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ERIC Number: ED548329
Record Type: Non-Journal
Publication Date: 2012
Pages: 198
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-9499-6
Relationship of High School Principal Organizational Commitment and Campus Academic Performance
Edison, David Allen
ProQuest LLC, Ed.D. Dissertation, Tarleton State University
The purpose of the study was to explore the relationship of Texas high school principals' organizational commitment and the academic performance of the high schools served by the principals. Three components of principal organizational commitment--affective commitment, continuance commitment, and normative commitment--were assessed using the academic version of the TCM Employee Commitment Survey developed by Meyer and Allen (1991). The academic performance of the high schools was determined using the Campus Academic Performance Measure (CAPM), a measure generated using high school ratings for eight indicators from the Texas 2008-2009 Academic Excellence Indicator System (AEIS.). A stratified-random sample of high school principals (N = 314) participated in the study. Participants represented all regions of the state and served in public high schools offering regular instructional programs in grades 9-12. The unit of analysis was the campus. The eight AEIS indicators used to generate the CAPM were (a) the percentage of all students across all grade levels passing the 2009 Texas Assessment of Knowledge and Skills (TAKS) tests in reading/English language arts, mathematics, science, and social studies; (b) the completion rate for the Class of 2008; and (c) the percentage of college-ready graduates for the Class of 2008 in English language arts, mathematics, and both English language arts and mathematics. Pearson correlation coefficients and standard multiple regression were used to analyze relationships between the three components of organizational commitment and campus academic performance. No statistically significant relationships were found among the three components of organization commitment and campus academic performance. Five statistically reliable relationships were found between affective commitment and AEIS indicators: affective commitment and reading/English language arts, affective commitment and mathematics, affective commitment and science, affective commitment and college-ready graduates in English language arts, and college-ready graduates in both English language arts and mathematics. Results of multiple regression analyses revealed that affective commitment could be predicated using the AEIS indicators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas