The aim of this article is to explore how attitudes of school administration towards school performance criteria are related to pupilsâ national examination results. The national examination results for each school from a period of six years (2000â2005) were compared with school administration attitudes. The empirical study was conducted in 2005â2006 among school administrations in Estonian secondary schools (n = 57, one respondent from each school). The questionnaire consisted of 24 different aspects of the criteria for potential school performance. A factor analysis enabled us to divide these criteria into four groups: 1) pupilsâ academic performance, 2) school management, pupilsâ non-academic skills, 3) school environment, and 4) pupilsâ educational progress, competence of teachers. The results showed that school administration attitudes have an effect on pupilsâ national examination results; although, this depends on the schoolâs size and location. School leaders can influence pupil achievement and so it is proposed that cooperating with other stakeholders would assist this crucial development.
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Aidla et al. (2008) studied this question.