Doctor of Education (Ed.D.)
G. William Bullock, Jr.
The purpose of this study was to examine selected personality characteristics of commitment, control, and challenge as correlates of effective school principals. Twenty-five Directors of Personnel were selected to identify 100 effective school principals. Two to eight principals rated as effective were selected for this research from each of the 25 school systems throughout the Commonwealth of Virginia. It was hypothesized that there is a correlation between selected identified personality characteristics and principals rated as more effective by personnel directors. It was concluded that the selected personality characteristics of commitment, control, and challenge are not correlates of effective principals and that principals rated as more effective do not demonstrate a higher meaning level and purpose to their lives, do not believe that they can control their own destinies and that what happens to them is a result of their own behaviors and attitudes, and do not exhibit more of a judging attitude indicating a willingness to make prompt decisions and to come to conclusions quickly and effectively. Future implications for research and practice are discussed to assist in enabling principals to use proactive coping strategies when dealing with problems, empowering them to positively change the environment and ultimately establish success.
© The Author
Shahmouradian, Elizabeth Jean, "Selected personality characteristics as correlates of effective school principals" (1992). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618703.