Principal Leadership, Shared Decision Making, and Student Achievement

Abstract

The purpose of this study was to determine the type of leadership that exists and the degree to which shared decision making and collaboration are present on campuses where middle level students are successful. To provide a basis for responsibly restructuring the educational delivery system, it must be determined if a state-wide shift to this form of governance will favorably impact student outcomes. Thirty-six middle schools in Texas were selected on the basis of sustained high or low-performance for a three-year period on state criterion-referenced tests. The sample of 18 high- and 18 low-performing campuses were matched on the basis of five variables resulting in two relatively homogeneous groups. The student populations of the campuses were largely poor and minority. Decision making patterns of the principals and the presence of organizational centralization (top-down control) were analyzed to provide a comprehensive understanding of the relationship of these variables to student achievement. Data collection methods consisted of a combination of surveys, analysis of faculty handbooks containing rules and regulations for teachers, extensive phone interviews with principals, and onsite visitations to four of the schools. The principles of quality, cooperation, and non-coercion appeared to be significantly greater on high-performing campuses. This finding holds particular import for middle schools engaged in meaningful restructuring efforts through the use of academic teams. Additionally, both teachers and principals on high-performing campuses indicated significantly less central control over campus matters by positions of authority outside the campus organization. The study supported assertions that the traditional, centrally controlled system of education is a system that compensates for individual weaknesses while failing to capitalize on individual strengths (Levine, 1985). Strong support was found for the restructured middle school which offers an effective organizational design to support the expressed priorities of teachers in this study to control decisions concerning their own classrooms, curriculum, and instruction.