|Institution:||The George Washington University|
|Keywords:||Educational leadership; Educational administration|
|Full text PDF:||http://pqdtopen.proquest.com/#viewpdf?dispub=10038444|
This study examined the interrelationships between principal beliefs and expectations on the principal’s capacity to create the conditions for equity and excellence that result in increased student achievement for all students. The study population consisted of three elementary school principals with demonstrated success in increasing student achievement for all students in the selected schools during the fall and winter of the 2015–2016 academic year. Data included semi-structured interviews, participant shadowing, and artifacts observed or collected during the study period. Using the portraiture methodology, collected data informed the development of portraits of the participants to answer the research question “How do personal beliefs, organizational structures, and decision-making processes influence principal practice in leading for equity?” The study found that these three principals demonstrated democratic ethical leadership practices influenced by their personal and professional experiences. The research concluded with the construction of parallels between principal beliefs and the organizational structures and processes they employ to support equity and excellence for all students.