Principals’ Management Strategies in High-Performing Schools

Abstract

The article evaluates the effectiveness of schools with regard to their contextual characteristics. We use the data from the 2012/2013 Monitoring of Education Markets and Organizations, namely the results of a survey among the principals of 979 schools. A multiple linear regression analysis was performed to reveal the factors promoting differentiation of the average USE (Unified State Exam) score across the schools. The analysis results were used to develop an academic achievement contextualization model allowing the evaluation of school performance in the context of individual characteristics. We identified a group of schools that may be regarded as high-performing, i. e. showing ultimate performance under the existing conditions, and analyzed the management strategies of the school principals. These strategies turned out to be mostly based on attracting human resources: teachers, students and their parents. High-performing schools implement a consistent selection policy. They enroll children from families with a higher socioeconomic status, which gives them a head start in terms of academic attainment. Such schools also attract committed parents who will encourage their children towards higher achievements.