Abstract
AbstractThis study was based on data from the 2008 Take20: Alabama Teaching and Learning Conditions Survey and focused on a comparison of teachers' perceptions of how school principals exercise their role in both high‐ and low‐performing elementary and middle schools that serve high‐poverty student populations. Teachers in the high‐performing schools consistently viewed their principals' behavior more positively than did their counterparts in the lower‐performing schools. Teachers reported less difference in regard to engaging the community to create shared responsibility for student and school success. Very little difference existed in the principal's involvement of teachers in key school decisions; neither population of principals scored high in this area.
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