Perceptions of Year-round Principals: The Effect of Year-round Education in Fulfilling the Recommendations of the National Commission on Excellence in Education and Goals 2000
This study sought to answer research questions designed to determine principals' perceptions of the effect of year-round education (YRE) on students, teachers, and parents. These perceptions were then used to determine if YRE is fulfilling the recommendations of the National Commission on Excel...
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| Format: | Others |
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Digital Commons @ East Tennessee State University
1997
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| Online Access: | https://dc.etsu.edu/etd/2955 https://dc.etsu.edu/cgi/viewcontent.cgi?article=4346&context=etd |
| Summary: | This study sought to answer research questions designed to determine principals' perceptions of the effect of year-round education (YRE) on students, teachers, and parents. These perceptions were then used to determine if YRE is fulfilling the recommendations of the National Commission on Excellence in Education and Goals 2000. There were 27 null hypotheses used to answer eight research questions that guided the study. Analysis of the data revealed that year-round principals perceive YRE as having a significantly positive impact on 25 variables in areas relating to educational opportunities/content, standards and expectations, time/flexibility and operational costs, teaching, and school/parent relations. Analysis of data also revealed principals' initial involvement in a year-round program showed a significant difference in eight of the 25 variables. The null hypothesis used to answer research question 8, does the organizational design of a multiple-track versus single-track plan have an effect on the perceptions of year-round school principals, was not rejected. Based on statistical analysis of the data collected of principals' perceptions, YRE is effective in fulfilling the Commission's recommendations and Goals 2000 for more rigorous and measurable standards with higher expectations for academic performance; improving student competency; preparing all children to come to school ready to learn; strengthening graduation requirements; increasing graduation rates; using school time more effectively; improving teacher preparation and salaries; providing drug-free, violence free schools; and increase parental involvement in schools. |
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