Posted: September 9th, 2022

THE ROLE OF LEADERSHIP STYLE AND/OR BEHAVIOR IN TRANSFORMING LOW

THE ROLE OF LEADERSHIP STYLE AND/OR BEHAVIOR IN TRANSFORMING LOW PERFORMING SCHOOLS USING THE FOUR DOMAINS OF RAPID SCHOOL IMPROVEMENT

by
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A Research Paper-in-lieu-of-Thesis
Submitted to the Graduate School of

In partial fulfillment of requirements for the
Name of Degree here

July 2020

Summary
In a school setting, leadership is an integral aspect that influences how the learning process is done. Low performing schools are associated with poor leadership. As a result, schools are not able to counter issues hindering learning and teaching. The application of four domains of rapid school improvement has been a crucial program, which has enhanced learning. The application of the program brings numerous groups such as parents, community, and education stakeholders, which support learning in schools. Learning institutions are required to integrate these domains, turnaround leadership, talent development, instructional transformation, and culture shift, for them to improve the performance.
The research tries to address how leadership style impacts the performance of the school, and which roles do school leaders play in the implementation of learning programs such as the four domains of rapid improvement. The rationale of the research is to provide background information on the importance of leadership style in the improvement of education. Through the information, crucial stakeholders in the education sector will understand the conceptual importance of leadership in the improvement of performance.
The qualitative study relied on a survey research design. Descriptive statistics were deployed in visual displays to represent students’ performance in low and high performing schools in regard to leadership behaviors. Participants were selected from both low and high performing schools. The participants for the study were identified through a non-random sampling technique called purposive sampling. Two groups were formed, and members were allocated base on the schools’ performance. Data from participants were collected and recorded, then analyzed using Microsoft Excel. The system permitted raw data to be converted into tables, charts, graphs to visually illustrate the descriptive statistics.
The Role of Leadership Style and/or Behavior in Transforming Low Performing Schools Using the Four Domains of Rapid School Improvement
Introduction
In every aspect of society, leadership is a critical factor that influences how things are done. Capitol Middle School is one of the low performing schools in Baton Rouge, Louisiana. In 2017, the mathematic performance index was 32 % proficient, which was below the state average standard of 63% (Louisiana Department of Education, n.d.). Due to low performance, the school was awarded a failing ‘F’ grade by the Louisiana Education Department (Louisiana Department of Education, n.d.). Through examining the result, Capitol Middle School is experiencing critical issues such as leadership (Maier et al., 2017). In a school environment, leadership plays an essential role, thus impacting academic performance (Hajjar et al., 2019). Due to social and economic variation, some learning institutions lack enough reading materials, and thus they perform poorly (Maier et al., 2017). Leadership is perceived as the engine that impacts the survival of a learning institution (Meyers & Sadler, 2018). As a result of variation in school leadership, different institutions tend to receive a wide form of services, which affects the learning program (VanGronigen et al., 2017). Therefore, leadership has a major impact in forming a culture that influences how learning is conducted (Hajjar et al., 2019). Learners need to stay in an environment that they are inspired to conduct particular activities, which aim at improving the learning capabilities.
Theoretical Framework
Theoretically, leadership is a system that concentrates on getting individuals to move in the right direction and motivates them to engage in numerous activities to attain their objectives (Redding & Corbett, 2018). According to the transformation leadership theory, heads of institutions are required to form the base that influences others to engage in constructive activities (Redding & Corbett, 2018). Leaders are required to connect with followers, thus improving their morality toward learning (McCauley & Cashman, 2018). Therefore, leaders are supposed to form a powerful ground that will help learners understand and use the domains of rapid improvement (Hajjar et al., 2019). In most cases, the application of Laissez-faire style allows leaders to engage other groups, thus sharing ways to overcome the issue (McCauley & Cashman, 2018). For a school to change such a culture, there are required to engage numerous programs (Mitchell et al., 2017). Among the most active learning programs is the application of four domains of rapid improvement. As such, leaders have a great role in creating a good relationship that promotes the application and implementation of a program in the school setting.
Statement of the Problem. For many years, low performing schools have been experiencing challenges in improving their standards of learning. Most challenges that occur in poor-performing schools are triggered by unreliable leadership system. Therefore, leaders have a vital role in the introduction and implementation of programs that aim at improving the learning system. The application of the four domains of rapid improvement has been associated with positive outcomes, especially in enhancing education systems. The leadership style has a great role in enhancing the application of four domains of rapid improvement, thus improving the performance of low performing schools (Meyers & Sadler, 2018). Therefore, principals of low performing schools need strategies and support by changing the culture and improving student results (Redding & Corbett, 2018). Additionally, parents, community, and key stakeholders are required to support schools in attaining their vision and goals.
Research Questions. This project addresses the following research questions:
1. How do leadership styles change institutions’ learning culture?
2. What roles do school leaders play in the implementation of learning programs such as the four domains of rapid improvement?
Rationale. This study aims at explaining whether leadership styles and/ or behaviors affect learning performance, especially when new programs such as four domains of rapid improvement are introduced. The study will allow educational practitioners and other stakeholders to comprehend the benefit of a particular leadership style in the improvement of learning, particularly in low performing schools (McCauley & Cashman, 2018). If the study outlines that there are major gaps in performance that occur due to variation in leadership style, when applying for the improvement program, it will be crucial for schools to copy and implement the system (Meyers & Sadler, 2018). The application of the outcome of the study will form a strong base that the government may use to promote education equality.
Significance
There are a lot of advantages that could occur from researching the topic of study. First, the research will demonstrate how leadership styles play a great role in inspiring and direct low performing schools to introduce and engage more activities to promote their academic outcome (Hajjar et al., 2019). Most low performing schools lack better leadership systems that may help to achieve goals. Therefore, focusing on leadership behavior will assist in explaining their role in improving the quality of education (McCauley & Cashman, 2018). Second, the research will demonstrate the responsibility of numerous stakeholders in changing and embracing new school leadership behaviors. As such, educational practitioners will learn more about the importance of leadership style in the improvement of learning (Mitchell et al., 2017). Finally, the research will motivate teachers and other stakeholders from low performing schools to understand the best leadership behaviors that they are supposed to deploy to improve the standards of learning.
Definition of Terms
Leadership Style. “It is the manner and approach of providing direction, implementing plans, and motivating people. As seen by the employees, it includes the total pattern of explicit and implicit actions performed by their leader” (Tharp, 2018, p. 40). Additionally, it is a pattern of explicit that illustrates how activities are supposed to do within an organization (Meyers & Sadler, 2018).
Learning Transformation. “Transformational learning is the process of deep, constructive, and meaningful learning that goes beyond simple knowledge acquisition and supports critical ways in which learners consciously make meaning of their lives” (Bowe et al., 2017, p 10). The approach helps learners to consciously change behaviors for them to acquire the best in a particular activity.
Talent Development. “It is a set of integrated organizational HR processes designed to attract, develop, motivate, and retain productive, engaged employees. The goal of talent development is to create a high-performance, sustainable organization that meets its strategic and operational goals and objectives” (Mitchell et al., 2017, p 147).
Limitations
In data collection, there are high chances that participants may not effectively engage in the process. This will hinder data collection techniques, thus affecting the quality of the research conducted (Lee & Louis, 2019). Additionally, the study may experience challenges in sample selection, causing bias among participants (Bowe et al., 2017). Normally, sampling errors occur when a probability sampling technique is deployed to select participants, which do not represent the population of the study (Lee & Louis, 2019). The issue may be experienced if the study does not have enough access to the required institutions (Maier et al., 2017). The condition may hinder the number of schools the study may evaluate (Bowe et al., 2017). If the researchers do not have enough data, it may experience an issue in drawing the conclusion (Lee & Louis, 2019). Normally, the large the data, the more chances of attaining a precise outcome (Maier et al., 2017).
Review of Related Literature
In school settings, the leadership model is an essential aspect that impacts educational performance. According to McCauley and Cashman (2018), the leadership model has a great impact on academic productivity. In this case, the success of any learning institutions rely on the quality, skills, and commitment stakeholders take toward the education programs (Robinson et al., 2017). Despite various issues facing education, leaders are supposed to collaborate and engage activities and programs, such as four domains of rapid improvement, which aim at improving the performance of students (Meyers & Sadler, 2018). As such, the ability of a school to perform perfectly is determined by its leadership system.
Numerous studies have been conducted on the impact of leadership behaviors in the improvement of learning culture. In which, most of the studies focus on how leaders integrate learning programs. The four domains of rapid school improvement are one of the most common approaches that researchers focus on. In which, most of the researcher have found positive changes in academic performance when school leaders rely on the programs.
The transformational theory illustrates that leaders have a great role in changing how society operates. According to the theory, leaders are mandated to identify the best conditions that students are supposed to embrace to improve their learning performance (Redding et al., 2018). As such, the theory illustrates that leaders are supposed to inspire students to engage in numerous activities that promote learning (Meyers & Sadler, 2018). The theory emphasizes the need for effective the application of resources, thus improving learning performance. In comparison, the trait theory emphasizes that leaders are supposed to use numerous traits to enhance learning programs. As such, they are supposed to create an honest environment whereby students learn the need to utilize the available resources (Robinson et al., 2017). The trait theory encourages leaders to focus on their strengths to enhance the application of rules.
In low performing schools, principals and key stakeholders strive to introduce ways to improve the student outcome. In the study, Meyers and Sadler (2018) found that the application of the four domains of rapid school improvement is one of the crucial programs that assist in improving learning among struggling institutions. For many years, most district schools in America were struggling to enhance their learning performance (Lee & Louis, 2019). In 2009, the government of Obama extended the program to struggling schools with a goal of making a rapid change in the learning system (Redding et al., 2018). In research, Robinson et al. (2017) identified that the government of America should focus on embracing a rapid improvement program that would give learners an opportunity to benefit in the education system that best fits their needs (Robinson et al., 2017). As a way of enhancing the efficiency of rapid improvement, the education sector established a framework, which was made of four domains (McCauley & Cashman, 2018). Schools were required to integrate these domains, turnaround leadership, talent development, instructional transformation, and culture shift, for them to improve the performance (Meyers & Sadler, 2018). However, the success of these domains fully relied on school leaders’ participation (Lee & Louis, 2019). The kind of systems leaders deployed during the implementation of the domains determined how effective they are.
Turnaround Leadership
In the study regarding the turnaround leadership, Robinson et al. (2019) identified leaders are required to be the driving force that introduces and supports initiatives within the school programs (Robinson et al., 2017). Therefore, low performing schools are required to introduce a leadership style that aims at pushing staff toward the improvement programs (Sun et al., 2019). In this case, the domain allows leaders to make a priority and elevate the performance of struggling schools, thus introducing ways on how to improve the learning programs (Meyers & Sadler, 2018). For instance, in high school, the board is supposed to understand the kind of policies, structures, resources, and staff the institution require to deploy to improve the performance (Lee & Louis, 2019). As such, turnaround leadership allows the school board to acts as a catalyst, which helps in pushing the strategic system in the education sector (Redding et al., 2018). Additionally, the domain requires that leaders should organize and coordinate works among all staff within the school setting (Sun et al., 2019). The approach helps in the implementation of numerous programs, which are set in place to enhance the improvement in learning (Robinson et al., 2017). Therefore, leadership style has a great role in ensuring that a struggling school has a good coordinative system, in which certain all activities are conducted in accordance with the principles (Meyers & Sadler, 2018). In case of the demand, leaders are supposed to be in the first line in establishing ways to counter any form of challenges.
Additionally, leaders are supposed to prioritize the improvement by embracing good communication, which helps in enhancing the coordination of all activities with the school setting (Mogren et al., 2019). Therefore, leadership style impacts how urgent information circulates within an institution (Sun et al., 2019). Leaders are also mandated to enhance close monitoring, which assists in understanding how the learning programs are conducted (Redding et al., 2018). In case the system is not effectively implemented, it is the role of leaders to engage other approaches until the school improves its educational level (Meyers & Sadler, 2018). Through the approach, low performing schools are able to overcome some critical challenges that hinder the performance (Mogren et al., 2019). As such, it is the role of leaders to support policies and programs by engaging all the required materials, thus improving the learning system (Sun et al., 2019). In some cases, leaders may identify a potential individual who leads a low performing school in overseeing how activities are conducted (Robinson et al., 2017). The approach assists in the establishment of supportive principles, thus ensuring that schools get the best from a program.
Meyers and Sadler (2018) found that a school that has a leadership style, which encourages the application of teamwork, tends to show a positive outcome. As such, building leadership that accommodates all people within the school setting helps in creating a powerful system, which enhances the implementation of programs (Lee & Louis, 2019). Each individual in the school setting learns their role in the success of a particular learning program (Redding et al., 2018). Working as a team is a crucial way that most of the low performing schools fail to implement (Sun et al., 2019). The approach tends to increase divisions among the leaders, thus hindering how activities are conducted (Robinson et al., 2017). The issue becomes worse if leaders within a school are in conflict, hence hindering the application teamwork (Meyers & Sadler, 2018). Therefore, leaders have a great role in enhancing the application and success of teamwork, which promotes the improvement of learning in low performing schools.
Talent Development
In every sector, talent development is a crucial way that enhances its success. As such, school leadership has a role in identifying, select, place, and retain talented individuals (Sun et al., 2019). Teachers and other staff have a role in supporting learning programs, and therefore, it is the role of leaders to support personnel to ensure students get the best from the institution (Redding et al., 2018). Normally, the identification of talents helps leaders to engage more support systems and resources, which promotes the attainment of particular goals (Robinson et al., 2017). As such, educational practitioners are supposed to utilize and improve their instructional and transformational leadership by supporting numerous programs that are set to hone learning (Meyers & Sadler, 2018).
For a school to get the best from teachers and staff, leadership style should aim at recruiting, developing, and retaining talented individuals. As such, leaders are supposed to embrace a proactive plan that promotes the recruitment and development of talents within a particular field (Meyers & Sadler, 2018). Through the approach, low performing schools manage to acquire competence individuals who push for the improvement of learning (Robinson et al., 2017). Recruitment ensures all positions in the schools are quickly fit with competence individuals, thus reducing the variation that exists due to the lack of enough personnel (Lee & Louis, 2019). During the recruitment, the school leadership style should encourage the application of multiple sources of data, which ensure all individuals who are employed have the required skills and knowledge (Lee & Louis, 2019). The approach ensures the schools get individuals with high skills and knowledge level that matches their need (Redding et al., 2018). Generally, it is the role of the human resource department to recruit and develop talents (Sun et al., 2019). Therefore, a school leadership style should ensure that the human resource department has the power and materials to conduct a continuous assessment, which helps in identifying necessary individuals with a particular area of need (Robinson et al., 2017). As a way of enhancing the education system, low performing schools should have a structure that has direct selection and placement of teachers and other staff (Lee & Louis, 2019). The system ensures the school gets the best from a particular group of teachers.
As a way of improving performance, leaders in low performing schools should target professionals, thus utilizing numerous learning opportunities (VanGronigen et al., 2017). Therefore, the kind of leadership a school deploy should focus on embracing high quality and responsive personnel, which are needed in enhancing the rapid school improvement (Mogren et al., 2019). According to Redding et al. (2018), school leaders are supposed to observe, coach, and mentor teachers (Lee & Louis, 2019). The approach ensures the effective utilization of all the available resources, thus improving the performance of students (Robinson et al., 2017). As such, schools should use teachers and leaders as a role model, which mentor students to work hard and attain particular goals (Lee & Louis, 2019). Additionally, creating professional learning opportunities impact teachers to willingly work hard to improve their skills as well as student performance (Redding et al., 2018). Most low performing schools do not have an active timeline that guides how activities are supposed to be done (McCauley & Cashman, 2018). However, talent development encourages principals to effectively review the performance of teachers, which forms a background system in future planning (Sun et al., 2019). In the case of some challenges, principals can effectively introduce new systems to ensure teachers utilize all learning opportunities.
Instructional Transformation
According to research, Leo and Louis (2019) demonstrate that school performance relies on wide system support that takes place in classroom settings. A school that has a strong standards-based instructions influences students and educational practitioners to engage in teaching and learning practices (Meyers & Sadler, 2018). The approach impacts the connection between students and teachers (Lee & Louis, 2019). Diagnosing and responding help teachers to understand students’ needs, thus introducing programs that help to attain particular goals (Tharp, 2018). Additionally, communication between students and teachers helps in the creation of a team, which focuses on attaining the same goals (Sun et al., 2019). As such, leaders have a great role in introducing programs that promotes students and teachers connection (Lee & Louis, 2019). For instance, the introduction of incentives promotes school participation among the staff and students (Sun et al., 2019). The approach ensures the effective utilization of resources, thus improving the overall performance (Lee & Louis, 2019). Moreover, incentives improve the rate at which staff diagnose and respond to students’ needs (Willis et al., 2019). As a way of enhancing the effective application of the materials in schools, leaders are supposed to introduce a training system, which equips teachers with the required skills and knowledge, thus improving how they relate with students (Tharp, 2018). Furthermore, instructional time that principals engage should be structured in a manner that promotes high-quality teaching and learning programs (Meyers & Sadler, 2018). Assessing students can be a crucial approach that principals use to determine the effectiveness of instructional approaches that schools embrace.
The domain also assists principals in providing rigorous evidence-based instruction that aligns with the academic standards (Mogren et al., 2019). The approach provides supports to students by planning and supporting numerous activities in the learning programs (Tharp, 2018). Having a standard system provide educational practitioners with resources and procedures that they are supposed to follow to attain a particular requirement (Willis et al., 2019). Additionally, the approach provides learning opportunities that strengthen teachers by enhancing the knowledge and skills that are required to conduct a particular program (Willis et al., 2019). Therefore, teachers and other educational practitioners are given an opportunity to refresh and update information, thus improving the mode of teaching (Redding et al., 2018). As such, the application of evidence-based practices creates a good ground that principals use to improve the outcome of low performing schools.
Systematically, school principals are required to remove barriers by creating opportunities that teachers and other educational practitioners are supposed to follow to improve performance. Low performing schools are highly associated with a lot of challenges, which hinders their ability to learn properly (Mogren et al., 2019). In most cases, principals may partner with community-based organizations, for example, health firms, to provide supportive resources to students, thus improving their learning ability (Meyers & Sadler, 2018). The approach helps in creating a condition that drives students to attain their education goals (Lee & Louis, 2019). In some cases, principals develop a system that reviews and provides early warning, thus managing factors that profoundly affect students learning (Mogren et al., 2019). Normally, partnering with other organizations creates a networking environment that exposes students to various learning materials, thus improving their response toward school performance (Sun et al., 2019). If a school can effectively access other services such as laboratories, students will automatically show an improvement in science subjects, and this will portray a change in performance (Lee & Louis, 2019). Additionally, principals are mandated to participate in policymaking to ensure all strategies established with the aim of eliminating education barriers, thus improving the learning performance (Sun et al., 2019). As such, creating policies that encourage community and other organizations in supporting learning is a crucial way school may use to enhancing students’ performance.
Culture Changes
In an organization, culture is a crucial aspect that influences how activities are conducted. Most of the low performing schools have a culture that is less active (Mogren et al., 2019). The approach affects the level of commitment teachers, and other key stakeholders hold toward education improvement (Oakes et al., 2017). The approach creates an institution whose culture has low academic expectations (Tharp, 2018). The condition becomes tough if an institution lacks enough resources to support academic performance (Meyers & Sadler, 2018). Therefore, leaders are supported to establish structures that ensure all stakeholders operate within the school’s goals (Sun et al., 2019). The approach assists in creating a culture that academic-oriented, thus boosting the performance of all students (Willis et al., 2019). High performing schools have a strong culture that is supported by leaders, teachers, parents, and other stakeholders (Meyers & Sadler, 2018). In this case, the school creates a positive climate that reflects a supportive condition, which enhances learners to attain their needs.
Changing culture helps in building a strong community that is focused on improving the learning conditions of students. When a school is built of a strong community, they tend to create an environment that celebrates the success students demonstrate (Tharp, 2018). Celebration impacts students to develop a positive perception of learning, and this increases their confidence in learning (Sun et al., 2019). Therefore, principals and other leaders in schools are supposed to lead other members in creating a strong community that is driven by higher academic expectations (Willis et al., 2019). The condition is highly attained through the introduction of supportive academic materials, which cater for all students’ needs (Robinson et al., 2017). In some cases, principals encourage collaboration with other institutions, which support learning by providing services such as counseling among students.
Additionally, it is crucial to engage students and families, especially when the school boards are formulating the goals (Meyers & Sadler, 2018). The approach helps in building personal competencies that impact all stakeholders to effectively participate in the implementation of learning programs with the aim of achieving the goals (Tharp, 2018). As such, students are given the opportunity to connect their learning in institutions with their interests and motivations (Willis et al., 2019). In most cases, principals are encouraged to invite parents during the assessment programs, and this helps in introducing new ways of supporting students (Sun et al., 2019). In this case, parents assist the school board in the creation of goals, which aim at improving the learning ability.
Normally, learning is a collective activity that engages a wide number of parties. Therefore, high performing schools tend to engage families and students in the establishment of goals (Maier et al., 2017). The approach helps in building a condition that is driven by the need to attain particular goals (Oakes et al., 2017). Additionally, students tend to learn and develop an interest in the kind of activities they engage in, and this promotes positive performance outcomes (Meyers & Sadler, 2018). Embracing a link between principals, teachers, parents, and students helps in the establishment of self-regulated learning goals that aim at improving the learning condition (Lee & Louis, 2019). Additionally, the approach impacts parents to provide supportive learning materials such as books, which ensure students have all resources they need to improve the performance (Sun et al., 2019). Furthermore, collaboration improves the assessment programs as parents, and other members of the community participate to ensure activities are conducted according to the goals (Meyers & Sadler, 2018). The approach also pushes teachers to work hard to ensure students fully utilize resources, and this promotes a positive condition that improves performance (Maier et al., 2017). Working as a group ensures all government resources that are available in schools are fully utilized (Sun et al., 2019). When students embrace the effective utilization of resources, they show a positive change in performance, which improves the learning ability that shows a growth in the academic level.
Methodology
The aim of the study was to analyze the role of leadership behaviors in the improvement of low performing schools. Additionally, the study aims to illustrate how school leaders and key stakeholders impact the application and the implementation of the four domains of rapid school improvement.
Design
The qualitative study relied on a survey research design. Descriptive statistics were deployed in visual displays to represent students’ performance in low and high performing schools in regard to leadership behaviors. The study described the role of leadership behaviors in the improvement of school performance when the four domains of rapid improvement are integrated into learning. The strength of the study revolves around the involvement of a large number of participants from numerous schools within the region of the research, which gave the researcher an opportunity to improve the precision rate. Direct interaction with participants assisted in acquiring first-hand information, and this increased the accuracy of the outcome. Another advantage is that the data collection technique was easier, thus allowing the study to collect information from many leaders such as principals, assistant principals, deans, and much more. The weakness of this study occurred due to the lack of better condition between the researchers and participants. The approach affects the quality of data participants shared for the study. If the participants are not willing to share the information, there is a high chance that the study may lack enough data, which may impact the outcome of the research. Rigidity is another weakness that the study experienced due to uncertainty when answering questions. In this case, the participants had not responded correctly to the question, thus affecting the quality of data available for developing the results.
Setting and Participants
The target population of this study was school leaders from low performing middle school, who have successfully transformed their learning institutions. The leaders provided background information that was required to complete the study. The study took place in low performing and already transformed schools in East Baton Rouge Parish. The accessible population for this study was the principal, assistant principals, and deans from numerous schools in the region of study. The researchers also surveyed all school leaders and teachers in each institution. The survey data collected from schools were compared to determine the effectiveness of the system. The group will assist in exploring the views, experiences, beliefs, and motivation of the four domains. The study grouped leaders based on the ranking in school management. Within the population of the study, the study engages several schools, which have already transformed from low to high performing to determine the role of leaders in the conceptual change. In particular, the study collected data from 5 low performings and 5 from already transformed institutions.
Sampling Strategy. Specific school leaders were selected to participate in this study by a non-random sampling type called purposive sampling. Principals from each school of study gave the researcher a list of leaders who a close connection in the establishment of the management strategies that the institutions embrace. In this case, leaders who were selected for study participation plays a vital role in the establishment of strategy and policies that schools use to enhance their learning. In the selection process, sampling bias was not an issue, since participants’ identity was not included. For the purpose of the study, the leaders in the selected group were divided based on the school’s performance. The groups were made by a non-random sampling method called judgment technique. Group A was made of low performing while Group B was formed by transformed institutions. A list was formed, and schools were arranged in alphabetical order in each group. Again, sampling bias was not possible, since the grouping was determined by the academic performance of each school.
Ethical Standards. Due to ethical conditions, the informed consent was required for this study as data was to be collected from numerous departments in the learning institutions. Informed consent improves the ability of participants to fully engage in the research process. Even though the study focuses on the scores, it was crucial to have permission to interact with participants. Each participant from every group was required to respond to question without engaging their names, and this was the only identifier the researcher used for the process. The study qualified under the exempt group on the Institutional Review Board (IRB) application for Northwest State University, and the application was forwarded for approval (Redding, 2019). The approval by IRB ensured that the researcher fully addresses and follow all the requirements in accordance with the National Research Act of 1974 (Maier et al., 2017). Additionally, written permission was received from the learning institution principals, which allowed other leaders to participate in the research if they are selected. The condition ensured that the study adhered to the Family Educational Right and Privacy Act of 1974 (Redding, 2019). Due to direct contact, the confidentiality of each participant was assured, and the researcher highly observed their privacy right. Therefore, all activities that were undertaken by the research had not or little harm to the participants. As such, the research should create a condition that ensures participants are kept free from any physical, emotional, and social harm. There was risk or deception in the study, especially where the participants had little confidence in the researcher. When dealing with participants, it is crucial for the researcher to effectively consider institutional procedures to avoid violating the rules.
Data Collection
Several informal assessments were used to analyze the data and establish if the leadership roles have an impact on school performance. The study used the interview as the main instrument of the study. The researcher drafted 20 open-ended questions, in which each participant was required to respond accordingly. The research collected data from institutional leaders in low performing middle schools in East Baton Rouge Parish Schools, who have successfully transformed or are working toward enhancing the education system. However, all participants were not restricted from sharing any other information that may be important for the study. All the questions that were used in both surveys and interviews aligned with the topic of study. In this case, participants were encouraged to respond to answer that best fit their understanding. Additionally, the researchers used an interview as another instrument of study. The researcher directly interacted with school leaders, whereby they responded and engaged in discussions regarding their role in the improvement of school performance. The questions were equally distributed in both groups. The research took a span of two weeks. In each school, four leaders were selected and grouped according to their position in management. Within the period of study, the researcher managed to effectively collect information from all the participants across the selected schools. The application of questionnaires gave participants an opportunity to share their understanding and intentions toward the topic of study.
The validity of the questionnaires was done by engaging a panel of professionals in the field of education to examine the theoretical construct of questions. The panel assists the researcher in formulating questions that best focus on the topic of study. As such, all the questions that were used for the research were based on theoretical background. Through the approach, experts examined how well the ideas of theoretical constructions were integrated into the operational measure. In this case, the experts based their assessment system on the content validity approach. Content validity demonstrated how questionnaires focused on the topic of interest. Support from experts ensured all questions are framed in a manner they observe and maintain participants’ rights. In addition to the instrumental, the researcher engaged educational literature, which provides more information regarding the topic of the study. The integration strengthened the content validation as it provided more data regarding the topic of research. The approach improved the accuracy of the information, thus increasing the study precision. Additionally, the content validity of the research was enhanced through sampling weight, which represents the entire population under study. Through the approach, the researcher acquired enough data that they used when drawing the conclusion.
The questionnaire provides a reliable way of collecting information as it is severally deployed to measure the same result. In this case, the instrumental tool provides an internal consistency index of reliability, which offer precise information that can effectively be used for the study. As such, questionnaires provide test-retest reliability since it provides data consistency, thus offering a stable way of collecting information. As a way of improving the reliability of the questionnaire, the researcher divided the data into two half, whereby each group was required to respond to both. Dividing the participants into groups gives the researcher an easier way of enhancing test-retest reliability. The researcher also explicated the instructional strategy by engaging numerous reading, which determined the reliability of the measuring tool. Once the data collection process was completed, the information was filed in different folders based on the group of studies. The files were then collected stored in cabinets to ensure data is safe, thus reducing any form of information disturbance. Any removal of the information from the cabinet required permission, and this ensured the reliability of information is highly observed.
Treatment of the Data
The data of this study were analyzed using Microsoft Excel. Microsoft Excel permitted raw data to be converted into tables, charts, graphs to visually illustrate the descriptive statistics. The approach allows the reader to effectively view the change of each participant before examining the actual figures. The questions asked in this research were: Does leadership style impacts the performance of a school, and what roles do school leaders play in the implementation of learning programs such as the four domains of rapid improvement? The research question was effectively answered from the information collected about the role of leadership in improving the performance in regards to their beliefs, understanding, and motivation in the four domains. The graphical illustration demonstrates a chance in performance among leaders who have a good understand and believe in the four domains. Leaders from low performing schools had little understanding of the four domains; therefore, the system had little influence on their academic performance.

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