Campus Location
Dallas Campus (Online)
Date of Award
2026
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
John Kellmayer
Second Committee Member or Secondary Advisor
Scott Self
Third Committee Member or Committee Reader
Dianne Reed
Abstract
Abstract
This qualitative descriptive study explored the perspectives and experiences of assistant principals in Title I schools in the context of their instructional leadership responsibilities. The study examined the relationship between assistant principals as instructional leaders in Title I schools and student achievement by addressing research questions related to curriculum implementation, data-driven decisions, school culture, instructional support, and professional development. Moreover, this study used purposeful sampling to select 13 assistant principals from Title I schools, and data were collected through semistructured interviews and analyzed using thematic analysis. Marzano’s focused school leader evaluation model served as the framework for interview questions. Findings from the study showed significant systemic inadequacies, specifically in the area of time allocation, unclear instructional leadership expectations, and limited targeted professional development opportunities. Challenges in these areas made it difficult for assistant principals to effectively execute their instructional leadership duties. Based on the findings, the study recommended providing support to assistant principals by implementing standardized walkthrough procedures, adjusting assistant principals’ schedules to prioritize their instructional leadership duties, ensuring alignment between their job description and actual campus expectations, and developing an instructional leadership academy with embedded mentorship opportunities to strengthen assistant principals capacity to support teaching and learning in a way that enhances student achievement. Keywords: instructional leadership, assistant principals, Title I schools, student achievement, curriculum and instruction
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Charles, Courtney J., "Assistant Principals’ Perspectives and Experiences Concerning Their Influence as Instructional Leaders on Student Achievement in Title I Schools" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 990.
https://digitalcommons.acu.edu/etd/990