Abstract
The problem of this study was to determine if there were any significant relationships between selected practices of principals and the degree of attainment of the measurable Quality Indicators in the School Performance Reports used for selection of those principals' schools as Distinguished High Schools in the California School Recognition Program of 1988. Practices grouped under five categories were studied: (1) school goals and objectives, (2) evaluation of school progress, (3) working directly or indirectly with students, (4) working with staff, and (5) involving outsiders in the operation of the school. A questionnaire was sent to the principals of 60 Distinguished High Schools. There were 45 replies. Questionnaire responses for "used" or "not used categories were treated by the Chi Square, and the Likert scale responses by the Komolgorov-Smirnov test. An effort was made to determine whether or not there was a statistically significant relationship between the use of each of the 31 practices and the standing of the principal's school above or below the median of the Quality Indicators. There were no significant relationships between the principals' practices and the standings of the schools above or below the median of the Quality Indicators, except for the following: (1) The practice of giving students feedback on their individual progress was significantly greater in schools below the median on the Quality Indicators. (2) The practice of encouraging students to practice for taking the SAT was significantly greater in schools scoring below the median on the Quality Indicators. (3) The practice of basing staff development programs on teacher input was significantly greater in schools scoring above the median on the Quality Indicators. (4) The practice of involving institutions of higher learning in schools was significantly greater in schools scoring above the median on the Quality Indicators. There was very little relationship of significance between the management practices of principals in Distinguished High Schools selected in 1988 and the degree of attainment of those schools on the Quality Indicators used for their selection. The following general recommendations are put forward: (1) The Quality Indicators should be examined to see if they are a valid measure of high school quality in California. (2) The Quality Indicators used as a selection instrument for Distinguished High Schools should be given various weights to enable even competition among all California high schools. (3) High schools should seek to free themselves from the emphasis on numbers as the principal measure of quality of high schools. (4) Further research is needed to determine what practices or traits of high school principals can be employed to make high schools truly distinguished high schools.