This statewide study examined the relationships between principal managerial, instructional, and transformational leadership and student achievement in public high schools. Differences in student achievement were found when schools were grouped according to principal leadership factors. Principal leadership behaviors promoting instructional and curriculum improvement were linked to achievement. Within transformational leadership, the principal's ability to identify a vision and provide an appropriate model had the greatest relationship to achievement. Principal educational level also positively correlated with each leadership factor.
This article presents an analysis of the potential for a school improvement process to foster professional community in three rural middle schools through the processes of organizational learning. The findings of this 2-year qualitative case study demonstrate the tensions schools must negotiate between bureaucracy and professional community and suggest that four organizational factors influence the establishment of professional community: principal leadership, organizational history, organizational priorities, and organization of teacher work. The findings further suggest that double-loop learning is invaluable to sustain professional community.
This article reports trends and implications of interdisciplinary teaming practices in middle level schools, based on findingsfrom a national survey. Noting that nearly 80% of schools currently implement teaming the authors challenge principals and teachers to move beyond the simple formation of teams to the creation of an infrastructure that supports highperforming teams and thereby promotes improved student achievement.
The principal must constantly strive to obtain feedback data that can be translated into improvement strategies. To that end, these writers have developed an effectiveness audit.
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