Research Question: What, if any, is the relationship between a superintendent’s instructional leadership practices, as operationalized by Marzano and Waters five district level leadership responsibilities, and a district’s effectiveness as measured by student achievement, graduation rates, and dropout rates? Hypothesis 1: There is a statistically significant relationship between a superintendent’s instructional leadership practices and a district’s student achievement as measured by a district’s CRT
focus on the instructional leadership actions of the superintendent and how they impact or influence student achievement, graduation rates, and dropout rates. In other words, how does the superintendent design and create a system that improves student achievement and success? What processes, procedures, and framework does a superintendent implement that positively contributes to student achievement and success? Assumptions This study is based on the assumption that district level leadership has an impact
facilitate a collective understanding of best practice for our Montana system of education. Answering the question of what this looks like in a school system is a worthwhile endeavor that will also add to the body of knowledge on superintendent instructional leadership. The strengths of a qualitative research method are in its “rich” data and smaller sample size. While you are utilizing a smaller sample size, you are able to gain a deep and complex understanding of the unit of study. A major weakness