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

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

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/3705

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dc.contributor.author Valentine, Jerry
dc.contributor.author Bowman, Michael Lee, 1953-
dc.coverage.spatial United States
dc.date.accessioned 2009-11-19T14:32:46Z
dc.date.available 2009-11-19T14:32:46Z
dc.date.issued 1989-07
dc.identifier.citation Principal Effectiveness in National Recognition Schools. A Research Project Summary Report. Columbia, Missouri, 1989. ED 311 552, EA 021 323 (Jerry Valentine with Michael Bowman). en
dc.identifier.uri http://hdl.handle.net/10355/3705
dc.description The “Audit of Principal Effectiveness” related to this item may be found as the first attachment at https://mospace.umsystem.edu/xmlui/handle/10355/3567 en
dc.description This item's ERIC number is ED 311552 en
dc.description.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. en
dc.language.iso en_US en
dc.relation.ispartof Middle Level Leadership Center publications (MU)
dc.source.uri http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED311552&ERICExtSearch_SearchType_0=no&accno=ED311552 en
dc.subject.lcsh School management and organization -- Evaluation en
dc.subject.lcsh Educational surveys en
dc.title Principal Effectiveness in "National Recognition" Schools -- A Research Project Summary Report en
dc.type Article en
dc.relation.ispartofcommunity University of Missouri-Columbia. College of Education. Department of Educational Leadership and Policy Analysis. Middle Level Leadership Center


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