dc.contributor.author	Andrews, Vincent L.
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2021-2024	en_US
dc.date.accessioned	2024-06-24T19:09:56Z
dc.date.available	2024-06-24T19:09:56Z
dc.date.issued	2024-05-20
dc.identifier.other	d432480c-e8e2-4458-8ac8-2f6eb52337fd	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7182
dc.description.abstract	This quantitative dissertation examined the leadership practices of educational leaders in South Georgia schools, with the purpose of identifying effective strategies that contribute to student success and a conducive school environment. Utilizing the Leadership Practices Inventory self-survey, the researcher meticulously examined the practices of both Tier I and Tier II leaders to unveil any commonalities, disparities, and potential correlations with demographic traits. By integrating theoretical frameworks such as the ripple effect theory and Kouzes and Posner's (2002) exemplary leadership practices, this research addressed a notable gap in understanding the specific leadership behaviors prevalent among educational leaders in South Georgia and their ramifications on student performance and school culture. Based on data analysis from 779 educational leaders across three Regional Educational Service Agencies (RESAs), the results uncovered a striking uniformity in leadership practices across various demographic categories, including tiers, genders, races, years of experience, and school population sizes. Particularly noteworthy was the absence of significant disparities in leadership practices between Tier I and Tier II leaders, indicating that leadership effectiveness is independent of hierarchical positioning. Additionally, years of experience and school population size had no significant interaction with leadership practices, highlighting the importance of prioritizing behaviors over demographic predictors in leadership development initiatives. By emphasizing the centrality of leadership behaviors in shaping successful learning environments, the study advocates for a universal approach to leadership training that transcends demographic boundaries, fostering inclusive and effective leadership practices across educational institutions.	en_US
dc.format.extent	1 electronic record. PDF/A document, 182 pages, 3919118 bytes bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Educational leadership	en_US
dc.subject	Georgia	en_US
dc.title	A Quantitative Study of Leadership Practices Used by School Leaders in South Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James
dc.description.committee	Downey, Steven
dc.description.committee	Shelton, Melvin
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational leadership	en_US