| There is much discussion and debate in educational literature concerning effective schools and accountability for measurable improvement in student achievement. Notwithstanding the classroom teacher's role in the delivery of curriculum to students, the school principal has emerged as the key figure in the success of improving student achievement, advancement of educational reform initiatives, and implementation of accountability mandates in schools. Research studies have positively associated the school principal's vision, competencies, and beliefs to the improvement of student achievement in their schools.; This study sought to learn the level of Utah public high school principal beliefs and competencies associated with improving achievement and implementing accountability mandates in schools. It also desired to learn principal perceptions toward the adequacy of the preparation and professional development received for functioning in the current accountability environment and the effects of accountability mandates on the Utah principal and their schools. In addition, the study desired to learn principal perceptions toward state (Utah Performance Assessment System for Students [U-PASS]) and federal (No Child Left Behind [NCLB]) accountability mandates.; The findings of this study indicated that Utah public high school principals are supportive of being held personally accountable for student achievement in their schools and that they hold competencies and beliefs identified in research to have a positive impact on student achievement. The findings also indicated that Utah public high school principals lack confidence in state (U-PASS) and federal (NCLB) mandates currently used to create the desired student achievement improvements, and they have some concerns with the effect accountability is having on themselves and their schools. In addition, Utah principals indicated a need for more focused and improved principal preparation and professional development efforts on the post-secondary, district, and state levels in order to have a greater impact on the achievement of all students in their schools.; Participant comments indicated the focus on low-achieving students and on core curriculum objectives as benefits resulting from increased accountability mandates. Participants also expressed concerns with the lack of direction on the state level, unreasonable mandate expectations, job-related stress, funding, over-testing and high-stake testing of students, student remediation, narrowing of curriculum, and parent/home responsibility for student achievement. |
