The Pygmalion Principal: Are Effective Elementary Principals Born Or Made?

School effectivenss studies are consistently identifying the principal as a key variable in academic achievement. An extensive search of the literature supports this contention highlighting commonalities in effective schools and identifying certain behaviors as characteristic of effective principals. Given the critical role a principal plays in determining performance levels in a school, are elementary principals (1) able to describe characteristics of effective schools, (2) aware of specific behaviors of principals considered effective, and (3) able to cite and rank methods by which principals acquire levels of effectiveness? It was predicted that the majority of Michigan Elementary School Principals participating in this study would be unaware of at least half the variables identified by research as present in effective (high-achieving) schools, and that many of the same respondents would suggest they were "born to the role" rather than direct beneficiaries of formal training. Lastly, it was predicted that the principals who would demonstrate a higher level of awareness of educational research would also demonstrate a higher attendance at conferences and other kinds of in-service. An author-designed questionnaire was mailed to all elementary school principals throughout the State of Michigan who were active members of the Michigan Elementary School Principals' Association (MEMSPA) in 1982. The questionnaire was divided into four main areas: (1) demographics, (2) open-ended questions, (3) ranges for self-perceptions of principal effectiveness, and (4) the identification of skills and routes through which respondents gained entry to the elementary principalship. A 32% response rate, high for this population, provided the following findings: (1) A minority of principals are aware of variables characterizing effective schools (39%) and effective principals (31%). (2) Almost half of them (47%) consider leadership skills and high expectations critical to student achievement, congruent with the literature. (3) For avenues leading to effectiveness, universities were ranked fourth in value (14%), following experience (34%), inservice (29%) and on-the-job training (15%). (4) Most respondents (84%) ranked themselves as highly effective, although they tended to use subjective criteria. (5) The genesis of effective principaling was attributed almost equally to innate skills and experiences.Ed.D.Educational administrationUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/159125/1/8304431.pd