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International Journal of Educational Leadership Preparation, v8 n1 p49-61 Mar 2013

The purpose of this study was to determine if principal tenure, principal stability, and principal educational experience in public education along with school-level variables predicted elementary school student achievement. A second purpose was to examine whether there was a significant difference between (a) levels of principal tenure and levels of principal educational experience on elementary school student achievement and (b) levels of principal stability and levels of principal educational experience on elementary school student achievement. The findings revealed that the school-level variables were stronger predictors of student achievement than principal-level variables. However, for both grade 3 and grade 5, principal tenure was a significant predictor across subject areas tested. As the length of a principal's tenure at a school increased, the schools mean scale scores increased. Findings also revealed that schools with greater principal stability had higher school mean scale scores. In addition, principal educational experience had less of an impact on student achievement than principal tenure or principal stability. (Contains 8 tables.)

Descriptors: Academic Achievement, Elementary School Students, Tenure, Principals, Predictor Variables, Administrator Effectiveness, Accountability, Instructional Leadership, Educational Administration, Correlation, Comparative Analysis, Reliability, Multiple Regression Analysis, Statistical Analysis, Experience, Gender Differences, Racial Differences, Ethnicity, Socioeconomic Status

NCPEA Publications. Web site: http://www.ncpeapublications.org





Autor: Brockmeier, Lantry L.; Starr, Gene; Green, Ronny; Pate, James L.; Leech, Donald W.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=954&id=EJ1013001



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