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Principal leadership in response to intervention (RTI): a mixed methods study examining a servant leadership approach to reform

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dc.contributor.authorGile, Traci, author
dc.contributor.authorCooner, Donna, advisor
dc.contributor.authorGloeckner, Gene W., committee member
dc.contributor.authorLucero, Rodrick S., committee member
dc.contributor.authorO'Donnell-Allen, Cindy, committee member
dc.date.accessioned2007-01-03T05:35:53Z
dc.date.available2007-01-03T05:35:53Z
dc.date.issued2011
dc.description.abstractThe purpose of this study was to determine whether there was an association between servant leadership and the implementation of a systemic reform, specifically Response to Intervention (RTI). It was also the intent of this study to describe the relationship between direct principal involvement in RTI interventions and assessments, and the reading achievement gains in elementary schools. A focus group was also conducted to explain the quantitative results and validate the self-assessment of servant leadership, which influenced the decision to employ a mixed-methods design for this study. The quantitative analysis used a non-experimental associational approach. The quantitative results of this study indicated there were no significant correlations between direct principal involvement in the delivery of assessments and interventions within RTI and student reading achievement gains. The study also concluded that there were no significant correlations between a principal's servant leadership style and implementation of reforms related to RTI. The explanatory qualitative section did support themes from the literature around modeling the way, changing belief systems, and changing approaches as part of change leadership. Other explanations for a lack of correlation were congruent with the literature. Systems issues and an inability to focus on a deep implementation were partially responsible for a lack of student achievement results. The conclusions of this study describe that the school principal is at the center of managing initiatives and reforms, yet more conclusive research is needed around school leadership practices that lead to student achievement. Additionally, programmatic reforms such as RTI do not necessarily lead to improved results, but focus and the ability to sustain an effective practice over time does have the potential to lead to improved results for students. Finally, people make systems function during change. A system that provides Open, Participatory Leadership provides the conditions for a successful reform.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierGile_colostate_0053A_10667.pdf
dc.identifier.urihttp://hdl.handle.net/10217/48235
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectprincipals
dc.subjectresponse to intervention
dc.subjectRTI
dc.subjectservant leadership
dc.titlePrincipal leadership in response to intervention (RTI): a mixed methods study examining a servant leadership approach to reform
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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