ERIC Number: ED468527
Record Type: Non-Journal
Publication Date: 1999-Sep
Reference Count: N/A
The Importance of Leadership: The Role of School Principals. Grant Report.
Teske, Paul E.; Schneider, Mark
Many inner-city schools are performing poorly. Measurable outputs, such as test scores and graduation rates, are low, while schools are often unsafe. Some schools, however, still manage to provide a high-quality education for their students. In this study, leadership was examined as a factor in the creation of good schools. Eight principals of high-performing schools in New York City were interviewed. Despite great variability in monetary resources, parental involvement, and school and class sizes, the essential ingredients to high performance appear to be autonomy and strong leadership. Four common features among the principals interviewed include controlling staff hiring and development practices, experience, creating and maintaining a coherent educational mission throughout all grades, and having high expectations for students. Principal autonomy is often neglected in the literature. The authors recommend that large bureaucratic school systems grant principals greater autonomy, particularly as principals prove capable of generating success. Accountability will be preserved. Greater autonomy and more rewards for success are likely to encourage more effective leaders to emerge and to stay in New York City and other urban public schools. (Contains 41 references.) (RT)
Descriptors: Administrator Effectiveness, Administrator Role, Elementary Secondary Education, Leadership, Leadership Styles, Occupational Information, Principals, Public Schools
The PricewaterhouseCoopers Endowment for The Business of Government, 1616 North Fort Meyer Drive, Arlington VA 22209. Tel: 703-741-1077; Fax: 703-741-1076; e-mail: email@example.com. Web site: http://www.endowment.pwcglobal.com. For full text: http://www.endowment.pwcglobal.com/pdfs/Import_of_Leadership.pdf.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A