A Qualitative Case Study on Administrators’ Leadership Practices to Improve Academic Achievement for African Americans in an Urban Elementary School in the Southeastern United States

This qualitative intrinsic study aimed to understand what leadership practices administrators used to improve African American academic achievement in an urban school in the Southeastern United States. Bandura's theory of self-efficacy offered a structure to address the central research question: What key elements of leadership practices will best improve the academic achievement of African American children in an urban elementary school? The sample included teachers, parents, and administrators in an urban school in the Southern United States. Data was collected through semi-structured interviews, focus groups, and questionnaires. A thematic analysis approach was used for data analysis. Data collection yielded the following themes: principal engagement, principals as drivers of culture, principals and collective efficacy, and leadership qualities that affect student achievement. The data analysis’ empirical, practical, and theoretical implications, as well as recommendations for future research, were identified.