A COMPARISON OF TEACHERS' PERCEPTIONS OF PRINCIPAL EFFECTIVENESS IN NATIONAL BLUE RIBBON SCHOOLS AND MATCHED SETS OF SELECTED NON-BLUE RIBBON SCHOOLS IN PENNSYLVANIA

Abstract

With a focus on leadership, this study examines the leadership characteristics of principals in schools that are recognized as National Blue Ribbon Schools by the United States Department of Education. This mixed methodology study utilizes the causal comparative method to compare what teachers consider to be effective leadership characteristics of principals in National Blue Ribbon Schools to those of principals in matched sets of selected Non-Blue Ribbon Schools in Pennsylvania. The Audit of Principal Effectiveness is used to collect quantitative data and a survey protocol is used to identify confounding factors and extraneous variables. The research revealed significant findings in nearly all areas of the Audit of Principal Effectiveness. Principals in the selected matched-set schools were ranked higher than principals in National Blue Ribbon Schools. Additional analysis using a multiple regression showed that teachers perceive their principal as effective if the principal has good relations with them, employs and evaluates staff effectively, has high expectations, and does not exceedingly involve the community in the life of the school.