ERIC Number: ED330109
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: 0
The School Principal and Chicago School Reform: Principals' Early Perceptions of Reform Initiatives. Monitoring and Researching the Effects of School Reform in Chicago.
Ford, Darryl J.
In 1988 the Illinois General Assembly passed an act that shifted decision making authority on budgetary, curricular, and personnel issues from central offices to local school councils (LSCs). Eleven principals were interviewed at the end of the first year of reform implementation to learn about their early perceptions of reform initiatives and how they perceive their role under school reform. Principals' positive perceptions of school reform included having more people involved in decision making; gaining increased flexibility and discretion in decision making; moving authority closer to areas of need; having more money available; and sharing a common direction. Negative perceptions came from (among other factors) paperwork, fears that LSCs may misuse their powers; and questions about underlying reform motives. Positive role changes were perceived to have resulted from getting more help; having more teachers involved; and planning and communication. The dominant theme in negative role changes was a lack of time to accomplish tasks because of massive amounts of time associated with reform activities. Some principals' roles had not changed. (8 references) (EJS)
Descriptors: Administrator Attitudes, Administrator Role, Change Strategies, Educational Change, Educational Improvement, Educational Innovation, Elementary Secondary Education, Principals, School Restructuring
Publications, Chicago Panel on Public School Policy and Finance, 220 South State Street, Suite 1212, Chicago, IL 60604 (free).
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Chicago Panel on Public School Policy and Finance, IL.
Identifiers: Chicago Public Schools IL; Illinois (Chicago)