Administrator Perceptions of School Improvement Policies in a High-Impact Policy Setting

Autor/inn/en	Torres, Mario S.; Zellner, Luana; Erlandson, David
Titel	Administrator Perceptions of School Improvement Policies in a High-Impact Policy Setting
Quelle	In: International Journal of Education Policy and Leadership, 3 (2008) 7, S.1-15 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Community Involvement; Academic Achievement; Likert Scales; Accountability; Professional Development; Principals; Administrator Attitudes; Educational Improvement; Educational Policy; Scheduling; Educational Change; Predictor Variables; Sampling; Parent Participation; Educational Administration; Public Schools; Outcomes of Education; Statistical Analysis; Qualitative Research; Surveys; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Likert-Skala; Verantwortung; Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Disposition; Bildungsreform; Prädiktor; Elternmitwirkung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Public school; Öffentliche Schule; Lernleistung; Schulerfolg; Statistische Analyse; Qualitative Forschung; Survey; Umfrage; Befragung
Abstract	This study investigated school administrators' perceptions of school improvement policies in a high-impact policy environment by measuring the impact of accountability, site-based management, professional development, and scheduling reform on the three dependent variables of a) academic outcomes, b) staff morale, and c) parent and community involvement. Using a convenience sampling method, 49 public school principals from Texas participated and an online survey was constructed to gather both quantitative (i.e., Likert scale) and qualitative (i.e., open ended response) data. The findings clearly point to principals, regardless of geographical district type and grade level school type, viewing less controversial and more intrinsically oriented policies (i.e., site-based management and professional development) as having a greater positive impact on outcomes as a whole than more radical alternatives (i.e., accountability and time and schedule reform). The evidence suggests that more aggressive school improvement policy approaches are likely failing to generate enough convincing outcomes to generate high commitment and confidence from school leaders. Further studies may look at the interaction of policy impact with minority student enrollments and with subgroup populations. (Contains 6 tables.) (As Provided).
Anmerkungen	Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10