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Access Type

WSU Access

Date of Award


Degree Type


Degree Name



Curriculum and Instruction

First Advisor

Jacqueline Tilles


The State of Michigan Public Act 25 requirements became effective in 1991 mandating that school improvement plans (SIP) be written and published at the end of each academic year. A system for analyzing these plans and disseminating resulting information about their content has evolved over the years since passage of PA 25. While several studies of urban and rural districts have been completed on the school improvement plans, a need existed to investigate principal perceptions of the inclusion and importance of specific components of SIP. An original survey, The A-Phi Instrument for School Improvement Plans, was developed by the researcher to measure each of the 10 components included in PA 25 that were required in a school improvement plan. Principals of 39 high schools in Oakland County were asked to complete this survey along with a short demographic survey that obtained personal and professional information from the principals. Two research questions were posed for this study. The first question asked which of the specific components were included in the school's SIP. While all of the principals indicated the mission statement was included, none of the principals indicated that all 10 components were included. To address the second research question, perceptions of the importance of specific components of SIP were compared to the midpoint of the response scale (2.5) to determine the extent to which principals considered each of the components important. The results of the t-test for one-sample provided evidence that all of the components were considered important. These results indicated that principals considered the components of school improvement plans important and most were included in their SIP reports. Recommendations for practice included professional development programs to help principals understand the relevance of all items contained in a SIP. School superintendents should work collaboratively to develop SIP plans that are seamless across all school districts. Further research is needed to examine the effects of educational leadership programs on preparing principals to act as instructional leaders.

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