The objectives of the study were: (1) To study the impact of qualification of principals on the effectiveness of the schools. (2) To study the impact of qualification of teachers on the efficiency of the principal. (3) To study the influence of experience of principals on the efficiency of the principal as a teacher and administrator. (4) To study the influence of experience of the teachers on the efficiency of the principals, teachers and administrators. (5) To study the impact of graduate teachers on the efficiency of the principal as a teacher and an administrator. (6) To study the impact of post – graduate teachers on the efficiency of the principal as a teacher and an administrator. (7) To study the effect of teacher strength on the efficiency of the principal as a teacher and an administrator. (8) To study the relationship between the number of boy students and the efficiency of the principal as an administrator and as a teacher. (9) To study the relationship between the number of girl students and the efficiency of the principal as an administrator and as a teacher. (10) To study the impact of the qualification of parents on the efficiency of the principal as an administrator and as a teacher.

Hypotheses were: (1) There is no significant difference between the efficiency of the principals as administrators on the basis of their educational qualifications. (2) There is no significant difference between the efficiency of the principals as administrators on the basis of their experience as principals. (3) There is no significant difference between the efficiency of the principals as administrators on the basis of the experience as teachers. (4) There is no significant difference between the efficiency of the principals as teachers on the basis of their experience as teachers. (5) There is no significant difference between the efficiency of the principals as administrators on the basis of the qualification of teachers. (6) There is no significant difference between the efficiency of the principals as teachers on the basis of the qualification of the teachers. (7) There is no significant difference between the efficiency of principals as administrators on the basis of the experience of the teachers. (8) There is no significant difference between the efficiency of the principals as teachers on the basis of the experience of the teachers. (9) There is no significant difference between the efficiency of the principals as administrator on the presence of graduate teachers with B.Ed in the school.

The investigator used stratified random sampling procedure to arrive at the final sample for the study. At the outset, the investigator obtained a list of all secondary schools run by private managements in and around Coimbatore city and in Mumbai.

A total of 200 schools were approached by giving adequate representation to variables such as student’s strength, locality, socio – economic level of parents of such schools etc. Out of 200 schools approached, 112 responded positively. However, only 91 questionnaires had complete information. The other 21 questionnaires had partial information. Though the response is 46%, it can be considered as a good response for such a study, which addresses heads of institutes. The investigator constructed a tool covering all themes, which addressed the efficiency parameters of the principal. A total of 100 items including the efficiency parameter as teacher and as a principal were prepared.

The purpose of the investigator was basically to find out the nature of the phenomenon that influenced the efficiency scores. Therefore, the research in general is descriptive in nature, however, the investigator made in depth analysis of the scores on the basis of certain independent variables.

The data were analyzed with the help of t-test, content analysis and percentage.

Findings were: (1) There is significant difference in the efficiency of a principal based on educational qualification. (2) Parent’s education has no significant impact on the efficiency of the principal. (3) It is found that more number of boy students in school enhances the efficiency of the principal as administrator. (4) More girl students are found to contribute to the efficiency of the principal as a teacher and as an administrator. (5) No significant relationship was observed between efficiency for principal as an administrator and as a teacher. (6) More number of students brings more efficiency for principal as a teacher and as an administrator. (7) Principals with maximum years of experiences (10 – 12 years) seen to do well as a teacher and as an administrator. (8) If a school does not have enough number of teachers, how much ever good the principal be, the administrative efficiency suffers. (9) There is no significant difference observed in the efficiency level of principal as an administrator with the presence of those graduate teachers with B.Ed. (10) Parent’s education has no significant impact on the efficiency of the principal.