Perceptions of relationships between district and school level administratorson student achievement.

Abstract

The purpose of this qualitative study was to assess the extent to which perceived Using a case study of an urban school district, serving 40,000 students in the Midwest region of the United States, this study investigated district and school administrative leaders' perceptions of how their interactions influenced the achievement of black students. Methods of research included an analysis of documents and interviews. The study identified perceptual differences between administrative groups regarding the influences their relationships have on the academic achievement of students. District administrators perceived that they influenced student achievement indirectly and the major impact resulted from their direct support of school level leaders. School level leaders perceived that student achievement was influenced by their strategic efforts related to instructional leadership with minimal direction or support from district level leadership. Neither administrative group targeted the achievement of black students and indicated that their efforts were directed toward all students. A notable finding from the study was the school level administrator's inability to utilize a broadminded view of the district as a whole rather than a myopic view of their individual sites. Further research on the application of reflective practice within administrative groups, for the purpose of increasing the learning of the greater organization, is recommended.