"b. Theoretical foundations (models and theories to be foundation for study);i. Servant leadership model (Greenleaf, 1977; Patterson 2003)ii. School culture models (MacNeil, 2009; Schein, 1985)iii. Broad set of studies exploring relationship among these two models andperformance in school. (Halawah, 2005; MacNeil et al.,2009)c. Review of literature topics with key theme for each one; i. National Agenda: Need to improve the performance of students in schools to becompetitive as a nation (Koretz, 2009).ii. Changing Role of Principal: The role of the principal in American schools haschanged dramatically from its beginnings of uniformed education (Rousmaniere,2007).iii. Servant Leadership in Principals Leads to More Effective leaders: The studyused the Self-Assessment for Servant Leadership Profile (SALS) to assesswhether or not a leader was a servant leader and the Leadership PracticesInventory (LPI) to assess principal effectiveness. (Taylor et al., 2007).iv. Principal’s Behavior Influence School Culture: The principal’s influence onschool culture has an indirect effect on organizational and cultural factors of aschool (MacNeil et al., 2009).v. School Culture Influences Student Performance: A strong relationship existsbetween school culture and student performance (McCoach et al., 2004).vi. Measuring Servant Leadership Behaviors: About 10 validated/testedInstruments exist to measure Servant Leadership Behaviors some of which havebeen used in schools 7 vii. Measuring Culture: Validated/tested instruments to measure culture exist andhave been used in schools.viii. Measuring Student Performance: State Test Scores are a standardized way tomeasure student performance used across all schools in a state. ix. Methodology: The primary design from the Literature Review used to evaluaterelationship between Servant Leadership and variables such as culture, climate,and performance has been correlational.d. Summary.i. Gap/problem: There is a need to identify different approaches to improve studentperformanceii. Prior studies: Prior studies show various relationships between two of the threevariables (servant leadership behaviors, culture and student performance) withonly one exploring all threeiii. Quantitative study: Instruments and sources of data exist to collect numerical dataon the three variablesiv. Significance: research will add to the broad area of correlating leadership, cultureand performance; research may identify specific approaches to be use by schoolleadership to improve student performance3. Problem statement - Describes the phenomena to study (qualitative) or variables/groups(quantitative) to study, in one sentence: It is not known if there is a relationship between thelevel of a principal’s servant leadership behaviors and characteristics as perceived by teachers inprincipals, the school culture as perceived by teachers, and level of student performance.8 4. Sample and location – Identifies sample, needed sample size, and location (study phenomenawith small numbers and variables/groups with large numbers).a. Location: Alaskab. Population: All schools in rural Alaskac. Sample: One district in rural Alaska with approximately 20principals who each lead a singleschoold. Number of observations for each principal in the sample: There are 5 to 10 teachers in eachschool all of whom will be asked tocomplete the instruments on the principal5. Research questions – Provides research questions to collect data to answer the problemstatement: R : Is there a relationship between teacher-perceived principal servant leadership1 characteristics and teacher-perceived school culture?R : Is there a relationship between teacher- 2 perceived principal servant leadership characteristics and student achievement? R : Is there a3 relationship between teacher-perceived school culture and student achievement?6. Hypothesis/variables or Phenomena - Provides hypotheses with variables for each researchquestion (quantitative) or describes the phenomena to be better understood (qualitative).a. H1: There is a significant relationship between a principal’s servant leadership characteristicsas perceived by teachers and measured by the SLAI and teacher-perceived secondary schoolculture as measured by the SCS.b. H10: There is not a significant relationship between a principal’s servant leadershipcharacteristics as perceived by teachers and measured by the SLAI and teacher-perceivedsecondary school culture as measured by the SCS.9 "