This qualitative case study explores the practices and tensions of being an effective principal in a turnaround school through an in-depth analysis of one principal who has been successful in several turnaround settings. Although principals have long been cited as foundational to a school's success, being the principal of a turnaround school is a…

School leadership, next to teacher quality, plays the largest role in improving the educational outcomes of students. As such, federal and state policies have sought to hold principals accountable for the academic success of their students. Given the renewed attention paid to school leaders and overall school improvement with the passage of the…

The expectation for strong superintendent leadership has increased due to a demand for greater student achievement and accountability. This study examined public school board presidents' and superintendents' perceptions of the characteristics superintendents must possess to effectively lead in today's complex educational system. A…

Empirical studies indicate family concerns as a primary reasons why promising principals and central office administrators do not aspire to the superintendency (O'Connell, Brown, Guptil, Stosberg, & O'Connell, 2001; Volp & Rogers, 2004). Hesitancy to apply for superintendent positions is further complicated by the fact that the…

Leadership coaching is now seen as a valuable tool to assist school leaders. Through a survey of school principals, this study identified specific coaching competencies used by leadership coaches that were perceived by principals to influence key best practices for schools. These best practices have in turn been correlated to increased student…

Despite national statistics that suggest declining African American and Latino student achievement, few schools accept the challenge of educating the neediest students, and even fewer succeed. This phenomenological study examined the experiences of and strategies employed by three principals of urban schools that effectively educate traditionally…

Scholarship on parent-principal relationships often ignores how some parental involvement can create challenges for school leaders. We analyze parent-principal relationships at an urban public K-8 school over a 30-year period, exploring how three different principals "managed" parental involvement. Our analysis reveals how these…

This study considered the question, how do principals influence student achievement? We adopted a direct-effects model with antecedent effects to measure the relationship between principal characteristics and student achievement. Using such a model, we postulated that preservice principal characteristics, such as training and experience, enable…

The intersection and clash between prevailing norms of schooling and increasing sensitivity to diversity raises a host of previously ignored ethical considerations for school administrators. These ethical issues remain largely invisible to many school leaders and thus are addressed only minimally or inadequately. This paper explores ethical issues…

Examines the characteristics (essential skills and knowledge) of middle-level leadership from the perspectives of the principals themselves based on data collected from middle-school principals in Pennsylvania and New Jersey, using surveys and semistructured interviews. Discusses seven themes that emerge from an analysis of the data, for example,…

To satisfy a state mandate and a local need, the South Carolina Principal Incentive Program tested and adopted a Management by Results principal evaluation model utilizing information obtained from teachers, parents, and district administrators. This article describes the process and the beneficial results obtained. (MLH)

Examines the competencies required by superintendents to lead schools in diverse cultural settings. Methodology included interviews with 12 multicultural education experts, participation of 14 "expert" superintendents, and written responses. Findings revealed considerable agreement between experts and superintendents concerning these…

Examines teachers' ratings of effective principal leadership in magnet and nonmagnet schools. Teachers in nonmagnet schools rated principals more effective than did teacher in magnet schools. Principals' efforts to deal with lower student SES, permeable school boundaries, and larger school size may account for their lower rating of leadership…

A significant relationship exists between principals' quality at certain grade levels and student achievement on the Virginia Standards of Learning tests. A statewide study finds principals rated higher on school leadership as measured by an Interstate School Leadership Licensure Consortium (ISLLC) Standards rubric. These schools have higher…

This article takes a critical look at administrative decision making in schools and the extent to which complex decisions conform to normative models and common expectations of rationality. An alternative framework for administrative decision making is presented that is informed, but not driven, by theories of rationality. The framework assumes…