The role of the school leader is changing, as increasing regulatory obligations in the form of federal, state, and local mandates impact a principal’s ability to make autonomous decisions. Autonomy, or the ability to self-direct and make independent decisions, is a leadership aspect that fosters communal relationships; autonomy for school leaders allows them to address and be responsive to their school’s unique needs. Although public education functions within a variety of frameworks, the primary responsibility for school success lies with the school principal. No matter the level of students, or the particulars of a school’s demographics, Pennsylvania school principals are required to comply with federal, state, and local data collecting and reporting.
Data-driven decisions fuel educational policymaking at the state, local, and federal levels. Today’s principals are not only charged with collecting data but also responsible for cultivating the highest performance from their students and staff. A principal’s success – the standards by which they are deemed effective by the Department of Education - is directly connected to the success of the students in their schools. Thus, there is a dynamic pull-and-tug between the need for a principal to be responsive to the school culture and community while simultaneously creating an environment of optimal performance in high-stakes testing.
This research is designed to shed light on the extent to which school principals feel local, state, and federal mandates affect their autonomy and ability to provide the best experience for children. With building level data comprising half of the measure of a principal’s success, this study hopes to understand the relationship between the regulatory requirements, school success, and if principal autonomy factors into that relationship. / Educational Administration
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/4718 |
| Date | January 2020 |
| Creators | Sanko, Andrew, 0000-0003-2134-9458 |
| Contributors | McGinley, Christopher W., Estrada, Armando X., Shorr, Lori, Haviland, Joseph |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 117 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/4700, Theses and Dissertations |
Page generated in 0.0081 seconds