Audit of Principal Effectiveness: Instrumentation for Principalship Research-A Research Project Report

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Audit of Principal Effectiveness: Instrumentation for Principalship Research-A Research Project Report

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/3702

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Title: Audit of Principal Effectiveness: Instrumentation for Principalship Research-A Research Project Report
Author: Valentine, Jerry; Bowman, Michael Lee, 1953-
Date: 1988-01
Citation: The Audit of Principal Effectiveness: Instrumentation for Principalship Research. A Research Project Report. Columbia, Missouri, January, 1988. ED 311 554, EA 621 325 (Jerry Valentine with Michael Bowman).
Abstract: Using the literature and research on principal effectiveness as a foundation, the Audit of Principal Effectiveness was developed. Initially, 162 items forming 12 theoretical factors describing effective principal behavior were identified and sorted into two documents. The documents, each containing 81 items, were mailed to a total of 3,660 teachers (equally distributed among seven United States geographic regions) for evaluation regarding the degree to which each item was descriptive of an effective administrator skill. Based on responses, the documents were shortened to contain 55 items each; this format was used between 1985 and 1986. Although accurately descriptive of necessary effective principal skills, the completion of two documents proved too time consuming and cumbersome. Another random sample of teachers (3,300) was mailed documents for evaluation. The resulting second refinement yielded one form divided into three principal areas of skill, with nine associated factors, and 80 items. This instrument, currently in use, includes the domains of: (1) organizational development containing the factors of organizational direction, linkage, and procedures; (2) organizational environment containing the factors of teacher and student relations, and interactive and affective processes; and (3) the educational program containing the factors of instructional and curricular improvement.
URI: http://hdl.handle.net/10355/3702

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