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Assessing the Decisionmaking Patterns of School Principals

Assessing the Decisionmaking Patterns of School Principals Presents selected findings from an ongoing investigation ofrelationships between changes in student test scores and specificactions taken by principals in regard to student learning. Uses a listof 20 openended questions to elicit from school principals verbaldescriptions of their behaviours associated with student test scores.Each of the 20 questions deals with a different behavioural stepbelonging to a rational decisionmaking model and were addressed to twosamples of elementary school principals of schools which experiencedeither a continuous improvement or a continuous decline in student testscores in reading, writing and mathematics over a threeyear period.Differences found between the two groups included those related to theprincipals perceptions of the need to improve student test scores, andthose related to the nature of principals involvement in this area.Also discusses selected issues concerning the research design andmethodology used in the study e.g. the cyclical nature of the twocentral variables change in test scores and change in principalbehaviour and the studys internal validity. Concludes with abrief analysis of the possible contributions of the findings to thedebate regarding the usefulness of the rational model of administrativebehaviour. Argues that, under conditions which force an emphasis onoutcomes, the concept of rationality in administrative behaviour hasboth practical and theoretical implications. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

Assessing the Decisionmaking Patterns of School Principals

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References (9)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0951-354X
DOI
10.1108/09513549210014178
Publisher site
See Article on Publisher Site

Abstract

Presents selected findings from an ongoing investigation ofrelationships between changes in student test scores and specificactions taken by principals in regard to student learning. Uses a listof 20 openended questions to elicit from school principals verbaldescriptions of their behaviours associated with student test scores.Each of the 20 questions deals with a different behavioural stepbelonging to a rational decisionmaking model and were addressed to twosamples of elementary school principals of schools which experiencedeither a continuous improvement or a continuous decline in student testscores in reading, writing and mathematics over a threeyear period.Differences found between the two groups included those related to theprincipals perceptions of the need to improve student test scores, andthose related to the nature of principals involvement in this area.Also discusses selected issues concerning the research design andmethodology used in the study e.g. the cyclical nature of the twocentral variables change in test scores and change in principalbehaviour and the studys internal validity. Concludes with abrief analysis of the possible contributions of the findings to thedebate regarding the usefulness of the rational model of administrativebehaviour. Argues that, under conditions which force an emphasis onoutcomes, the concept of rationality in administrative behaviour hasboth practical and theoretical implications.

Journal

International Journal of Educational ManagementEmerald Publishing

Published: Mar 1, 1992

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