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ERIC Number: ED552570
Record Type: Non-Journal
Publication Date: 2012
Pages: 174
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-5685-9
Principals' Perceptions of How Current Accountability Measures Influence Their Roles in Leading Title I Schools
Armstrong, Sheila Renee
ProQuest LLC, Ed.D. Dissertation, Oklahoma State University
The No Child Left Behind Act of 2001 put great pressure to improve student achievement upon principals. Because the principals' work is much more complex since NCLB, it demands a more sophisticated set of skills and understandings than ever before. This qualitative case study examined changes in the principal's role and how current accountability measures influence their roles in leading schools. Six principals from Title I urban elementary schools were selected for this study. The findings revealed that the current role of the principal of a Title I school is a complex, multifaceted role. Qualitative data from the interviews of all six principals suggested that over the last ten years, the principals' roles have expanded because leading Title I schools have presented new challenges associated with high stakes testing. Evidence of the rigorous demands and increased pressures were elaborated upon in each of the six interviews. The data further showed that all six principals acknowledged specifically that principals' work has changed because of increased accountability measures, including data management, increased assessments, teacher and principal accountability via TLE observations/conferences/evaluations and increased paperwork. The following conclusions were made based on the comments and data gathered from principal interviews. 1. Principals share responsibilities with teacher leaders. Principals rely heavily on staff development teachers, curriculum specialists and team leaders. The leadership must be distributed and shared to disseminate information and implement instructional improvements. 2. Principals must be able to build and nurture relationships in order to gain trust and respect from all stakeholders. 3. Principals must be skilled at applying concepts of several leadership theories. 4. Additional responsibilities create time constraints. 5. Principals of today experience a loss of autonomy. 6. Principals must be techno savvy to survive the requirements of increased accountability. The principals expressed deep resentment toward the shift. They also expressed a loss of autonomy in hiring and decision-making processes at the building level. The principals also believed there is pressure to do more with less money. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; No Child Left Behind Act 2001