Toward a Theory of School Effectiveness and Leadership

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Abstract
The research on school effectiveness and school improvement lacks theoretical development. The purpose of this paper is to contribute to the construction of a theory of school effectiveness and leadership. The contribution made here is in the form of a typology of school effectiveness. In the early stages of theoretical development, typologies are often useful devices for organizing what is known and for focusing attention on important questions and areas for further exploration. Within the typological framework offered here, school effectiveness is supposed to be a function of three major factors: administrative appropriateness, teacher preparedness and student readiness. While parents and community effects are important, they are assumed to be mediated by these three factors. The most ineffective schools are those in which the administration is inappropriate, the teachers are not prepared to teach and the students are not ready to learn. In the most effective schools, the opposite is the case. Schools tend to move back and forth between these two extremes in stages. It is hypothesized that there are eight stages of school effectiveness, the stages ranging from the most ineffective to the most effective school.

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