"c. H2A: There is a significant relationship between the principal’s servant leadershipcharacteristics as perceived by teachers and as measured by SLAI and student achievementmeasured by the SIVS.d. H2A0: There is not a significant relationship between the principal’s servant leadershipcharacteristics as perceived by teachers and as measured by SLAI and student achievementmeasured by the SIVS.e. H3A: There is a significant relationship between teacher perceived secondary school culture asmeasured by the SCS and student achievement as measured by the SIVS. f. H3A0: There is a significant relationship between teacher perceived secondary school cultureas measured by the SCS and student achievement as measured by the SIVS. 7. Methodology and design - Describes the selected methodology and specific research design toaddress problem statement and research questions: This study will use a QuantitativeMethodology with a Correlation Design8. Purpose statement – Provides one sentence statement of purpose including the problemstatement, sample, methodology, and design: The purpose of this quantitative correlationalstudy was to develop an understanding of the relationships between secondary school principals’teacher-perceived servant leadership, teacher-perceived school culture, and student achievement inall of the schools in the Lower Kuskokwim School District.9. Data collection – Describes primary instruments and sources of data to answer researchquestions:a. Independent variable: Level of principal’s servant leadership characteristics /behaviors: Datawill be collected using one of the standard instruments/surveysthat measure the Servant10 Leadership Style by measuring level of servant leadership characteristics in 6-10 dimensionscurrently used for similar studies (Dennis and Bocarnea; 2005)b. Dependent variable: Level of culture in the school: : Data will be collected using one of thestandard instruments/surveys currently used for similar studiesthat measure School Culture bymeasuring the different dimensions of climate (MacNeil et al., 2009). c. Dependent Variable: Student performance will be measured by the state/school standardizedtest scores (SIVS). 10. Data analysis – Describes the specific data analysis approaches to be used to addressresearch questions.a. Descriptive statistics to summarize the sample demographic data and the data on the threevariablesb. A test for univariate outliers to determine if any cases may not statistically be part of thesample collected.c. A test the assumptions of normalityand homoscedasticityd. Inferential statistics for testing linear regression for the three hypotheses 11 Example 2: Ten Strategic Points for a Quantitative Causal Comparative Study:1. Topic – Provide a broad research topic area/title:Impact of teacher collaboration withinMathematics PLCs on Texas state math assessments 2. Literature review - List primary points for four sections in the Literature Review:a.Background of the problem/gap;b. Theoretical foundations (models and theories to befoundation for study); c. Review of literature topics with key theme for each one; d. Summarya. Introduction and Backgroundi. Gap exists in tactics that contribute to improved performance in mathematics state testscores especially for low SES Hispanic students (NCES, 2010). .ii. Opportunity to quantity the relationships between collaboration in teachers and higherstate mathematics test scores (DuFour, 2011).b. Theoretical Foundationi. Models of collaboration (Naughton, 2006). ii. Models of high performing schools (Sanders, 2010; Wilson, 2011),c. Review of Literature topics with key theme: i. Trends in Education at the National & State Level: Gaps exist in the performance on statemathematics tests (NCES, 2010)ii. Characteristics of the Low SES Student Population: Although performance gaps continueto be higher for some high minority low SES schools (NCES, 2010), others are highperforming or excelling schools on state test results (Jensen, 2009; Dyson, H. 2008). .12 "