Differences in private school principal leadership behaviors by student enrollment: A national study.

The purpose of this journal-ready dissertation was to determine the extent to which principals of private elementary schools differed in their emphasis for training teachers, on how they spend their work week, and the specific problem matters they encounter in their school based on school size. In the first journal article, the degree to which differences were present between private elementary school principals as a function of school enrollment size in their emphasis of training teachers were ascertained. In the second article, the extent to which private elementary school principals as a function of school enrollment size differed in the tasks in which they spend their work week were determined. In the third investigation, the extent to which private elementary school principals differed as a function of school enrollment size in specific problem matters which they encounter were addressed.

Method A causal-comparative research design was used in this quantitative study. Principals’ responses from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 principal survey, obtained from the National Center for Education Statistics, were analyzed for this study. The variables that were analyzed as a function of school enrollment size were: training and support for teachers, the way principals spent their work week, and the problem matters addressed on the campus.   Findings Principals in Large-size private elementary schools provided statistically significantly more training and support to teachers in teaching effective reading strategies, in collecting and managing data, and in interpreting and using data than principals in Small-size private elementary schools. Regarding how principals spend their time during the work week, principals of Large-size schools allocated more time each week working with teachers on instructional issues; on student discipline and attendance; on meeting with parents; and on meeting with students than was allocated by principals of Small-size schools. Principals of Large-size schools addressed problem matters in children bringing in or using illegal drugs, vandalism of school property, student bullying, and class cutting statistically significantly more frequently than principals of Small-size schools. Implications for policy and recommendations for research were provided.