|TITLE:||Variance of Student Achievement Based on High School Principal Leadership Practices, Size of High School, and Tenure of Principal|
|RESEARCHER:||Fred L. Czerwonka
School of Education
Saint Louis University
Unpublished doctoral dissertation: June 2005
The purpose of this study was to determine if student achievement on state assessments in tenth grade mathematics and eleventh grade communication arts vary as a function of leadership practices, size of high school student population, and tenure of the high school principal.
The sample consisted of a stratified random sample (N = 163) of all accredited high schools in Missouri (N = 494), and 58 participated, representing 35.6 percent of the population. Small high schools had up to 499 students (N = 23), medium-sized districts were from 500 to 1499 (N = 15) and large districts had over 1500 students (N = 12). There were three categories of principal tenure: 3-10 years (N = 38), 11-18 years (N = 11) and 19-26 years of experience (N = 1). Respondents completed the self version of the Leadership Practices Inventory.
Student achievement on mathematics and communication arts performance was not found to vary as a function of the leadership practices of high school principals or their tenure. The variance on school size was significant.