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dc.contributor.authorJackson, Jacqueline Denise
dc.date.accessioned2014-03-03T23:09:01Z
dc.date.available2014-03-03T23:09:01Z
dc.date.issued2004-12
dc.identifier.otherjackson_jacqueline_d_200412_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/jackson_jacqueline_d_200412_edd
dc.identifier.urihttp://hdl.handle.net/10724/22137
dc.description.abstractThe purpose of this study was to examine the effects of accountability on principals' instructional leadership practices by examining two groups of principals. The researcher sought to understand what accountability reform meant to participants, and if this reform had changed their work as principals. Elementary school principals from the state of Georgia (N = 150), including 82 Georgia elementary school principals whose schools made Adequate Yearly Progress during the 2002-2003 school year and 68 Georgia elementary school principals whose schools did not make Adequate Yearly Progress for the 2002-2003 school year, were surveyed. Data for this quantitative study were collected using a survey instrument, the Principal Accountability Survey, developed using the current related literature regarding accountability, the work of the principal, job stressors, and the evaluation of principals’ effectiveness. The responses from the survey plus demographic data were analyzed using both descriptive and inferential statistics. The findings indicated that there were no statistically significant differences in the way that the two groups of surveyed elementary school principals coped with increased mandates for accountability, the changing nature of their work as instructional leaders, the obstacles they faced, and differences in the obstacles faced by principals relative to their work.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectElementary School Principals
dc.subjectAccountability
dc.subjectAdequate Yearly Progress
dc.subjectObstacles faced by Principals
dc.subjectInstructional Leadership
dc.titlePrincipals’ instructional leadership practices
dc.title.alternativea comparison of those whose school make and do not make adequate yearly progress in the state of Georgia
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorSally J. Zepeda
dc.description.committeeSally J. Zepeda
dc.description.committeeC Thomas Holmes
dc.description.committeeWilliam Wraga
dc.description.committeeJulius Scipio


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