A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
A STUDY OF BLUE RIBBON ELEMENTARY SCHOOLS AND THE PARTICIPATING TEACHERS' AND PRINCIPALS' PERCEPTIONS OF THE PRINCIPALS' LEADERSHIP PROFICIENCIES
Patricia Carney-Dalton, Ed. D.
Tuesday, December 04,2001

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edited 6/9/02

 


ABSTRACT

Schools strive for excellence. Educational communities know that they have a responsibility to educate America's children and they want to do it well. This study identified the qualities of the school leader who led his/her elementary school to achieve the title "exemplary." Schools that applied for, and received the nationally acclaimed Blue Ribbon School recognition during the 2000-200 1 school year were researched for the leadership qualities of the principals.

An investigation was conducted into the principals' perceptions of their leadership skills as compared to the teachers' perceptions of their principal's leadership skills with generic standards established by the National Association of Elementary School Principals. The NAESP Standards for Quality Schools states a principal of a quality school demonstrates: (a) enthusiasm, (b) high energy level, (c) high expectations for quality performance, (d) initiative, (e) innovativeness, (f) intellectual curiosity and reflection (g) optimism, (h) recognition and appreciation of the accomplishments of others, (i) respect for and consideration of others, 0) self-confidence, (k) a sense of humor, and (1) vision (1996).

The principals and teachers surveyed were from the 264 elementary schools awarded national Blue Ribbon recognition during the 2000-2001 school year. Since 1982, Blue Ribbon schools have been heralded as model schools committed to excellence. The Department of Education (1999) maintains that Blue Ribbon schools exhibit a strong commitment to educational excellence for all students. Educational research indicates that strong leadership qualities in the principal foster excellent schools.

The study investigated, through a rank order survey, the way in which principals prioritized the leadership skills they used to lead their elementary schools to Blue Ribbon status. A teacher in each school (the most senior third grade teacher), who was teaching in the school during the application process, was asked to complete a survey, ranking the skills used by the principal to lead their elementary school to Blue Ribbon status. The scales were compared in order to see if the principals and the teachers agreed on the leadership proficiencies that were needed to lead their schools to Blue Ribbon status.

The findings indicated a remarkable consensus between the principals and the teachers regarding their perceptions of the leadership skills used to take their schools to 2000-2001 Blue Ribbon status. "Vision" was most frequently mentioned in the top five leadership skills by the principals at 94%, and the teachers at 83%. "High Expectations for Quality Performance" came in second for both the principals at 89%, and the teachers at 8 1 %. The third leadership skill most frequently mentioned by both the principals at 65%, and teachers at 62% was "Recognition and Appreciation of the Accomplishments of Others." "Initiative" was the fourth most mentioned characteristic by the principals at 42%, whereas, the teachers mentioned Enthusiasm at 52%. For the fifth most mentioned leadership characteristic, "Enthusiasm, and Respect for and Consideration of Others" tied with the principals at 41%, whereas, the teachers mentioned "Initiative" at 50%, and "Respect for and Consideration of Others" at 47%.

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