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Dissertation Abstract

Instructional Leadership Behaviors of Principals and the Effects of a Balanced Beginning Reading Program in Exemplary Elementary Schools In Northeast North Carolina

Peggy Yates
Regent University

The purpose of this study was to determine if there was a relationship between the instructional leadership behaviors of principals and the effects of a balanced beginning reading program in exemplary elementary schools in northeast North Carolina. Eight exemplary elementary schools in northeast North Carolina agreed to participate in the study. Two questionnaires, the Principal Instructional Management Rating Scale (Hallinger, 1985) which defined the instructional leadership behaviors of principals to be examined and the Balanced Beginning Reading Program Questionnaire (Yates, 2000) which provided a profile of the balanced beginning reading program outlined in the North Carolina Standard Course of Study for English/Language Arts, were used to collect the research data. Ninety-three kindergarten, first-, second- and third-grade teachers in the eight exemplary elementary schools participating in the study were asked to complete both questionnaires. Four research hypotheses were operationalized to guide the study. There would be a positive relationship a) between the instructional leadership behaviors of principals and the effects of a balanced beginning reading program, b) between the instructional leadership behaviors of principals used to define the mission of the school and the effects of a balanced beginning reading program, c) between the instructional leadership behaviors of principals used to manage the instructional program of the school and the effects of a balanced beginning reading program and d) between the instructional leadership behaviors of principals used to promote the climate of the school and the effects of a balanced beginning reading program in exemplary elementary schools in northeast North Carolina. Research data revealed positive relationships for three of the hypotheses tested (a, c, and d) below the p < .05 level of statistical significance set for the study. Instructional leadership behaviors used to manage the instructional program of the school provided the strongest correlation found in the study (p < .001). The results of this study indicate a strong relationship between the instructional leadership behaviors of principals and the effects of a balanced beginning reading program in exemplary elementary schools in northeast North Carolina. Additional research is needed to produce possible relational findings in other exemplary elementary schools in North Carolina.