Magnet schools have been a part of public education for the past three decades. They were created in order to promote desegregation. Over the years, they have become more popular due to increased test scores as well as a different learning environment. Little research has been available to determine the variables that contribute to the effectiveness of these schools. The researcher's purpose was to determine if a correlation existed between the leadership behavior of the principal, the climate of the school, and SAT scores of Magnet Schools of Merit.
Data were collected from the Organizational Health Inventory-Secondary (0111-S). The instrument had 44 questions that measured the independent variables of leadership behaviors of principals and school climate in four schools which were awarded the Magnet School of Merit distinction. The mean and standard deviation of each question by school was calculated for use as descriptive statistics. The mean score of each school was converted to a school health index. An analysis of variance was used to determine if there was a significant relationship between principal behavior and school climate. A Pearson Correlation was conducted to see if there was a relationship between the school climate and student achievement. A multiple regression analysis was conducted to see if there was a correlation between principal behavior, school climate, and student achievement.
The researcher found that there was a significantly positive relationship between principal behavior and school climate. There was also a significant positive relationship between school climate and student achievement. There was no significant correlation between principal behavior, school climate, and student achievement.
","abstract_html":"<p>Magnet schools have been a part of public education for the past three decades. They were created in order to promote desegregation. Over the years, they have become more popular due to increased test scores as well as a different learning environment. Little research has been available to determine the variables that contribute to the effectiveness of these schools. The researcher's purpose was to determine if a correlation existed between the leadership behavior of the principal, the climate of the school, and SAT scores of Magnet Schools of Merit.</p> <p>Data were collected from the Organizational Health Inventory-Secondary (0111-S). The instrument had 44 questions that measured the independent variables of leadership behaviors of principals and school climate in four schools which were awarded the Magnet School of Merit distinction. The mean and standard deviation of each question by school was calculated for use as descriptive statistics. The mean score of each school was converted to a school health index. An analysis of variance was used to determine if there was a significant relationship between principal behavior and school climate. A Pearson Correlation was conducted to see if there was a relationship between the school climate and student achievement. A multiple regression analysis was conducted to see if there was a correlation between principal behavior, school climate, and student achievement.</p> <p>The researcher found that there was a significantly positive relationship between principal behavior and school climate. There was also a significant positive relationship between school climate and student achievement. There was no significant correlation between principal behavior, school climate, and student achievement.</p>","abstract_has_math":false,"creators":["Kelly, Renee Armstrong"],"institution":null,"degree_name":"Doctor of Education in Educational Administration","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Michael Richardson","Judith Robbins","Fred Page"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:00Z","subjects":["ETD","Magnet schools","Principal leadership","School Climate","School effectiveness","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd_legacy/150","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michael Richardson","Judith Robbins","Fred Page"]},{"key":"dc:creator","label":"Author","values":["Kelly, Renee Armstrong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Magnet schools","Principal leadership","School Climate","School effectiveness","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd_legacy/150"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Magnet schools have been a part of public education for the past three decades. They were created in order to promote desegregation. Over the years, they have become more popular due to increased test scores as well as a different learning environment. Little research has been available to determine the variables that contribute to the effectiveness of these schools. The researcher's purpose was to determine if a correlation existed between the leadership behavior of the principal, the climate of the school, and SAT scores of Magnet Schools of Merit.
Data were collected from the Organizational Health Inventory-Secondary (0111-S). The instrument had 44 questions that measured the independent variables of leadership behaviors of principals and school climate in four schools which were awarded the Magnet School of Merit distinction. The mean and standard deviation of each question by school was calculated for use as descriptive statistics. The mean score of each school was converted to a school health index. An analysis of variance was used to determine if there was a significant relationship between principal behavior and school climate. A Pearson Correlation was conducted to see if there was a relationship between the school climate and student achievement. A multiple regression analysis was conducted to see if there was a correlation between principal behavior, school climate, and student achievement.
The researcher found that there was a significantly positive relationship between principal behavior and school climate. There was also a significant positive relationship between school climate and student achievement. There was no significant correlation between principal behavior, school climate, and student achievement.
"]},{"key":"dc:title","label":"Title","values":["Principal Leadership and School Climate: The Effects on Student Achievement in Magnet Schools"]}]}],"canonical_facts":{"dc:contributor":["Michael Richardson","Judith Robbins","Fred Page"],"dc:creator":["Kelly, Renee Armstrong"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Magnet schools have been a part of public education for the past three decades. They were created in order to promote desegregation. Over the years, they have become more popular due to increased test scores as well as a different learning environment. Little research has been available to determine the variables that contribute to the effectiveness of these schools. The researcher's purpose was to determine if a correlation existed between the leadership behavior of the principal, the climate of the school, and SAT scores of Magnet Schools of Merit.
Data were collected from the Organizational Health Inventory-Secondary (0111-S). The instrument had 44 questions that measured the independent variables of leadership behaviors of principals and school climate in four schools which were awarded the Magnet School of Merit distinction. The mean and standard deviation of each question by school was calculated for use as descriptive statistics. The mean score of each school was converted to a school health index. An analysis of variance was used to determine if there was a significant relationship between principal behavior and school climate. A Pearson Correlation was conducted to see if there was a relationship between the school climate and student achievement. A multiple regression analysis was conducted to see if there was a correlation between principal behavior, school climate, and student achievement.
The researcher found that there was a significantly positive relationship between principal behavior and school climate. There was also a significant positive relationship between school climate and student achievement. There was no significant correlation between principal behavior, school climate, and student achievement.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd_legacy/150"],"dc:subject":["ETD","Magnet schools","Principal leadership","School Climate","School effectiveness","Educational Administration and Supervision"],"dc:title":["Principal Leadership and School Climate: The Effects on Student Achievement in Magnet Schools"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Educational Administration"]},"updated_at":"2026-07-24T02:28:00Z"}