Impact of principal's self-perceived use of humor upon student success on Texas Assessment of Knowledge and Skills

This study was designed to investigate the relationship between a principal's self-perceived use of humor and student success on the spring 2009 administration of the Texas Assessment of Knowledge and Skills (TAKS) test. A survey instrument was utilized to acquire a humor score for the 701 Texas principals who participated in the study. A Pearson correlation using a two-tailed test of significance was used to compare the total humor score for each principal to the campus TAKS scores to determine if there was a relationship between the principal's humor score and student performance. The researcher investigated the relationship between a principal's self-perceived use of humor and overall campus TAKS scores, campus TAKS scores when disaggregated by student demographic data, and campus TAKS scores when considering principal demographic data. Results indicated an inverse relationship between a principal's self-perceived use of humor and TAKS passing rates at elementary schools, high schools, and multi-level schools. Results reflected a positive relationship between a principal's self-perceived use of humor and TAKS passing rates at middle schools. These findings may help school principals recognize settings in which principal humor could help increase student performance and settings in which principal humor may adversely affect student performance.