Abstract
Problem and purpose. Schools throughout California are moving to a decentralized approach to education called School Based Management. This change in governance necessitates changes in behavioral norms exhibited by school staff members. This study identified and compared behavioral norms of Decision Making, Risk Taking, Communication, and Conflict at Traditional elementary schools with sites implementing School-Based Management. Methodology. Descriptive, ex post facto, and correlational research were used in the design. Seventy Elementary Principals in Southern California schools identified by an ACSA survey as implementing School Based Management and a random sample of all other Southern California Elementary Principals were included. Two Hundred and forty participants responded on a Likert scale to a thirty nine item questionnaire. Data were analyzed using descriptive statistics, Analysis of Variance, Chi square, and Multiple Regression Analysis. Findings and conclusions. It was found through an examination of index scores that three groups, not two existed: Traditional; Transitional School-Based; and School-Based. While all have norms, twelve norms were identified by all groups as contributing most to the effective functioning of schools. Communication norms were identified as operating to the greatest degree, with risk taking, decision making, and conflict following. The norms of risk taking and conflict best predicted satisfaction with the governance system. School-Based Principals, those in the highest Index Group, showed significant difference in fifteen norms operating at their sites and the greatest degree of satisfaction. A focus on the twelve basic norms and fifteen that operate at School Based sites to a significant difference would assist principals interested in implementing School-Based Management.