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Title: PERCEIVED IDEAL LEADERSHIP BEHAVIOR OF PUBLIC HIGH SCHOOL PRINCIPALS IN FLORIDA (SUPERINTENDENTS, KEY DESIGNATED ADMINISTRATORS, FIVE REPORTING REGIONS).
Creator: BECKER, KENNETH RAYMOND, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: Procedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some...
Show moreProcedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some regions and within some regions. Differences were noted by years of academic experience, degree earned, age of respondent, and/or position held. Recommendations. (1) Incorporate variables of administrative level, region, years of experience, degree, and age in the development of principal competencies. (2) Initiate follow-up studies using the same methods to determine the impact of competency training. Include elementary and middle school principals and compare results. (3) Investigate the regions that are most widely divergent and explore the cause(s) of divergence. (4) Initiate a follow-up study of a comparison of the items on the ILBDQ with the Florida principal competencies.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11854
Subject Headings: Leadership
Format: Document (PDF)

Title: IDEAL LEADER BEHAVIOR OF THE ELEMENTARY SCHOOL PRINCIPAL: EXPECTATIONS OF DISTRICT ADMINISTRATORS, TEACHERS, AND PRINCIPALS.
Creator: YATES, EDRIS YORK, Florida Atlantic University
Abstract/Description: Problem. This study sought to answer the following research questions: (1) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Initiating Structure of the elementary school principal? (2) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Consideration of the elementary school principal? Procedures. Forty-five...
Show moreProblem. This study sought to answer the following research questions: (1) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Initiating Structure of the elementary school principal? (2) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Consideration of the elementary school principal? Procedures. Forty-five elementary school principals, forty-five teachers, and forty-five district administrators constituted the sample for the study. The Ideal Leader Behavior Description Questionnaire developed at Ohio State University was utilized to gather data. The research instrument yielded scores for each respondent along two subscales or dimensions, namely, Initiating Structure and Consideration. The statistical technique of one-way analysis of variance was used with the .05 level of significance selected upon which to evaluate the results. In addition, items were ranked according to importance as indicated by the responses of individuals in each group. Findings. (1) District administrators, teachers, and principals did not differ significantly in their expectations concerning the ideal leader behavior dimensions of Initiating Structure or Consideration of the elementary school principal. (2) District administrators, teachers, and principals expected the ideal principal to exhibit moderately high levels of Initiating Structure and Consideration. (3) Examination of item responses revealed dissimilarities as well as similarities between the expectations of the groups concerning the ideal principal. Recommendations. Research could be conducted to determine: (1) if moderately high Initiating Structure and Consideration behaviors are actually being exhibited by the principals as is expected by the reference groups, (2) the degree of relationship existing between the expectations of teachers and the principal in school centers, (3) if teachers in particular situational environments have different expectations for the ideal principal than do teachers in other environments, (4) if principals with particular leader behavior preferences are observed as being more effective in certain situations, and (5) why respondents expect the principal to behave in certain ways.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11763
Subject Headings: Elementary school principals--Florida, Leadership
Format: Document (PDF)

Title: A STUDY OF MALE PRINCIPALS' ATTITUDES TOWARD WOMEN ASPIRING TO SCHOOL-BASED ADMINISTRATIVE POSITIONS.
Creator: AIELLO, KATHLEEN H., Florida Atlantic University
Abstract/Description: The purpose of this study was to investigate the attitudes of male principals in the State of Florida toward women aspiring to school-based administrative positions. Specifically, the study examined the following: (1) the overall attitudes of male principals toward women, (2) their attitudes toward selected behavior traits, (3) their attitudes toward selected feminine barriers, (4) their attitudes toward selected manager traits, and (5) their overall attitudes toward women with relationship...
Show moreThe purpose of this study was to investigate the attitudes of male principals in the State of Florida toward women aspiring to school-based administrative positions. Specifically, the study examined the following: (1) the overall attitudes of male principals toward women, (2) their attitudes toward selected behavior traits, (3) their attitudes toward selected feminine barriers, (4) their attitudes toward selected manager traits, and (5) their overall attitudes toward women with relationship to five selected demographic characteristics: organizational level of employment, age, race, length of time in position, and school enrollment size. In order to assess the attitudes of male principals toward women, a questionnaire was mailed to 700 selected principals in public schools throughout the State of Florida. Of the 700 questionnaires mailed, 74 percent (517) were completed and returned. The questionnaire contained five demographic data items and twenty-one opinion statements which constituted the attitude scale. A seven step Likert-type scale was used to measure the strength of reported attitudes. The seven possible response choices for each item on the attitude scale were as follows: (1) strongly agree, (2) agree, (3) slightly agree, (4) neither agree nor disagree, (5) slightly disagree, (6) disagree, and (7) strongly disagree. Eleven of the opinion statements were positively directed so that agreement response choices indicated favorable attitudes toward women, and ten statements were negatively directed so that agreement response choices indicated unfavorable attitudes. In order to facilitate analysis of the data, each response choice was assigned a numeric weight which ranged from one to seven with the higher weights being assigned to the response choices that were more favorable toward women. Therefore, the higher a respondent's total score on the twenty-one opinion statements, the more favorable were his attitudes toward women. Analysis of the data clearly indicated that male principals in the State of Florida reported favorable attitudes toward women. Only 1.4 percent of the respondents expressed overall attitudes that were unfavorable toward women. A separation of the Women as Managers Scale into its three sub-elements indicated that 98.1 percent expressed favorable attitudes toward selected behavior traits, 90 percent expressed favorable attitudes toward selected feminine barriers and 97.5 percent expressed favorable attitudes toward selected manager traits. However, the intensity of favorable attitudes varied with each opinion statement. Pearson product-moment correlation coefficients indicated that the relationship of the five selected demographic variables to male principals' overall attitudes toward women was not statistically significant at the .05 level. The principals' overall attitudes toward women aspiring to school-based administrative positions were not significantly related to their organizational level of employment, age, race, length of time in position, or their school enrollment size. The study concluded with the following recommendations: (1) The study should be repeated with the same target population using a different instrument; (2) An attitude scale should be developed that specifically measures attitudes of principals toward women; (3) Further research is necessary in order to determine if attitude difference exists due to sex of the principal or to the nature of attitudes unique to the principalship; and (4) A method of assessing attitudes of male principals that excludes the social desirability factor identified as prevalent in attitude questionnaires needs to be developed.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11769
Subject Headings: School principals--Florida--Attitudes, Women school administrators
Format: Document (PDF)

Title: COMPETENCIES NECESSARY FOR PRINCIPALS TO ADMINISTER INTERNAL ACCOUNTS IN SECONDARY SCHOOLS OF FLORIDA (STUDENT ACTIVITIES, EXTRA-CURRICULAR, SUPERVISION).
Creator: POLE, FRANCINE LESTOURGEON., Florida Atlantic University
Abstract/Description: The primary purpose of this study was to survey secondary school principals and district finance officers of Florida, so as to identify and evaluate the competencies which they deem necessary for administering the internal accounts. Additionally, the study sought to ascertain if there was agreement within and between the two respondent groups concerning the following: (1) the necessary competencies; (2) the level of importance of the specified competencies; (3) the most appropriate time for...
Show moreThe primary purpose of this study was to survey secondary school principals and district finance officers of Florida, so as to identify and evaluate the competencies which they deem necessary for administering the internal accounts. Additionally, the study sought to ascertain if there was agreement within and between the two respondent groups concerning the following: (1) the necessary competencies; (2) the level of importance of the specified competencies; (3) the most appropriate time for acquiring and developing the competencies; (4) the possible relationships between the indicated competencies and selected demographic characteristics. To examine these areas the survey research design was designated as appropriate and a questionnaire was designed to seek the necessary information. The individuals to be surveyed were from two populations. The first population consisted of the 67 district finance officers of Florida. Due to the small size of this population all members were surveyed. Of the 67 finance officers, 60 returned usable questionnaires. This gave an 89.5% return rate. The second population was randomly drawn from the 297 secondary schools of Florida. A sample size of 30%, or 89, of the 297 secondary schools was represented. Of the 89 principals, 72 returned usable questionnaires. This gave an 80.8% return rate. To analyze the areas under consideration, research questions and null hypotheses were developed. The statistics employed to perform the analysis were both descriptive and inferential. The descriptive statistics utilized were the following: means, standard deviations, minimum and maximum values and percentages. The inferential statistics employed were the one-way analysis of variance and the chi-square test for significance. The results indicated the following: (1) all competencies were perceived as necessary and, as groups, rated very to moderately important; (2) all competencies required an educational medium which, as groups, was perceived to be on-job training; (3) enrollment of the school may possibly affect the competency group, Business Management.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11881
Subject Headings: High school principals--Florida, Schools--Accounting
Format: Document (PDF)

Title: PRINCIPLES OF SCHOOL-BASED MANAGEMENT: STATE OF THE PRACTICE IN FLORIDA ELEMENTARY SCHOOLS.
Creator: ESLER, MARY BROWN., Florida Atlantic University, Wells, Jack G.
Abstract/Description: The problem examined in this study was to determine the extent to which elementary school principals were exhibiting a commitment toward the practices of school-based management. The research of the literature reflected a paucity of evidence related to the implementation of school-based management. Florida schools have been directed toward school-based management as a result of a legislative mandate in an effort to bring about accountability at the local school level. The literature reflected...
Show moreThe problem examined in this study was to determine the extent to which elementary school principals were exhibiting a commitment toward the practices of school-based management. The research of the literature reflected a paucity of evidence related to the implementation of school-based management. Florida schools have been directed toward school-based management as a result of a legislative mandate in an effort to bring about accountability at the local school level. The literature reflected a void in revealing the state of the practice in elementary schools. The sample population of this study consisted of 311 Florida elementary school principals selected at random from those listed in the Florida Education Directory 1980-81. Two hundred forty-two of those responded, forming the survey sample. The survey instrument was developed by the Planning, Research and Evaluation Department of the State of Florida, Department of Education, in 1976. The areas covered by the survey included instruction, support services, parental involvement, management and finance. The conclusions were as follows: (1) About half of the elementary school principals were practicing school-based management. (2) Principals made the majority of decisions at the school level. (3) There was no significant difference in implementation of school-based management practices and geographical location. (4) Principals made the majority of management decisions compared to district level personnel and shared decision-making. (5) Parent Advisory Councils participated at a moderate level in all schools. (6) There was no evidence to suggest that implementation of school-based management was a function of (a) chronological age, (b) gender, (c) recency of Administration/Supervision certification, or (d) years of experience as a principal.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11783
Subject Headings: Elementary school principals--Florida, Elementary school administration--Florida
Format: Document (PDF)

Title: LEVELS OF SATISFACTION AMONG PRINCIPALS IN SELECTED FLORIDA SCHOOL DISTRICTS (JOB DESCRIPTIVE INDEX).
Creator: CALLARMAN, MARY HELEN, Florida Atlantic University, Rothberg, Robert A., Weppner, Daniel B.
Abstract/Description: This study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically...
Show moreThis study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically significant conclusions drawn from the data were: (1) Principals of large schools were more satisfied than principals of small schools on the dimension of promotion. (2) Principals of large middle/junior high schools were more satisfied on the dimensions of promotion, supervision, and co-workers than principals of small middle/junior high schools. (3) Principals of large middle/junior high schools were more satisfied on the supervision dimension than those of large high schools. (4) Principals of small high schools were more satisfied than principals of small middle/junior high schools on the promotion and co-worker dimensions. Perhaps the most important conclusion drawn from this research is that principals at all levels in large and small schools alike are more satisfied with those dimensions of the job over which they have some control and that pertain to interpersonal relations--co-workers, supervision, and the work itself--and are least satisfied with those dimensions over which they have little or no control--pay and promotion.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11851
Subject Headings: Job satisfaction--Testing
Format: Document (PDF)

Title: The responsibilities of the assistant principal in the elementary schools of Dade County Public School System as perceived by teachers, principals, and other assistant principals.
Creator: Harllee, Elnora B., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The purpose of this study was to determine the actual job responsibilities of the assistant principal in the elementary school of Dade County Public School System as perceived by the teachers, principals, and assistant principals employed in the elementary schools of Dade County, Florida. After a review of literature, a questionnaire was developed by the author which was based on the writings by authorities in the field of elementary school administration and other areas of education. The...
Show moreThe purpose of this study was to determine the actual job responsibilities of the assistant principal in the elementary school of Dade County Public School System as perceived by the teachers, principals, and assistant principals employed in the elementary schools of Dade County, Florida. After a review of literature, a questionnaire was developed by the author which was based on the writings by authorities in the field of elementary school administration and other areas of education. The questionnaire encompassed the Florida Principal Competencies and the Dade County Performance Appraisal. Data were obtained from the sixty-item questionnaire with a Likert-type scale for the participants to indicate their perception as to the level of importance each item had to the responsibilities of the assistant principals. These perceptions, of the teachers and the principals, the teachers and the assistant principals; and the principals and the assistant principals were compared. The hypotheses tested were (1) no significant differences existed in perceptions of the assistant principal's responsibilities as perceived by teachers and principals, (2) no significant differences existed in perceptions of the assistant principal's responsibilities as perceived by teachers and assistant principals, and (3) no significant differences existed in perceptions of the assistant principals and principals. A Chi-Square analysis of responses was used to determine significant relationships in each of the comparisons. The questionnaire was mailed to all 180 elementary schools in Dade County. One hundred eighty-seven teachers, eighty-six principals, and 117 assistant principals responded to the questionnaire, making a total of 390 or 54 percent. Findings of the study suggest that there were significant differences in the perceptions of the responsibilities of the assistant principal presented in the research and that attention should be given to these issues by those who write the job description and structure the job responsibilities. Perceptions of the job by the person performing the job as well as those related to the job impact how the activities are carried out and how the job performance contributes to the total school program.
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/11924
Subject Headings: Elementary school principals--Florida--Miami-Dade County
Format: Document (PDF)

Title: CAREER EXPECTATIONS AND JOB FUNCTIONS OF THE ELEMENTARY SCHOOL ASSISTANT PRINCIPAL AS PERCEIVED BY ELEMENTARY SCHOOL PRINCIPALS AND ASSISTANT PRINCIPALS IN PALM BEACH COUNTY, FLORIDA.
Creator: NORTON, DOROTHY MORRISON., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine the actual job functions of the elementary school assistant principals in relation to their career aspirations. This was done by comparing the job functions of assistants who chose assistant principalship as a stepping-stone to principalship with those assistants who chose assistant principalship as a career. In addition, a comparison was done between the career aspirations of male and of female assistant principals. The study also compared the...
Show moreThe purpose of this study was to determine the actual job functions of the elementary school assistant principals in relation to their career aspirations. This was done by comparing the job functions of assistants who chose assistant principalship as a stepping-stone to principalship with those assistants who chose assistant principalship as a career. In addition, a comparison was done between the career aspirations of male and of female assistant principals. The study also compared the perceptions of the job functions of assistant principalship between principals and assistant principals and between male and female assistant principals. The Assistant Principal Job Function Questionnaire was developed by the researcher to determine the actual job functions of assistant principals in six categories of responsibility: (1) School Administration and Supervision, (2) Curriculum and Instructional Supervision, (3) Pupil Services, (4) Clerical Work, (5) School/ Community Relations, and (5) Professional Development and Involvement. The questionnaire was mailed to all 122 elementary school administrators in the Palm Beach County Schools. Fifty-three principals and fifty-seven assistant principals responded, making a total of 110, or 90 percent. A Chi-Square analysis of responses was done to determine significant relationships in each of the comparisons. Findings of the study suggest that there were significant differences in the perceptions of the job functions of the assistant principalship (1) between assistant principals and principals, (2) between male and female assistant principals, and (3) between the assistants who aspired to principalship and those who did not. There was a significant difference between male and female assistant principals in their career aspirations. The principals recognized their responsibility for the training of their assistants for principalship, but many female assistant principals were undecided about seeking the principalship. Assistant principals consistently perceived themselves to have more responsibility than the principals perceived them to have. Male assistant principals perceived themselves to have more responsibility than the female assistant principals perceived themselves to have. Assistant principals who chose the assistant principalship as a stepping-stone to the principalship perceived themselves to have more responsibility than the assistant principals who chose the assistant principalship as a career perceived themselves to have.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11885
Subject Headings: Elementary school principals--Florida--Palm Beach County, Women school administrators
Format: Document (PDF)

Title: A MODEL FOR SCHOOL BASED MANAGEMENT AS PERCEIVED BY FLORIDA SCHOOL PRINCIPALS.
Creator: CROWELL, LEONARD., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: This study proposes a school based management model for Florida schools based on the role of the principal as principals perceive that role. The reviewed literature indicated little information was available concerning principals'· views on school based management, yet the role ascribed to them seems to make their opinions vital, The crucial nature of the principal's role seemed to justify designing a school based management model centered on his role as decision- maker. The literature...
Show moreThis study proposes a school based management model for Florida schools based on the role of the principal as principals perceive that role. The reviewed literature indicated little information was available concerning principals'· views on school based management, yet the role ascribed to them seems to make their opinions vital, The crucial nature of the principal's role seemed to justify designing a school based management model centered on his role as decision- maker. The literature established prominent characteristics of school based management, and defined the principal's role, The principal's management role is three-fold. He is manager of finance, instruction, and personnel. Under school based management his role is characterized by more responsibility for decisions and greater latitude in planning. School based management entails colleague-type decision- making, The principal is examined for this characteristic as he relates to faculty, parents, students, and district personnel. The results of this survey are recommended to the Department of Education and the Legislature f or consideration during the formative stage of the school based management program. The results of this survey indicate a need to reexamine plans for participation of parents in school decision-making . It is recommended that the Department of Education and the Legislature do this. The results of this survey indicate a need to reexamine the value of the school advisory committee as a vehicle for parental input into school management. This reexamination is recommended.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11735
Subject Headings: School principals--Florida, School management and organization--Florida--Mathematical models
Format: Document (PDF)

Title: THE IMPACT OF FLORIDA'S COLLECTIVE BARGAINING LEGISLATION OF 1974 ON THE ELEMENTARY SCHOOL PRINCIPALSHIP IN DADE COUNTY, FLORIDA.
Creator: BIANCE, MICHAEL CHARLES, Florida Atlantic University, Kirby, John T.
Abstract/Description: The passage of Florida's 1974 Collective Bargaining Act brought about a new era of labor relations between public employees and their employers. This legislation would, by its nature, have a general impact on education and a specific impact upon the Dade County, Florida principal who would administer the bargained agreements while having one himself. The purpose of this study, therefore, was to measure the degree of impact of collective bargaining upon the elementary principal. Conclusions: 1...
Show moreThe passage of Florida's 1974 Collective Bargaining Act brought about a new era of labor relations between public employees and their employers. This legislation would, by its nature, have a general impact on education and a specific impact upon the Dade County, Florida principal who would administer the bargained agreements while having one himself. The purpose of this study, therefore, was to measure the degree of impact of collective bargaining upon the elementary principal. Conclusions: 1. There was a significant negative change in regard to the dimensions of Persistence and Stress, yet, the impact of the significance was in objective areas in which other influences were very strong. 2. The impact of collective bargaining was not significant in regard to principals' Educational Background, Educational Experience as an elementary principal, Sex, Total Pupil Enrollment of his school, or the Socio-Economic Level of his school. 3. The overall impact of Florida's 1974 Bargaining Law has not been felt by Dade County Elementary Principals. An important contributive factor has been the resemblance of the negotiated agreements to existent Board Policy.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11678
Format: Document (PDF)

Title: The effectiveness of dropout prevention models as perceived by high school principals and high school guidance counselors in Florida.
Creator: Bacon, Joyce Tropea, Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: This study investigated the perceptions of high school principals and guidance counselors, in the State of Florida, of nine dropout prevention models and their effectiveness. Six of the models exemplify the most frequently used programs throughout Florida: (a) the transitional ninth grade class, (b) computer-assisted instruction, (c) teaching high school competency test strategies, (d) educational alternative centers/schools of choice, (e) vocational technical centers, and (f) youth services...
Show moreThis study investigated the perceptions of high school principals and guidance counselors, in the State of Florida, of nine dropout prevention models and their effectiveness. Six of the models exemplify the most frequently used programs throughout Florida: (a) the transitional ninth grade class, (b) computer-assisted instruction, (c) teaching high school competency test strategies, (d) educational alternative centers/schools of choice, (e) vocational technical centers, and (f) youth services programs. The three newer program models, cities in schools, block scheduling and telecommunications abeyance programs, have been in use for less than three years in the State of Florida but literature identifies them as promising dropout prevention models. The dropout prevention models survey instrument was developed for this purpose and determined to be reliable. According to the results of the data analysis, using the one-way ANOVA, none of the null hypotheses were rejected at the .005 level of significance. The results supported the null for eight of the nine models tested for each hypothesis. Significant differences (<.005) were found between the principals and guidance counselors for the block scheduling model regarding block scheduling and attendance, retaining minority at-risk students, increasing math and English scores on the Florida High School Competency Test (HSCT), and retaining 90% of the at-risk population. However, the practical significance of these results in Hypothesis 1 through 4 were assessed, using the eta^2, with the results that the statistically significant differences are too small to be of practical significance. The survey was administered to 628 volunteer respondents. The principals were more favorable towards block scheduling as a means of increasing attendance, increasing scores on the Florida High School Competency Test, improving retention of at-risk minority students, and in increasing retention to 90%. Guidance counselors perceived the Block Scheduling Model as neither effective nor ineffective for increasing retention and the Vocational Model as neither effective nor ineffective for retaining minority at-risk students.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12517
Subject Headings: Dropouts--Prevention, High school dropouts
Format: Document (PDF)

Title: The elementary principal's role in promoting reading improvement.
Creator: Hillard, Lurana Case., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school...
Show moreThe primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12156
Subject Headings: Reading (Elementary), Reading (Elementary)--Florida, Educational innovations--Florida, School improvement programs--Florida, School principals--Florida, Elementary school administration--Florida--Evaluation
Format: Document (PDF)

Elementary school principals--Florida (2)	+ -
Leadership (2)	+ -
School principals--Florida (2)	+ -
Women school administrators (2)	+ -
Dropouts--Prevention (1)	+ -

Educational innovations--Florida (1)	+ -
Elementary school administration--Florida (1)	+ -
Elementary school administration--Florida--Evaluation (1)	+ -
Elementary school principals--Florida--Miami-Dade County (1)	+ -
Elementary school principals--Florida--Palm Beach County (1)	+ -
High school dropouts (1)	+ -
High school principals--Florida (1)	+ -
Job satisfaction--Testing (1)	+ -
Reading (Elementary) (1)	+ -
Reading (Elementary)--Florida (1)	+ -
School improvement programs--Florida (1)	+ -
School management and organization--Florida--Mathematical models (1)	+ -
School principals--Florida--Attitudes (1)	+ -
Schools--Accounting (1)	+ -

Collective bargaining--Teachers--Florida--Miami-Dade County (1)	+ -
Elementary school principals--Florida--Miami-Dade County (1)	+ -
High school principals--Florida (1)	+ -
High school principals--Florida--Attitudes (1)	+ -
School principals--Florida (1)	+ -

Florida Atlantic University (12)	+ -
Weppner, Daniel B. (2)	+ -
AIELLO, KATHLEEN H. (1)	+ -
BECKER, KENNETH RAYMOND (1)	+ -
BIANCE, MICHAEL CHARLES (1)	+ -

Bacon, Joyce Tropea (1)	+ -
CALLARMAN, MARY HELEN (1)	+ -
CROWELL, LEONARD. (1)	+ -
ESLER, MARY BROWN. (1)	+ -
Guglielmino, Lucy M. (1)	+ -
Harllee, Elnora B. (1)	+ -
Hillard, Lurana Case. (1)	+ -
Jurenas, Albert C. (1)	+ -
Kerensky, Vasil M. (1)	+ -
Kirby, John T. (1)	+ -
NORTON, DOROTHY MORRISON. (1)	+ -
POLE, FRANCINE LESTOURGEON. (1)	+ -
Rothberg, Robert A. (1)	+ -
Smith, Lawrence E. (1)	+ -
Wells, Jack G. (1)	+ -
YATES, EDRIS YORK (1)	+ -

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