The purpose of this study was to compare transformational and instructional leadership theories, examine the unique impact that school leaders have on student achievement, and determine which specific leadership practices are associated with increased student achievement. The sample for this study consisted of 590 teachers in 37 elementary schools in the Intermountain West of the United States. Teachers rated their principals’ leadership style according to the Multifactor Leadership Questionnaire (Transformational Leadership) and the Principal Instructional Management Rating Scale (Instructional leadership). Student achievement was measured by a criterion referenced test. Hypotheses were tested using regression analysis. Results indicated that instructional leadership explained more of the variance in student achievement than did transformational leadership. Principals’ leadership style tended to have a meaningful impact on student achievement beyond the impact of school context and principal demographics. Specific leadership functions associated with student achievement were also identified and reported. Conclusion, implications and limitations are also discussed.

Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a comparative case study method to investigate mentoring models in the Asher and Dane School Districts (pseudonyms). Using this approach, the authors explored the two distinct models related to beginning teacher retention. Although both districts used collaborative teams, in-school mentors, and principals within the context of professional learning communities to participate in the mentoring of beginning teachers, only the Dane School District employed district "coaches." Findings from this research suggest that these "coaches" were not as effective as in-school mentors or collaborative teams in increasing retention, possibly because of lack of proximity and personal relationship. Additional findings describe and explain mentoring characteristics and different sources of support that benefited the mentoring experience and subsequent retention of beginning teachers.

Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team’s collaborative practices. Findings suggested ways that members of successful PLCs built trust. Findings also suggested ways that principals influenced team members’ trust. Successful and unsuccessful PLCs emphasized different facets in describing development of trust, the principal’s role in building trust, and the role of trust in collaboration.

Principals are increasingly held accountable for student achievement. Existing research has found principal leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal, researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Findings indicated that principal learning-centered leadership was significantly and positively related to faculty trust in the principal.

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