[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591181-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591181-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","analyzing-the-impact-of-leadership-styles-on-student-achievement-in-alabamas-rural-high-schools","Analyzing the Impact of Leadership Styles on Student Achievement in Alabama’s Rural High Schools","","This study analyzes how leadership styles influence student academic achievement in Alabama’s rural high schools. It examines whether student achievement differs by principals’ leadership style, years of leadership experience, and gender. Surveys with Likert-scale items (1 “Strongly Disagree” to 5 “Strongly Agree”) were distributed to 24 superintendents and 57 principals, along with demographic questions. One-Way and Two-Way ANOVA results show significant differences by leadership style, while no significant differences emerge for years of experience or gender.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/analyzing-the-impact-of-leadership-styles-on-student-achievement-in-alabamas-rural-high-schools/591181/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/analyzing-the-impact-of-leadership-styles-on-student-achievement-in-alabamas-rural-high-schools/591181.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study aim to determine about leadership and student achievement?","Question",{"text":63,"@type":64},"The study aims to identify which leadership style has the most significant positive and negative impact on student academic achievement in Alabama’s rural high schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were data collected for the study?",{"text":68,"@type":64},"A survey with Likert-style questions about leadership style and demographic questions was distributed to 24 superintendents and 57 principals in rural Alabama high schools and rural school systems.",{"name":70,"@type":61,"acceptedAnswer":71},"What statistical methods and key findings are reported?",{"text":72,"@type":64},"One-Way ANOVA and Two-Way ANOVA were used. Results indicate a significant difference in student academic achievement means based on leadership style, with transformational leadership showing the highest potential impact; no significant differences were found by years of experience or gender.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591181,1792162135,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","P-12 Research Studies  \nANALYZING THE IMPACT OF LEADERSHIP STYLES ON STUDENT ACHIEVEMENT IN ALABAMA’S RURAL HIGH SCHOOLS  \nStanley Michael Howard, Jacksonville City Schools  \nDenise Knight, The University of West Alabama  \nAbstract  \nThis study aimed to analyze leadership styles to discover which leadership style had the most significant positive and negative impact on student academic achievement in rural high schools in Alabama. This study attempted to reveal if a significant difference in student academic achievement existed based on the school leader’s leadership style, years of leadership, and gender. The independent variables were leadership style, years of experience, and gender. The dependent variable was student academic achievement. The survey was distributed to 24 superintendentsand 57 principals in rural high schools and rural school systems in Alabama. The survey consisted of Likert-style questions ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) regarding leadership style and three demographic questions. Employing a One-Way ANOVA and TwoWay ANOVA to analyze the research questions, the results revealed there was a significant difference in the means between student academic achievement and leadership style. Furthermore, results revealed no significant difference in student academic achievement when compared to leadership styles, years of experience, and gender. Transformational leadership had the highest potential for impacting student academic achievement and leaders should be professionally trained to utilize this style.  \nKeywords: leadership styles, achievement, rural schools, transformational leadership  \nLead author’s note: The authors provide permission to publish this manuscript. Correspondence concerning this article should be addressed to [mhoward@jcsboe.org](mhoward@jcsboe.org) or (256) 782-5947.  \nIntroduction  \nSchool leadership is crucial for a school's overall operation. Equally important is building a culture of academic success and rigor (Southern Cross University, 2019) . Alabama must report academic progress annually in response to the Every Student Succeeds Act (ESSA) . According to the 2018-2019 state report card data, as reported by the Alabama State Department of Education (ALSDE), the score for academic achievement for all Alabama high school students was 66.15% . A score of 53.02% was earned specifically by students categorized as rural, and ascore of 79.28% by non-rural students (ALSDE, 2021) . These scores indicate a discrepancy in the achievement of rural students versus their non-rural peers. If the goal is to increase rural students' academic achievement scores, the factors that impact achievement scores must be explored.  \nMuch research exists about teachers’ and educational program’s impact upon achievement, but these are not the only factors that impact achievement. The people that lead schools and school systems are employed to act in their best interest. So, it becomes necessary to determine if a district and school leaders positively impact student academic achievement. If they do, training professionals can establish professional development opportunities to facilitate future leaders in impacting the rural schools they oversee.  \nBackground of the Study  \nStudent academic achievement has always been at the forefront of public education. At its inception, public education in the United States began by teaching students to read the Bible,\"bridge social gaps, and overcome poverty\" (Chen, 2021). However, statistics do not measure these qualities, each aligned with academic achievement at the time. Academic achievement mirrors the pertinent qualities. In today's public education, the student's ability to perform at a high level in reading and mathematics determines student academic achievement scores. Although all content areas are important, reading and mathematics tend to be the focus on achievement.  \nThe legislation established by the U.S. Department of Education's (2015","cbCaieiLJTCIDnZI","https://ap.wps.com/l/cbCaieiLJTCIDnZI","pdf",376568,27,"English","# Abstract\n# Introduction\n# Background of the Study","[{\"question\":\"What does the study aim to determine about leadership and student achievement?\",\"answer\":\"The study aims to identify which leadership style has the most significant positive and negative impact on student academic achievement in Alabama’s rural high schools.\"},{\"question\":\"How were data collected for the study?\",\"answer\":\"A survey with Likert-style questions about leadership style and demographic questions was distributed to 24 superintendents and 57 principals in rural Alabama high schools and rural school systems.\"},{\"question\":\"What statistical methods and key findings are reported?\",\"answer\":\"One-Way ANOVA and Two-Way ANOVA were used. Results indicate a significant difference in student academic achievement means based on leadership style, with transformational leadership showing the highest potential impact; no significant differences were found by years of experience or gender.\"}]","Analyzing the Impact of Leadership Styles on Student Achievement in Alabama’s Rural High Schools | PDF",1792071290,68]