Similarities and Differences in Decision-Making Processes and Practices among Elementary School Principals in Program Improvement Year I, Year 3, and Year 5 Schools.

摘要

This research study investigates the decision-making processes and practices of urban school principals in schools identified as being in Program Improvement (PI) Year 1, 3, and 5 as they plan school improvement efforts to reduce the academic failure of low-performing students. The following research problem emerged from a literature study: Although researchers and principals continue to try to understand how principals make decisions as they plan for school improvement to reduce academic failure among low-performing students, whether principals follow specific decision-making processes and practices to reach those decisions is uncertain. Research questions were developed, and eight principals in three school districts were interviewed. This study concludes by highlighting several concepts that influence decision-making and by making suggestions for future research in the area of principals' decision-making.