Abstract
The No Child Left Behind Act (2001) revised the Elementary and Secondary Education Act of 1965 by making substantial modifications in the major federal programs that support schools‘ efforts to educate all children (U.S. Department of Education, Office of the Deputy Secretary, 2004). Since the inception of this law, demand for greater accountability for student achievement from politicians and legislators has increased exponentially (Carnoy, Elmore, & Siskin, 2003). Strict accountability measures, developed and implemented with limited if any consent or involvement of educators, were imposed on students, teachers, schools, and school districts (Waite, Boone, & NcGgee, 2001). The increased emphasis on accountability heightened the demands on teachers and administrators more than ever before in the history of education in the United States (Carnoy et al., 2003). As increased accountability became the norm, school leadership became more challenging and demanding in order to achieve the newly stipulated accountability (Salazar, 2008).
Recommended Citation
Velasco, Ivan and Edmonson, Stacey L.
(2018)
"The Relationship between Principal Leadership Behaviors and School Climate,"
School Leadership Review: Vol. 7:
Iss.
1, Article 5.
Available at:
https://scholarworks.sfasu.edu/slr/vol7/iss1/5
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons
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