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1、123.Sigerson,T.Ames,K., Levey,E.,Murphy,M., Morote,E-S.,&Inserra,A.. (2011).PrincipalAutonomy:HowitRelatestoAcademicAchievementandSuperintendentLeadershipResponsibilities.PlantosubmittoOneVoiceInternationalConferenceandForum,NY,2011 PrincipalAutonomy:HowitRelatestoAcademicAchievementandSuperi
2、ntendentLeadershipResponsibilitiesTimothySigerson,KarenAmes,ElianaLevey,MatthewJ.Murphy,Elsa-SofiaMorote,AlbertInserraAbstractThisstudyseekstoexaminetheperceptionsof32boardofeducationpresidentsinNewYorkonsuperintendentleadershipresponsibilitiesandtherelationshipbetweenprincipalautonomy,alloca
3、tingresourcestosupportgoals,ensuringboardsupportofgoalsandstudentachievement.Fivesuperintendentleadershipresponsibilitieswereusedasvariables:(1)creatingresearch-relevantgoals,(2)monitoringgoals,(3)allocatingresourcestosupportgoals,(4)ensuringboardsupportofgoals,and(5)collaborativegoalssetting
4、withacademicachievement.Wefoundthattherewasastrongcorrelationbetweenprincipalautonomy,thefivesuperintendentleadershipresponsibilitiesandacademicachievement.Astructuralequationmodelwith70percentvarianceofprincipalautonomyisexplainedbytheleadershipresponsibilitiesofallocatingresourcestosupportg
5、oals,ensuringboardsupportofgoals,andacademicachievement.PurposeWiththecontinuingcryforaccountabilityreformforschools,andtheincreasedpressureonschoolprincipalstodemonstratehigherlevelsofstudentperformance,thequestionarisesastowhetherornotthelevelofautonomyaprincipalisgivenbythesuperintendentan
6、dtheboardofeducationpresidenthasanimpactonacademicachievement.WatersandMarzano(2006)reportedthatanincreaseinprincipalautonomyisassociatedwithanincreaseinstudentachievement.Similarly,ShulmanandSullivan(2005)reportedthatasuccessfulsuperintendentallowsadministratorstoimplementtheirowninitiatives
7、justaslongastheyarealignedwiththedistrict-levelgoals.Boardsofeducationandsuperintendentsneedtoworktogethertoensurethereisamaintainedlevelofautonomyforprincipals.Thepurposeofthisstudywastoexaminehowacademicachievementandsuperintendentleadershi