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Abstract
The focus of this mixed methods study was on Maryland Title I elementary principals who led schools to achieving adequate yearly progress during the 2011-2012 school year. At the time of the study, slightly more than one third of the Title I elementary schools in Maryland and throughout the U.S., achieved this status (U.S. Department of Education, 2013).
In-depth interviews were conducted with twenty-five principals from Title elementary schools in Maryland. The Multifactor Leadership Questionnaire (MLQ) Leader Form was administered to the participants as well.
This study findings indicated, 1. Principals of high-performing, high-poverty elementary schools were more transformational in their leadership behaviors than they were transactional or passive avoidant.
2. Principals of high-performing, high-poverty elementary schools shared leadership and created opportunities for professional collaboration.
3. Principals of high-performing, high-poverty elementary schools encouraged strategic thinking and planning to achieve school goals.
4. Principals of high-performing, high-poverty elementary schools viewed themselves as trainers and developers who built others’ capacity to do the work.
5. Principals of high-performing, high-poverty elementary schools created open, risk-free, trusting professional environments.
6. Principals of high-performing, high-poverty elementary schools had a clearly defined, articulated, and shared vision categorized by high expectations.
7. Principals of high-performing, high-poverty elementary schools sought ways to engage parents and the community in the work of the school.
