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    Understanding the Role of Principal Autonomy in School Success

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    Genre
    Thesis/Dissertation
    Date
    2020
    Author
    Sanko, Andrew cc
    Advisor
    McGinley, Christopher W.
    Committee member
    Estrada, Armando X.
    Shorr, Lori
    Haviland, Joseph
    Department
    Educational Administration
    Subject
    Educational leadership
    Educational philosophy
    Educational administration
    Autonomy
    Leadership
    Mandates
    Principal
    Success
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/4718
    
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    DOI
    http://dx.doi.org/10.34944/dspace/4700
    Abstract
    The role of the school leader is changing, as increasing regulatory obligations in the form of federal, state, and local mandates impact a principal’s ability to make autonomous decisions. Autonomy, or the ability to self-direct and make independent decisions, is a leadership aspect that fosters communal relationships; autonomy for school leaders allows them to address and be responsive to their school’s unique needs. Although public education functions within a variety of frameworks, the primary responsibility for school success lies with the school principal. No matter the level of students, or the particulars of a school’s demographics, Pennsylvania school principals are required to comply with federal, state, and local data collecting and reporting. Data-driven decisions fuel educational policymaking at the state, local, and federal levels. Today’s principals are not only charged with collecting data but also responsible for cultivating the highest performance from their students and staff. A principal’s success – the standards by which they are deemed effective by the Department of Education - is directly connected to the success of the students in their schools. Thus, there is a dynamic pull-and-tug between the need for a principal to be responsive to the school culture and community while simultaneously creating an environment of optimal performance in high-stakes testing. This research is designed to shed light on the extent to which school principals feel local, state, and federal mandates affect their autonomy and ability to provide the best experience for children. With building level data comprising half of the measure of a principal’s success, this study hopes to understand the relationship between the regulatory requirements, school success, and if principal autonomy factors into that relationship.
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