{"id":{"repo_id":"usd-thes","oai_identifier":"oai:digital.sandiego.edu:dissertations-1582"},"canonical_url":"https://search.dev.ndltd.org/etd/usd-thes/oai:digital.sandiego.edu:dissertations-1582","repository":{"repo_id":"usd-thes","name":"University of San Diego","base_url":"https://digital.sandiego.edu/do/oai/"},"display":{"title":"The Impact of the Accountability Movement on Principals in a Large Southern California School District","abstract":"Organizations achieve uniqueness in their functions despite similarities in their structure. This uniqueness is true of school districts as well. Though there are specific similarities which have been found in effective schools and districts who have joined the accountability movement, each has its own systematic method of modifying and controlling desired behavior and possible achievement. This research focuses on one unique group of people, the site administrators in a large school district, and seeks to ascertain the effects of the effective schools' accountability movement as seen from the perspective of school principals. The three major objectives of this study were to determine the impact of the accountability movement on principal behavior, the changes it has had on the role of the school principal, and to identify areas of skill and knowledge that today's principals must possess or actively pursue in order to be effective instructional administrators. This research utilized both qualitative and quantitative methodologies to discern the impact of the accountability movement from the perspective of K-12 administrators. A Likert-like scale survey questionnaire which incorporated open-ended questions was designed to elicit information pertinent to research objectives. In addition, personal interviews were conducted to allow for dialogue and indepth understanding of the movement, its impact, and the changes it has brought with it. The results of this study indicate that the accountability movement has indeed had an impact on the role of principals and provide an evolutionary picture of the movement within the district under study.","abstract_html":"Organizations achieve uniqueness in their functions despite similarities in their structure. This uniqueness is true of school districts as well. Though there are specific similarities which have been found in effective schools and districts who have joined the accountability movement, each has its own systematic method of modifying and controlling desired behavior and possible achievement. This research focuses on one unique group of people, the site administrators in a large school district, and seeks to ascertain the effects of the effective schools' accountability movement as seen from the perspective of school principals. The three major objectives of this study were to determine the impact of the accountability movement on principal behavior, the changes it has had on the role of the school principal, and to identify areas of skill and knowledge that today's principals must possess or actively pursue in order to be effective instructional administrators. This research utilized both qualitative and quantitative methodologies to discern the impact of the accountability movement from the perspective of K-12 administrators. A Likert-like scale survey questionnaire which incorporated open-ended questions was designed to elicit information pertinent to research objectives. In addition, personal interviews were conducted to allow for dialogue and indepth understanding of the movement, its impact, and the changes it has brought with it. The results of this study indicate that the accountability movement has indeed had an impact on the role of principals and provide an evolutionary picture of the movement within the district under study.","abstract_has_math":false,"creators":["Mitchell, Dianette T., EdD"],"institution":null,"degree_name":"EdD Doctor of Education","degree_level":"Dissertation: Open Access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1992,"date_issued":"1992-01-01T08:00:00Z","date_published":"1992-01-01T08:00:00Z","updated_at":"2026-07-24T05:41:35Z","subjects":["Accountability Movement","elementary schools","Leadership studies","principals","roles","school district","skills","southern California"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/577","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Mitchell, Dianette T., EdD"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-07-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Accountability Movement","elementary schools","Leadership studies","principals","roles","school district","skills","southern California"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/577"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Organizations achieve uniqueness in their functions despite similarities in their structure. This uniqueness is true of school districts as well. Though there are specific similarities which have been found in effective schools and districts who have joined the accountability movement, each has its own systematic method of modifying and controlling desired behavior and possible achievement. This research focuses on one unique group of people, the site administrators in a large school district, and seeks to ascertain the effects of the effective schools' accountability movement as seen from the perspective of school principals. The three major objectives of this study were to determine the impact of the accountability movement on principal behavior, the changes it has had on the role of the school principal, and to identify areas of skill and knowledge that today's principals must possess or actively pursue in order to be effective instructional administrators. This research utilized both qualitative and quantitative methodologies to discern the impact of the accountability movement from the perspective of K-12 administrators. A Likert-like scale survey questionnaire which incorporated open-ended questions was designed to elicit information pertinent to research objectives. In addition, personal interviews were conducted to allow for dialogue and indepth understanding of the movement, its impact, and the changes it has brought with it. The results of this study indicate that the accountability movement has indeed had an impact on the role of principals and provide an evolutionary picture of the movement within the district under study."]},{"key":"dc:title","label":"Title","values":["The Impact of the Accountability Movement on Principals in a Large Southern California School District"]}]}],"canonical_facts":{"dc:creator":["Mitchell, Dianette T., EdD"],"dc:date.available":["2021-07-30T07:00:00Z"],"dc:description.abstract":["Organizations achieve uniqueness in their functions despite similarities in their structure. This uniqueness is true of school districts as well. Though there are specific similarities which have been found in effective schools and districts who have joined the accountability movement, each has its own systematic method of modifying and controlling desired behavior and possible achievement. This research focuses on one unique group of people, the site administrators in a large school district, and seeks to ascertain the effects of the effective schools' accountability movement as seen from the perspective of school principals. The three major objectives of this study were to determine the impact of the accountability movement on principal behavior, the changes it has had on the role of the school principal, and to identify areas of skill and knowledge that today's principals must possess or actively pursue in order to be effective instructional administrators. This research utilized both qualitative and quantitative methodologies to discern the impact of the accountability movement from the perspective of K-12 administrators. A Likert-like scale survey questionnaire which incorporated open-ended questions was designed to elicit information pertinent to research objectives. In addition, personal interviews were conducted to allow for dialogue and indepth understanding of the movement, its impact, and the changes it has brought with it. The results of this study indicate that the accountability movement has indeed had an impact on the role of principals and provide an evolutionary picture of the movement within the district under study."],"dc:identifier":["https://digital.sandiego.edu/dissertations/577"],"dc:subject":["Accountability Movement","elementary schools","Leadership studies","principals","roles","school district","skills","southern California"],"dc:title":["The Impact of the Accountability Movement on Principals in a Large Southern California School District"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["EdD Doctor of Education"]},"updated_at":"2026-07-24T05:41:35Z"}