Administrator Perceptions of School Improvement Policies in a High-Impact Policy Setting


  • Mario S. Torres Texas A&M University
  • Luana Zellner Texas A&M University
  • David Erlandson Texas A&M University



school improvement, policy, accountability, administrator perceptions, leadership


This study investigated school administrators’ perceptions of school improvement policies in a high-impact policy environment by measuring the impact of accountability, site-based management, professional development, and scheduling reform on the three dependent variables of a) academic outcomes, b) staff morale, and c) parent and community involvement. Using a convenience sampling method, 49 public school principals from Texas participated and an online survey was constructed to gather both quantitative (i.e., Likert scale) and qualitative (i.e., open ended response) data. The findings clearly point to principals, regardless of geographical district type and grade level school type, viewing less controversial and more intrinsically oriented policies (i.e., site-based management and professional development) as having a greater positive impact on outcomes as a whole than more radical alternatives (i.e., accountability and time and schedule reform). The evidence suggests that more aggressive school improvement policy approaches are likely failing to generate enough convincing outcomes to generate high commitment and confidence from school leaders. Further studies may look at the interaction of policy impact with minority student enrollments and with subgroup populations.

Author Biographies

Mario S. Torres, Texas A&M University

Educational Administration Assistant Professor

Luana Zellner, Texas A&M University

Educational Administration Clinical Associate Professor

David Erlandson, Texas A&M University

Educational Administration Professor Emeritus




How to Cite

Torres, M. S., Zellner, L., & Erlandson, D. (2008). Administrator Perceptions of School Improvement Policies in a High-Impact Policy Setting. International Journal of Education Policy and Leadership, 3(7).

Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.