{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1265"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1265","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Perceptions of Georgia Elementary School Principals in Relation to Education Reform and the A+ Education Reform Act of 2000","abstract":"During the study, the researcher investigated the role perceptions of Georgia elementary school principals after the implementation of A+ Education Reform Act of 2000. Principals are being held accountable for making significant changes with in their schools. The reform movement may make the principal's job more demanding since new responsibilities have been added and few or none have been taken away. Demands that are now being placed on principals are such that few people are willing to step up and take on those responsibilities. Principals, as building administrators, have firsthand knowledge of the positive and negative impacts A+ Education Reform Act of 2000 has had on the effectiveness of the school and should be given the opportunity to express this information in the midst of education reform. A descriptive research study was developed to gather data from Georgia elementary principals across the state. From those surveyed, 187 responded to the survey. The researcher addressed role perceptions on both general and specific components of the A+ Education Reform Act of 2000. The researcher gathered both qualitative and quantitative data. The results from this study clearly showed that principals have a strong understanding of A+ Education Reform Act of 2000 as it pertains to their roles as building administrators as well as possession of skills needed to handle conflict with different stakeholders. Of the eleven components studied, three components reported to be very valuable, with four more components proved to be valuable. Four components were reported to be of little or no value. The researcher's findings strengthened data previously gathered in a recent study to impact policy makers and educators for planning, implementing and changing present and future educational reform.","abstract_html":"During the study, the researcher investigated the role perceptions of Georgia elementary school principals after the implementation of A+ Education Reform Act of 2000. Principals are being held accountable for making significant changes with in their schools. The reform movement may make the principal's job more demanding since new responsibilities have been added and few or none have been taken away. Demands that are now being placed on principals are such that few people are willing to step up and take on those responsibilities. Principals, as building administrators, have firsthand knowledge of the positive and negative impacts A+ Education Reform Act of 2000 has had on the effectiveness of the school and should be given the opportunity to express this information in the midst of education reform. A descriptive research study was developed to gather data from Georgia elementary principals across the state. From those surveyed, 187 responded to the survey. The researcher addressed role perceptions on both general and specific components of the A+ Education Reform Act of 2000. The researcher gathered both qualitative and quantitative data. The results from this study clearly showed that principals have a strong understanding of A+ Education Reform Act of 2000 as it pertains to their roles as building administrators as well as possession of skills needed to handle conflict with different stakeholders. Of the eleven components studied, three components reported to be very valuable, with four more components proved to be valuable. Four components were reported to be of little or no value. The researcher's findings strengthened data previously gathered in a recent study to impact policy makers and educators for planning, implementing and changing present and future educational reform.","abstract_has_math":false,"creators":["Newton, Doris Elizabeth"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Michael Richardson","T. Chan","Judi Robbins"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-12-01T08:00:00Z","date_published":"2005-12-01T08:00:00Z","updated_at":"2026-07-24T02:26:39Z","subjects":["ETD","Education reform","Elementary principals","A+ Education Reform Act of 2000","NCLB","Georgia","Educational change"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/265","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michael Richardson","T. 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Principals are being held accountable for making significant changes with in their schools. The reform movement may make the principal's job more demanding since new responsibilities have been added and few or none have been taken away. Demands that are now being placed on principals are such that few people are willing to step up and take on those responsibilities. Principals, as building administrators, have firsthand knowledge of the positive and negative impacts A+ Education Reform Act of 2000 has had on the effectiveness of the school and should be given the opportunity to express this information in the midst of education reform. A descriptive research study was developed to gather data from Georgia elementary principals across the state. From those surveyed, 187 responded to the survey. The researcher addressed role perceptions on both general and specific components of the A+ Education Reform Act of 2000. The researcher gathered both qualitative and quantitative data. The results from this study clearly showed that principals have a strong understanding of A+ Education Reform Act of 2000 as it pertains to their roles as building administrators as well as possession of skills needed to handle conflict with different stakeholders. Of the eleven components studied, three components reported to be very valuable, with four more components proved to be valuable. Four components were reported to be of little or no value. The researcher's findings strengthened data previously gathered in a recent study to impact policy makers and educators for planning, implementing and changing present and future educational reform."]},{"key":"dc:title","label":"Title","values":["Perceptions of Georgia Elementary School Principals in Relation to Education Reform and the A+ Education Reform Act of 2000"]}]}],"canonical_facts":{"dc:contributor":["Michael Richardson","T. Chan","Judi Robbins"],"dc:creator":["Newton, Doris Elizabeth"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["During the study, the researcher investigated the role perceptions of Georgia elementary school principals after the implementation of A+ Education Reform Act of 2000. Principals are being held accountable for making significant changes with in their schools. The reform movement may make the principal's job more demanding since new responsibilities have been added and few or none have been taken away. Demands that are now being placed on principals are such that few people are willing to step up and take on those responsibilities. Principals, as building administrators, have firsthand knowledge of the positive and negative impacts A+ Education Reform Act of 2000 has had on the effectiveness of the school and should be given the opportunity to express this information in the midst of education reform. A descriptive research study was developed to gather data from Georgia elementary principals across the state. From those surveyed, 187 responded to the survey. The researcher addressed role perceptions on both general and specific components of the A+ Education Reform Act of 2000. The researcher gathered both qualitative and quantitative data. The results from this study clearly showed that principals have a strong understanding of A+ Education Reform Act of 2000 as it pertains to their roles as building administrators as well as possession of skills needed to handle conflict with different stakeholders. Of the eleven components studied, three components reported to be very valuable, with four more components proved to be valuable. Four components were reported to be of little or no value. The researcher's findings strengthened data previously gathered in a recent study to impact policy makers and educators for planning, implementing and changing present and future educational reform."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/265"],"dc:subject":["ETD","Education reform","Elementary principals","A+ Education Reform Act of 2000","NCLB","Georgia","Educational change"],"dc:title":["Perceptions of Georgia Elementary School Principals in Relation to Education Reform and the A+ Education Reform Act of 2000"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:39Z"}