Abstract
The purpose of this study was to investigate the instructional leadership of the principal on literacy initiatives as it relates to student achievement. It examined literacy coaches’ perceptions of how a principal’s instructional leadership relates to their literacy program. The study examined whether South Carolina principals’ level of communication and management support was related to English language arts scores on the Palmetto Achievement Challenge Test (PACT) and the High School Assessment Program (HSAP). Literacy coaches from throughout the state were surveyed regarding their perceptions of their principal’s instructional leadership as it relates to teachers incorporating literacy. The data were collected through a researcher constructed Literacy Principal Survey. The results indicated that high school principals who have higher communication and management support scores in literacy initiatives had a more positive relationship to student achievement. The results also indicated that elementary principals who have higher management support for literacy initiatives had a positive relationship to student achievement. The middle schools results were not significant.
Recommended Citation
Lofton, Michael and Cox, Edward P.
(2010)
"Literacy coaches' perceptions of principal's literacy leadership,"
Teacher Education Journal of South Carolina: Vol. 3:
No.
1, Article 3.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol3/iss1/3