ERIC Number: ED356566
Record Type: Non-Journal
Publication Date: 1993-Jan
Reference Count: N/A
School Restructuring: A Study of the Role of the Principal in Selected Accelerated Schools.
Davidson, Betty M.; St. John, Edward P.
Changes in the principal's role--from a manager to a facilitator--are integral to most recent restructuring efforts such as the accelerated schools process. Traditional ideas about the role of the principal appear inadequate to the challenge of restructuring now facing the schools. Some researchers in the field have described the principal's new role as a visionary one, in which his or her main task is to supply "transformational leadership." These characteristics are helpful in the accelerated-schools process. Accelerated schools involve school staff in building unity, making decisions, and utilizing students, parents, and the community to improve education. The study of four accelerated schools described in this paper used a case study research method involving interviews, observation, document reviews, and surveys to evaluate two questions: whether there was evidence of change in the role of the principal in each of the four schools; and what factors facilitated change in the role of principals. The schools are located in the South and Southwest and contain high percentages of low-income, minority students. All the schools had traditional top-down administrative structures before beginning the accelerated-schools process. Study of the schools identified five factors affected change in the principal's role: limited district-office involvement, intertwined teacher and administrator roles, curriculum and teaching changes, parental involvement, and technical assistance from a university. The study illustrated that principal leadership style is linked to school restructuring success and the principal's role is critical in the process. (Contains 31 references.) (JPT)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A