Although mentoring is believed to improve the craft of beginning principal, the context of collective engagement between mentor and mentee principals that optimize their leadership learning are rarely investigated. This study explored co-creating dispositional values, knowledge conversion modes, and enabling conditions as contexts that favor the…

Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another…

A healthy school climate is necessary for improvement. The purpose of this study was to evaluate the construct validity and usability of the Comprehensive Assessment of School Environment (CASE) as it was purportedly realigned to the three dimensions of the Breaking Ranks Framework developed by the National Association of Secondary School…

Reasons principals give for leaving the principalship involve job conditions more than personal or community circumstances. Diminished authority contributes to the attrition rate. From a random survey of 4,766 secondary school principals, just under 10 percent (446) indicated they had decided to leave the principalship in 1979. (Author/LD)

Reports results of a survey of high school principals' attitudes toward school improvement recommendations. (MD)

The School Discipline Climate Survey provides information about current levels of staff expectation and satisfaction for each of 13 subscales (attendance policies, discipline policies, staff training, communication, efficiency, parent support, due process/consistency, safe environment, discipline teamwork, strategic planning, penalties,…

Effective schools research and techniques are useful in developing dropout prevention strategies. The success of these programs depends on a school's adherence to certain variables asssociated with teacher and administrator characteristics and behaviors, school climate, instructional emphasis, and pupil progress measurement. Includes five…

Current research supports the importance of positive school climate and the use of school-climate measures as school-effectiveness predictors. This article describes several instruments, including the Organizational Climate Index, the Organizational Climate Description Questionnaire, the Effective School Battery, the Charles F. Kettering Ltd.…

To understand the dynamics of moving from fragmented work units to an integrated whole, a recent study examined the work cultures of 28 schools involved in major change efforts. This paper presents findings from three participating high schools that represent different phases (fragmentation, differentiation, and integration) of the development…

A study of 20 Vermont secondary principals and ex-principals examined what induced some to stay and many others to leave the profession. There are four significant issues: role definition; shifting power and authority; work relationships; and respect, recognition, and rewards. Survivors manage to maintain perspective, detach themselves, and escape…

Based on a survey of Ohio's elementary and high school principals, this article proposes a specific, selected set of effective teaching elements: classroom climate, questioning, set induction (to spark student motivation), stimulus variation, reinforcement, and closure. Principals will find these elements practically based, observable, common to…

Examines the relationships between schooling and five areas of national life: economic factors, public law and regulations, home factors, social conditions, and media and popular culture. Compared with South Korea and West Germany, the U.S. "national report card" is mediocre. Increasing youth employment in the U.S. is one reason.…

A survey of 417 high-achieving high schoolers, 103 young prison inmates, and 105 dropouts enrolled in a GED program disclosed significant differences between high-achieving and less-successful adolescents regarding family background, interactions with parents, religious versus material orientation, self-motivation, and interest in school…