Does Mississippi school principals’ age, race, gender, educational attainment, work experience in education, or evaluation scores influence accountability points?

Author

Braxton Dywayne Stowe, Mississippi State UniversityFollow

Issuing Body

Mississippi State University

Advisor

Labat, Myron

Committee Member

King, Stephanie

Committee Member

McMullan, Leigh Ann

Committee Member

Tharp, Paula

Date of Degree

12-8-2023

Document Type

Dissertation - Open Access

Major

Educational Leadership with a concentration in P-12 School Leadership

Degree Name

Doctor of Philosophy (Ph.D)

College

College of Education

Department

Department of Teacher Education and Leadership

Abstract

Traditional research agrees that only effective school principals can fully influence student achievement, and school leaders are pivotal to the success of schools in America. Researchers have linked positive student outcomes to further illustrate the point, including student achievement, to high-quality school leadership. The purpose of this study is to assist state and district education leaders in Mississippi in having a more profound knowledge of which principal demographics and characteristics are more directly correlated with the improvement of accountability scores or student achievement. The results of the correlational and regression analysis to determine the relationship between principal variables and the number of points a school grew when comparing the 2017-2018 and 2018-2019 school year total accountability points earned. Limitations, implications, and recommendations for both school district leaders and future research are also discussed.

Recommended Citation

Stowe, Braxton Dywayne, "Does Mississippi school principals’ age, race, gender, educational attainment, work experience in education, or evaluation scores influence accountability points?" (2023). Theses and Dissertations. 6017.
https://scholarsjunction.msstate.edu/td/6017