Publication Date

5-2015

Advisor(s) - Committee Chair

Ric Keaster (Director), James McCaslin, and Matthew Foraker

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education

Abstract

The Kentucky Department of Education’s (KDE) College and Career Readiness (CCR) Model elevated CTE in the public education arena forcing a paradigm shift in the administration of CTE across the Commonwealth. Instructional leadership and school improvement are viewed as important components of CCR. The perceptions of teachers concerning school improvement and the leadership behaviors exhibited by principals are essential in the daily operation of CTE schools. The purpose of the current study was to provide a body of knowledge revealing the relationships among Leadership, Instruction, and Student Achievement in the CTE setting. KDE adopted the Standards and Indicators for School Improvement (SISI) as the primary guideline for whole school reform in the public school system (KDE, 2004d). The nine standards and 88 indicators established guidelines for successful schools and student achievement. The Standards and Indicators Scholastic Review (SISR) survey is an adaptation of the SISI and was designed by a research team at Western Kentucky University to measure school improvement. Miller, Chon, Houchens, and Hunt (2013) suggested the enhanced version has the potential to serve as a reliable instrument that measures teacher perceptions concerning the 9 Standards and indicators of the SISI. The current study utilized the SISR survey in the CTE setting. The study was distributed to CTE teachers in the three School Types: KY TECH Area Technology Centers, locally controlled career centers, and CTE programs in the comprehensive high schools. The investigation utilized demographic control factors along with the SISR to compare influences of Leadership (Standard 7) on Instruction (Standard 3) as measured by student achievement in the CTE setting. Central to the study is the role of leadership in CTE schools. Descriptive statistics, t-test, ANOVAs, and Pearson r were utilized to determine differences and relationships between the demographic factors, Leadership (Standard 7), and Instruction (Standard 3). The quantitative study examined the relationship between Leadership and Instruction as it pertains to Student Achievement. The results of the study revealed that the SISR is an effective measure in the CTE setting, there is a strong correlation between Leadership and Instruction, and Leadership and Instruction share a statistically significant relationship with student achievement. Conversely, the study revealed relatively minimal research surrounding CTE, Instructional Leadership, and Student Achievement. The results indicated that additional research in CTE is needed on the state level to guide the CCR movement in Kentucky.

Disciplines

Education | Educational Leadership

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