Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 38

36 themes. The researcher took the demographics and questionnaire to consider additional data and determine if the data are further aligned or misaligned with that quantitative information. Findings The current researcher used the data provided within the Q-sort process by the participants to determine the participants’ perceptions of which elements increased principal effectiveness. First, all of the statement sort rankings were calculated to determine the mean of each statement using a 7-point scale. A perfect score would be a positive +7.00 and perfect negative would be a -7.00. The top 10 highest means were within the domains of culture leadership (4), instructional leadership (2), adult and team leadership (2), and program structure (2). The highest statement respondent mean was “create mission and vision of school focused on student success,” followed slightly by “develop effective strategies for recruiting faculty and staff.” The top 10 lowest means were within the domains of business operations (6), external relations (2), instructional leadership (1), and accountability (1). The lowest statement respondent means were “create a plan for contract services,” followed closely by “create an educational technology plan.” The main problem with means is that they can be misleading due to outliers rating them very high or very low or it can underrepresent minority viewpoints that may be helpful. Next, the current researcher used the program PQ Method to run a varimax method factor array analysis. After funneling the process, two factors showed significance. Breaking the data into factors gave the researcher a mechanism of reviewing participants who shared similar viewpoints into a smaller group. Factor 1–Instructional and Adult and Team Leadership- Focused This group perceived that instructional leadership and adult leadership were of more help to them within the program than business operations, external relations, and rather than the culture leadership elements. The lone culture leadership element was focused on instructional practices, furthering the view that these participants overwhelmingly saw instructional leadership and adult and team leadership as the most important aspect of the principal preparation program. Factor 1 participants are more focused on instructional and team leadership, and did not positively perceive the top two most helpful elements that participants from Factor 2 chose when making their own selections. into factors gave the researcher a mechanism of reviewing participants who shared similar viewpoints int a small r group. Factor 1–Instructional and Adult and Team Leadership-Focused This group perceived that instructional leadership and adult leadership were of more help to them within the program than business operations, external relations, and rather than the culture leadership elements. The lone culture leadership element was focused on instructional practices, furthering the view that these participants overwhelmingly saw i structional leadership and adult and team leadership as the most important aspect of the principal preparation program. Factor 1 participa ts are more focused on i structio al and team leadership, and did not positively perceive the top two most helpful elements that participants from Factor 2 chose when making their own selections. Table 1 Factor 1 Crib Sheet # Statement Statement Rank Actual Difference Domain Items R anked at +6 or Higher 3 Develop data-driven instruction plan 6 5 Instructional Leadership 20 Develop effective strategies for recruiting faculty and staff 6 3 Adult & Team Leadership Items Ranked Higher In Factor 1 Array than Factor 2 Array 28 Practice leading data-driven instruction cycle 4 6 Accountability 10 Develop diverse learners plan (Special Education, ELL, GT, etc. 5 5 Instructional Leadership 29 Determine internal assessments 2 5 Accountability 14 Develop and plan for teaching norms and behavioral expectations for students 5 4 Cultural Leadership 18 Practice leading structured adult learning (PD, intervention, meetings) 3 4 Adult & Team Leadership 5 Develop instructional coaching model 5 3 Instructional Leadership 23 Develop communication plan designed to gain adult and student buy-in 3 3 Adult & Team Leadership 22 Develop an evaluation system for faculty and staff 1 3 Adult & Team Leadership T ble 1. Factor 1 Crib Sheet R. Cody Yocom, EdD