| Abstract | School principals, specifically high school leaders, must account for students¿ post-secondary readiness. The National Policy Board for Educational Administration (2015) acknowledged that principal turnover rates in the nation are affecting academic results. With high turnover rates among principals of high poverty high schools, many school districts contemplate new methods of support (Honig, 2012). Reconsidering the principal and principal supervisor structure and design is difficult work. Accordingly, the nation¿s high schools need strong leaders to remain in low income schools and champion students¿ success. This study was conducted to discover high school principals¿ needs for assistance from their district-level supervisors to accomplish achievement among economically disadvantaged secondary students. The three research questions guiding the study were: (a) What are the most prominent needs described by high school principals working in communities composed primarily of households of low socioeconomic status? (b) What do principals recommend their supervisors do to assist them in being effective leaders? (c) What are the principals¿ expectations for their principal supervisors? The findings described these principals¿ experiences throughout Texas and represented the needs, recommendations, and expectations they have for their supervisors. By studying supervisory practices and relationships from the perspective of principals, a grounded model of supervisory effectiveness (Charmaz, 2014) was developed from the data. This transformation of the principal-supervisor structure has possibilities to benefit other central office procedures. The constructed model has a design to benefit other districts seeking to create conditions for building leadership capacity for principals in these districts¿ highest needs high schools. |
