School Principal's Effectiveness Introduction The purpo

While there has not been much in the way of empirical research directly assessing for relationships between principal effectiveness and the structural organization and its implementation in School Districts, several articles do either directly or indirectly address themselves to how factors related to School Districts' structural organization and implementation might contribute to principal effectiveness.

For example, Shedd (1988) notes that one structural factor by which School Districts can influence school principals' behavior in general and their effectiveness in particular is collective bargaining. In this regard, Shedd suggests that School Districts can engage in two forms of collective bargaining, each of which produces different effects on principals' behavior.

The first form of collective bargaining discussed by Shedd is that of the traditional structure commonly used in labor management in businesses and industries. Shedd asserts that when School Districts use the traditional structure of collective bargaining in negotiations, principals experience a diminishment of their supervisory authority, a result that can limit their overall effectiveness.

Other results of using the traditional structure are said to include: increased centralization of authority in District offices, rigidity, and a tendency for teachers to view themselves as "laborers" which causes them to be decreasingly concerned with their respo

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was the Organizational Health Inventory (OHI). Based on theory, this instrument assesses seven dimensions of instrumental and expressive aspects of organizational function: institutional integrity, initiating structure, resource allocation, principal influence, consideration, academic emphasis, and morale. The two principal-related dimensions are principal influence (ability of principals to influence superiors on behalf of subordinates) and consideration (degree to which the principal supports and shows concern for teacher welfare). Of interest to Hoy, Tarter and Bliss was the extent to which the two measures of organizational climate predicted school effectiveness. Effectiveness was characterized in terms of: (1) student achievement; and (2) teachers' degree of commitment to the school. Findings were stated as follows: After controlling for the socioeconomic status of the 58 secondary schools in the sample, only academic emphasis, a subtest of the OHI, made a significant contribution to student achievement. While both instruments predicted commitment, the OHI explained more of the variance. The findings suggest that, at best, the influence of the principal is indirect on school achievement but direct on commitment (Hoy
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Some common words found in the essay are:
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Approximate Word count = 6110
Approximate Pages = 24 (250 words per page)