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An Exploration of Principal Leadership Practices to Support Gifted and Talented Programming and Academic Performance.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Exploration of Principal Leadership Practices to Support Gifted and Talented Programming and Academic Performance./
Author:	Williams, Tiffany Deneen.
Description:	1 online resource (204 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798352964538

An Exploration of Principal Leadership Practices to Support Gifted and Talented Programming and Academic Performance.
Williams, Tiffany Deneen.

An Exploration of Principal Leadership Practices to Support Gifted and Talented Programming and Academic Performance. - 1 online resource (204 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ed.D.)--Walden University, 2022.

Includes bibliographical references

The purpose of this qualitative multiple case study was to explore how elementary and middle school principals perceive their leadership to address the decline in the academic performance of gifted and talented students in their transition from elementary to middle school, addressing a gap in the literature. Transformational leadership served as the conceptual framework to inform the data collection and analysis. The three research questions focused on elementary and middle school principals' perceptions of their experiences with gifted and talented education, their perceptions of the decline in gifted and talented student academic performance, and their perceived leadership practices to address the decline in academic performance. This multiple case study examined cases of six elementary principals and four middle school principals. The selection criteria consisted of having 1 year of experience as a principal and at least a 3% gifted and talented enrollment in the school. A cross-case synthesis was conducted and revealed that although both elementary and middle school principals implemented transformational leadership practices to support the academic performance of gifted and talented students in their transition from elementary to middle school, there were patterns of similarity and patterns of difference between the two cases. Elementary principals implemented more transformational leadership practices than middle school principals. Positive social change is achieved through the identification of principal leadership practices to support gifted and talented students to be able to experience success and make contributions to their communities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798352964538Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Principal leadershipIndex Terms--Genre/Form:

554714
Electronic books.

An Exploration of Principal Leadership Practices to Support Gifted and Talented Programming and Academic Performance.
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502 $a Thesis (Ed.D.)--Walden University, 2022.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative multiple case study was to explore how elementary and middle school principals perceive their leadership to address the decline in the academic performance of gifted and talented students in their transition from elementary to middle school, addressing a gap in the literature. Transformational leadership served as the conceptual framework to inform the data collection and analysis. The three research questions focused on elementary and middle school principals' perceptions of their experiences with gifted and talented education, their perceptions of the decline in gifted and talented student academic performance, and their perceived leadership practices to address the decline in academic performance. This multiple case study examined cases of six elementary principals and four middle school principals. The selection criteria consisted of having 1 year of experience as a principal and at least a 3% gifted and talented enrollment in the school. A cross-case synthesis was conducted and revealed that although both elementary and middle school principals implemented transformational leadership practices to support the academic performance of gifted and talented students in their transition from elementary to middle school, there were patterns of similarity and patterns of difference between the two cases. Elementary principals implemented more transformational leadership practices than middle school principals. Positive social change is achieved through the identification of principal leadership practices to support gifted and talented students to be able to experience success and make contributions to their communities.
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