JITE v44n1 - The Perceptions of Indiana High School Principals Related to Project Lead the Way
The Perceptions of Indiana High School Principals Related to Project Lead The Way
George E. Rogers
Purdue UniversitySchool improvement initiatives have been the focus of recent political agendas, professional conferences, and publications ( Harris, 2005 ). A recent educational change initiative in Indiana has been Project Lead The Way (PLTW). According to Rogers (2005) the state’s technology education teachers have embraced PLTW and its infusion into the high school curriculum. The PLTW curriculum is described as “a four-year sequence of courses which, when combined with college preparatory mathematics and science courses in high school, introduces students to the scope, rigor, and discipline of engineering and engineering technology prior to entering college” ( PLTW, 2005 ). Although this research noted that the Indiana teachers had accepted the PLTW curriculum, there was no discussion as to the attitude or perception of the high school principals related to this new curriculum.
The implementation and acceptance of educational change efforts is greatly influence by the school’s building administrator ( Praisner, 2003 ). As the educational leader, the principal can establish an environment that is acceptable to change, or one that impedes the change initiative. According to Evans and Teddie (1993) many research studies point to the building principal as the most critical leadership determinant in educational change. Evans and Teddie noted that the building principals are the change facilitators.
The role of the high school principal has expanded to include the responsibilities of designing, managing, and implementing curricular change efforts ( Praisner, 2003 ). According to Hipp and Huffman (2000) , the principal’s leadership is seen as the key factor to imple- menting any school change. As the high school leader, the principal has the major influence on “resource allocation, staffing, structures, information flow, and operating processes that determine what shall and shall not be done” in each high school ( Nanus, 1992 , p. 142). Nwanne (1996) concurred, indicating that high school principals play a pivotal role in school decisions, and that the decisions the principals make are based on their perceptions and attitudes.
Due to their leadership role, principals’ perceptions and attitudes about a new curriculum could either result in increased educational opportunities for students or in limited efforts to introduce curricular change ( Praisner, 2003 ). McCray, Wright, and Beachum (2004) indicated that it is the school principal who sets the school climate that facilitates educational change. When implementing curricular change, “a principal’s leadership is seen as the key factor for success” ( Praisner , p. 135).
The Center for Comprehensive School Reform and Improvement (2005) indicated that school principals are under intense scrutiny in recent year to assure their schools are effective and their students successful. Most principals feel this tremendous pressure to have their schools and students be successful ( Reed, McDonough, Ross, & Robichaux, 2001 ). Reed, et. al. went on to note that in our climate of high stakes testing, the pressure to perform is a driving force on the acceptance of educational change. Therefore it is essential to assess the attitudes and perceptions of Indiana high school principals toward the implementation of PLTW, the educational change initiative, if that initiative is to be successful across the state.
Research Questions
The following research questions were addressed by this study.
- What are the perceptions of Indiana high school principals of the effect of PLTW on their schools?
- What is the relationship between Indiana high school principals’ personal characteristics, experience, and school characteristics and their attitudes toward PLTW?
Methodology
Instrument
In order to address each of these research questions, this study used a survey technique to ascertain the perceptions of Indiana high school principals related to the effect of PLTW on their schools. The survey instrument was developed based on the Principals and Inclusion Survey (PIS) ( Praisner, 2003 ). The PIS was designed to determine the extent that different variables were related to the attitudes of school principals. The PIS contains four sections: (a) demographic information, (b) experience, (c) attitudes toward inclusion, and (d) principals’ beliefs about most appropriate placement (Praisner). Permission was obtained from Praisner (2005, personal communication) to modify and use the PIS for the purposes of this research.
The survey instrument used for this study contained five sections: (a) demographic information, (b) experience, (c) effect of PLTW on students, (d) effect of PLTW on teachers, and (e) overall effect of PLTW (qualitative data). Respondents were asked to rate the effect of PLTW on both teachers and students in their high school, sections three and four, using a five-point Likert-type scale ( Praisner, 2003 ). The Likert-type scale was suggested for this type of use by both Zargari (1996) and McCall (2001) . McCall noted that “the words of the Likert scale are converted in a meaningful way to an interval scale that gives the researcher the ability to use totals or to calculate numerical averages” (p. 2). The five-point Likert-type scale consisted of 5) positive effect, 4) somewhat positive effect, 3) no effect, 2) somewhat negative effect, and 1) negative effect as suggested by Rollings, Burnett, and Huh (1996) . Section five of the survey instrument collected qualitative data based on an open-ended question as to the principals’ perception of the overall effect of PLTW on their high school.
Population and Sample
The population and sample for this study consisted of all Indiana high school principals whose schools had implemented PLTW prior to the 2006-2007 academic year. These 57 high school principals were mailed a cover letter, survey instrument, and a postage-paid return envelope. The response rate was 64.9% (n = 37). The majority of these principals were male (78.4%, n = 29), were over 50 years of age (64.9%, n = 24), and had spent more than 10 years in school administration (70.2%, n = 26). These data can be seen in Table 1. The majority of the high schools enrolled over 500 students (86.4%, n = 32) and were in their first three years of PLTW implementation (71.4%, n = 25). Demographic descriptions of the PLTW high schools are also noted in Table 1.
Findings
The principals noted a strong positive effect of PLTW on the motivation and enthusiasm of their students (M = 4.93, SD = 0.254). This positive effect of PLTW was continued when the principals indicated that their students’ critical thinking skills and problem- solving skills also received a strong positive effect by PLTW (M = 4.86, SD = 0.351; M = 4.86, SD = 0.351). As shown in Table 2, the principals rated PLTW as also having a positive effect on the students’ career awareness in engineering (M = 4.84, SD = 0.598). PLTW’s effect on academic subjects, such as mathematics, science, and language arts, was also indicated as positive by this sample of PLTW high school principals.
The overall effect of PLTW on teachers as noted by these high school principals is also provided in Table 2. The principals indicated that the teachers’ use of relevant curriculum was a strong positive effect (M = 4. 81, SD = 0.401). The effect of PLTW on the motivation and enthusiasm of the teachers received a strong rating by these principals (M = 4.75, SD = 0.439). The principals also noted that the teaming of PLTW teachers with mathematics and science teachers had a positive effect (M = 4.11, SD = 0.785).
Table 1.
Demographic DataPLTW Principals N = 38 Gender Female 8 (21.6%) Male 29 (78.4%) Age level 50 years or less 13 (35.1%) 51 to 60 years of age 19 (51.4%) Over 61 years of age 5 (13.5%) Total years in education Less than 20 years 2 (5.4%) Over 21 years 35 (94.6%) Years in administration Less than 10 years 11 (29.7%) 11-20 years 13 (35.1%) Over 21 years 13 (35.1%) Year as this school’s principal 0 to 5 years 20 (54.1%) 6 to 10 years 6 (16.2%) 11 to 15 years 7 (18.9%) Over 16 years 4 (10.8%) PLTW Schools School size Less than 500 students 5 (13.5%) 501 to 1000 students 14 (37.8%) Over 1000 students 18 (48.6%) School grade level 7 th through 12 th grade 4 (10.5%) 9 th through 12 th grade 33 (89.5%) Years offering PLTW 1 st year 2 (5.7%) 2 nd year 10 (28.6%) 3 rd year 13 (37.1%) 4 th year 5 (14.3%) 5 th year 4 (11.4%) 6 th year 1 (2.9%)
Table 2.
Overall Effect of PLTWOn Students M SD n Motivation/enthusiasm 4.93 0.254 37 Critical thinking skills 4.86 0.351 36 Problem-solving skills 4.86 0.351 36 Success in mathematics 4.39 0.645 36 Success in science 4.37 0.598 35 Success in language arts 4.09 0.658 35 Career awareness in engineering 4.84 0.598 37
On TeachersRelevant curriculum 4.81 0.401 36 Motivation and enthusiasm 4.75 0.439 36 Teaming with math/science faculty 4.11 0.785 36 Effect of PLTW on Students
Comparisons of the principals’ perceptions of the effect of PLTW on students are shown in Table 3. Female principals rated PLTW’s effect on the motivation and enthusiasm of their students higher than their male counterparts (M = 5.00, SD = 0.00; M = 4.72, SD = 0.455; df = 35, t = 1.70). This higher rating was also noted for the effect of PLTW on the students’ critical thinking skills (M = 5.00, SD = 0.00) and problem-solving skills (M = 5.00, SD = 0.00), where, like motivation and enthusiasm, all eight of the female principals indicated the highest Likert-type rating of 5.0 or “positive effect.” However, no significant differences were indicated between the male and female PLTW principals.
In general, principals with six or more years of tenure at their schools indicated a slightly higher rating than the newer principals. However, T-tests indicated no significant differences between principals based on their tenure. Younger principals less than 60 years of age, in general, posted a slightly higher rating that their older counterparts. Overall, no significant differences were indicated by the ANOVAs conducted based on the principals’ age group. An examination of the principals’ rating on the effect of PLTW on students by their years in school administration also indicated no significant differences. The principals’ perceptions of PLTW based
Table 3.
Effect of PLTW on Students
By Principals' Gender
Female
MaleEffect M SD n M SD n Motivation and enthusisam 5.00 0.000 8 4.72 0.455 29 Career awareness in engineering 4.88 0.354 8 4.83 0.384 29 Critical thinking skills 5.00 0.000 8 4.82 0.390 28 Problem-solving skills 5.00 0.000 8 4.82 0.390 28 Success in mathematics 4.50 0.535 8 4.36 0.678 28 Success in science 4.50 0.535 8 4.29 0.659 28 Success in language arts 4.12 0.641 8 4.11 0.641 27
By Principals' Tenure
0-5 years
6 or more yearsEffect M SD n M SD n Motivation and enthusisam 4.79 0.419 19 4.82 0.393 17 Career awareness in engineering 4.90 0.308 20 4.82 0.393 17 Critical thinking skills 4.85 0.366 20 4.88 0.342 16 Problem-solving skills 4.85 0.366 20 4.88 0.342 16 Success in mathematics 4.45 0.605 20 4.38 0.619 16 Success in science 4.35 0.587 20 4.40 0.632 15 Success in language arts 4.10 0.641 20 4.27 0.594 15
By Principals' Age Group
less than 50
51-60
61 and overEffect M SD n M SD n M SD n Motivation and enthusisam 4.77 0.439 13 4.84 0.375 19 4.60 0.548 5 Career awareness in engineering 4.85 0.376 13 4.89 0.315 19 4.80 0.447 5 Critical thinking skills 4.75 0.452 12 4.95 0.229 19 4.80 0.447 5 Problem-solving skills 4.92 0.289 12 4.89 0.315 19 4.60 0.548 5 Success in mathematics 4.50 0.522 12 4.42 0.607 19 4.20 0.837 5 Success in science 4.42 0.515 12 4.47 0.513 19 4.25 0.957 5 Success in language arts 4.17 0.718 12 4.16 0.501 19 3.75 0.957 4
By Principals' Years in Administration
less than 10
11-20
21 and overEffect M SD n M SD n M SD n Motivation and enthusisam 4.82 0.405 11 4.62 0.506 13 4.92 0.277 13 Career awareness in engineering 4.82 0.405 11 4.77 0.439 13 4.92 0.277 13 Critical thinking skills 4.82 0.405 11 4.00 0.376 13 4.92 0.289 12 Problem-solving skills 4.82 0.405 11 4.92 0.277 13 4.83 0.389 12 Success in mathematics 4.64 0.674 11 4.23 0.599 13 4.33 0.651 12 Success in science 4.55 0.688 11 4.15 0.555 13 4.55 0.522 11 Success in language arts 4.36 0.809 11 3.85 0.555 13 4.27 0.467 11
By School Size
less than 500
501-1000
over 1000Effect M SD n M SD n M SD n Motivation and enthusisam 5.00 0.000 5 4.79 0.426 14 4.72 0.461 18 Career awareness in engineering 4.80 0.447 5 4.79 0.426 14 4.89 0.323 18 Critical thinking skills 4.80 0.447 5 4.85 0.376 13 4.89 0.323 18 Problem-solving skills 4.80 0.447 5 4.85 0.376 13 4.89 0.323 18 Success in mathematics 4.60 0.548 5 4.15 0.801 13 4.50 0.514 18 Success in science 4.40 0.548 5 4.23 0.725 13 4.47 0.514 17 Success in language arts 4.20 0.447 5 3.85 0.801 13 4.24 0.562 17
By Years in PLTW
1-2 years
3 years
4-6 yearsEffect M SD n M SD n M SD n Motivation and enthusisam 4.67 0.492 12 5.00 0.000 13 4.60 0.516 10 Career awareness in engineering 4.83 0.389 12 4.92 0.277 13 4.70 0.483 10 Critical thinking skills 4.82 0.405 11 4.92 0.277 13 4.80 0.422 10 Problem-solving skills 4.91 0.302 11 4.85 0.376 13 4.80 0.422 10 Success in mathematics 4.09 0.539 11 4.46 0.660 13 4.50 0.707 10 Success in science 4.10 0.568 10 4.54 0.519 13 4.40 0.699 10 Success in language arts 4.00 0.667 10 4.42 0.515 12 3.80 0.632 10 on the size of their high school generally noted very little difference. Based on ANOVA tests, no significant difference were indicated among the principals from different size high schools.
The results of comparisons of the principals’ perception of the effect of PLTW based on the number of years their school had offered PLTW indicated no significant differences. However, two comparisons are worth examining if the sample is divided into two groups, first or second year of implementation, and three or more years of implementation. The principals whose schools had offered PLTW three or more years perceived the effect of PLTW on students related to success in mathematics higher than principals from schools just starting to offer PLTW. The mean for principals (n = 23) from schools offering PLTW three to six years was 4.48 (SD = 0.655), while principals from schools in their first two years of PLTW (n = 11) was 4.09 (SD = 0.539) (df = 32, t = 1.68). This difference in the principals’ perceptions was also noted related to the effect of PLTW’s effect on student success in science. The mean for beginning schools (n = 10) was M = 4.10 (SD = 0.568), while high schools that had the program in place for three to six years (n = 23) indicated a mean of M =4.48 (SD = 0.593) (df = 31, t = 1.70).
Effect of PLTW on Teachers
Table 4 indicates the overall perception of the effect of PLTW on the school’s teachers. Male principals perceived the effect of PLTW on teachers’ motivation and enthusiasm, and the use of relevant curriculum slightly higher than their female counterparts, while female principals viewed the effect of PLTW more positively than males related to teaming with mathematics and science faculty. However no significant differences were noted based on principals’ gender.
Principals with a longer tenure at their school (M =4.88, SD = 0.322, n = 17) noted a higher positive effect of PLTW on their teachers’ motivation and enthusiasm than those with less than five years tenure (M = 4.63, SD = 0.496, n = 19). In examining the principals’ perception of PLTW by their age group, no significant differences were indicated. School administrators with over 21 years of experience (n =13) noted a higher positive perception of the effect
Table 4.
Effect of PLTW on Teachers
By Principals' Gender
Female
MaleEffect M SD n M SD n Motivation and enthusisam 4.50 0.535 8 4.82 0.390 28 Use of relevant curriculum 4.75 0.463 8 4.82 0.390 28 Teaming with math/science faculty 4.25 0.886 8 4.04 0.793 28
By Principals' Tenure
0-5 years
6 or more yearsEffect M SD n M SD n Motivation and enthusisam 4.63 0.496 19 4.88 0.332 17 Use of relevant curriculum 4.74 0.452 19 4.88 0.332 17 Teaming with math/science faculty 4.16 0.834 19 4.00 0.791 17
By Principals' Age Group
less than 50
51-60
61 and overEffect M SD n M SD n M SD n Motivation and enthusisam 4.77 0.439 13 4.79 0.419 19 4.60 0.548 5 Use of relevant curriculum 4.85 0.376 13 4.79 0.419 19 4.80 0.447 5 Teaming with math/science faculty 4.31 0.751 13 4.11 0.737 19 4.00 1.00 5
By Principals' Years in Administration
less than 10
11-20
21 and overEffect M SD n M SD n M SD n Motivation and enthusisam 4.55 0.522 11 4.69 0.480 13 5.00 0.000 13 Use of relevant curriculum 4.82 0.405 11 4.69 0.480 13 4.92 0.277 13 Teaming with math/science faculty 4.09 0.944 11 3.85 0.689 13 4.31 0.751 13
By School Size
less than 500
501-1000
over 1000Effect M SD n M SD n M SD n Motivation and enthusisam 4.80 0.447 5 4.69 0.480 14 4.83 0.383 18 Use of relevant curriculum 5.00 0.000 5 4.64 0.497 14 4.89 0.323 18 Teaming with math/science faculty 4.00 1.000 5 4.07 0.829 14 4.11 0.758 18
By Years in PLTW
1-2 years
3 years
4-6 yearsEffect M SD n M SD n M SD n Motivation and enthusisam 4.83 0.389 12 4.85 0.376 13 4.67 0.500 9 Use of relevant curriculum 4.92 0.289 12 4.77 0.439 13 4.78 0.411 9 Teaming with math/science faculty 4.08 0.669 12 4.31 0.751 13 4.11 0.782 9 of PLTW on their teachers’ motivation and enthusiasm (M = 5.00, SD = 0.00) than principals with less experience (n = 24) (M = 4.55, SD = 0.522; M = 4.69, SD = 0.480).
Data related to the principals’ perception of PLTW’s effect on their teachers related to their high school’s size noted no significant differences. Information related to the principals’ perception of PLTW on their teachers based on the number of years their high school had offered PLTW again noted no significant differences.
Overall Effect of PLTW
Of the 37 principals responding, 30 (81.1%) provided qualitative descriptions on the overall effect of PLTW on their high school; 93.3% of these school principals noted that PLTW had a positive effect on their high school. Table 5 presents the qualitative descriptions of these principals’ comments; only the main concept(s) of their statements are tabulated.
Table 5.
The Overall Effect of PLTW
Principals’ major statementsn Students are challenged and motivated 11 General positive effect on the school 10 Teachers are renewed and motivated 9 Renewed interest in technology education 5 Articulated and focused curriculum 5 Engineering career focus 5 The principal of a large suburban high school commented, “I firmly believe that this program has had a dramatic and positive impact on our school, faculty, students, and counselors.” A principal from a smaller high school said, “It has been a very positive addition to our small school.” A second principal commented, “I can’t imagine not having it.” Another noted, “Our students are better prepared for engineering.”
One principal noted that “PLTW has been a great addition to our curriculum. It has been a course where students learned to think.” Another principal commented that his teacher “has been rejuvenated by this curriculum.” “I have seen a tremendous positive impact on the technology education department with PLTW. Teachers are enthusiastic,” was the statement provided by one principal. Another principal noted that PLTW “has energized an already super technology education staff.” Another noted that PLTW “has provided focus to our technology education department.” One of the younger principals stated that PLTW’s “most positive impact to date has been the work with teachers. They have come back renewed and are better teachers as a result of Purdue University’s professional development.
Conclusions
The results of this study indicated that Indiana high school principals have a very strong positive perception of the effect of PLTW on their schools, their teachers, and their students. These principals have indicated their positive perceptions of PLTW via both quantitative Likert-type scale ratings and qualitative open-ended comments related to PLTW. This research did not determine any significant difference between the high school’s demographics or the personal characteristics of these Indiana high school principals related to their perception of PLTW.
Principals noted a strong positive effect on their students’ motivation and enthusiasm as a result of offering the PLTW technology education curriculum. This positive effect on students’ motivation and enthusiasm was also noted as a positive effect of PLTW on their schools’ technology education teachers. The use of relevant technology education curriculum by teachers was also rated as a positive benefit of PLTW by this sample of high school principals.
The effect of PLTW on high school students’ critical thinking skills and their problem solving skills were also rated by these principals as a strong positive benefit of offering PLTW in their school. Principals whose high schools had offered PLTW three or more years noted a higher positive effect mean for both PLTW’s effect on success in mathematics (M = 4.48) and success in science (M = 4.48) than principals whose high school had just implemented PLTW (M = 4.09 and M = 4.10 respectively).
The qualitative responses from these high school principals provided a very positive reflection on the effect PLTW has on the high school environment. Principals noted that PLTW provided a very positive impact on their school’s students, teachers, and overall school culture. This study provides further evidence of the positive impact that PLTW offers schools and in particular the technology education discipline.
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Rogers is an Associate Professor of Technology Teacher Education in the Department of Industrial Technology at Purdue University in West Lafayette, IN. He can be reached at rogers@purdue.edu .