Just as the quality of teachers affects students’ academic success, the quality of school leadership is significantly related to student achievement, (Leithwood and Jantzi, 2000). The job of the school administrator is challenging in any set of circumstances, but the leadership in low and marginally performing schools presents additional and unique challenges. In fact, some districts are faced with the socio-economic circumstances often correlated with poor performance (Heck, 1992). Breaking the cycle of poverty for these students is much more likely to occur if the type of quality educational programming afforded to prospective school administrators is dramatically and innovatively enhanced.
Maulding, Wanda; Townsend, Amy; Leonard, Edward; and Sparkman, Larry
"The Relationship between Emotional Intelligence of Principals and Student Performance in Mississippi Public Schools,"
Academic Leadership Journal: Vol. 8
, Article 73.
Available at: http://scholars.fhsu.edu/alj/vol8/iss4/73