A Study of Learning-centered Leadership Skills of Principals in Career and Technical Education Schools
Open Access
- Author:
- Rodman, Mary E
- Graduate Program:
- Workforce Education and Development
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- February 20, 2012
- Committee Members:
- Richard Allen Walter, Dissertation Advisor/Co-Advisor
Richard Allen Walter, Committee Chair/Co-Chair
Edgar Paul Yoder, Committee Member
Cynthia Pellock, Committee Member
Robert W Clark, Committee Member - Keywords:
- Principals
School leadership
Learning-centered leadership
career and technical education
VAL-ED - Abstract:
- Despite years of educational reform, secondary students have demonstrated only modest increases in achievement. Career and technical education students have not demonstrated the same level of performance as non-career and technical education students. Except for teachers, principals have the greatest influence over student achievement. What should effective principals be able to do and how should they do it? Using the Vanderbilt Assessment of Leadership in Education (VAL-ED), this quantitative research study investigated the learning-centered leadership skills of principals in 16 selected area career and technical education schools. The study addressed four research questions. The study determined the extent to which (a) learning-centered leadership skills were demonstrated by career and technical education principals; (b) perceptions of leadership skills differed among principals, supervisors, and teachers; (c) leadership skills of career and technical education principals differed from the national norm; and (d) an association existed between specific leadership skills and student achievement on the National Occupational Competency Testing Institute (NOCTI) assessment. The results suggested that career and technical education principals demonstrated leadership to a level of proficiency similar to the national norm and that there were no significant differences between the perception of leadership skills among the principals, supervisors, and teachers. Although the study showed no direct association between the leadership skills of principals and student achievement measured by the NOCTI assessment, it reinforced the complex indirect relationship that exists between leadership and student achievement. This study may be of value to those who deliver Pennsylvania Inspired Leaders programs, those who deliver core certification programs that prepare principals for their future roles in career and technical education, and principals who engage in focused professional education experiences for the purpose of increasing student achievement.