This quantitative research study focused on teachers’ perceptions of the relationship between the instructional leadership skills of their principals and the academic achievement of students in high-poverty schools in the Northwest Tennessee CORE region. All 14 of the participating schools were above the 50 percent threshold to be considered a high-poverty school. According to the overall effectiveness rating levels for TCAP performance on the 2014-2015 Tennessee Department of Education Report Card, four schools were rated as below average performance, three schools were rated as average performance, and six schools were rated as above average performance. The teachers surveyed (N=44) from the 14 schools provided their perceptions of their principals instructional leadership skills according to three of the subscales on the Principal Instructional Management Rating Scale (PIMRS) created by Philip Hallinger in 1983. The three subscales that were included in the teacher survey were promoting professional development, supervising and evaluating instruction, and monitoring student progress. The multivariate analysis of variance (MANOVA) test was used to analyze the relationship between the three different subscales and the teacher survey responses at the three different achievement school levels. After performing the MANOVA test in SPSS, the conclusion of this qualitative study was there was no statistical significant differences in any of the three different subscales on the PIMRS survey.
Year manuscript completed
Year degree awarded
instructional leadership, principals, high-poverty students, PIMRS survey
Dissertation Committee Chair
Gray, James, "INSTRUCTIONAL LEADERSHIP OF PRINCIPALS AND ITS RELATIONSHIP WITH THE ACADEMIC ACHIEVEMENT OF HIGH-POVERTY STUDENTS" (2018). Murray State Theses and Dissertations. 122.