An Exploration of the Differences between Principals’ Perceptions Regarding the Instructional and Organizational Effectiveness of Their High Schools and the Academic Achievement of Their Students
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Organizational effectiveness has been a frequent topic of study among researchers, but some issues remain unresolved, such as the criteria that lead one organization to be more effective than another. Educational leaders recognize the need to be effective, but the set of criteria for what effectiveness means in educational settings is still under discussion. Student academic achievement appears to be a good indicator of effectiveness in schools. The purpose of this study was to determine if a statistically significant between-group difference exists between principals’ perceptions about the instructional and organizational effectiveness of their high schools and the academic achievement of their students. To that end, this study consisted of a quantitative causal-comparative design. The principal basis of the theoretical framework was two theories: organizational effectiveness theory and instructional effectiveness theory. The population consisted of the nine high schools in the UPAEP University High School System. Principals completed a self-administered survey titled the Survey of Instructional and Organizational Effectiveness to identify both the instructional and the organizational effectiveness levels of their school. Measuring student academic achievement involved using the scores of 483 students in language arts and mathematics on a national standardized test called the National Plan for the Evaluation of Learning. Data analysis included two steps: using the results of the survey, three groups of students’ scores were created using a 5-point scale of effectiveness attained by their school, and an analysis of variance was performed to compare these groups. Evidence indicated that there is a statistically significant between-group difference in the means of language arts scores and mathematics scores in high schools grouped according to the principals’ perceptions of the effectiveness of their schools. Evidence suggests that principals’ perceptions of the effectiveness of their high school can influence the academic achievement of their students. The results derived from this study contributed to understanding of the influence of educational leaders on the performance of their students. The findings presented in this study may serve as reliable data so that more educational leaders in Mexico act to evaluate the effectiveness of their schools as well as the levels of academic achievement of their students.