Characteristics of elementary school principals and the relationship to student achievement in mathematics

As educational leaders and policymakers look for ways to improve the mathematics achievement of students in the United States, the researcher examined the characteristics of school principals. Until recently, much of the focus on student achievement has been on the classroom teacher because of their direct relationship to classroom instruction and student achievement. However, researchers have shown that the school principal can have an effect on student achievement. Research on teachers and mathematics instruction has looked at their beliefs, implementation, content knowledge, and curricular knowledge. Researchers are now beginning to look at school principals and examining some of their characteristics as they relate to student achievement.;The researcher surveyed elementary school principals in Louisiana to measure the characteristics of (a) knowledge of mathematics, (b) knowledge of mathematics curriculum, (c) professional demographics, (d) perceptions of influence, and (e) perceptions about mathematics teaching and learning. Based on the responses of 273 principals, there was not a statistically significant relationship found between the characteristics measured and student achievement in mathematics as measured by the percent proficient on the 2009 LEAP test. Descriptive statistics were also used to describe two groups of principals participating in the study, Ensuring Numeracy for All (ENFA) schools, and non-ENFA schools. Both groups had similar demographics except that principals from ENFA schools were more likely to have certifications beyond principal. ENFA principals are also more likely to agree with the reform movement in mathematics, based on the 1989 NCTM Standards.;Although there were no significant relationships found, the researcher adds to the emerging research that examines characteristics of elementary school principals and looks for a relationship to student achievement. Based on the results of this study, the researcher concludes that factors or characteristics other than the ones measured in this study are related to student achievement. Researchers should continue to look for adequate measures of principal effectiveness and further examine factors that make some principals more effective than others. This knowledge will help the education community provide support to school principals and improve student achievement.