In low performance schools, academic excellence is a poor third. If students are merely aiming to be good workers, their overall ambitions are diluted. Leadership The second important organizational characteristic is leadership. Leadership, in this context, belongs to the principal. However, an imposing bureaucracy often minimizes principal discretion.
Higher authorities assume leadership for many schools.
Those who are lucky enough to be granted a bit of autonomy find more success. They are able to organize themselves in an individualized manner and thus cater to their students. With more power, principals can customize their school to produce maximum output. The third characteristic of well-organized schools is personnel. According to the research of Chubb and Moe, the credentials, competency scores, and compensation of teachers are not the deciding factor for efficacy.