The purpose of this study was to examine an intradistrict school choice program in an urban setting through the use of three independent variables regarding school principals' perceptions. The independent variables were gender, years of experience, and the building or grade level assignment of school principals. Another purpose was to examine whether school principals saw positive or negative outcomes in student and teacher performance since the school choice program began. Areas explored included student achievement and behavioral performance, teacher attitude and morale, principal and teacher interaction(to facilitate change), and special education.The study's population consisted of the principals of the Indianapolis Public School Corporation, Indianapolis, Indiana. There were 80 eligible principals. A return rate of 72.58 was gained (58 respondents). The study's population was sent a survey instrument consisting of seven demographic items and 25 Likert-type items with five possible responses (strongly agree, agree, undecided, disagree, and strongly disagree). The items were designed to evaluate principal responses according to the three independent variables mentioned earlier in addition to the other purposes of the study. The instrument was designed by the researcher with the assistance of a jury of veteran principals familiar with intradistrict school choice from Bartholomew Consolidated School District (Columbus, Indiana).A multivariate analysis of variance (MANOVA) was used to determine any significant relationships between the independent variables and principal perceptions about intradistrict school choice. Further, mean data was examined and compared.The following conclusions were drawn from the study's findings:1. A statistically significant relationship was found with principal perceptions by the independent variable of building or grade level on the special education items of student attendance, less parent complaints, and teacher professional development activities as determined by a MANOVA.2. A statistically significant relationship was found with male principal perceptions about principal/teacher interactions within a change environment by the independent variable of building/grade level.3. A statistically significant relationship was found with male principal perceptions about principal/teacher interactions within a change environment by the independent variable of experience level.4. Mean analysis would suggest that there were no changes in student academic or behavioral performance two years of program implementation.5. Mean analysis would suggest some positive change in teacher attitude after two years of program implementation.6. Mean analysis would suggest some positive change in informal principal and teacher interaction to facilitate program change after two years of program implementation. / Department of Educational Leadership
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/178758 |
| Date | January 1996 |
| Creators | Moore, Douglas D. |
| Contributors | McKinney, Joseph R. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | vii, 137 leaves : ill., maps ; 28 cm. |
| Source | Virtual Press |
| Coverage | n-us-in n-us--- |
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