vast amount of data in the research was generated through
multimedia materials such as transcripts, texts, video and audio files. The first step was to prepare
data for analysis. This study utilized vivo in the management and the analysis of data. Qualitative
research is an emerging process where researchers are able to gain insight into the profession
when synthesizing and analyzing data (Parson, 2013).

2
Creswell (2012) stated that data analysis should involve numerous pieces of data which
are collected and combined to form more general and broader description as well as conclusions
(Babbie, 2015). Savin-Baden and Major (2013) also argued that data analysis should involve the
preparation of data for analysis, gaining a deeper understanding, as well as conducting a broad
range of analysis. The basic steps of qualitative data analysis that were followed in this research
included the collection of data, data preparation, opening coding by identifying meaningful
segments, axial cording, repeating the processes, and simultaneously combining categories into
themes, respectively (McMillan & Schumacher, 2014).
Trustworthiness. The credibility, dependability and the accuracy of research always
depend on the information that has been provided (McMillan & Schumacher, 2014). In any
qualitative research, there does not exist an expectation of replication. In most qualitative studies,
it is common to see terms such as trustworthiness and quality, instead dependability and validity
(Klein, Cornell, & Konold, 2012). Marshall and Rossman (2014) noted there are broad ranges of
ways that can be used to address the validity (trustworthiness) of research. The most effective
approach to address trustworthiness of the current research is receiving feedback from the study
participants, the triangulation of information among different data sources, as well as conducting
an expert review. In this research, it is important to conduct a member checking procedure to
ensure the study participants correct the errors of interpretation (Pickard, 2012). Expert review is
among the most effective evaluation strategies used in both summative and formative and acts as
a guide of critiquing the research data collection approach (McMillan & Schumacher, 2014).

2
For the research to be credible and make sense, the researcher has to triangulate data. This
approach acts as a powerful technique that verifies two or more data sources. In particular, this
approach is carried concerning the combination, as well as the application of numerous methods
in the study of the study situation. Creswell (2012) offered an example, which acted as a
justification that assures the reader of the validity of a study. With respect to this view, it is
important for the study participants to reach a point of self-sufficiency. Self-sufficiency is
achieved when a representative number of participants are typical of demographics such as
gender, sex, age and experience of individuals who experienced the phenomenon (Hancock &
Algozzine, 2015). It was important for the researcher to document the initial codes, which led to
more elaborate linkages and codes, and to the formal analysis of data. The analysis was carried on
until the theoretical situation of the study has been achieved, the new issue arose with regards to
the data category and the dates of establishing the categories are well validated and established.

2
CHAPTER FOUR
Results. Through issues raised in this study, principals gathered strategies and ideas to help other
middle school principals be more effective (Blok et al., 2014). This study identified challenges
that principals of high achieving Title I middle schools encounter when helping students achieve
success at school that have negatively impacted the achievement of the educational success of
adolescent students (Pickard, 2012). Findings of this study suggest that principals who work in
environments that support effective practices and strategies do not miss an opportunity of
addressing the raising concerns in middle schools (Carrasquillo & London, 2013).
The findings of this study suggest practices that will help current and future educational
needs of the students. The relevance of this information is that it provides policymakers with an
opportunity to address the present gaps in the high performing middle schools across Texas. On
the other hand, this paper also states that both the present and future principals of middle schools
need to thrive on the opportunity to share insights highlighted in this paper (Clarke, 2013).
Relevant issues raised in this research might encourage educational leaders share their most
effective ideas. Furthermore, this aligns with Clarkes idea of sharing insights, fostering
accountability of the obtained results of the study. With respect to the various issues raised in this
paper, there is a need for more research that would enable policy makers to investigate the most
appropriate approach to filling the existing gaps for the sake of attaining success in the realm of
education. The principals of the high performing reward schools (See table1) employed a number
of these leadership skills in discharging their duties such as; team leadership, transformational
leadership, servant leadership and maintaining high standards of discipline.

2
CHAPTER FIVE
5.0 Conclusion and Recommendations

In order to understand the leadership strategies adapted by principals in these schools, the
review of literature entails a discussion of the beliefs the principals have about students, which
influence their practice. A number of leadership frameworks have been put in place with these
principals ensuring high performance of the schools.
The understanding of these leadership frameworks will assist in describing how school
principals lead, and the differences in their leadership, especially with respect to school climate
and culture. Generally, the exemplary performance of high performing schools especially the
Title I category is based on the hard work, and effective leadership and beliefs of principals.
Effective principals are geared towards shaping and reshaping school vision towards academic
success for every member of the school fraternity, including other teachers, parents, and
especially students.
When considering middle schools, which is commonly known as junior high schools, the
majority of the student population is experiencing puberty onset. As a result, almost every student
requires clear guidance and motivation to change his or her perspective and view education
system positively. Among principals adopting servant leadership style, it is their concerted effort
of recognizing the need for emphasizing academic expectations rather than academic success.
Concepts relating to transformational leadership have been integrated in middle school
leadership where some principals adopt the style in managing students and educators, and
learning. It is therefore an important consideration for school principals to consider

2
transformational leadership based on its interest in pushing the education fraternity into looking
beyond their self-interests
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2.0
APPENDIX: Guided Protocol

2.1
INTERVIEW DETAILS
Study: Effective Practices and Beliefs of Principals in High-Performing Title 1 Middle

Schools in Texas
Date & Time of Interview:
Place of Interview:
Interviewer:
Interviewee:
Position of Interviewee:
2.1.3
PRE-INTERVIEW
- Review purpose of study

- Informed consent
- Confidentiality
- Before we get started, what questions do you have for me?

2.2 Appendix: Guided Protocol Questions
1.
What beliefs do principals of high achieving Title I middle schools have about students
that influence their practice with students?
a.
How different were your beliefs from the beginning of your principal career to your
current beliefs?
b.
If applicable, what factors impacted the change in your beliefs?
c.
How do you feel your beliefs are different from other principals who arent considered as
successful with their campus?
2.

support student academic achievement?
a. How different are these strategies from the beginning of your principal career to the present?
b. How did you monitor these strategies and what type of rubric did you use to determine its
success?
c. What was the timeframe allotted to implement these strategies?
d. What research and/or resources aided you in helping create strategies?
3.

establish a culture of success?
a.
How different are these strategies from the beginning of your principal career to the
present?
b.
How did you implement and monitor the strategies to maximize the results of the culture
of success?
c.
What was the time frame allotted to implement these strategies?
d.
What research and/or resources aided you in helping create strategies?

2
4.
involve parents in the educational process?
a. What are your core beliefs when it comes to parental involvement in the educational
process?
b. What research and/or resources have you utilized to help aide you in creating strategies to
maximize parental involvement?
c. How have you had to adjust these strategies over the course of your implementation and
why?
5.
What challenges do principals of high achieving Title I middle schools encounter when
helping students achieve success at school?
a.
How do you typically handle the challenges of students success at school?
b.
Do you find these challenges to be the same throughout the year and even year after year?
c.
What types of resources and support to do utilize to overcome these challenges?

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Running head: EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGHPERFORMING TITLE 1 MIDDLE SCHOOLS IN TEXAS

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

Introduction to the study...........................................................................................14

Statement of the problem..........................................................................................16

Rationale of the Study.............................................................................................16

Purpose of the Study and Research Questions......................................................18

Culture and Climate................................................................................................26

Culture of Title I Schools......................................................................................26

2.2.2 Climate of Title I Schools.........................................................................................29

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

Introduction to the study

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

Statement of the problem

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

Rationale of the Study

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

Purpose of the Study and Research Questions

What strategies do principals of high achieving Title I middle schools implement to

What strategies do principals of high achieving Title I middle schools implement to

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

evaluating instructions, and monitoring student progress), and

Developing a supportive work environment

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

According to Scheerens (2013),

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

One of the most

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

disciplines of psychology and philosophy, phenomenology is based on the 20th century

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE

5.0 Conclusion and Recommendations

EFFECTIVE PRACTICES AND BELIEFS OF PRINCIPALS IN HIGH-PERFORMING TITLE