Microlocal Analysis of Scattering Data for Nested Conormal Potentials

The purpose of this study is to determine teachers perception of the principal's role in quality professional development programs that relate to successful implementation of the school improvement process.

Secondly, it determined particular behaviors that enhance the probability of success.

The other research in the field has been conducted in relation to specific topics such as A+ Schools, or Accelerated Schools or even specific State requirements, and most were case studies of 2 or 3 sites.

This study was conducted in one large suburban school district, consisting of 21 elementary schools.

The survey and focus group questions were for any school improvement effort that may be occurring in a particular school.

The survey questions were derived by sorting questions that had been administered to 400 Chicago Schools in 1992, and the focus group questions were developed from seeking further clarification to particular behaviors that support school improvement which were often mentioned in the literature.

Every school improvement team was asked to take the survey since those teachers were probably the most knowledgeable of the principal's role.

There was a 91% return of surveys. Two focus groups were then interviewed to glean further information.

The study is a mixed approach of quantitative and qualitative analysis in order to gain the greatest information.

The study yielded three constructs, principal leadership, shared leadership and their influence on teacher's participation in the school improvement process.

Surprisingly, the principal's support of the teachers and the commitment to allowing them to share in the decision-making became the strongest factors.

Communications, utilizing the skills of honesty, openness, mutual respect and authentic listening skills also were rated as highest characteristics.

Finally, the principal's influence on teacher communication and taking the responsibility for all students learning was greater than that of the shared leadership factors.

Further studies should look at the relationships of shared leadership.

They should delve into the concept of building capacity and teacher trust relating to improving student learning.

Principal behaviors could be further defined, and development of those characteristics should begin to appear in the university programs.