This research study analyzes the effect of principal leadership practices on school climate and the resulting effect of school climate on student achievement at 4 charter schools in Los Angeles, CA. This study assesses whether teachers consider the school climate at their respective charter school as positive in nature after at least 2 years of principal leadership, going on 3 years at the current schools. It analyzes school climate as it relates to principal practices based on the leadership frameworks presented by Bolman and Deal (1991), and discusses the possible correlation of school climate and student achievement within the schools by analyzing state standardized test scores to draw a conclusive correlation. This study was quantitative in nature; two surveys were administered to teachers: The Leadership Orientation Survey (Others; See Appendix B) by Bolman and Deal (1991) was used to assess principal leadership frames and the School Climate Survey by the National Association of Secondary School Principals was used to measure school climate. The findings of this multi-site case study provided charter management organizations and other stakeholders a foundation for assessing the role of principal leadership in regards to the impact on a positive school climate and increased student achievement in a charter school setting. This research study can give insight for the school staff in future activities for continued professional development and positive growth in school climate through specific principal leadership orientations. The findings can also support other ongoing research about differences in charter school success based on these categories
