The Influence of Four Elementary Principals upon Their Schools' Reading Programs and Students' Reading Scores

Abstract

Introduction The role of the principal is dynamic and changing. In fact, changes in the work environment of education have caused both role ambiguity and role overload for school principals. As educational communities demand more data-driven accountability measures, the role of the principal as one who can both articulate and implement the vision of an effective instructional environment for all students and teachers becomes an important factor in student success (Marsh, 1997). Not only must school principals become knowledgeable instructional leaders, but they should also exhibit the characteristics of strong leadership. Such factors include cultivating a community of learners, giving voice to all stakeholders, envisioning key values, and demonstrating personal demeanors to enable all of these somewhat incongruous elements to 'come together' to form an outstanding school (Nadeau & Leighton, 1996). The National Association of Elementary School Principals (NAESP) published NAESP Standards for What Principals Should Know and Be Able to Do in 2001. Included in the standards are indicators of what the NAESP believes makes a quality school, and there are six standards relative to what a principal must know and be able to do if he/she is to provide leadership that enables his/her school to meet those indicators. The purpose of this research project was to: (1) develop composites of four principals' influences upon their schools' reading programs; (2) to discuss those composites within the context of the National Association of Elementary School Principals' 2001 standards; (3) to link the principal composites to standardized reading test scores; and (4) to begin to explore the development of a model of principal influence upon student reading achievement. Review of the literature The idea that the principal yields immense influence within an elementary school is well substantiated (Blase and Blase, 1999; Bogler, 2001; Checkley, 2000; Harcher and Hyle, 1996; Sergiovanni, 1996). Blase and Blase (1999) present findings that suggest that principals who are viewed as effective instructional leaders within their schools use a broad-based approach for teachers' growth and reflection. The principals themselves embrace the challenges of growing and changing (p. 370), conceive of teachers not as technicians but as intellectuals, and, above all else, talk freely and openly with teachers about instruction. In a study by Bogler (2001), teachers reported higher job satisfaction when they were given opportunities for self-development and participation in the decision-making procedures for the school. It was from these aspects that teachers experienced a higher sense of self-esteem and empowerment, which was associated with an increased sense of job satisfaction. In this study, the principal's leadership style was associated with the teachers' satisfaction. Harcher and Hyle (1996) discovered that effective elementary instructional leaders engaged in various strategies designed to balance power inequities in their school community. They exemplified the use of collaborative power based on trust, respect, and collegiality. Principals who demonstrate effective instructional leadership and help at-risk students are able to meet students' and teachers' basic/instructional, academic/professional, and affective needs. In schools where at-risk students are achieving success, principals: (1) support teachers' instructional methods; (2) allocate resources and materials; (3) make frequent visits to classrooms for instructional purposes; (4) solicit and provide feedback on instructional methods and techniques; and (5) use data to focus attention on improving the curriculum or instructional approach (Mendez-Morse, 1991). Heck (1999) describes how achievement outcomes can be predicted based on teachers' and principals' perceptions of instructional leadership. Griffith (1999) posits the idea that there are school structural characteristics and student population characteristics that affect the effectiveness of principals. …