Examining Principals' Perceptions of Their Influence on Science Achievement

Abstract

This study surveyed a random sample of elementary principals in Texas. The 85 principals completed an anonymous online survey with both closed and open ended questions. Findings are presented as descriptive statistics of rating scale items and patterns and themes that emerged from the responses to the open ended questions. Participants described leadership behaviors they perceived to influence students’ performance on the 5^th grade state science exam. Principals described, for example, their involvement in building the capacity of staff to plan and deliver effective science instruction and how they organized (e.g. departmentalized vs. self-contained) science classes for increased student learning. Further, the principals indicated their concerns about high stakes testing as they repeatedly referred to their involvement in benchmark testing and providing remedial instruction for students.