The political role of the principal in community/school system relations

Abstract

As educational resources dwindle, school principals are increasingly finding themselves functioning as mediators in financial matters affecting their community and school system. How principals function in this role may impact on perceptions of their effectiveness and on the resources their schools receive. Principals functioning in this capacity need to be studied to identify effective and ineffective strategies for this political role.

The purpose of this study is to determine whether notable differences in strategies can be identified between a principal in a school which was allocated more resources and one in a school receiving less. The study is a case analysis of two neighborhoods, in the same school district, that petitioned their school board for an increased allocation of resources. The behaviors of the two principals, their relationships with members of the neighborhoods and with the school system will be examined. By identifying these relationships and key behaviors, insights to effective strategies for principals to use when assisting communities that are petitioning school systems for additional resources are obtained.