Abstract
The purpose of this qualitative, multi-site case study was to examine the practices and responsibilities of Title I principals and how they affect school culture. A positive school culture allows students and staff to engage in productive learning where all stakeholders feel safe and connected to the school. Since school environments are heavily impacted by school administrators, investigating and acknowledging this influence is crucial in Title 1 schools, which support disadvantaged students in meeting high academic standards by providing funding from the U.S. Department of Education. This qualitative, multi-site case study explored how Title I administrators shape climate and culture within the elementary school setting by examining the practices and responsibilities of three Title I principals. Analysis of data collected from interview transcripts, visual evidence, and artifacts allowed four themes to emerge: transformational leadership practices, community involvement, vision and mission, and diversity in population. The researcher identified similarities between each Title I principal and their responsibilities and practices in their Title I schools. These findings, supported by literature reviewed, informed the researcher’s creation of evidenced based, best-practice recommendations for Title I school principals, which include professional development, school community feedback, and collaborative practices. All three recommendations empower Title I principals in effectively utilizing Title I funding and supports to positively affect school culture.Keywords: Title I, principal/administrator, school culture, transformational leadership