Abstract
Purpose. The purpose of this study was to describe the strategies used by principals to establish the following six conditions which foster improved student performance in site-based managed schools: power to make decisions, knowledge and skills, information, rewards, curriculum and instructional guidance, and principal leadership. In addition, the study described the strategies principals perceived district office administrators used and the strategies actually used by district office administrators to support principals as they established the six conditions. Methodology. Descriptive research was the methodology used in this study. The sample consisted of twenty-four principals and fifteen district office administrators in selected California public school districts participating in the State Superintendent's Challenge Initiative for 1996-97. Telephone interviews were used to collect data. Qualitative analysis was applied to determine patterns and categories that emerged from the data. Findings. (1) Principals used four primary strategies in establishing the conditions which foster improved student performance. They created school-wide teams, provided resources, set expectations, and modeled desired behaviors. (2) Secondary strategies used by principals were as follows: acted as a catalyst, provided information, developed a vision, and used motivation. (3) All superintendents and curriculum administrators modeled desired behaviors and provided training as their primary strategies to support principals. (4) The superintendent's high expectations and support of principals were critical in establishing the conditions for improved student performance. (5) Curriculum and instruction (C/I) administrators saw their role as directly supportive of principals' while principals saw the C/I role as indirectly supportive. Conclusions. (1) A directive-collaborative leadership style is necessary when establishing the conditions that foster improved student performance. (2) Principals who feel supported by district office administrators take risks and make changes that can improve teaching and learning. (3) As the C/I role changes to one of support and demand, C/I administrators move from a central position to a sideline position. (4) A close, positive, working relationship between the superintendent and principal is vital for principals to feel supported when taking risks. (5) Ongoing training in decision making, team building, and using data are necessary for all district stakeholders if the conditions for improving student performance are to be established. (6) Accountability for improving student performance is embedded in all of the strategies principals and district offices use. (7) Establishing the conditions which foster improved student performance is only possible when adequate resources are provided. Recommendations for action. (1) Principals should foster collaborative teams among stakeholders at their sites and then empower the teams to make informed decisions. (2) District office administrators should provide ongoing training for district stakeholders and specifically for principals on decision making, building collaborative teams, and developing leaders. (3) District office administrators should actively support principals by being available as needed or by staying out of their way. (4) Superintendents should model desired behaviors for principals and develop an environment which encourages them to take risks.