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Perceptions of Principal Leadership, Teacher Leadership, Student Discipline, and Teacher Retention Based on EVAAS Growth Status and School Performance Grade in Low-Performing Elementary Schools in North Carolina

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Title: Perceptions of Principal Leadership, Teacher Leadership, Student Discipline, and Teacher Retention Based on EVAAS Growth Status and School Performance Grade in Low-Performing Elementary Schools in North Carolina
Language: English
Authors: Shayla Savage, Sijia Zhang
Source: Journal of Organizational and Educational Leadership. 2025 10(1).
Availability: School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Peer Reviewed: Y
Page Count: 34
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary Schools, Elementary School Teachers, Teacher Attitudes, Principals, Leadership, Teacher Leadership, Discipline, Faculty Mobility, Value Added Models, Elementary School Students, Educational Environment, Academic Achievement, Public Schools
Geographic Terms: North Carolina
ISSN: 2380-0860
Abstract: This quantitative study investigated whether teachers' perceptions on principal leadership, teacher leadership, student discipline, and teacher retention exhibited significant differences based on two school conditions: school growth status and school performance grade in low-performing elementary schools across North Carolina. The study analyzed responses from 11,018 certified teachers across 293 qualified schools. A 2x2 factorial MANOVA revealed statistically significant differences in teacher leadership and teacher retention related to school performance grade and its interaction with the school growth status. However, no significant differences were found regarding the principal leadership and student discipline domains. Findings highlighted the importance of supporting teacher leadership to help retain more teachers in the field, especially in schools struggling with academic performance. Limitations and implications for educational policies, leadership practices, and future research are discussed to emphasize the challenges faced in low-performing schools.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471836
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Perceptions of Principal Leadership, Teacher Leadership, Student Discipline, and Teacher Retention Based on EVAAS Growth Status and School Performance Grade in Low-Performing Elementary Schools in North Carolina
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  Data: <searchLink fieldCode="AR" term="%22Shayla+Savage%22">Shayla Savage</searchLink><br /><searchLink fieldCode="AR" term="%22Sijia+Zhang%22">Sijia Zhang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Organizational+and+Educational+Leadership%22"><i>Journal of Organizational and Educational Leadership</i></searchLink>. 2025 10(1).
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  Data: School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
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  Data: 34
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Added+Models%22">Value Added Models</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 2380-0860
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  Data: This quantitative study investigated whether teachers' perceptions on principal leadership, teacher leadership, student discipline, and teacher retention exhibited significant differences based on two school conditions: school growth status and school performance grade in low-performing elementary schools across North Carolina. The study analyzed responses from 11,018 certified teachers across 293 qualified schools. A 2x2 factorial MANOVA revealed statistically significant differences in teacher leadership and teacher retention related to school performance grade and its interaction with the school growth status. However, no significant differences were found regarding the principal leadership and student discipline domains. Findings highlighted the importance of supporting teacher leadership to help retain more teachers in the field, especially in schools struggling with academic performance. Limitations and implications for educational policies, leadership practices, and future research are discussed to emphasize the challenges faced in low-performing schools.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
    Subjects:
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Principals
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      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Faculty Mobility
        Type: general
      – SubjectFull: Value Added Models
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Educational Environment
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Public Schools
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      – SubjectFull: North Carolina
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    Titles:
      – TitleFull: Perceptions of Principal Leadership, Teacher Leadership, Student Discipline, and Teacher Retention Based on EVAAS Growth Status and School Performance Grade in Low-Performing Elementary Schools in North Carolina
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            NameFull: Sijia Zhang
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              Y: 2025
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