Date of Award

9-12-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Kendra Lowery

Second Advisor

John Kuykendall

Abstract

The purpose of this qualitative case study was to examine leadership styles and practices of principals to see how they contributed to math achievement and efficiency with remediation programs on student success in public education in a southern state. The case study focused specifically on leadership styles and philosophy of four strong and independent high school principals who used remediation to promote test scores on the Algebra I EOC exam for students. Data was collected through in-depth interviews, artifacts and published literature with the principals of one southern school district. The conceptual framework for the study was based on instructional leadership, which consisted of the principals’ beliefs about and visions for their respective schools and the mission and vision for their entire district. The study examined whether the principals’ leadership philosophy, behavior, and remediation efforts contributed to student success on achievement exams. The findings of the study suggest that remediation efforts of one-on-one student tutorials and after-school tutorial programs focused on core subject areas informed by the leadership philosophy of an administrator strongly contributed to student achievement.

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