Abstract
Purpose: The purpose of this study was to determine whether there was a significant difference between the perceived trait and state hope levels of two categories of Southern California middle school principals: those serving at high- and low-performing middle schools. The hope levels were determined by the Trait (Snyder et al., 1991) and State (Snyder et al., 1996) Hope Scales. A secondary purpose was to determine whether there was a significant difference between the perceived trait and state hope levels of Southern California middle school principals based on gender and years of middle school principal experience. Methodology: This quantitative study used descriptive and inferential statistics to examine the trait and state hope levels of middle school principals serving in high- and low-performing schools. Snyder and his colleagues' trait hope (Snyder et al., 1991) and state hope (Snyder et al., 1996) instruments measured the hope levels of 56 middle school principals serving in Los Angeles, Riverside, and San Bernardino Counties. Findings: Middle school principals reported high trait and state hope scores regardless of school performance, gender, and years of middle school principal experience. Conclusions: There was not a significant difference between the trait and state hope levels of middle school principals serving at high- and low-performing schools. Additionally, there was not a significant difference between the trait and state hope levels of middle school principals based on gender or years of middle school principal experience. Recommendations: Additional research is needed on the impact of trait and state hope in education organizations. A mixed methods study should be conducted to measure the trait and state hope levels of middle school principals, comparing those hope levels to actual leadership practices. A collective case study to examine the trait and state hope of middle school principals, teachers, and students to identify the characteristics of a hopeful school could also prove beneficial. Finally, an examination of the practices used to interview and hire school principals could confirm hope as an essential characteristic of school leaders.