Do Differences in High School Principal and Assistant Principal Perceptions Predict Student Achievement Outcomes?

Abstract

The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.

Published Articles on Deputy Principals From 1980 to 2020: A Systematic Literature Review

“…Another 4% (one article) used level 2 with t -tests (Hausman et al, 2002) and correlation and another article used the ANOVA test (Searby et al, 2016). There are 48% (11 articles) that employed the multivariate statistical tests such as regressions and structural equations (Chi-Kin Lee et al, 2009; Houchens et al, 2018; Kazim, 2013, Kwan, 2009, 2011; Kwan & Walker, 2008, 2010; Schermuly et al, 2011; Sun & Shoho, 2017; Walker & Kwan, 2009). Additionally, Harvey and Sheridan’s study (1995) measured DPs’ perceptions of their responsibilities using the Rasch measurement model.…”

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

“…This study sheds light on the ways that high school principals in two states perceive the rapidly expanding educational policy of DE and how the secondary and the higher education systems are converging through the DE programs in their states. Principals are important actors and influencers in the individual school setting and most DE courses are taught in local high schools, which means their perceptions and actions are significant (Houchens et al, 2018; Shivji & Wilson, 2019). These data reveal insights related to economic motivations, rigor of coursework, and governance that may be of interest to policymakers and that might help to frame future policy and research.…”

“…With respect to K-12 policy, Ohio is a state with a powerful teachers' union presence, whereas Texas has a law that bans collective bargaining (Hornbeck, 2023). In both states, high school principals are the senior leaders at the school building, making many curricular decisions while also delegating some decision-making to others (Houchens et al, 2018). Some school districts in Ohio and Texas are small, with under 1,000 students, while the largest district in Texas is Houston Independent School District with nearly 200,000 students, and in Ohio, Columbus City Schools with an enrollment of over 50,000 students (Ohio Department of Education, 2017).…”