Principal leadership in response to intervention (RTI): a mixed methods study examining a servant leadership approach to reform
Date
2011
Authors
Gile, Traci, author
Cooner, Donna, advisor
Gloeckner, Gene W., committee member
Lucero, Rodrick S., committee member
O'Donnell-Allen, Cindy, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
The purpose of this study was to determine whether there was an association between servant leadership and the implementation of a systemic reform, specifically Response to Intervention (RTI). It was also the intent of this study to describe the relationship between direct principal involvement in RTI interventions and assessments, and the reading achievement gains in elementary schools. A focus group was also conducted to explain the quantitative results and validate the self-assessment of servant leadership, which influenced the decision to employ a mixed-methods design for this study. The quantitative analysis used a non-experimental associational approach. The quantitative results of this study indicated there were no significant correlations between direct principal involvement in the delivery of assessments and interventions within RTI and student reading achievement gains. The study also concluded that there were no significant correlations between a principal's servant leadership style and implementation of reforms related to RTI. The explanatory qualitative section did support themes from the literature around modeling the way, changing belief systems, and changing approaches as part of change leadership. Other explanations for a lack of correlation were congruent with the literature. Systems issues and an inability to focus on a deep implementation were partially responsible for a lack of student achievement results. The conclusions of this study describe that the school principal is at the center of managing initiatives and reforms, yet more conclusive research is needed around school leadership practices that lead to student achievement. Additionally, programmatic reforms such as RTI do not necessarily lead to improved results, but focus and the ability to sustain an effective practice over time does have the potential to lead to improved results for students. Finally, people make systems function during change. A system that provides Open, Participatory Leadership provides the conditions for a successful reform.
Description
Rights Access
Subject
principals
response to intervention
RTI
servant leadership