Date of Award

5-1-1988

Degree Type

Dissertation

University or Center

Atlanta University (AU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Trevor Turner

Abstract

The purpose of this study was to determine if experimental schools which practiced the components of a school improvement model will have greater school development scores than control schools as perceived by teachers . The major hypothesis of this study predicts that there will be no significant difference in school development scores between experimental and control schools with relationship to the variables teacher time in school, time in the system, grade level, age, and sex.

Six Atlanta Public Schools were selected for this study based on their involvement with a school improvement model. A questionnaire was administered to a population of sixty teachers to collect data on their perceptions of the principal's leadership and supervisory practices. Three schools that regularly practiced behaviors of the school improvement model and regularly attended training sessions made up the experimental schools . The three control schools received orientation only on the school improvement model.

Results from a statistical analysis of the data collected revealed that : (1) there was a significant difference between experimental and control schools in mean school development scores; (2) that there was no significant

difference between school development scores and teacher time in a school or grade level; {3) that school development scores were not placed in the same factor as experimental and control schools.

It is recommended that more schools be exposed to and trained in the implementation of the school improvement model, with a pre and post assessment made along with a comparison of test scores to document the success or lack of the same. It is further recommended that Atlanta University seek the cooperative support from metro school systems in the implementation of the model.

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