Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Prince Bull

Abstract

The purpose of this explanatory sequential mixed methods research was to investigate the relationships between school principal leadership competencies, school organizational culture, and school performance grades in elementary schools in one district in western North Carolina using Quinn and Rohrbaugh’s (1983) Competing Values Framework (CVF). This study measured the correlation between school organizational culture, as measured by the Organizational Culture Assessment Instrument; school effectiveness, as indicated by the NC Accountability Grading Scale; and principal behaviors at the elementary level, as measured by the Leadership Competencies Assessment. Using the CVF, this study identified a school’s organizational culture by determining where dominating values are oriented and help principals align their leadership competencies with the identified culture to develop steps to increase student performance or school effectiveness. With measurable data, principals can adjust their behaviors or actions to influence student academics and organizational culture in a positive manner. Sharing this study may help district leaders reflect on current strategies to develop school principals or provide new professional development and support that cater to leadership behaviors and organizational systems, creating a high-performance culture for all students.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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