Identifying Principal Leadership Behaviors that Mitigate the Achievement Gap Among Migrant Students in Texas

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Spring 5-1-2026

Abstract

Migrant students in South Texas face persistent educational barriers related to high mobility, language differences, and socioeconomic hardship, all of which contribute to a significant achievement gap. Principals serve a pivotal role in addressing these inequities by fostering instructional practices, data-informed decision-making, and family engagement strategies that promote academic success. The purpose of this qualitative study was to identify and describe the leadership behaviors elementary principals perceive as effective in mitigating the achievement gap among migrant students in two South Texas school districts. This study was grounded in transformational leadership and sociocultural theory, both of which emphasize the importance of relationships, culture, and shared responsibility in achieving educational equity. Semi-structured interviews were conducted with eight elementary principals from high-performing campuses with significant migrant student populations. Data were analyzed through thematic coding that generated four major research questions and eight emergent themes with corresponding nodes. v The findings revealed that successful principals cultivate collaboration and high expectations through professional learning communities and by modeling instructional practices. They make data-driven instructional decisions, continuously monitor progress, and adjust interventions based on student needs. Principals emphasized strong communication systems with families, thereby promoting both accessibility and trust, while also encouraging active participation in school and community events. Finally, the study revealed key barriers to academic achievement, such as student mobility, attendance instability, and family access challenges, all of which require intentional leadership responses centered on empathy, flexibility, and consistency. These findings contribute to the limited body of research on leadership for migrant student achievement and offer practical implications for leadership preparation programs, district policymakers, and educational practitioners. Effective leadership for migrant student success was found to be both instructional and relational and grounded in data use, collaboration, and culturally responsive practices that promote equitable learning opportunities for all students.

Advisor

Teresa Farler

Subject Categories

Education

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