| This study seeks to identify characteristics of schools and principals that foster the successful implementation of the middle school concept in Alabama.; The principals of 113 Alabama middle schools with Grades 5–8 or 6–8 were asked to respond to a survey instrument designed to collect information about the faculty, the school's organizational structure, pedagogical practices, and factors that principals believed hindered implementation of the middle school concept in their schools. Contrary to the literature on national middle school reform, the findings reveal that urban schools, and schools comprising Grades 6–8, have the highest degree of implementation across the state. The sex, age, and race of the principal, and the socioeconomic level of the school are not related to the level of middle school implementation.; The main conclusion drawn from the findings is that principal and teacher training is essential to the implementation of the middle school concept. Given that few educators have received any instruction in mid-level schooling, current reform efforts rely upon the school-wide workshops and publications provided by the Alabama and National Middle School Associations. A few principals and teachers reported receiving more appropriate training in other states. Given the number of principalships that must be filled in coming years, it is recommended that the State Department of Education, in conjunction with Alabama's universities, follow this lead and develop graduate and undergraduate programs keyed to the philosophy of the middle school concept. |
