School Goals, Principals, and Achievement

Abstract

Much has been written about the need for schools to engage in activities which promote the academic achievement of students. Two major factors which appear to influence student achievement are an organization's goals and the instructional leadership of the principal. The focus of this study was to investigate whether differences exist between schools which were successful in promoting student achievement and schools which were not successful in promoting student achievement in each of these areas. This paper is based upon a study conducted in an urban school district with a diverse student population. It identified 10 High Achieving Schools and 10 Low Achieving Schools (based upon student gain scores calculated from standardized achievement tests). Data regarding school goals and the instructional leadership of the principal were based upon responses to questionnaires designed to measure staff perceptions of these factors. The findings suggest that no clear differences are evident in the “official” goals selected by schools but differences do appear when the “operative” goals are analyzed. Specifically, the evidence suggests that High Achieving Schools emphasize goals stressing academic excellence to a greater degree than Low Achieving Schools. More important, the evidence from this study also suggests that principals in High Achieving Schools emphasize and engage in activities related to instruction to a much greater degree than principals in Low Achieving Schools. Those activities, which are identified and discussed at length, reinforce the view that a principal's behaviors rather than style are the primary factor in being an instructional leader.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 169 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.