A study of the motivational needs of elementary, middle, and high school principals in North Carolina as related to school and student performance

The purpose of this study was to investigate the achievement, power, and affiliation needs of North Carolina principals and their effects on student academic achievement. Using the motivational needs framework of David McClelland, the investigation was conducted through the self-administration of a participant questionnaire and Stahl's and Harrell's Job Choice Exercise.; The study included four major areas of interest. First, North Carolina principals' needs for affiliation, power, and achievement were determined from participant responses to the Job Choice Exercise. Second, principals' motivational needs were correlated to student performance composites and student growth composites as measured through the North Carolina ABCs of Public Education. Third, principals' motivational needs were correlated to the influence of the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders on administrative training. Fourth, principals' motivational needs were correlated to participation in the North Carolina Principal Fellows Program.; Packets were mailed to 50 elementary, 50 middle school, and 50 high school principals chosen randomly from North Carolina principals assigned to the same school for at least a three year period. Forty-two (28%) usable packets were completed and returned. Linear and multiple regression, analysis of variance, chi square analysis, and two-tailed t tests were used to determine quantitative results.; Results indicated that North Carolina principals at every grade level possessed high mean power needs and low mean affiliation needs. Elementary principals had significantly higher mean achievement needs than middle school principals. Results also indicated that principals whose schools were designated as achieving expected growth had higher mean achievement needs than principals whose schools were designated as achieving no growth. There was no significant effect of motivational needs on student performance composites and there was no significant effect of affiliation or power needs on student growth composites. Administrative training under the influence of the ISLLC Standards and participation in the North Carolina Principal Fellows Program had no significant effect on principals' motivational needs.