Characteristics of Effective Principals: Evidence from the 1999-2000 Schools and Staffing Survey
Herriot, Jennifer A.
Wei, Thomas E.
Research suggests that principals are second only to teachers among the most important within-school factors affecting student achievement, yet relatively little is known about which principal characteristics are associated with principal effectiveness. Using data from the 1999-2000 Schools and Staffing Survey, I investigate the relationship between specific principal characteristics--experience, education/training, and beliefs--and principal effectiveness, as measured by teachers' assessments of their principals and schools. I find that principals who prioritize certain school goals (promoting academic excellence, basic literacy, and good work habits) are more likely to receive higher ratings from their teachers. Other principal characteristics, such as previous teaching and school leadership experience, have marginally or no statistically significant relationships with teacher ratings. Together these findings suggest that, with the exception of principal beliefs regarding school goals, other less-easily measured characteristics may be more important determinants of principal effectiveness than the characteristics examined in this paper.
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Mizrav, Etai (Georgetown University, 2014)Although it is widely believed that principals play an important role in the success of students, there has been very little research on what makes a principal effective. One of the increasingly popular policies aimed to ...