Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Education


Leadership & Policy Studies

Committee Chair

Beverly Cross

Committee Member

Reginald Green

Committee Member

DeAnna Owens-Mosby

Committee Member

Momodou Keita


ABSTRACTThe purpose of this study was to investigate the relationships between student achievement assessed longitudinally in terms of ACT composite scores and state-mandated tests of proficiency and the perceived extent to which high schools have implemented Greens four-dimensional model of educational leadership.Four scales with five items each were used to measure each dimension of Greens model. The items for each dimension originated as responses to twenty items on the 2013 administration of the Teaching, Empowering, Leading, and Learning survey in Tennessee (TELL Tennessee). School-level means at 248 high schools were found for each scale that was proposed to measure each dimension of Greens model. A grand mean was calculated across all twenty items to indicate a schools application of the model and all these data were merged with student achievement outcomes archived by the Tennessee Department of Education and with information related to student and faculty demographic characteristics and employed as control variables.In the five sets of multiple regression analyses that were subsequently conducted to answer the studys research questions, student demographic characteristics proved to be the most important factors in explaining variation in student achievement, whether measured as three-year averages of ACT Composite scores or as three-year average percentages of students proficient on Algebra I and English II end-of-course assessments. Conversely, faculty demographic characteristics did not appear to be directly linked to either ACT composite or student proficiency scores. With the effect of all demographic variables considered, scores on Greens Leadership Model Dimensions One and Four were both associated with higher ACT composite scores. The scores of Dimensions One, Two, Three, and Four and the scores of the aggregate model with the dimensions combined were linked to higher average percentages of students proficient in Algebra I and English II.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest