Date of Award
University or Center
Atlanta University (AU)
The purpose of this study was to determine the relationship between elementary school principals’ leadership, supervisory, and administrative proficiencies and student achievement.
This study utilized the following descriptive survey and inferential statistical procedures as developmental tools for subsequent analysis and results: (1) development of the questionnaire, (2) validation of the questionnaire, (3) administration of the questionnaire, and (4) collection and analysis of the data using analysis of item means, intercorrelation, regression analysis, and factor analysis. The following research questions were investigated in the study:
1) What are the effects of leadership, administrative, and supervisory proficiencies on student achievement?
2) Is there a difference in leadership, administrative, and supervisory proficiencies between principals in an effective school project and principals in control schools?
The findings in this study indicate that:
1) There is no significant relationship between leadership proficiencies and student achievement.
2) There is no significant relationship between administrative proficiencies and student achievement.
3) There is a significant relationship between supervisory proficiencies and student achievement.
4) There is no significant difference in leadership proficiencies between principals practicing ESP and those not in ESP.
5) There is significant difference in administrative proficiencies between principals practicing ESP and those not in ESP. The data indicates that principals in the non-ESP schools are higher on administrative proficiencies than principals in ESP schools.
6) There is significant difference in supervisory proficiencies of IESP and non-ESP schools. The data indicates that here also principals in non-ESP schools are higher on supervisory proficiencies than principals in the ESP schools.
7) There is significant difference in student achievement in project and non-project schools.
The data shows that the ESP schools are higher on student achievement than non-ESP schools.
Based on the findings of this study, it is recommended that the DeKalb County School System do the following:
1) Use the findings from this study as a pretest and conduct another study in three years to assess gains.
2) Conduct an on-going evaluation of the program to assess short term goals and continuously encourage support and improvement of the ESP.
3) Examine other variables that were not included in this study that could be affecting student achievement.
Reams, Shirley C., "School improvement: an evaluation of the impact of selected principal proficiencies on student achievement in an urban school district" (1988). ETD Collection for AUC Robert W. Woodruff Library. 2662.