Date of Award

Spring 5-6-2027

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership

Department

Graduate Studies

Committee Chair

Andrew Burklund

Keywords

evidence-based literacy practices, implementation science, literacy reform, mixed methods, principal leadership, science of reading

Abstract

Despite a substantial research base identifying effective reading instruction, some schools continue to struggle to translate evidence-based literacy practices into consistent classroom use. This explanatory sequential mixed methods study examined the relationship between Minnesota K–12 public school principals’ self-reported use of implementation driver strategies and their self-reported adoption of evidence-based literacy practices, while also exploring how principals perceived implementation within their school contexts. Guided by the Implementation Drivers framework, the study included a statewide survey of 138 principals using the researcher-developed Leadership for Literacy Implementation Scale, followed by two focus groups with 10 participants. Quantitative data were analyzed using descriptive, correlational, and group-comparison analyses; qualitative data were analyzed through deductive and inductive coding.

Results indicated large, statistically significant positive relationships between literacy adoption and competency (r = .59), organizational (r = .60), leadership (r = .53), and overall implementation driver strategies (r = .63), all p < .001. These correlational, self-report findings indicate associations rather than causal effects. Qualitative findings showed that implementation was shaped by interconnected professional, organizational, and leadership conditions, including professional knowledge, coaching, collaborative structures, data use, aligned supports, adaptive leadership, and implementation monitoring.

Integrated findings highlighted a training-to-practice gap and vulnerabilities when implementation relied too heavily on a single leader. Overall, evidence-based literacy adoption emerged as a systems leadership challenge requiring coordinated competency development, organizational infrastructure, and responsive leadership.

Keywords: evidence-based literacy practices, implementation drivers, implementation science, literacy reform, mixed methods, principal leadership, science of reading

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