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This nonexperimental survey research investigated whether enrollment, location, expenditures, percentage of free and reduced lunch and percentage of minority students influenced Georgia's superintendent and board chairperson satisfaction. In addition, this study investigated whether respondents' satisfaction could predict student achievement. Finally, this study investigated whether superintendents valued professional standards differently than board chairpersons. Findings revealed a great deal of satisfaction held and agreement between superintendents and board chairpersons, but no significant difference in satisfaction levels based on district enrollment, percentage of minority students, or district location. Board chairpersons of districts with higher percentages of students receiving free and reduced lunch were significantly less satisfied than board chairpersons of districts with lower percentages of students receiving free and reduced lunch. Board chairperson satisfaction significantly predicted student achievement and graduation rate. Finally, results illustrated superintendents ranked the importance of ethics significantly higher than board chairpersons.

The purpose of this study was to determine if principal tenure, principal stability, and principal educational experience in public education along with school-level variables predicted elementary school student achievement. A second purpose was to examine whether there was a significant difference between (a) levels of principal tenure and levels of principal educational experience on elementary school student achievement and (b) levels of principal stability and levels of principal educational experience on elementary school student achievement. The findings revealed that the school-level variables were stronger predictors of student achievement than principal-level variables. However, for both grade 3 and grade 5, principal tenure was a significant predictor across subject areas tested. As the length of a principal's tenure at a school increased, the schools mean scale scores increased. Findings also revealed that schools with greater principal stability had higher school mean scale scores. In addition, principal educational experience had less of an impact on student achievement than principal tenure or principal stability. (Contains 8 tables.)

This quantitative research study was designed to examine the relationship between system resource allocation patterns and student achievement, as measured by eighth grade Criterion-Referenced Competency Test (CRCT) mathematics, eighth grade CRCT reading, eleventh grade Georgia High School Graduation Test (GHSGT) mathematics, eleventh grade and GHSGT English/language arts. Financial expenditure predictor variables considered were the following: teacher salaries and benefits, instruction, pupil services, improvement of instructional services, media services, technology, and other. This research investigated whether any of these seven predictor variables could be included in an equation for predicting student achievement. Data from all 180 Georgia school systems were included in this study for fiscal years 2006 and 2007. Forward multiple regressions were utilized as the common method of analysis for each dependent variable to determine if student achievement could be predicted based on system level expenditures. While one independent variable, improvement of instructional services, had a significant negative effect on every student achievement variable, teacher salaries and benefits had a significant positive effect on three student achievement variables. Other independent variables, pupil services, technology, and other spending, negatively influenced one or two student achievement variables, and two independent variables, media services and instruction, did not have a significant effect on any of the student achievement variables. (Contains 1 footnote.)

The Principal's Computer Technology Survey, a 40-item instrument, was employed to collect data on Georgia principals' assessment of their (a) role in integrating computer technology into teaching and learning, (b) perceptions about computer technology, (c) acquired expertise for managerial and administrative tasks, (d) need to acquire computer technology expertise and (e) professional development opportunities. Principals' responded to survey items measured on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). A stratified random sample of principals from Georgia's elementary schools, middle schools, and high schools participated in the study. Principals' reported using computer technology to complete administrative and managerial tasks. However, principals' indicated a widespread need for more professional development opportunities to increase their capabilities and to infuse computer technology into the teaching and learning process. In addition, principals' reported that computer technology increases student motivation, student time on task, and student achievement. [ABSTRACT FROM AUTHOR]

This study examined teacher perceptions of principal leadership style and school climate and relationships between school climate and student academic performance. Teacher demographic backgrounds and perceptions were also investigated. Three hundred seventy teachers from ten public middle schools in a mid-western Georgia community were surveyed concerning their perceptions of school climate, principal leadership behaviors and teacher behaviors. Differences in perceptions of school climate and factors affecting climate were investigated according to teacher demographics. School climate and principal and teacher openness, as related to student academic achievement were also examined. Statistical procedures included Pearson's product-moment correlations, repeated measures ANOVAs and two sample t-test. Correlations coefficients found no statistically significant relationship between school climate and student academic achievement. A statistically significant difference between teachers' perceptions of teacher/principal openness and years of teaching experience and ethnicity was found. This study found no differences in perceptions related to gender. [ABSTRACT FROM AUTHOR]

This study addressed the relationship between teacher professional development in data analysis and student achievement in mathematics, as measured by the Georgia Criterion-Referenced Competency Test (CRCT). All participants were fourth grade teachers and students in two South Georgia school districts. One district (A) served as the control group and other (B) was the experimental group. District B's fourth-grade teachers received treatment in the form of professional development in data disaggregation using the Georgia CRCT data. Findings indicated no significant difference between the system which participated in professional development in data disaggregation and the system that did not. There was also no significant difference between genders within the system receiving the treatment. However there was a significant positive effect on Black students compared with White students within the district receiving the treatment. Finally, data from the focus groups revealed that the professional development received was not pervasive throughout the system. [ABSTRACT FROM AUTHOR]

In a time of growing interest in accountability, sharing school governance with parents, teachers, the community, and business leaders has become a norm. School councils or advisory groups have become a requirement for schools in many states. This research examined school council members' perceptions of issues addressed by the councils and council effectiveness in rural Georgia. Additionally, this research examined the relationship between council members' perceptions of school council effectiveness among council member constituent groups and the difference between council members' perceptions of issues addressed and actual issues addressed. The research identified factors school council members believed to be important for school council effectiveness. The data were gathered through a survey of school council members in the forty-one county Valdosta State University service area. Actual issues addressed were obtained through a content analysis of school council minutes. Implications for educational practice in rural schools included a process of involving of a variety of constituents in policy making at the school level in an attempt to improve student academic performance and principals hold the key to council effectiveness. [ABSTRACT FROM AUTHOR]