o increase their authority as well as their managerial flexibility, results which Shedd states can lead to increased principal effectiveness.
Moreover, the modified collective bargaining structure can also contribute to principal effectiveness because of its association with increased faculty cooperation. Specifically, Shedd (1988) states that the modified collective bargaining structure provides:
. . . administrators with new mechanisms for securing their teachers' cooperation and providing teachers with new leverage to insist that they be included in school and district decision-making. (p.406)
Other positive results associated with the modified collective bargaining structure (and which can contribute to principal effectiveness precisely because they are good for schools in general thereby providing principals with better and more effective atmospheres within which to work) are: responsiveness to public concerns and increased respect for the leadership role of principals.
Much of the literature on principal effectiveness measures the degree to which a principal is effective by assessing the degree to which the school itself is an effective educational institution. Therefore, District structural variables influencing school effectiveness may be said to indirectly relate to principal effectiveness; in other words District variables contributive to school effectiveness may well be contributive to principal effectiveness. Given the foregoing, it can be said that studies examining District structural organization and implementation in relation to school effectiveness may be said to be relevant to the purpose of this dissertation. An example of one such study was conducted by Miskel, Mcdonald and Bloom (1983).
In their study, Miskel, McDonald and Bloom (1983) examined for the effects of informal structural linkages in schools on three measures of school effectiveness. In this regard, it is important to note that Distric...