Abstract

This quantitative study examined the relationship between staff–leadership working conditions and student achievement outcomes in Kentucky high schools. This research makes use of extant data from the Impact Kentucky Working Conditions Survey for the 2023-2024 school year. The researcher particularly studied the correlation between teacher perceptions of trust, fairness, and support from principals and student achievement in the Kentucky Summative Assessment (KSA). Teacher perceptions of working conditions were generally favorable, though trust and perceptions of school leadership emerged as weaker areas. Correlation analyses indicated only weak, nonsignificant associations between leadership working conditions and student achievement outcomes at the statewide level. Subsample analyses of five schools yielded more extreme correlations, but none were statistically significant, underscoring the volatility of small-sample results.

These findings suggest that while leadership practices shape school climate, they do not exhibit measurable direct effects on standardized achievement outcomes. Instead, leadership influence may operate through indirect or long-term pathways, such as teacher morale, collaboration, and instructional quality. Implications for practice include strengthening trust, transparency, and fairness in school leadership and supporting professional learning for principals. Suggestions for future research include assembling and analyzing comparable data sets in other states, as well as longitudinal designs and mixed-method analytical models to uncover indirect and long-term effects on student outcomes.

Semester/Year of Award

Fall 11-24-2025

Mentor

Kevin F. Hub

Mentor Department Affiliation

Teaching, Learning, and Educational Leadership

Access Options

Open Access Thesis

Degree Name

Honors Scholars

Degree Level

Bachelors

Department

Teaching, Learning, and Educational Leadership

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