Author ORCID Identifier

https://orcid.org/0009-0009-7593-3730

Date Available

5-5-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational Leadership Studies

Faculty

Dr. Lars Bjork

Faculty

Dr. John Nash

Abstract

Despite decades of national policy efforts and reforms, mathematics achievement in public education in the United States, particularly in urban areas, remains persistently low, underscoring the critical need for effective leadership and targeted professional development to maximize student learning. There is limited research on the leadership approaches of building-level school leaders who have effectively strengthened mathematics departments and enhanced teacher capacity to improve student achievement. This qualitative study employed semi-structured interviews with building-level school leaders who have demonstrated success in fostering highly effective mathematics instruction to examine the leadership styles of effective urban school leaders and their use of professional development to enhance mathematics instruction, exploring the relationship between transformational leadership, teacher learning, and student achievement in K–8 urban schools. Qualitative analysis was conducted in three phases: reviewing and listening to interview transcripts, categorizing data through coding, and making connections using narrative analysis. Findings revealed resonating themes of leaders being data-driven and accountable, utilizing teacher leadership, possessing and modeling a growth mindset, being collaborative with stakeholders, and employing strategies to meet objectives. The study provides practical guidance for leaders of urban K–8 schools to indirectly have a positive impact on student achievement in mathematics.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.79

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