Date of Award

Spring 4-6-2018

Document Type


Degree Name

PHD - Doctor of Philosophy


Doctoral Program

First Advisor

William Stokes

Second Advisor

Stephen Gould

Third Advisor

Karen Anderson


Previous studies of leadership have shown that principal leadership is the single most influential factor in student learning, next to classroom teaching. They provided information that can be used for creating, supporting, and sustaining principal leadership practices to increase student learning. This study identified the factors and conditions that influence the leadership practices of principals, the various ways principals say that they influence student learning, and the challenges they face in helping others to improve student learning in Tripura. Northeast India. These data were drawn from open-ended questions used in in-depth face-to-face interviews with six public school principals and a focus group interview with teachers (21 total) and from observations in classrooms of some of the same schools. Data were also drawn from a focus group with principals of six private schools and an in-depth face-to-face interview with two teachers individually in one of these private schools. The following five themes emerged: vision, leadership style, expectations, efforts, and challenges. Further analysis found that although the principals articulated a vision for their schools, the implementation of this vision was not observed in the classrooms. It also found that although the principals claimed to be democratic in their leadership style and the teachers, queried separately, supported their claims; other evidence from both principals and teachers indicated that many teachers were not involved. It also found that although principals expected teachers to use interactive teaching methods, the teachers were limited by lack of space, teaching materials, and training. In addition, it found that although the principals are making efforts to extend the influence of their knowledge, they are challenged by the culture, government mandates, and lack of resources. Finally, it found that although all principals identified challenges they faced when making efforts to implement their visions, some principals and teachers reported ways to work with these challenges. Considering these findings and drawing from the literature reviewed, this study recommends building on the identified efforts to address the challenges in order to meet the educational needs of the students in Northeast India by meeting the standards presented in government and professional documents.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.



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