Principal Effectiveness in "National Recognition" Schools -- A Research Project Summary Report

Abstract

Between 1982 and 1987, 1,500 outstanding schools were recognized by the School Recognition Program, based on an analysis of their leadership, order and discipline, community support, and high standards and expectations for all students. Following the assumption that the recognized schools collectively represent some of America's better elementary and secondary institutions, the administrative skills of the recognized schools' principals were studied and contrasted to the administrative skills of randomly selected school principals. During the 1987-88 school year, packets containing Audit of Principal Effectiveness surveys were mailed to 483 of the 1986-87 recognized school principals for distribution among 10 of their teachers; and 375 identical packets were mailed to randomly selected schools (from seven different geographic regions) for distribution. For inclusion in the study, at least five of the school's teachers had to return completed surveys; the response rate was 36 percent from recognized schools, and 35 percent from the random sample. Results indicate that clearly, the teachers of the recognized schools perceive their principals as more effective than teachers of the random schools. The pattern of differences between the perceptions of the teachers surveyed in this study supports the belief that more effective schools are administered by more effective principals.