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Promoting principals' managerial involvement in instructional improvement.

A Gillat1

  • 1Springfield (Massachusetts) Public Schools.

Journal of Applied Behavior Analysis
|April 1, 1994
PubMed
Summary

This study shows that behavior-analytic programs can improve school principal effectiveness. By focusing on teacher support and student achievement, principals can enhance academic performance.

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Area of Science:

  • Educational Psychology
  • Applied Behavior Analysis

Background:

  • School principal effectiveness is linked to classroom visits, achievement focus, and teacher support.
  • Behavior-analytic programs offer a framework for enhancing leadership behaviors.

Purpose of the Study:

  • To assess a behavior-analytic program's utility in improving school principal behaviors.
  • To examine the impact of principal involvement on teacher and student performance.

Main Methods:

  • Two experiments were conducted in elementary and secondary schools.
  • Interventions included time scheduling, goal setting, feedback, and praise for principals and teachers.
  • Designs used were withdrawal (Experiment 1) and multiple baseline across classrooms (Experiment 2).

Main Results:

  • Principals' and teachers' rates of praise, feedback, and goal setting increased significantly.
  • These behavioral changes were associated with improved student academic performance.

Conclusions:

  • Behavior-analytic interventions can enhance school principal effectiveness and positively impact student outcomes.
  • School psychologists can play a role in supporting principals or taking on leadership positions to improve educational environments.

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