• How a principal's knowledge and experience impact literacy achievement for English language learners

      Hardy, Pamela S.
      The purpose of this quantitative study was to examine the impact of the knowledge and experience of elementary principals in the area of best practice in literacy instruction for English language learners (ELLs) and the potential impact on student achievement of ELLs. This study explored the principals’experience in education as a predictor of the principals’ knowledge of best practice in literacy instruction for ELLs and found it was not a predictor. Additionally, this study examined the principals’ experience as a building leader as a predictor of the level of implementation of best practice in literacy instruction for ELLs and found it was not a predictor. This study also examined the relationship between principals’ knowledge of best practice in literacy instruction for ELLs and the level of implementation of these same best practices in literacy instruction for ELLs in the principals' schools. Using a Pearson’s correlation, this study found a strong correlation between the principals’ knowledge of best practice in literacy instruction for ELLs and the schools’ level of implementation of this same best practice. Finally, this study examined the impact of the principals’ experience in education, the principals’ experience as a principal, the principal’s experience in the current school, the level of the principal’s knowledge of best practice in literacy instruction for ELLs, and the level of implementation of these best practices in literacy instruction for ELLs on ELL achievement, as measured with the Grade 3 Indiana Reading Evaluation and Determination (I-READ-3) statewide reading assessment. This study found no impact of these factors on student achievement as measured with the I-READ-3 assessment. This study provides additional information to principals who serve student populations with ELLs. It contributes to the growing body of research in identifying factors of principal characteristics that contribute to student learning and achievement. This research provides additional information to educators about the significance of principals being instructional leaders who serve all students.