How do principals conceptualize success: are their actions consistent with their definitions?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Brian J. Patience (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Ulrich Reitzug

Abstract: My research study explored how principals allocated their time, their perceptions of success, and whether their actions were consistent with their definition of success. Findings revealed participants spent time performing three primary behaviors including communicating with school stakeholders, completing managerial practices, and serving as instructional leaders. Additionally, participants conceptualized success as more than performance on state accountability assessments including components such as academic and behavioral growth, appreciation for education and lifelong learning, the belief in future school and societal success, maturing higher-level thinking skills, and an individualized view of success specific to children. Finally, the significant majority of principals carried out actions that were consistent with their opinions of success. Conversely, the participants who did not perform a majority of practices associated with their perceptions of success were influenced by moderating factors, which emphasized the relationship between contextual and individual characteristics and principals' time allotment.

Additional Information

Language: English
Date: 2012
Consistent, Principals, Students, Success, Time
School principals $z United States $v Case studies
Educational leadership $z United States $v Case studies
Success $z United States $x Psychological aspects
Success $z United States $x Evaluation

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