ERIC Number: ED201994
Record Type: RIE
Publication Date: 1981-Mar
The Relationship between the Administrative Behavior of Elementary Principals and Reading Achievement.
Mikkelsen, Vincent P.; Joyner, Wilton
Nine elementary schools enrolling 852 sixth grade students participated in a study that examined the relationship between the organizational climate of elementary schools (whether the school was "open" or "closed") and the reading achievement of students. Each school's organizational climate was determined by administering the Organizational Climate Description Questionnaire to staff members at the schools. Reading achievement and academic ability measures were obtained from the California Achievement Test and California Short Form Test of Academic Ability. An analysis of the data indicated that the students enrolled in the school that best exemplified an "open" organizational climate performed significantly better on each of the reading measures than did those students who were enrolled in a "closed" organizational climate school. Comparison between schools of intermediate organizational climate and "closed" schools was not conclusive: there was a weak relationship between intermediate level schools and reading vocabulary scores, and there were no differences between intermediate and "closed" schools when reading comprehension was considered. Although not conclusive, the results indicated that a positive relationship existed between the organizational climate of a school and the reading achievement of students in the school. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the North Carolina Council of the International Reading Association (13th, Charlotte, NC, March 4-6, 1981).