An Exploratory Study of Leithwood's Four Core Leadership Practices Enacted by Urban Secondary Principals
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The United States has undergone a revamping of education standards in an effort to systematize rigorous learning standards across the country and prepare students to be college- and career-ready. In addition, new accountability requirements have been put in place to determine the effectiveness of the school leader. Certainly, educational reforms and policy changes are not new to the principalship. Principal leadership plays a significant role in the academic achievement of students and in the overall success of schools. This qualitative study examines the effective leadership practices of four urban high school principals. Two principals are leading schools labeled “Good Standing” and two principals are leading schools labeled “Persistently Struggling” by New York State Education Department.