Term of Award
Fall 2005
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
James F. Burnham
Committee Member 1
Michael Richardson
Committee Member 2
T. Chan
Committee Member 3
Judi Robbins
Abstract
During the study, the researcher investigated the role perceptions of Georgia elementary school principals after the implementation of A+ Education Reform Act of 2000. Principals are being held accountable for making significant changes with in their schools. The reform movement may make the principal's job more demanding since new responsibilities have been added and few or none have been taken away. Demands that are now being placed on principals are such that few people are willing to step up and take on those responsibilities. Principals, as building administrators, have firsthand knowledge of the positive and negative impacts A+ Education Reform Act of 2000 has had on the effectiveness of the school and should be given the opportunity to express this information in the midst of education reform. A descriptive research study was developed to gather data from Georgia elementary principals across the state. From those surveyed, 187 responded to the survey. The researcher addressed role perceptions on both general and specific components of the A+ Education Reform Act of 2000. The researcher gathered both qualitative and quantitative data. The results from this study clearly showed that principals have a strong understanding of A+ Education Reform Act of 2000 as it pertains to their roles as building administrators as well as possession of skills needed to handle conflict with different stakeholders. Of the eleven components studied, three components reported to be very valuable, with four more components proved to be valuable. Four components were reported to be of little or no value. The researcher's findings strengthened data previously gathered in a recent study to impact policy makers and educators for planning, implementing and changing present and future educational reform.
Recommended Citation
Newton, Doris Elizabeth, "Perceptions of Georgia Elementary School Principals in Relation to Education Reform and the A+ Education Reform Act of 2000" (2005). Electronic Theses and Dissertations. 265.
https://digitalcommons.georgiasouthern.edu/etd/265
Research Data and Supplementary Material
No
