Publisher's Synopsis
The 1980s saw the birth of the effective schools movement. Since then, stakeholders have sought to isolate factors that account for effective schools. Studies have recognized the critical role of the principal, but have not taken into account other factors and conditions at play. The study examined whether there is a statistically significant difference in perceived effectiveness between certified and noncertified high school principals in Manitoba. The study samples had 38 principals and 149 teachers. Using one-way Analysis of variance (ANOVA) tests, the study found no statistical significant difference in perceived effectiveness between certified and noncertified principals. An analysis was also conducted to isolate environmental factors and principals' demographics that might be strong predictors of perceived principal effectiveness. Principal experience entered the model. The study casts doubt on the effectiveness of pre- and postservice training among principals and their certification process. Certified principals do not seem to have any leadership advantage over their noncertified colleagues.
