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Promoting principals' managerial involvement in instructional improvement
1Springfield (Massachusetts) Public Schools.
Journal of Applied Behavior Analysis
|April 1, 1994
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.
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.