ARTICLES

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This case study examines how superintendents and principals work together to improve low-performing schools, especially in urban districts. It highlights the importance of aligned leadership systems, data-driven decision-making, and sustained instructional focus. The study emphasizes that school turnaround is not a single leader effort—it requires coordinated leadership across district and campus levels to improve student outcomes and graduation readiness.

https://doi.org/10.1177/10526846251401783

This research explores how instructional leadership directly impacts school performance, particularly in elementary schools. It finds that leaders who prioritize teacher development, classroom support, and instructional monitoring significantly improve student achievement. The study connects leadership practices with broader educational goals like equity and quality education (SDG 4), showing that strong instructional leadership is a key driver of school improvement.

https://doi.org/10.64229/med2wc45

This dissertation compares leadership practices in both high-performing and low-performing urban schools. It identifies key behaviors of effective principals, including setting a clear vision, building teacher capacity, using data for instruction, and fostering a positive school culture. The study reinforces that principal leadership is a major factor in closing achievement gaps and improving school performance in struggling districts.

https://scholarworks.umb.edu/doctoral_dissertations/687/

This case study focuses on rural principals using the “transformation turnaround model” to improve school success and sustainability. Key strategies include replacing or developing leadership, increasing instructional time, improving teacher effectiveness, and strengthening community engagement. The findings show that school improvement is most successful when leadership changes are paired with instructional reforms and strong community partnerships.

https://etd.auburn.edu/handle/10415/7695