Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

December 1992

Abstract

The problem related to this study was to determine which components of the Tennessee Principal's Administrator Academy are effective and which ineffective in influencing the principal's performance. The purpose of this study was to evaluate the effects of the Principal's Academy that influences the principal's day-to-day job performance at the local school site. The study also attempted to determine if factors such as age, size of school, per pupil expenditure, number of teachers on the respondent's staff, educational level, school setting, years in present position, years attending the academy had any effect on the administrator's perceptions of the academy. Tennessee administrators were given the opportunity to respond to the questionnaire used to determine the effectiveness of the Principal's Academy. Five research questions were answered, and seven hypotheses stated in null form were tested using the Kruskal-Wallis Anova for data involving more than two groups. The Mann-Whitney-Wilcoxan Rank Sum W Test was used to determine if there was any significant difference in the respondent's perceptions of the academy as it related to the year they attended. All null hypotheses were retained except the hypothesis related to the year the respondents attended the academy. In years 1984 and 1985 there as a significant difference in the perceptions of the respondents; thus, the hypothesis was rejected. The key motivating factor other than to meet the state mandate of attendance is self-improvement. The collegiality and social network associated with the Principal's Academy is valuable, and attending the Principal's Academy is a factor in school administrators implementing school improvement strategies. Research should be conducted to develop an evaluation instrument that would be used to evaluate future principal's academies.

Document Type

Dissertation - Open Access

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