- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- Types of leadership activities for principals in high and low socio-economic status schools similarities and differences, 1985
- Creator:
- Dickens, Mary E.F.
- Date of Original:
- 1985-02-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- PURPOSE The purpose of this study was to ascertain whether there are differences and/or similarities of high and low SES principals' leadership activities based on effectiveness criteria. PROCEDURES The study was conducted in a suburban DeKalb County School District. The population sample numbers ten principals. Using six leadership behaviors that have been consistently associated with effective schools, this investigator will determine if behaviors are similar and/or different for groups identified. There are two basic research questions: 1. What are differences/similarities in High and Low SES School Administrator's behaviors for effective school? 2. What are differences/similarities between or among four groups of principals representing High and Low SES School communities and effective and less effective ranking as to school performance? Using six leadership behaviors that have been reported as consistently associated with effective schools, this investigator will determine if behaviors are similar and/or different for the groups identified. FINDINGS The investigator interviewed five principals of high SES schools and five principals of low SES schools. The findings revealed differences and similarities of principals in both high and low SES schools. Based on the analysis of the data from the interview guide, there were clusters of behaviors that differentiate by SES and by effectiveness ratings. The findings are as follows: 1) Black principals tend to rely on test scores more than white principals for establishing goals and objectives, 2) All of the principals depended on standardized testing and evaluation to determine the academic progress of students, 3) White principals of high SES high effective schools, Black male principals of low SES less effective schools delegated the responsibility in determining the students academic progress to other staff members, 4) Black and White, male and female, high SES, low SES effective principals all delegated academic or other activities to their lead teachers, assistant principals or other staff members, 5) White male principals of high SES effective schools; Black female principals of high SES less effective schools; and Black male principals of low SES high effective schools monitored students' performance and progress through standardized testing and teacher-make test results, and, 6) All principals tend to communicate their goals and procedures to the public in the same manner. CONCLUSIONS AND IMPLICATIONS The study produced the following conclusions. All of the effective principals listed their goals and expectations for their school. Typical goals included: finding ways to meet the learning need of all students, helping teachers adjust to a changing environment and raising test scores in specific content area. Both high and low SES effective principals expressed high expectations for the improvement of their schools. They said teachers and students felt good about being a part of their school. They all responded with enthusiasm that reflected their belief in and active support of the school goals. Also, the principals' goals focused heavily on the students' achievement. Effective administrators tend to motivate and influence their staff and students to make good things happen in their schools and appear to be the most influential determinant of what happens in their schools. RECOMMENDATIONS That further study be made using longitudinal study to determine the impact of parenting skills verses leadership skills across socio-economic groups with high and low effective schools. That an experimental study could be instituted to determine the impact of leadership behavior on low SES effective schools, and an imperical study needs to be continued in order to record the actual behavior of effective principals regardless of SES and racial variables.
Degree type: thesis
Degree name: Education Specialist (EdS)
Granting institution: Atlanta University
Department: School of Education - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1985_dickens_mary_e_f.pdf
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
