Abstract
Purpose. The purpose of this study was to compare the perceptions of middle school principals from Program Improvement sites and Non-Program Improvement sites about the leadership practices and behaviors most commonly used by school district superintendents to implement change as measured by the Leadership Practices Inventory. This study identified the frequency of use and degree of importance of the leadership practices and behaviors used by superintendents. Methodology. The descriptive research study utilized a mixed methods approach. The study included quantitative, descriptive research, collecting data in order to answer questions about the current status of the topic of study. The Leadership Practices Inventory ( LPI) survey tool developed by Kouzes and Posner was used to ascertain the perceptions of middle school principals from Program Improvement and Non-Program Improvement school sites. The principals were selected randomly from five counties in Southern California. Findings. Based upon the responses to the LPI, the principals observed ail five of the leadership practices being used by superintendents. They also felt that ail five of the leadership practices were important. After analyzing the responses for the five leadership practices from both Program Improvement and Non-Program Improvement middle school principals, it was determined that there was flot significant differences between the responses for the two groups. Conclusions. The data showed that all principals felt that the leadership practices are important and are being practiced to some degree by district superintendents. Responses indicated that principals highly valued the interpersonal practices. Similarly, superintendents exerted the greatest influence over principals when they displayed traits of personal commitment and modeled expectations. There was plentiful response data that indicated successful superintendents need to employ the leadership practices valued by principals and build on those practices. Finally, principals expressed a need to feel a sense of autonomy of their sites. Recommendations. In order to maximize communication with site principals and to enable them to be effective leaders, superintendents should create viable pathways for feedback for principals. Superintendents would benefit from training in the five leadership practices and their consideration in hiring practices would be useful.