Award Date

1-1-1996

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Higher Education

First Committee Member

Lloyd K. Bishop

Number of Pages

176

Abstract

Research has shown that principal behavior is a factor in school effectiveness. A set of ten variables describing principal behavior within three constructs, school management, school environment, and instructional leadership were presented. The variables of principal behavior included: resource management, personnel management, decision-making, communication interpersonal behavior, professional integrity, supervision and evaluation, educational expertise, staff development, and curriculum. The variables were drawn from traditional and contemporary effective schools literature; The purpose of the study was to determine if there was a difference in principals' behavior as measured by teachers perceptions in schools characterized as more effective and schools characterized as less effective as determined by student achievement scores. Student achievement was the criteria for classifying schools as more effective and less effective; Teacher perceptions were measured on an instrument developed by the researcher, the Principal Behavior Questionnaire (PBQ). Development of the PBQ was presented including pilot testing and revision procedures. Reliability and validity procedures were also presented; The study included 15 schools from which data were gathered from teachers using the PBQ. A set of t-tests compared mean responses between the two sets of principals on the variables of principal behavior. The study controlled for socioeconomic level and investigated moderating variables including principal sex and years of experience of the principals and teachers; Results showed there were significant differences between principals in high-achieving and low-achieving schools on nine of the ten variables. Socioeconomic level was found to have an effect, in that schools with the highest achievement were in the high socioeconomic group and schools with the lowest achievement were in the low socioeconomic group; The most unexpected results of the study were the consistent differences found for female principals in low-achieving schools. Female principals in low-achieving schools were perceived as behaving significantly different from all other groups of principals. School district procedures in selection and assignment of principals in low-achieving schools appeared to be a factor in these schools; These findings have implications for selection and training of principals. In addition, the findings have implications for incentive programs for principals and teachers in low-achieving schools.

Keywords

Achievement; Behavior; Perceptions; Principals; Related; Students; Teachers

Controlled Subject

School management and organization; Education, Elementary

File Format

pdf

File Size

3624.96 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/268b-jv4r


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