Term of Award

Fall 2004

Degree Name

Doctor of Education in Educational Administration

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Department

Department of Leadership, Technology, and Human Development

Committee Chair

James Burnham

Committee Member 1

Michael Richardson

Committee Member 2

Judith Robbins

Committee Member 3

Fred Page

Abstract

Magnet schools have been a part of public education for the past three decades. They were created in order to promote desegregation. Over the years, they have become more popular due to increased test scores as well as a different learning environment. Little research has been available to determine the variables that contribute to the effectiveness of these schools. The researcher's purpose was to determine if a correlation existed between the leadership behavior of the principal, the climate of the school, and SAT scores of Magnet Schools of Merit.

Data were collected from the Organizational Health Inventory-Secondary (0111-S). The instrument had 44 questions that measured the independent variables of leadership behaviors of principals and school climate in four schools which were awarded the Magnet School of Merit distinction. The mean and standard deviation of each question by school was calculated for use as descriptive statistics. The mean score of each school was converted to a school health index. An analysis of variance was used to determine if there was a significant relationship between principal behavior and school climate. A Pearson Correlation was conducted to see if there was a relationship between the school climate and student achievement. A multiple regression analysis was conducted to see if there was a correlation between principal behavior, school climate, and student achievement.

The researcher found that there was a significantly positive relationship between principal behavior and school climate. There was also a significant positive relationship between school climate and student achievement. There was no significant correlation between principal behavior, school climate, and student achievement.

Copyright

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