Abstract
Research problem. Secondary school principals do not always know if their schools are on a pathway toward success. This study focused on the identification of Critical Success Factors by principals of exemplary and non-exemplary high schools in California. Exemplary schools were those high schools nominated by the State for recognition in the Distinguished Schools Program. Since much of the professional esteem of the principal is based on the success of the school, the issue of goal attainment is of vital concern for most educational leaders. Often it is well into the next year before an assessment is made of the success of the previous school year. The main purpose of this study was to determine the few key information elements that the principal should monitor during the year to ensure the success of the school. These information elements are described in the literature as Critical Success Factors (CSFs). Methodology. The investigation was descriptive in nature. Unstructured interviews were conducted with the principals of the seven exemplary high schools. A comparison group, consisting of principals from schools matched in many respects to the exemplary group, were also interviewed. Critical Success Factors were identified for each school and the CSFs were combined into a questionnaire that was returned to each principal. Data from a one hundred per cent response rate were analyzed using descriptive, parametric (t-test), and non-parametric (Mann-Whitney U) statistics. Major findings. This study revealed that the two groups of principals identified a different set of CSFs. Principals of non-exemplary schools identified a larger set of CSFs. Although no statistical difference was noted in the total list of CSFs, there were statistically significant differences on individual CSFs. For example exemplary school principals identified demographic changes and relationships with the community while non-exemplary school principals identified achievement test data and relationships between staff members. Conclusions and recommendations. This study established the usefulness of the Critical Success Factor/Unstructured Interview method in school research. It also identified the principal as a resource for determining information needs of the high school. The study also showed that Critical Success Factors can be identified and used to help high schools establish an information system. Additionally, the results of this study suggested that further research into Critical Success Factor methodology be investigated at other levels of education and that further research be conducted into the identification of successful schools.