Author： Duke Daniel L Tucker Pamela D Salmonowicz Michael J Levy Melissa
Publisher： James Nicholas Publishers
ISSN： 1323-577X
Source： Educational Practice and Theory, Vol.28, Iss.2, 2006-01, pp. : 5-25
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Abstract
This study of 19 principals newly assigned to low-performing elementary and middle schools focused on the conditions that they perceived to contribute to inadequate student achievement. The conditions were organized into five clusters: a) student achievement and behaviour, b) school programs and organization, c) staffing, d) school system concerns, and e) parents and community. The conditions were analysed to determine whether the principals, despite being assigned to high-poverty and low-performing schools, believed they faced sufficiently different conditions to justify some form of differentiated school leadership. The conclusion looks at the implications of the findings for the preparation of school principals.
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