What professional and personal strategies do successful principals possess to cultivate a school culture that promotes academic success in a Blue Ribbon School

Carlos LaTeetha McKinney

Abstract

Principals who are presiding over schools that have received a blue ribbon certification have evidently used specific professional and personal strategies, as well as behaviors, to enhance the academic and social culture of their schools. The current study examined Mississippi Gulf Coast Schools that received blue ribbon status in the last six years. A survey of administrators, teachers, and staff members was conducted. The research confirmed that a correlation exists between personal and professional behaviors of the principals who have presided over Blue Ribbon Certified Schools and teacher morale. These principal behaviors are deemed instrumental in the building of a progressive school culture that reflects high expectations, teamwork, teacher/principal collaboration, trust, respect, and student scholar achievement. The empirical data suggests that principals must maintain positive and respectful relationships with teachers and staff members to create and build upon a school culture that is not only steeped in high expectations, but also reflects tremendous respect for teacher input and collaboration. Ultimately, these principal traits and behaviors culminated in student success and the receipt of Blue Ribbon Certification.