Principal and teacher perspective on school improvment

Abstract

This article describes teachers' and principals' perceptions of successful and unsuccessful institutionalization of school improvement initiatives. Data from interviews with 12 principals and 200 teachers suggest that differences in school/structures, decision making, relationships within schools and community school connections are related to the success or failure of improvement initiatives. These differences may provide predictive attributes for those characteristics of staff and administration necessary for the successful implementation and institutionalization of school improvement, as well as overall school effectiveness.