A Study of Personal Characteristics and Behaviors ...

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Master's Theses Graduate College

8-1976

A Study of Personal Characteristics and Behaviors Perceived to A Study of Personal Characteristics and Behaviors Perceived to

be Most Important for Effective Job Performance by Elementary be Most Important for Effective Job Performance by Elementary

School Principals School Principals

Thomas Lee Dunton

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Recommended Citation Recommended Citation Dunton, Thomas Lee, "A Study of Personal Characteristics and Behaviors Perceived to be Most Important for Effective Job Performance by Elementary School Principals" (1976). Master's Theses. 2323. https://scholarworks.wmich.edu/masters_theses/2323

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A STUDY OF PERSONAL CHARACTERISTICS AMD BEHAVIORS PERCEIVED TO BE MOST IMPORTANT FOR

EFFECTIVE JOB PERFORMANCE BY ELEMENTARY SCHOOL

PRINCIPALS

byThomas Lee Dunton

A P r o je c t R ep o rt S u b a i t te d t o th e

F a c u l ty o f The G ra d u a te C o lle g e l a p a r t i a l f u l f i l l a e a t

o f th eS p e c i a l ! a t in E d u c a tio n D egree

W eatern M ich igan U n i r e r a i ty K a la a a se o , M ich igan

A uguat 1976

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

ACKNOWLEDGEMENTS

The a s s i s t a n c e an d c o o p e ra t io n o f many p e o p le were needed to

co m p le te th e s tu d y w hich fo llo w s* W ithout th e f i n e e f f o r t s o f th e s e

peop le* th e s tu d y w ould n o t h a v t been acco m p lish ed * I t i s in p o s s ib le *

h e re* to e x te n d ^ d iv id u a l th a n k s and c r e d i t t o a l l o f th e p e o p le who

h e lp e d th e a u th o r* However* t o th e fo llo w in g p eo p le* th e a u th o r g iv e s

s p e c ia l r e c o g n i t io n and a w e ll d e se rv e d th a n k s f o r t h e i r a s s i s t a n c e ;

Dr* Donald w eaver and Dr* J a a a s S anders* th e a u t h o r 's p r o j e c t a d v is o r s

a t W estern M ich ig an U n iv e rs i ty * tfoo o f f e r e d su c h w ise g u id a n c e ; Dr*

Rodney R oth o f W este rn M ich igan U n iv e r s i ty , who se rv e d a s a p r o je c t

c o n a l t t e e n e n b e r ; Dr* C a r l pacacha* th e a s s i s t a n t s u p e r in te n d e n t f o r

i n s t r u c t i o n i n th e Lakeview Schools* who a d v is e d th e a u th o r re g a rd in g

th e su rv ey and a s s i s t e d i n th e d is s e m in a t io n and c o l l e c t i o n o f i t ;

M arie B e lo te* a n e l e a e n t a r y p r in c i p a l i n th e L akeview S chools* th e

a d v is e d th e a u th o r r e g a r d in g th e su rv e y ; Rose Ferguson* B arb a ra

Hansen* D o ro th y H itsa a n * and L inda S te v e n s , t e a c h e r s i n th e Lakeview

S c h o o ls , who a s s i s t e d by d is s e m in a tin g and c o l l e c t i n g s u rv e y s ; and

I r a Dunton* th e a u t h o r 's w ife* whose s p le n d id p a t ie n c e * g ran d

en co u rag em en t, and e x p e r t ty p in g d id au ch to h e l p com ple te th e study*

Much g r a t i t u d e i s a l s o ex ten d ed to th e e le m e n ta ry t e a c h e r s , e le m e n ta ry

p r i n c i p a l s , and c e n t r a l o f f i c e sch o o l a d m in i s t r a t o r s i n th e Lakeview

S chools* who co m p le ted th e o p in io n su rv e y r e g a r d in g p r ln c i p a l s h ip

c h a r a c t e r i s t i c s and b e h a v io rs*

Thomas Lee D unton

i i


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Xerox University Microfilms300 North Zeeb RoadAnn Arbor. Michigan 48106


MASTERS THESIS M-8882

DUNTON, Thomas Lee A STUDY OF PERSONAL CHARACTERISTICS AND BEHAVIORS PERCEIVED TO BE MOST IMPORTANT FOR EFFECTIVE JOB PERFORMANCE BY ELEMENTARY SCHOOL PRINCIPALS.

Western Michigan University, Ed.S., 1976 Education, administration

Xerox University Microfilms, Ann Arbor, M ichigan 48106


TABLE OF CONTENTS

CHAPTER PAGE

I STATEMENT OF THE PROBLEM................................................ 1

The P r o b le m ................................................................. 1

R a t io n a le f o r S tudy • • • • • • • • • • • • 2

Significance of th e Study........... 3

A ssum ptions B a s ic t o th e S t u d y ......................... 3

L im i ta t io n s o f th e S tudy • • • • • • • • • 4

O r g a n is a t io n o f th e R eport • • • • • • • • 4

I I REVIEW OF RELATED LITERATURE....................... 7

I n t r o d u c t io n • • • • • • • • • • • • • • • 7

p e r c e p t io n s o f E d u c a tio n a l A u th o r i t i e s . , 7

Group P e rc e p t io n s D erived From S u rv ey s . . 17

Summary ..................................... 35

I I I DESIGN AND METHODOLOGY OF "SURVEY REGARDINGPERSONAL CHARACTERISTICS AND BEHAVIORS OF ELEMENTARY SCHOOL P R IN C IP A L S "......................... 37

Review o f th e Problem • • • • • • • • • • • 37

P o p u la t io n Sample S u r v e y e d ................................. 37

S urvey In s tru m e n t C re a t io n andV e r i f i c a t i o n • • • • • • • • • • • • • . 38

S urvey P ro c e d u re s • • • • • • • • • • • • • 41

Survey D ata T r e a tm e n t ....................... 42

i l l


CHAPTER PAGE

IV PRESENTATION OF STATEMENTS AND DATA FROM-SURVEY REGARDING PERSONAL CHARACTB- ISTICS AND BEHAVIORS OF ELEMENTARY SCHOOL PRIN C IPA LS'*..........................................................45

Survey S ta te a a n e s and D a t e ....................... 45

A n a ly s t8 o f th e D ata • • • • • • • • • • • 53

S uaaary ............................ 58

V COMPARISONS OF D A T A ................................................................ 59

Survey Cooperis o n s W ith in th e LakeviewS ch o o ls • • • • • • • • • • • .................... 59

G o ap a riso n s Between P e rc e p t io n s R ep o rted i n th e Lakeview S ch o o ls and Those F ro a O th e r S u rv ey s • • • • • • • • • • • 67

Suanary ....................................................................71

VI SUMMARY, CONCLUSIONS, AND IMPLICATIONS . . . . 75

S uanary • • • • • • • • • • • • • • • • . • 75

C o n c lu s io n s • • • • • • • • • • • • • « . • • 76

I a p l i c a t i o n s 77

APPENDIXES

A C over L e t t e r f o r "S u rvey R eg ard in g P e rs o n a lC h a r a c t e r i s t i c s and B e h a v io rs o f E le a e n ta ry School P rin c ip a ls* * ......................... 79

B -S u rv e y R eg ard in g P e rs o n a l C h a r a c t e r i s t i c sand B eh av io rs o f E le a e n ta ry sch o o l P r i n c i p a l s - • • • • • • • • • • • • • • • • 81

REFERENCES.................................................................................................................. 85

iv


LIST OF TABLES

TABLE PAGE

1 . T o ta l P e rc e n ta g e s o f Group R esponses t oA ll S ta te m e n ts prom " S u rre y R eg a rd in g P e rs o n a l C h a r a c t e r i s t i c s and B e h a v io rs o f E le a e n ta ry Schoo l P r i n c i p a l s " .................... 46

2 . p e rc e n ta g e s o f R esponses by E le a e n ta ryP r in c i p a l s Which Were "E x trem e ly Im p o r ta n t" o r "V ery Im p o r ta n t" a s R ep o rted in th e Lakeview Survey an d i n th e G ross and H a r r i o t t (1 9 6 5 )Survey .................... • • • • • • 69

3 . Mean R esponses o f E lem en ta ry P r i n c i p a l st o Four B eh av io rs a s R e p o rte d i nth e Lakeview Survey and i n th e G ro ssand H e r r io t t (1965) Survey .................................. 70


CHAPTER I

STATEMENT OF THE PROBLEM

The P ro b le a

An e l e a e n ta r y s c h o o l p r i n c i p a l o c c u p ie s a p o s i t i o n w here encoun

t e r s w ith a w ide ran g e o f p e o p le and p ro b le s s e r e n o rm a l. Ha i s o f te n

i n s i t u a t i o n s w hich a r e a a b ig u o u s and d i f f i c u l t * Many t i s a s he i s a

■an cau g h t i n th e s d d d le o f c o n f l i c t betw een in d i v id u a l s and groups*

S tu d e n ts , p a r e n t s , t e a c h e r s , o th e r p r i n c i p a l s , and c e n t r a l o f f i c e

s c h o o l a d m in i s t r a to r s a r e a l l g ro u p s w hich e x p e c t h i s su p p o rt* Mem

b e rs o f each g roup s h a re so ae coaaon p e r c e p t io n s o f what th e p r i n c i

p a l ' s p e r s o n a l c h a r a c t e r i s t i e s and b e h a v io rs sh o u ld be and d e f in e h i s

d eg ree o f s u c c e s s a c c o rd in g t o how c l o s e ly h i s c h a r a c t e r i s t i c s and

b e h a v io rs a a tc h t h e i r p e rc e p tio n s * B eing in th e d i f f i c u l t ”a a n in

th e a i d d le " p o s i t i o n i n w hich th e e le a e n ta r y p r i n c i p a l f i n d s h i s a e l f ,

i t i s c r u c i a l t h a t he be k e e n ly aw are o f e x p e c ta t io n s t h a t I n d iv id u a ls

and g ro u p s have r e g a rd in g s u c c e s s f u l e l e a e n ta r y sc h o o l p r in c ip a l s h ip *

I f he i s t o be c o n s id e re d a s u c c e s s fu l p r i n c i p a l , he w i l l have t o be

c o g n is a n t o f th e s e e x p e c ta t io n s and m e t a v e ry h ig h p e rc e n ta g e o f

th e a * The p rob lem w hich t h i s s tu d y fo c u s e s upon i s : What a r e th e

p e r s o n a l c h a r a c t e r i s t i c s and b e h a v io rs which a r e p e rc e iv e d a s a o s t

i a p o r t a n t f o r e f f e c t i v e jo b perfo rm an ce by e l e a e n ta r y sc h o o l p r i n c i

p a l s ?


2R a tio n a le f o r S tudy

S e v e ra l i n v e s t i g a t i o n s re g a rd in g p e r c e p t io n s o f p e rs o n a l c h a ra c

t e r ! s t i e s a n d /o r b e h a v io r s o f e l e a e n ta r y s c h o o l p r i n c i p a l s have been

c o n d u c te d . T hese s t u d i e s have shown t h a t t h e r e a r e v a r io u s o p in io n s

r e g a rd in g th e p e r s o n a l c h a r a c t e r i s t i c s and b e h a v io rs deeaed m ost

im p o r ta n t f o r e f f e c t i v e jo b perfo rm ance by e l e a e n ta r y p r i n c i p a l s .

S e p a ra te g ro u p s w ith in a n in d iv id u a l sc h o o l d i s t r i c t o f te n see th e s e

c h a r a c t e r i s t i c s and b e h a v io rs i n d i f f e r e n t w ays. F u r th e r , s in c e th e r e

a r e l i k e l y to be d i f f e r e n c e s o f o p in io n f r o a one sch o o l d i s t r i c t to

a n o th e r , and s in c e t h i s a u th o r i s p a r t i c u l a r l y i n t e r e s t e d in o p in io n s

h e ld i n h i s hoae sc h o o l d i s t r i c t , i t i s l o g i c a l t h a t a m a jo r p a r t o f

t h i s p r o je c t be a s tu d y o f p e r c e p t io n s , i n th e Lakeview S ch o o ls o f

B a t t le C reek T ow nsh ip , M ich ig an , r e l a t i v e t o p e r s o n a l c h a r a c t e r i s t i c s

and b e h a v io rs c o n s id e re d n o s t im p o rta n t f o r e le m e n ta ry p r i n c i p a l s .

By s tu d y in g p e r c e p t io n s h e ld i n th e Lakeview S c h o o ls , and by

o b se rv in g what o th e r s have d is c o v e re d th ro u g h su rv e y s o r o p in ed abou t

c h a r a c t e r i s t i c s and b e h a v io rs p e rc e iv e d a s m ost Im p o rta n t f o r e f f e c

t i v e jo b p erfo rm an ce by e l e a a n ta r y p r i n c i p a l s , i t i s th e a u th o r* s

i n t e n t i o n to g a in know ledge w hich w i l l h e l^ vake i t p o s s ib le f o r h im ,

som etim e in th e n e x t few y e a r s , t o become a n e le m e n ta ry p r in c i p a l in

th e Lakeview S c h o o ls . A nd, a f t e r becom ing a p r i n c i p a l , i t i s in te n d e d

t h a t know ledge g a in e d f r o a t h i s p r o j e c t w i l l a s s i s t th e a u th o r in

b e in g p e rc e iv e d a s e f f e c t i v e in h i s jo b p e rfo rm a n c e . A lso , in fo rm a

t i o n d e r iv e d from t h i s p r o je c t w i l l be made a v a i l a b l e t o a d m in is tr a

t o r s in th e Lakeview S ch o o ls w ith h opes t h a t i t w i l l a s s i s t e le a a n ta r y

p r i n c i p a l s t o in c r e a s e t h e i r e f f e c t i v e n e s s , an d h e lp a d o d n i s t r a to r s


3i n th e s e l e c t i o n and e v a lu a t io n o f e l e a e n t a r y p r i n c i p a l s i n th e

d i s t r i c t *

S ig n if ic a n c e o f th e S tudy

The d e te rm in a t io n o f p e r s o n a l c h a r a c t e r i s t i c s and b e h a v io rs

w hich a r e p e rc e iv e d a s a o s t im p o r ta n t f o r e f f e c t i v e jo b perfo rm an ce

by e l e a e n ta r y sc h o o l p r in c i p a l s i s s i g n i f i c a n t b ecau se t h i s know

le d g e c o u ld :

1* H elp c r e a t e a b e t t e r u n d e r s ta n d in g , among sch o o l

p r o f e s s io n a l s , o f th e e le a m n ta ry p r i n c i p a l ' s jo b

p e rfo rm a n c e , and how i t r e l a t e s t o d i f f e r i n g

p e r c e p t io n s o f in d iv id u a l s and g ro u p s w ith whom

he i n t e r a c t s .

2 . A s s i s t sch o o l sy stem s in becom ing a o re p r o f i c i e n t

i n s e l e c t i n g p e rso n s f o r e l e a e n ta r y p r in c ip a ls h ip s *

3 . H elp e le a e n ta r y p r i n c i p a l s u p g rad e t h e i r le a d e r

s h ip and a d a d n i s t r a t i v e s k i l l s *

4* Im prove p ro c e d u re s used t o e v a lu a te j o b p e r f o r

m ances o f e le a w n ta ry p r in c ip a l s *

5* Im prove e d u c a t io n a l o p p o r tu n i t i e s f o r e le m e n ta ry

sc h o o l s tu d e n t8*

A ssu a ^ tio n s B asic t o th e S tudy

A ssum ptions b a s ic t o t h i s s tu d y a r e :

1* P e r c e p t io n s d i l c h in d iv id u a l s and g ro u p s h o ld

re g a rd in g th e e le m e n ta ry p r i n c i p a l s h ip shape r o le


4e x p e c ta t io n s h e ld f o r p r i n c i p a l s and f o r a th e n o s t

im p o r ta n t c r i t e r i a f o r d e te rm in in g p r i n c i p a l s h i p

s u c c e s s ,

2 , E le a e n ta ry p r i n c i p a l s e x h ib i t d i f f e r i n g d e g re e s

o f jo b e f f e c t i v e n e s s , w ith th e s e d i f f e r e n c e s

m o s tly d e te rm in e d by v a r io u s p e rs o n a l c h a r a c t e r

i s t i c s and b e h a v io r s .

3* P e rc e p t io n s o f in d i v id u a l s and g roups can be

i d e n t i f i e d and th e n s y n th e s iz e d in a a a n n e r w hich

w i l l i n d i c a te th o s e a o s t in p o r ta n t f o r e f f e c t i v e

jo b perfo rm an ce by e l e a e n ta r y p r i n c i p a l s .

L im i ta t io n s o f th e Study

In fo rm a tio n o b ta in e d f r o a "S urvey R egard ing P e rs o n a l C h a ra c te r

i s t i c s and B eh av io rs o f E le a e n ta ry S chool P r in c i p a l s " i s l i a i t e d i n

i t s a p p l i c a b i l i t y i n t h a t i t w i l l r e f l e c t p e r c e p t io n s o f e le m e n ta ry

t e a c h e r s , e l e a e n ta r y p r i n c i p a l s , and c e n t r a l o f f i c e sc h o o l a d a i n i s -

t r a t o r s f r o a o n ly one su b u rb an sch o o l d i s t r i c t o f f i v e e l e a e n ta r y

s c h o o ls , view ed in i t s p r o p e r p e r s p e c t iv e , th e su rv e y in fo rm a tio n

i s an i n d i c a t o r o f p e r s o n a l c h a r a c t e r i s t i c s and b e h a v io r s p e rc e iv e d

a s a o s t im p o rta n t f o r e f f e c t i v e jo b p erfo rm ance by e l e a e n ta r y

p r i n c i p a l s a s s e e n i n one sc h o o l d i s t r i c t .

O rg a n iz a t io n o f th e R epo rt

The r e p o r t b e g in s i n c h a p te r one w ith a s ta te m e n t o f th e p rob lem

upon w hich t h i s s tu d y f o c u s e s . A r a t i o n a l e f o r th e s tu d y , i t s


5s i g n i f i c a n c e , b a s ic a s su m p tio n s o f t h e s tu d y , s tu d y l i m i t a t i o n s ,

and o r g a n i s a t i o n o f th e r e p o r t a r e th e n p r e s e n te d .

C h a p te r tw o , "Review o f R e la te d L i t e r a t u r e , " i s s t a r t e d w ith

an I n t r o d u c t io n t o th e c h a p te r* P e r c e p t io n s o f v a r io u s e d u c a t io n a l

a u t h o r i t i e s a r e g iv e n r e g a rd in g e le m e n ta ry p r in c i p a l e f f e c t i v e n e s s ;

sc h o o l c l im a te and p e rs o n a l c h a r a c t e r i s t i c s and b e h a v io rs o f th e

p r i n c i p a l a r e p re se n te d * N e x t, in fo rm a tio n r e l a t i v e t o g ro u p p e r

c e p t io n s ta k e n from s u rv e y s i s r e p o r te d . The in fo rm a tio n i s b ased

on g ro u p su rv e y s in v o lv in g e le m e n ta ry sc h o o l s tu d e n t s , p a r e n t s ,

t e a c h e r s , p r i n c i p a l s , and c e n t r a l o f f i c e sc h o o l a d m in is t r a to r s * A

summary en d s th e c h a p te r*

C h a p te r th r e e e x p la in s th e d e s ig n and m ethodology o f "S u rv ey

R eg ard in g P e rs o n a l C h a r a c t e r i s t i c s and B eh av io rs o f E lem en ta ry School

P r i n c i p a l s . " a rev iew o f th e p ro b lem i s s t a t e d and th e p o p u la t io n

sam ple su rv ey ed i s d e f in e d * The p r o c e s s o f su rv ey in s tru m e n t c r e a

t i o n and v e r i f i c a t i o n i s e x p la in e d * p ro c e d u re s u t i l i z e d in a d m in is

t e r i n g th e su rv e y in s tru m e n t a r e d e t a i le d * F in a l ly , su rv e y d a ta

t r e a tm e n t i s d e fin e d *

C h a p te r f o u r p r e s e n t s "S u rvey R eg a rd in g P e rso n a l C h a r a c t e r ! a t i c s

and B e h a v io rs o f E lem en ta ry S chool P r i n c i p a l s " and d a ta d e r iv e d from

i t * D ata a r e p re s e n te d f o r th e fo l lo w in g g ro u p s :

1* E lem en ta ry p r in c ip a l s *

2* C e n tra l o f f i c e s c h o o l a d m in is t r a to r s *

3* E lem en ta ry te a c h e r s *

4* E lem en tary p r i n c i p a l s and c e n t r a l o f f i c e sc h o o l

a d m in i s t r a to r s in co m b in a tio n *


5* E le a e n ta ry p r i n c i p a l s , c e n t r a l o f f i c e sc h o o l a d m in is

t r a t o r s , and e l e a e n t a r y t e a c h e r s i n c o m b in a tio n .

N e x t, a n a n a l y s i s o f d a ta f o r each o f th e above g ro u p s i s

g iv e n . A su a n a ry f i n i s h e s th e c h a p te r .

C h a p te r f iv e b e g in s by a s k in g c o a p a r ls o n s betw een th e t h r e e

g ro u p s o f e d u c a to r s su rv ey ed i n th e Lakeview S ch o o ls ( e l e a e n ta r y

p r i n c i p a l s , c e n t r a l o f f i c e s c h o o l a d a i n i s t r a t o r s , and e l e a e n ta r y

t e a c h e r s ) , i t a l s o p r e s e n t s co m p ariso n s betw een d a ta g le a n e d f r o a

th e Lakeview su rv ey and d a ta g e n e ra te d f r o a o th e r s u rv e y s . A s u a

n a r y c o n c lu d e s th e c h a p te r .

C h ap te r s ix p r e s e n ts a n o v e r a l l s tu d y s u a n a ry , s tu d y c o n c lu s io n s ,

and i a p l i c a t i o n s a r r iv e d a t a s a r e s u l t o f th e s tu d y .


CHAPTER I I

REVIEW OP RELATED LITERATURE

In tr o d u c t io n

The r e l a t e d l i t e r a t u r e i n t h i s c h a p te r p r e s e n t s many p e rc e p t io n s

o f th e e l e a e n t a r y p r i n c i p a l s h l p . The v iew s o f v a r io u s e d u c a t io n a l

a u t h o r i t i e s a r e f i r s t o f f e r e d . T hese a u t h o r i t i e s w ere coaposed

p re p o n d e ra n t ly o f p u b l i c sch o o l a d a i n i s t r a t o r s and c o l le g e and u n i

v e r s i t y p r o f e s s o r s o f e d u c a tio n a t th e t i a e t h e i r p e r c e p t io n s were

w r i t t e n . They a r e r e f e r r e d to f o r t h e i r p r o f e s s io n a l o p in io n s r e -

g a rd in g s c h o o l c l i a a t e and p e rs o n a l c h a r a c t e r i s t i c s and b e h a v io rs a s

th e y r e l a t e t o p r in c i p a l s h ip e f f e c t i v e n e s s . In th e n e x t s e c t io n o f

th e c h a p te r , g ro u p p e r c e p t io n s a r e r e p o r te d r e l a t i v e t o p r i n c i p a l

s h ip e f f e c t i v e n e s s . P e rc e p t io n s o f e l e a e n ta r y s c h o o l s tu d e n t s ,

p a r e n t s , t e a c h e r s , p r i n c i p a l s , and c e n t r a l o f f i c e sch o o l a d a i n i s -

t r a t o r s a r e p r e s e n te d in s e p a ra te g ro u p s . I n so ae I n s ta n c e s , two o r

a o re o f th e s e g ro u p s have p e rc e p t io n s t& lch a r e s e p a r a t e ly re p o r te d

f r o a th e san e s tu d y and c o a p a r is o n s c a n e a s i l y be a s d e . A su an ary

c o n c lu d e s th e c h a p te r w ith g e n e r a l i t i e s found w i th in i t .

p e r c e p t io n s o f E d u c a tio n a l A u th o r i t i e s

School c l i a a t e and th e p r in c i p a l

Many w r i t e r s have esp o u sed th e ia p o r ta n c e o f th e e l e a e n ta r y

p r in c i p a l i n e s t a b l i s h i n g a sch o o l a ta o s p h e re o r c l i a a t e t h a t i s

7


8co n d u c iv e t o o p tim a l l e a r n in g . R eg ard in g sch o o l c l i a a t e , G reen

(1968) w rote*

T h e re sh o u ld be a tfeo le so ae a ta o s p h e re in th e s c h o o l, r e f l e c t i n g a p p r e c ia t io n o f th e im p o rtan ce o f th e u n d ert a k in g , b u t a t th e sa a s t l a e a f r i e n d l i n e s s t h a t o u tlaw s te n s io n * The c o r d i a l r e l a t i o n s h i p e n a b le s e v e ry - one— c h i l d r e n , te a c h e r s and p r i n c i p a l — to be n a tu ra l*The sc h o o l ca n be i n h ig h g e a r —y e t a t ease*

P r in c i p a l sh o u ld b r in g a l l a v a i l a b l e r e s o u rc e s to th e t a s k o f p ro v id in g le a d e r s h ip i n d e v e lo p in g a p ro g ra a w hich p r o a o te s th e h a p p in e s s , c o a f o r t and su o o ess o f eac h c h i l d , c o a f o r t in g th e a f f l i c t e d and a f f l i c t i n g ( c h a l le n g in g ) th e c o m fo r ta b le , The to n e o f th e sch o o l w i l l be s e t l a r g e ly by th e a t t i t u d e o f th e a d a i n i s - t r a t o r to w ard c h i ld r e n and what h e c o n c e iv e s t o be th e s c h o o l 's r e s p o n s i b i l i t y f o r th en * The e f f e c t i v e p r i n c i p a l to d a y I n v a r ia b ly knows c h i ld r e n , lo v e s th e n and r e c o g n is e s c l e a r l y h i s r e s p o n s i b i l i t y t o th e n a s le a d e r o f t h e i r sch o o l (p* 10)*

B a rb e r (1 9 7 0 ) s t a t e d t h a t n o s t t e x t s o f e d u c a t io n a l ad m in is

t r a t i o n d e p ic t th e b u i ld in g p r in c i p a l a s th e key f a c t o r d e te rm in in g

th e c l i a a t e o r n o r a le o f a sc h o o l f a c u l t y (p* 23)* He s t r e s s e d

t h a t th e d e n o c r a t ic a d a l n i s t r a t o r was th e ty p e who co u ld b e s t

a c c o a p l i s h a c l i a a t e i n w hich th e fo l lo w in g e x i s t e d :

The f a c u l t y i s hap p y , an d above a l l , i t i s p ro d u c tiv e *C r e a t i v i t y i s a t i t s g r e a t e s t , and th e end p ro d u c t , th e s tu d e n t , h a s had th e b e s t , t o w hich h e i s e n t i t l e d *D e c is io n s a r e a r r iv e d a t d e a o c r a t i c a l l y , a n d , sone d e c i s io n s a r e n sd e by th e p r i n c i p a l , and by th e p r i n c i p a l a lo n e * The f a c u l ty knows t h i s , and a c c e p ts i t , j u s t a s i n t h e i r d e a o c r a t i c a l l y ru n c l a s s r o o a s , th e r e a r e d e c i s io n s w hich th e y , and th e y a lo n e a u s t s a k e (p* 2 3 ) .

In r e g a rd in g sch o o l c l i a a t e , Bogue (1972) e a p h a s iz e d t h a t

e d u c a t io n a l p r o d u c t iv i t y i s enhanced d w a th e b u i ld in g a d a d n l s t r a t o r

a c t s t o c r e a t e open rn— m l c a t io n i n a c l i a a t e o f h o n e s ty and t r u s t

(p . 5 0 6 ) .

Crow der (1967 ) n o te d t h a t th e e l e a e n ta r y p r i n c i p a l 's a o s t i a e

p o r t e n t t a s k i s th e ia p ro v e a e a t o f i n s t r u c t i o n , th e a c c o a p li s h a e n t


9o f w hich r e q u i r e s t h a t he prom ote a c l i a a t e co n d u c iv e t o le a r n in g

w here t e a c h e r s d ev e lo p s e l f - a s s u r a n c e and a w i l l in g n e s s t o e v a lu a te

t h e i r own jo b p e rfo rm a n c e s . To e s t a b l i s h t h i s c l i a a t e , th e p r i n c i p a l

a u s t f i r s t c r e a t e an en v iro n m en t i n w hich th e r e w i l l be an open

ex change o f i d e a s . T h is w i l l e n g en d e r f e e l i n g s o f s e l f - c o n f id e n c e

aaong s t a f f m es& ers, o u t o f tA ic h w i l l a r i s e a w i l l in g n e s s f o r

o b je c t iv e e v a lu a t io n and s e l f - d i s c o v e r y ( p . 3 8 ) .

S e rg lo v a n n i and S t a r r a t t (1 9 7 1 ) w ro te :

As i n s t r u c t i o n a l l e a d e r s , e n l ig h te n e d s u p e r v is o r s e x e r t s w jo r e f f o r t s tow ard h e a l th and c l i a a t e g o a l s f o r s c h o o ls b eca u se th e y re c o g n is e t h a t i n s t r u c t i o n a l le a d e r s h i p e f f o r t s i n l e s s th a n h e a l th y and open sch o o l e n v iro n m e n ts s ta n d l i t t l e chance o f su c c e e d in g ( p . 1 0 4 ).

K lo p f , B la k e , S h e ld o n , and B urnes (1 9 7 4 ) s t a t e d :

P rim a ry i n th e c r e a t io n o f a n o p tim a l le a r n in g e n v iro n - m ent f o r c h i ld r e n i s th e developm ent o f a h u m a n is tic c l i a a t e i n th e s c h o o l, a c l i a a t e a r i s i n g f r o a th e a c t iv e s h a r in g o f i d e a s , p e r c e p t io n s , n e e d s , p ro b le m s , e x p e rt i s e , and r e s p o n s i b i l i t y aaong th e c h i l d r e n , s t a f f , and p a r e n t s i n th e sch o o l com m unity . The e d u c a t io n a l l e a d e r f a c i l i t a t e s th e developm ent o f a h u m a n is tic c l im a te by :

1 . D evelop ing and im p lem en tin g team r e l a t i o n s h ip s imnng th e members o f th e s t a f f anda ) fu n c t io n in g e f f e c t i v e l y a s a

le a d e r o f a s t a f f teamb) fu n c t io n in g e f f e c t i v e l y a s a

member o f a s t a f f teamc ) d e le g a t in g l e a d e r s h ip r e s p o n s i

b i l i t y t o members o f a s t a f f team .2 . M aking o n e s e l f a v a i l a b l e t o t e a c h e r s and en

c o u ra g in g them t o e x p r e s s t h e i r in d iv id u a l p ro b lem s, n e e d s , f e e l i n g s and f r u s t r a t i o n s .

3 . W orking w ith p a r e n t s , t e a c h e r s , and o th e r sch o o l p e rs o n n e l t o d e v e lo p g o a ls and o b je c t iv e s f o r th e s c h o o l .

4 . E nab lin g t e a c h e r s and o t h e r sch o o l p e rso n n e l t o ia p le n e n t s t r a t e g i e s f o r c a r r y in g o u t sch o o l o b j e c t i v e s .

5 . W orking w ith t e a c h e r s and o th e r sch o o l p e rs o n n e l t o d e v e lo p and im plem ent an a sse ssm en t program f o r m e asu rin g th e s c h o o l* s e f f e c t i v e n e s s .


106 . E n a b lin g th e s t a f f t o d e v e lo p a s e n s e o f

" th e w hole c h i ld * by in v o lv in g th e c l a s s - ro o a t e a c h e r i n s h a r in g p e r c e p t io n s o f e a c h c h i l d ' s n e e d s and s t r e n g t h s w ith

a ) t h e s p e c i a l i s t s t a f f ( in c lu d in g s p e c i a l i s t t e a s e r s i n a r t , a su s ic , p h y s ic a l e d u c a t io n , an d so o n , an d th e l i b r a r i a n , th e l e a r n in g d i s a b i l i t i e s o r s p e c i a l e d u c a t io n te a c h e r , and o t h e r s )

b ) t h e p u p i l p e rs o n n e l s t a f f ( in c lu d in g th e sp eech th e r e * p i s t , n u r s e , g u id a n c e co u n - s e l o r , p s y c h o lo g i s t , and so o n )

c ) t h e n o n p ro fe s s io n a l s t a f f ( in c lu d in g a i d e s , p a r e n t v o lu n t e e r s , c u s to d ia l and lu n c h ro o n s t a f f s , and so o n ) .

7 . H e lp in g te a c h e r s d ev e lo p a d ia lo g u e w ith p a r e n t s t h a t in v o lv e s s h a r in g p e r c e p t io n s o f th e c h i l d ' s s t r e n g t h s and p o t e n t i a l and p la n n in g co o p e ra t i v e l y t o a e e t th e c h i l d ' s l e a r n in g n e e d s .

8 . I n v o lv in g s t a f f i n p e r s o n a l ly r e c r u i t i n g p a re n t v o lu n te e r s f o r th e sc h o o l p ro g ram .

9 . P la n n in g and ia p le n e n t in g work sh o p s f o r p a r e n t s t o e n a b le th ea i t o work w ith c h i l d r e n in th e c la s s ro o m and a t h o n e .

10. E l i c i t i n g and a s k in g p r o g r s a n a t i c u se o f id e a s and s u g g e s t io n s f r o a te a c h e r s and o th e r sc h o o l p e r s o n n e l , s t u d e n t s , and p a r e n t s .

11 . E n co u rag in g c o l le a g u e s h ip be tw een i n s t r u c t i o n a l a i d e s and th e p r o f e s s io n a l s t a f f by in c lu d in g a id e s i n p r o f e s s io n a l s t a f f m e e tin g s and i n - s e r v ic e w ork sh o p s.

12. S p eak in g i n f o m a l l y w ith c h i ld r e n i n c o r r i d o r s , c la s s ro o m s , and o th e r s c h o o l a r e a s d u r in g th e sc h o o l d ay .

13. M aking o n e s e l f a v a i l a b l e t o and e n c o u ra g in gc h i ld r e n to e x p re s s t h e i r i n d i v id u a l p r o b le a s , n e e d s , f e e l i n g s , and f r u s t r a t i o n s (p p . 3 4 -5 6 ) .

P e rs o n a l c h a r a c t e r i s t i c s o f th e e f f e c t i v e e l e a e n t a r y sch o o l p r in c ip a l

W ag s ta ff and S p illm a n (1974) l i s t e d th e fo llo w in g a s e s s e n t i a l

a t t r i b u t e s f o r e f f e c t i v e p r i n c i p a l s :

1 . C o a a i t t a e n t t o th e e l e a e n ta r y p r i n c i p a l s h i p a s th e

peak p o s i t i o n i n a n e d u c a t io n a l c a r e e r r a t h e r th a n


11s e e in g th e p r ln c i p e l s h ip a s a s te p tow ard a n o th e r

p o s i t io n *

2* S e lf -c o n f id e n c e *

3* A p e n c h a n t f o r am b ig u ity and u n c e r ta in ty *

4* I n s ig h t r e l a t i v e t o th e i n t e r r e l a t e d n e s s o f th e

sch o o l t o i t s e l f and i t s e n v iro n a e n t*

3* Empathy*

6* A b i l i ty t o communicate*

7* A ccep tance o f c o n f l i c t and w i l l in g n e s s to cope

w ith i t *

8* Knowledge o f and s k i l l i n human r e l a t i o n s (p p . 36-

3 8 ) .

Jacobson* Logsdon* and Wiegman (1973) d e c la re d t h a t a s u c c e s s f u l

p r in c i p a l sh o u ld hav e p e rs o n a l q u a l i f i c a t i o n s t h a t in c lu d e :

1* Much know ledge in th e o ry and p r a c t i c e o f e d u ca tio n *

2* Good h e a l th *

3* A h ig h d e g re e o f i n t e l l ig e n c e *

4* Broadmindedness*5* H a b its o f p ro m p tn ess and r e g u la r i ty *

6* An even temper*7* P e rs o n a l charm (p p . 4 1 -4 2 ) .

F a n t in i (1960) s t a t e d :

An open mind* f l e x i b i l i t y * and a d a p t a b i l i t y become d e s i r e d t r a i t s f o r a p r in c i p a l i n t e r e s t e d in d ev e lo p in g and i n s p i r i n g im proved i n s t r u c t i o n o f m ost le a r n e r s i n h i s sp h e re o f in f lu e n c e — n o t o n ly c h i ld r e n bu t a l s o a d u l t s (p* 47)*

Hagmaa (1 9 5 6 ) , in w riting about the pe rsonality needed fo r

e ffe c tiv e elementary prlncipalsh ip* emphasised th a t each p rin c ip a l


12sh o u ld be h i a t f e l f , w ith o u t p r e te n s e , and shou ld e x h i b i t c o n s i s t e n t

s i n c e r i t y in h i s d e a l in g s w ith o t h e r s ( p . 1 4 ) ,

McIntyre (1971) wrote:A ssum ing t h a t i n t e l l i g a n e a w i l l n o t be s e l f - d e f e a t i n g , th e n , I am co n v in ced t h a t a t l e a s t a m o d e ra te ly powerf u l i n t e l l e c t i s one o f th e a o s t e s s e n t i a l o f c h a ra c t e r i s t i c s o f p r i n c i p a l s and w i l l in c r e a s e i n ia p o r ta n c e i n th e f u tu r e * C a l l i t what we w i l l , and a e a s u re i t how we w i l l , a e n t a l a b i l i t y h a s s to o d up rem ark ab ly w a ll a s a c o n c o m ita n t o f su c c e s s i n s c h o o l a d a in i s t r a t i o n , even th o u g h o u r su c c e s s c r i t e r i a h av e been shaky a t b e s t and o u r t e s t s o f a e n t a l a b i l i t y l e s s th a n p e r f e c t (p p . 83 - 8 4 ) .

S tusip f (1949) w ro te ab o u t e f f e c t i v e schoo l le a d e r s h ip and

em phasized t h a t th e n o s t im p o r ta n t a t t r i b u t e th a t a p r in c i p a l c an

have a s a l e a d e r i s e f f e c t i v e i n a g in a t i o n ( p . 16 5 ). S tu a p f d e f in e d

e f f e c t i v e im a g in a t io n a s fo l lo w s :

What i s t h i s e f f e c t i v e im a g in a t io n , t h a t i t seems so n e c e s s a ry ? To me i t i s th e a b i l i t y to see beyond what i s t o be s e e n , t o e x p lo re d i a t i s o v e r th e h o r iz o n o f th e p r e s e n t s i t u a t i o n , and th e n t o do som ething ab o u t i t . D reaa in g w ith o u t a c t i o n i s a w as te o f tim e and th e ta x p a y e r s ' money (p . 1 6 5 ).

K lo p f (1 9 7 2 ) enum erated many c h a r a c t e r i s t i c s r e l a t i v e t o

a b i l i t i e s v i t a l to e f f e c t i v e e l e a e n t a r y p r in c i p a l s h ip . Aaong

th e s e a b i l i t i e s w ere th e fo l lo w in g :

1 . The a b i l i t y to f u n c t io n i n ways t h a t r e f l e c t an

u l t i a e t e co n ce rn w ith th e d ig n i ty and w orth o f

human b e in g s , a n em phasis o n in d iv id u a l c h i ld r e n

a s b e in g and becom ing, and c e n te r in g a t t e n t i o n on

th e e x p e r ie n c e s t h a t p e o p le h a v e .

2 . The a b i l i t y t o d ev e lo p o p en and h o n e s t r e l a t i o n

s h ip s w ith a w ide range o f p e o p le o f v a r io u s age


l e v e l s w ith d i f f e r e n t b ack g ro u n d s and l i f e e x p e r i

e n c e s .

3 . The a b i l i t y t o u n d e rs ta n d g row th and le a r n in g p ro

c e s s e s o f p e o p le and t o d e v e lo p a p p ro a c h e s w hich

e n a b le le a r n in g to ta k e p la c e i n s e l f and o th e r s .

4 . The a b i l i t y t o u se m a te r i a l and human r e s o u r c e s ,

s p a c e , and env ironm ent e f f e c t i v e l y (p p . 1 2 1 -1 2 3 ).

J a r v i s and Pounds (1969) c i t e d th e fo llo w in g p e rs o n a l q u a l i t i e

and c h a r a c t e r i s t i c s a s d e s i r a b l e f o r a n e le a e n ta r y sc h o o l p r i n c i p a l

1 . Above a v e ra g e a e n t a l a b i l i t y w hich i s c h a r a c te r

iz e d by f a c t o r s such a s th e a b i l i t y to a n t i c i

p a te p r o b le a s , c r e a t i v i t y , c u r i o s i t y , in g e n u i ty ,

a b i l i t y t o u n d e rs ta n d c o a p le x id e a s , open-m ind

e d n e s s , and o r i g i n a l i t y .

2 . L e a d e rsh ip a b i l i t y w hich e n c o a p a sse s o rg a n iz in g

r e s o u r c e s and d e le g a t in g r e s p o n s i b i l i t y and

a u t h o r i t y in c a r r y in g o u t th e sch o o l p rogram .

3 . A d e s i r a b l e p e r s o n a l i t y trtiich e x h i b i t s a

f r i e n d l y a t t i t u d e , t a c t f u l n e s s com bined w ith

f r a n k n e s s , a sen se o f h u a a r , co u rag e to s ta n d

by c o n v ic t io n s , and a b a la n c e o f node s ty and

s e 1f - p r o a o t io n .

4 . E x c e l le n t p h y s ic a l and a e n t a l h e a l th which h e lp s

i n h a n d lin g jo b p r e s s u r e s w e l l .

5 . C h a ra c te r and i n t e g r i t y t h a t w i l l a e r i t th e t r u s t

and c o n f id e n c e o f s tu d e n t s , s t a f f , and p a r e n ts ( p p . 5 - 8 ) .


14P t r w t l b e h a v io rs o f th e e f f e c t i v e e l — e n ta ry sch o o l p r i n c i p a l

B u r r , C o f f ie ld , J e n so n , and H eag ley (1963) w ro te :

• • • th e e f f e c t i v e e l e a e n t a r y sc h o o l p r i n c i p a l o p e r a t e s a s a p r o f e s s io n a l p e rs o n I n th e p ro c e s s o f o r g a a iz a ln g th e f a c u l t y f o r c o o p e ra t iv e a c t i o n , i d e n t i f y i n g p ro b le m s , be c o a l ag in fo rm ed a b o u t new dev e lo p m en ts and t r e n d s , i n i t i a t i n g needed c h a n g e s , and c r e a t i n g a n en v iro n m en t i n w hich th e b e s t t h a t i s known a b o u t e d u c a tio n i s e x p e r ie n c e d by th e c h i ld r e n in h i s schoo l* He w orks th ro u g h p e o p le to a c h ie v e g o a l s , and he w orks i n ways t h a t b r in g g row th and s a t i s f a c t i o n t o th o s e w ith ihom he w o rk s. I n so d o in g , he b u i ld s a n im age o f h im s e lf i n th e m inds o f c h i ld r e n , t e a c h e r s , and p a r e n t s .

The e f f e c t i v e p r in c i p a l c r e a t e s a r e a l i s t i c and d e s i r a b l e s e l f - im a g e , and behaves so t h a t th e im ages o th e r s h o ld o f him a r e n o t in s e r io u s d isharm ony w ith h i s own ( p . 5 ) .

M oser (1974) saw th e p r i n c i p a l a c t i n g i n th e r o le o f a shock

a b s o r b e r , a s a p e rs o n in th e m id d le b e in g b u f f e te d from above and

below in th e e d u c a t io n a l h ie r a r c h y by demands i n c o n f l i c t . As a

shock a b s o r b e r , th e p r in c i p a l was d e s c r ib e d a s one who m ust l i s t e n

t o s u b o r d in a te s and s u p e r o r d in a te s and a l s o cnam n n lca te h i s e x p e c ts *

t i o n s t o b o th g ro u p s in o r d e r t o sm d ify b e h a v io r so t h a t i t i s more

c l o s e l y a l ig n e d w ith id»at he b e l ie v e s t o be th e b e s t p o s s ib le a c t i o n

(P* U ) .

G oodlad (1955 ) em phasized th e im p o rtan ce o f tim in g and p a c in g

when he s t a t e d :

Good tim in g and good p a c in g d e m o n s tra te th e su c c e s s o f th e e d u c a t io n a l le a d e r in encom passing a l l o th e r s i g n i f i c a n t f a c t o r s in h i s sp a a o f c o n t r o l . H is t im in g andp a c in g a r e good b ecause h e h a s i n s i g h t in to h im s e l f ,u n d e r s ta n d s p e o p le , h a s some se n se o f where he and educ a t i o n a r e g o in g , m akes i n t e l l i g e n t a p p r a i s a l s o f th e c u l t u r a l s e t t i n g , and i s aw are o f th e c o n d i t io n s u n d e r td iich change i s n o s t l i k e l y t o be e f f e c t e d ( p . 6 ) .


15S to o p s and Jo h n so n (1967 ) w ro te th e fo l lo w in g :

To be a n e f f e c t i v e e d u c a t io n a l l e a d e r , th e p r in c i p a l a u s t exam ine th e r o l e h e l a t o p la y and d e v e lo p a c o n s i s t e n t p h ilo so p h y o f l e a d e r s h ip . B ecause th e a d m in i s t r a t o r and h i s p h ilo so p h y a r e n e a r ly o ne and th e sam e, h i s p e r s o n a l i t y , p e rfo rm a n c e , and e f f e c t i v e n e s s a s a n a d m in i s t r a t o r w i l l be c o n c o m ita n ts o f h i s p h ilo so p h y ( p . 3 4 ) .

Wayson (1 9 7 4 ) , i n expound ing on th e c h a r a c t e r i s t i c s o f a good

s c h o o l, em phasized t h a t th e e f f e c t i v e e d u c a t io n a l l e a d e r w i l l

i d e n t i f y th o s e c r i t e r i a w hich a r e based i n th e q u a l i t y o f th e d i f

f e r e n c e made i n th e l i v e s o f s tu d e n t s , s t a f f , and community ( p . 3 4 ) .

S p a in , Drummond, an d G oodlad (1956) l i s t e d th e fo llo w in g

b e h a v io rs o f th e e f f e c t i v e e le m e n ta ry sc h o o l p r i n c i p a l :

1* D evelops sound humsn r e l a t i o n s w ith and amongmembers o f h i s s t a f f , p a r e n t s , and p u p i l s ,

2 , S t im u la te s each o f h i s c o -w o rk e rs t o c a tc h a v i s io n o f a p e r s o n a l p o t e n t i a l n o t p r e v io u s ly p e rc e iv e d *

3 . H elps th e g ro u p r a i s e i t s " s i g h t s " c o n c e rn in g what can be accom pli sh e d .

4* R e le a s e s , d e v e lo p s , and u s e s th e t a l e n t s o f th e t o t a l s t a f f .

5* R eco g n izes t h a t h ig h m o ra le i s a n im p o r ta n t f a c t o ri n good w ork ing s i t u a t i o n s and p ro v id e s a p e r m is s iv e y e t s t im u la t in g en v iro n am n t f o r a l l .

6 . U ses th e b a s ic c o n c e rn s o f th e g ro u p a s th e b e g in n in g p o in t f o r s tu d y an d a c t i o n ,

7 . H elps th e g ro u p d e c id e id i lc h p rob lem s a r e o f g r e a t e r and l e s s e r s i g n i f i c a n c e .

8 . P ro v id e s a s s i s t a n c e a s t h e g ro u p d e c id e s how to a t t a c k th e p ro b le m s ,

9* Makes s u re t h a t s o lu t i o n s a r e n o t app roved u n t i l th e e v id e n c e n eeded f o r sound judgm ent i s a v a i l a b l e and h a s been c o n s id e re d ,

10. C o n tr ib u te s s u g g e s t io n s a s a member o f th e g ro u p .11. H e lp s in d iv id u a l s t a f f members become b e t t e r a b le

t o d i s c u s s i s s u e s i n such a m anner t h a t d iv e rg e n t o p in io n s a r e n o t m ere ly t o l e r a t e d , bu t c a r e f u l l y c o n s id e re d a s p e rh a p s p r e f e r a b l e t o a c c e p te d m a jo r i ty o p in io n .

12. u s e s s k i l l f u l l y h i s know ledge o f how g ro u p s f u n c t io n , o f te c h n iq u e s f o r im prov ing th e e f f e c t iv e n e s s o f g ro u p s , and o f th e p o t e n t i a l i t i e s o f eac h g ro u p member.


13* R eco g n ize s t h a t some p ro b lem s r e q u i r e g ro u pconsideration, while others may best be handled in other mays.

14. Involves in the deliberations leading to a decision those persons (or their representatives) who are likely to be affected by the decision*

15. Makes sure that the aetions implied by group decisions are subsequently taken*

16* B u ild s a c c e p ta n c e w i th in th e g ro u p t h a t d e c i s io n s on ce made a r e n o t i r r e v o c a b le — t h a t f r e q u e n t rev iew o f th e c o n se q u e n c e s o f d e c i s io n s i s d e s i r a b le *

17* Relates his actions to the community served* taking into account the power structure, socioeconemic conditions, geographic factors, mores, and traditions*

18* Bases his actions upon diat is known concerning the nature of human development and learning*

19* Handles administrative details expeditiously*20* A c ts d e c i s i v e l y y e t a lw ay s hum anely when s i t u a t i o n s

demand a c t io n *21* D ev e lo p s th e le a d e r s h ip p o t e n t i a l i n o th e rs *22* Maintains constant faith in people and their ability

to improve*23* B r in g s a l l e le m e n ts o f th e e d u c a t io n a l e n t e r p r i s e

t o fo c u s upon e d u c a t in g th e in d iv id u a l c h i ld *24* Builds understanding o f the responsibilities o f

democratic leadership to the individual and of the individual to democratic leadership.

25* Recognizes that growth in the people served is th e final test of leadership (pp* 21-22)*

M cIn ty re (1 9 7 1 ) s t a t e d :

I am much m ore a t t r a c t e d to some o f th e r e c e n t th in k in g t h a t v iew s a com peten t s c h o o l p r i n c i p a l f o r th e 1 9 7 0 's a s a c h a n g e r o f th e env iro n m en t i n w hich te a c h in g ta k e s p la c e , t o t i l e x t e n t t h a t th e en v iro n m en t n e e d s i n o r d e r t o ac c o m p lish th e g o a l s o f th e sch o o l* T h is r o le c o n c e p t seem s t o e n v is io n th e p r in c i p a l a s a p ro v id e r o f t h i n g s , a n a r r a n g e r o f e x p e r ie n c e s t o a l l e v i a t e i n t e r p e r s o n a l c o n f l i c t s , a n e l i a d n a t o r o f th e n u is a n c e s t h a t "b u g " t e a c h e r s , a b r in g e r o f r e s o u rc e s to b e a r on i n s t r u c t i o n a l p ro b le m s , a n a r r a n g e r o f p e o p le and sp a c e s t o m exim ize th e v a lu e s o f p h y s ic a l p ro x im ity , and th e l ik e * But t h i s c h a n g e r -o f - th e -e n v iro n m e n t r o l e can n o t be a d e q u a te ly f u l f i l l e d by a p r i n c i p a l who knows n o th in g a b o u t te a c h in g o r how t o o b s e rv e o r a n a ly z e te a c h in g s y s t e m a t i c a l l y , o r a t l e a s t how and id tea t o seek th e s e r v ic e s o f o t h e r s who do know such th i n g s , and who h a s no c l e a r n o t io n o f what th e sc h o o l i s supposed t o do f o r p e o p le (pp* 79-80)*


17f o r e s t (1967) sum m arized th e t e a f u n c t io n s w hich he c o n s id e re d

a o s t im p o r ta n t f o r a n e le a e n ta r y p r i n c i p a l . He l i s t e d , i n ra n k o r d e r ,

th e fo l lo w in g :

1 . L e a d e rs h ip o f p e r s o n n e l .

2 . P la n n in g c u r r i c u lu a .

3 . S u p e rv is io n o f th e te a c h in g s t a f f .

4 . P lacem en t and g ro u p in g o f p u p i l s .

5 . P la n t a a n a g e a e n t .

6 . E v a lu a tio n a s i t r e l a t e s to t e a c h e r s , p u p i l s , and

c u r r ic u lu m .

7 . P u b l ic r e l a t i o n s .

8 . G u id an ce .

9 . B u s in e s s m anagem ent.

10. W orking w ith s p e c ia l s e r v ic e s ( l i b r a r y , n u r s e s ,

lu n c h p rog ram , t r a n s p o r t a t i o n , s a f e ty , s p e c i a l

s u p e r v i s o r s , PTA) ( p . 2 2 7 ) .

G roup P e rc e p t io n s D eriv ed From S urveys

S tu d e n ts

F o re s t (1967 ) su rv ey ed c h i ld r e n i n g ra d e s one th ro u g h f i v e a t

P e te r Noyes S chool in M a ssa c h u se tts c o n c e rn in g t h e i r th o u g h ts abo u t

th e p r i n c i p a l ' s jo b f u n c t io n s . R e a c tio n s w ere many and v a r ie d a s

e x p re s s e d t o t e a c h e r s by th e s tu d e n t s . They saw th e p r i n c i p a l a s a

p o licem a n , c o u n s e lo r , f a t h e r , m o th e r , c l e r k , s e c r e t a r y , n u r s e ,

c u s to d ia n , " J a c k - o f - a l 1 t r a d e s , * e t c . (pp. 2 2 8 -2 3 0 ) .


18F r e e h i l l and t o s s (1960 ) sum m arised th e r e s u l t s o f a s tu d y

u n d e r ta k e n t o o b ta in a b e t t e r u n d e rs ta n d in g o f how p e o p le p e r c e iv e

an d i n t e r p r e t th e d u t i e s and b e h a v io r o f th e e le m e n ta ry p r in c ip a l*

P a r t o f th e s tu d y fo cu sed o n th e p e r c e p t io n s o f 2 ,1 3 7 t h i r d and

s i x t h g r a d e r s f r o n e ig h ty - f o u r e l e a e n t a r y sc h o o ls i n W ashington*

They p e rc e iv e d th e p r in c i p a l a s an e x e c u t iv e who knew how t o run

th e s c h o o l e f f i c i e n t l y and was i n t e r e s t e d i n s tu d e n t s ' id e a s and

s p e c ia l a b i l i t i e s * They a l s o saw h im a s a c o o r d in a to r , a a e c h a n lc ,

a k in d ly e x p e r t , a n i n t e r p r e t e r , an d a s u p e rv is o r* He wns se e n a s

a u t h o r i t a t i v e b u t w i l l in g t o l i s t e n t o p u p ils ? o p in io n s b e fo re

d e c id in g w hat was r i g h t o r wrong* H is o f f i c e was p e rc e iv e d a s a busy

p ie c e w here much was a c c o m p lish e d . I t was n o t f e l t t h a t he v i s i t e d

th e c la s s ro o m o f t e n o r t h a t h i s p o l i c i e s fo llo w ed s t u d e n t s ' sug

g e s t io n s * They d id n o t r e p o r t much en joym ent i n b e in g w ith th e p r in

c ip a l* And th e y d id n o t v iew him a s one who h e lp e d them s o lv e t h e i r

p ro b lem s o r a s h e lp f u l t o t e a c h e r s w ith d i f f i c u l t p r o j e c t s ( p . 3 8 ) .

C o n c lu s io n s based on a su rv e y o f some 300 s tu d e n ts i n g ra d e s one

th ro u g h s i x , i n t e n e le m e n ta ry s c h o o ls d i s t r i b u t e d th ro u g h f iv e

sc h o o l d i s t r i c t s , w ere r e p o r te d by McAulay (1 9 6 8 ) . T hese c o n c lu s io n s

w ere s t a t e d a s th u s :

The 500 c h i ld r e n who w ere in te rv ie w e d h ad a m essage f o rp r i n c i p a l s w hich i s lo u d and c l e a r *

1* Do n o t n e g le c t th e p r im a ry g ra d e c h i ld r e n and th e g i r l a i n y o u r e le m e n ta ry s c h o o l . A ttem pt t o d e v e lo p a n image w hich i n d i c a t e s t h a t y o u r jo b i s t o h e lp c h i ld r e n and t e a c h e r s r a t h e r th a n t o c e n s o r them* E s ta b l i s h t h e p r a c t i c e o f com m unicating w ith c h i ld r e n and d e v e lo p in g r a p p o r t w ith them*

2* A ct and behave i n y o u r s c h o o l so t h a t th e c h i ld r e n , ev en th e f i r s t g r a d e r s , a r e c e r t a i n o f y o u r function t o im prove th e s c h o o l 's l e a r n in g env ironm ent* I f th e


m a jo r i ty o f th e c h i 1 d m l u v t t h e id e e t h e t "you d o n 't do s u c h " you e e a be r e a s o n a b ly s u re t h i s o p in io n i s p r e v a le n t i n t h e com ssm ity*

3* The en v iro n m en t o f th e s c h o o l i s n o a t im p o r ta n t t o e le m e n ta ry children;, in a ll-g r a d e s , , They l i k e n e a t , p l e a s a n t c l a s s r oons w ith p r o p e r v e n t i l a t i o n and s u i t a b l e t e a p e r a t u r e . They w an t f lo w e rs and c le a n p lay g ro u n d s*

4* C h ild re n a r e y o u r n e s t e f f i c i e n t p u b l i c r e l a t i o n s a g e n ts* i f you ru n th e sc h o o l t o s u i t y o u r s e l f ,

11 know i t * I f y o u * re a n s r t i n e t , y o u ' l l c a u se t h e e n t i r e s tu d e n t beefy t o d e t e s t sc h o o l b eca u se good te a c h e r s w i l l le a v e and r i g i d o n e s w i l l s ta y * I f you a r e s t i a n l a t i n g and r e la x in g , y o u ' l l n o t o n ly a t t r a c t and l i b e r a t e c r e a t i v e t e a c h e r s b u t a l s o s e t a n e x c i t i n g le a r n in g en v iro n m en t f o r c h i ld r e n (p* 60)*

Parents

O tto and S an d e rs (1964) r e p o r te d a s tu d y by B u ff in g to n (1934)

i n w hich n in e ty p a r e n t s w ere in te rv ie w e d i n t h i r t y e l e a s n t a r y sch o o ls*

The p a r e n t s w ere ask ed to i d e n t i f y and d e s c r ib e c r i t i c a l i n c id e n t s

w hich th e y had o b se rv e d i n w hich th e p r i n c i p a l was e s p e c i a l l y

e f f e c t i v e o r i n e f f e c t i v e * I n c id e n ts d e s c r ib e d a s e f f e c t i v e num

b e re d 198, w h ile 96 w ere c o n s id e re d in e f f e c t i v e * The in c id e n t s

f e l l l a r g e ly i n t o th e s e a r e a s t

1* D evelop ing r e l a t i o n s h i p s w ith p a r e n t g ro u p s and

th e rii— im lrji

2* W orking w ith and c a r in g f o r c h i ld r e n *

3* Knowing and a s s i s t i n g p a r e n t s (p p . 352-333)*

L eep er (1969 ) p re s e n te d an a r t i c l e by G uss (1 9 6 1 ) w hich r e p o r te d

f in d in g s from a p e r c e p t io n s tu d y r e g a rd in g s u p e r v is io n c o n d u c ted by

th e R esea rc h Com m ittee o f th e In d ia n a A s s o c ia t io n f o r S u p e rv is io n and

C u rricu lu m D evelopm ent* P a r e n ts form ed p a r t o f th e p o p u la t io n


20surveyed la the study. Fifty parents froa Indiana were asked to respond to the survey questions. Eight of then answered with replies that were sufficiently eoaplete to be included in the study results. Parents rated teacher guidance and assistance as the asst important function of supervisors. Passing on new aaterials and anthods to teachers, visiting classroons, supervising teachers, and developing a curriculua to aeet the needs of the coanunlty were functions which also received eaphasis. Generally, parents offered no suggestions for iaproveaent (pp. 8 3 , 8 4 , 8 6 ) .

Freehill and Ross (1 9 6 0 ) , in their study of how people perceive and interpret the duties and behavior of the eleaentary principal, reported perceptions of 1 ,1 1 9 parents Of eleaentary students in the state of Washington. Responses froa parents indicated that their ideal principal was a asster teacher. He was also described as one who aade thoughtful and qoaplete studies before altering a progran or policy. And, he was considered to be helpful and just in wo thing out troubles between parents and teachers. Parents did not show auch enthusiaaa for evaluative functions of the principal in their descrip* tion of the ideal principal. They appeared to want an efficient ieader-aanager who accomplishes tasks, and aakes decisions that result in good organisation and agree with coanunlty suggestion and direction (pp. 3 9 * 4 0 ).

Teachers

Neville (1966 ) reported results of a 1963 study that he aade of teachers in Connecticut regarding their views of supervision. Teachers cited the following practices, procedures, and conditions as being


21v e ry im p o r ta n t i n t h e developm ent o f s u p e r v is o r y program s w hich

would im prove th e q u a l i t y o f i n s t r u c t i o n :

1* C o o p e ra tiv e developm ent o f im m ediate and lo n g -

ran g e c u r r ic u lu m p la n s t a k e s p la c e .

2 . T e a c h e rs a r e p ro v id e d o p p o r tu n i t i e s t o do s tu d y .

3 . The i n s t r u c t i o n a l program r e c e iv e s c o n tin u o u s

e v a l u a t i o n .

4 . T e a c h e rs a r e encou raged to ta k e le a d e r s h ip p o £ iti< sn s .

5 . The p r o f e s s io n a l s t a f f u n d e rs ta n d s jo b e x p e c ta t io n s

and r e l a t i o n s h i p s .

6 . The s t a f f i s d e m o c ra t ic a l ly a r ra n g e d f o r i n s t r u c t i o n a l

im provem ent •

7 . C om m ittees o f te a c h e r s a r e o rg a n iz e d f o r im proving

te a c h in g r e s o u r c e s .

8 . T h ere i s a c o o r d in a te j a t t a c k upon p u p i l p e rs o n n e l

p ro b lem s and th e d ia g n o s is o f l e a r n in g d i f f i c u l t i e s .

9 . O rg a n iz a t io n o f s u p e rv is io n i s changed a s n eed s o f

th e s i t u a t i o n a r e m o d if ie d .

1 0 . R eso u rces t o s tr e n g th e n developm en t o f th e c u rr ic u lu m

a r e g iv e n p r i o r i t y c o n s id e r a t io n .

11 . The c o n d i t io n o f h av in g s u p e r v is o r s who a r e f in e t e a c h e r s .

12 . The e v a lu a t io n p la n f o r t e a c h e r s i s c o o p e ra t iv e ly

e v o lv e d .

13. The e v a lu a t io n program r e f l e c t s th e s p i r i t o f ln s e r v i c e

developm ent r a t h e r th a n in s p e c t io n .

14 . The e v a lu a t io n p la n i s a g u id a n c e p ro c e d u re p o in te d


22toward assisting the teacher help himself to teach more effectively.

15. Curriculum development focuses on the needs of the individual school.

16. involvement of teachers in curriculum development is based on their interests and the needs of the school.

17. A curriculum materials center is maintained in the building or school system.

18 . A l i b r a r y o f ad eq u a te p r o f e s s io n a l m a te r i a l s i s

a v a i l a b l e t o t e a c h e r s .

19 . Records are kept relative to work and meetings of the staff as they consider Instructional problems.

2 0 . M e e tin g s a r e s t a r t e d and a d jo u rn e d p ro m p tly a t

the tim e s e t .

2 1 . The staff receives the meeting agenda well in advance of the meeting.

2 2 . Teachers participate in planning and organizing their meetings.

2 3 . A m a jo r p a r t o f s t a f f m e e tin g s i s r e s e r v e d f o r d e a l in g

w ith i n s t r u c t i o n a l im provem ent.

2 4 . The principal is with students and teachers enough to be accepted as a peer on the instructional teams.

2 5 . Demonstration teaching is arranged to show instructional methods and devices.

2 6 . Constructive group discussions follow demonstrations.2 7 . Arrangements fo r the intervisitation o f teachers are

a v a i l a b l e t o a l l (p p . 6 3 7 -6 3 8 ) .


23R eg ard in g w h e th e r p r i n c i p a l s sh o u ld be r e q u ir e d t o s e rv e a s

te a c h e r s b e fo re beco sd n g p r i n c i p a l s , th e N a tio n a l E d u c a tio n A sso c ia

t i o n R esea rc h D iv is io n (1971) r e p o r te d t h a t n i n e t y - s i x p e rc e n t o f

r e s p o n d e n ts , who w ere e l e a s n ta r y and saco n d ary te a c h e r s i n v a r io u s

re g io n s o f th e u n i te d S t a t e s , responded i n th e a f f i n a t i v e * The

m edian su g g e s te d y e a r s o f te a c h in g e x p e r ie n c e was f iv e (p* 2)*

Harris (1963) presented study procedures and findings bssed ona report by Saunders (1955 ) in which 312 teachers (127 eleaentary, 157 secondary, 18 college, and 10 others), who attended a suanar session at the university of Wyoming, were asked to rank responses to each of four questions about supervision* The findings were as follows:

The response "Respects you as an individual" received the highest ranking of all by teachers* Closely related and among the next highest-ranked responses were "Cooperates in solving problems" and "Provides for new ideas and individuality*"The two responses ranked lowest by these teachers were "leeogniaes your need for freedom from pupil contact" and"Helps establish and maintain your community status * * * *"One of the responses ranked quite high wes "Helps promote friendly faculty relations." This mas among the responses ranked highest by secondary teachers.Several responses relating to routine aspects of the instructional program failed to gain either very high or very low rankings* Giving support in classroom practice, assisting with discipline, informing personnel, providing good classroom ideas, promoting efficient school routine, and soliciting assistance in curriculum development were not among the highest-ranked responses (p* 434)*

Young and H e ie h b e rg e r (1975) su rveyed e l e a e n t a r y te a c h e r s in

s e le c te d r u r a l and su b u rb an s c h o o ls i n w e s te rn New York S ta te r e

g a rd in g s u p e r v is io n and e v a lu a tio n *


On a l i s t o f s ta te m e n ts , t e a c h e r s w ere a sk e d t o resp o n d " y e s ," " n o ,

o r " n e u t r a l , " S e le c te d v e rb a t im s ta te m e n ts a lo n g w ith p e rc e n ta g e

t o t a l s g iv e n a r e a s f o llo w s :

T h ere i s a d e f i n i t e n eed f o r s u p e rv is io n and e v a lu a t io n o f t e a c h e r s i n th e p u b l ic sch o o l ( p , 1 4 ) .

Yes N e u tra l Mo

Suburban T e a c h e rs 8 2 z 91 91

R u ra l T e a c h e rs 791 171 4 1

The s u p e r v is o r i s q u i t e o f t e n se e n a s p o t e n t i a l l y d an g ero u s to a t e a c h e r ( p . 1 4 ) ,

Y es N e u tra l No

Suburban T e a c h e rs 551 281 171

R u ra l T e a c h e rs 751 81 171

T e a c h e rs sh o u ld ta k e p a r t i n d e v e lo p in g o r s e le c t in g e v a lu a t io n in s t r u m e n ts , so t h a t th e y know th e c r i t e r i a a g a in s t id iie h th e y a r e b e in g ju d g ed (p . 1 5 ),

Yes N e u tra l No


R u ra l T e a c h e rs 1001 01 0 1

E v a lu a t io n sh o u ld be u sed t o d ia g n o se t e a c h e r s ' p e r form ance so th e y ca n s t r e n g th e n t h e i r w eaknesses th ro u g h i n - s e r v i c e e d u c a t io n ( p , 1 5 ) ,

Yes N e u tra l No

Suburban T e a c h e rs 8 2 l 181 01

R u ra l T e a c h e rs 881 81 41

I t i s im p o r ta n t f o r th e s u p e r v is o r t o have some u n d e rs ta n d in g o f th e t e a c h e r 's e d u c a t io n a l p h ilo so p h y and how th e t e a c h e r v iew s h i s own p r o f e s s io n (p . IS ) .

Y es N e u tra l Mo


R u ra l T e a c h e rs 881 81 41


25The b u i ld in g p r in c i p a l sh o u ld spend a t l e a s t 351 o fh i s t i n e i n s u p e rv is in g ( p . 16)*

Yes M eu tra l No

S uburban T e a c h e rs 451 401 151

R u ra l T e a c h e rs 541 251 211

I n y o u r o p in io n , w hat w ould be th e one b e s t way i n w hich th e s u p e r v is o r c o u ld a o s t e f f e c t i v e l y h e lp to la p ro v e i n s t r u c t i o n in y o u r sch o o l? ( a ) o c c a s io n a l c la a s r o o a v i s i t s , (b ) f r e q u e n t c l a a s r o o a v i s i t s , ( c ) a r r a n g in g f o r exchange o f id e a s betw een s c h o o ls , (d ) s tu d y in g th e s c h o o l n e e d s , and work w ith f a c u l t y g ro u p s i n s o lv in g I n s t r u c t i o n a l p ro b le a s re c o g n iz e d by th e g ro u p s (p* 1 7 ) ,

A B C D

Suburban Teachers 91 141 41 731

Rural Teachers 81 81 171 671

In re s p o n se t o a q u e s t io n w hich a sk e d te a c h e r s t o i d e n t i f y one

h u aan q u a l i t y i s p o r t a n t t o s u p e r v is io n , th e fo llo w in g were a e a t io n e d

a o s t f r e q u e n t ly by each te a c h e r g ro u p :

1* Suburban te a c h e r s em p h asised h o n e s ty , c o a p a ss io n

and em pathy , and b e in g a good l i s t e n e r *

2 . R u ra l te a c h e r s s t r e s s e d b e in g f a i r and im p a r t i a l

and l i k in g c h i ld r e n (p* 1 8 ) .

Asked t o c i t e one way l a w hich th e m u tu a l g o a ls o f t e a c h e r s and

s u p e r v i s o r s c a n become more c o m p a tib le , th e fo llo w in g w ere s u g g e s te d

m ost o f t e n by each t e a c h e r g ro u p :

1* Suburban te a c h e r s s a id t h a t th e s u p e rv is o r sh o u ld

be open t o c r i t i c i s n , n u tu a l r e s p e c t sh o u ld be en

co u rag ed betw een te a c h e r s and th e s u p e r v is o r , and

com m unication sh o u ld be s t r e s s e d betw een te a c h e r s

and th e su p e rv is o r*


262 . S u ra l t e a c h e r s p la c e d a o s t em phasis on co— iin lc a t lo n

betw een t e a c h e r s and s u p e rv is o r (p p . 18 * 1 9 ).

M e rig is (1961) su rv ey ed 309 e le a e n ta r y t e a c h e r s a s p a r t o f a

p e r c e p t io n s tu d y done i n O klahom a. The fo llo w in g o p in io n s , a lo n g

w ith p e rc e n ta g e s o f t e a c h e r s i n a g re e a e n t w ith th e a i n p a r e n th e s e s ,

w ere aaong th o s e r e p o r te d :

1 . The p r in c i p a l sh o u ld s t r i v e f o r i n d i v i d u a l i t y r a t h e r

th a n u n ifo rm ity on th e p a r t o f s t a f f a e a b e r s when

e d u c a t io n a l p rob lem s a r e e x p lo re d (97% ).

2 . Even e l e a e n ta r y p r i n c i p a l s who have been w e ll t r a i n e d

in sch o o l a d m in i s t r a t io n sh o u ld be r e q u ir e d t o have

had some e le m e n ta ry sch o o l te a c h in g e x p e r ie n c e (9 6 Z ).

3 . The p r in c i p a l sh o u ld a t te m p t t o s t r u c t u r e th e sch o o l*

community r e l a t i o n s program so t h a t I t in v o lv e s a l l

c o m m i t y c l a s s e s (93% )•

4 . The p r i n c i p a l , a s a r e p r e s e n ta t iv e o f th e s c h o o l ,

sh o u ld be g iv e n f r e e tim e from sch o o l d u t i e s to

a t te n d c i v i c fu n c t io n s and c lu b lu n ch eo n s (8 4 Z ).

5 . The p r in c i p a l sh o u ld hav e a r e s p o n s i b i l i t y f o r as*

s i s t i n g t e a c h e r s t o s e l e c t and im plem ent e f f e c t i v e

m ethods o f te a c h in g (83%) •

6 . The p r in c i p a l sh o u ld make a rra n g e m e n ts so t h a t

t e a c h e r s c a n v i s i t s c h o o ls i n t h e i r own and in

o th e r sy stem s on a r e g u l a r sch ed u le (7 6 1 ) .

7 . The p r in c i p a l sh o u ld be o c c a s io n a l ly r a te d a s a

s u p e rv is o r by te a c h e r s (6 3 1 ) .


278 . The p r i n c i p a l sh o u ld have a d e f i n i t e p a r t i n th e

re c o n a e n d a tio n and s e l e c t i o n o f s t a f f a e a b e r s (47%)*

9* The p r in c i p a l sh o u ld do d e a o n s t r a t io n te a c h in g

r e l a t i v e t o s u p e rv is o ry r e s p o n s i b i l i t i e s (35Z)

(p p . 3 6 -3 7 ) .

C u r t in (1964) c i t e d a s tu d y by B a r th o i ( I9 6 0 ) w hich in d ic a te d

c o n d i t io n s p e rc e iv e d by te a c h e r s a s c o n t r ib u t in g t o good t e a c h e r

n o r a le r e l a t i v e t o f a c u l ty a e e t in g s . F ro a tw e n ty - fo u r s t a t e a e n t s

p r e s e n te d , th e fo llo w in g s i x , w ith p e rc e n ta g e s o f agreement i n d i

c a te d i n p a r e n th e s e s , were re g a rd e d a o s t h ig h ly :

1 . T ea ch e r p a r t i c i p a t i o n i n f o n d n g p o l i c i e s co n ce rn

in g f a c u l ty a e e t in g s (9 4 .OX).

2 . Easy y e t b u s in e s s l ik e and o r d e r ly a ta o s p h e re in

th e f a c u l ty a e e t in g s (8 S .2 X ).

3 . E f f o r t s by p r in c i p a l s t o se e t h a t a l l who have

q u e s t io n s o r c o a a e n ts i n f a c u l ty a e e t in g s a r e recog

n iz e d and th a t t h e i r q u e s t io n s t.re r e f e r r e d t o th e

p ro p e r so u rc e in th e g roup f o r a n sw e rs (8 4 .6 X ).

4 . E f f e c t iv e u se in sch o o l p ro g ra a s o f c o n c lu s io n s

o r s o lu t io n s reach ed i n f a c u l ty a e e t in g s ( 8 3 .0 1 ) .

5 . E ncou rag eaen t o f p r i n c i p a l s f o r s t a f f a e e t in g s to

a c c e p t c o a a e n ts and id e a s o f a l l a e a b e r s a s w orthy

o f c o n s id e r a t io n (80 .8Z )*

6 . Use o f c o a f o r t a b le and la rg e enough ro o a s f o r f a c u l ty

a e e t in g s (80 .2X ) (p p . 1 2 9 -1 3 0 ).


28In th e F r e e h i l l end R oss (1960) s tu d y , 930 e le a e n ta r y te a c h e r s

i n e ig h ty - f o u r s c h o o ls i n W ashing ton r a t e d th e fo llo w in g b e h a v io rs

o f p r i n c i p a l s a s v e ry im p o r ta n t :

1 . H elps te a c h e r s know A e t h e r th e y a r e d o in g a good

job*

2* U n d erstan d s th e b road o b je c t iv e s o f th e t o t a l

sch o o l program*

3* I s c a u t io u s and d em o cra tic i n m aking changes*

4* P ro v id e s some s e c u r i t y and harmony*

3* O p e ra te s in a d e l ib e r a t e and we U n b a la n c e d fa sh io n *

6* I s a b le t o h a n d le in t e r p e r s o n a l r e l a t i o n s h i p s

ju d ic io u s ly (pp* 37-39)*

Savage (1968) summed up th e im p o rta n c e o f t e a c h e r s ' p e r c e p t io n s

r e l a t i v e to th e p r i n c i p a l 's b e h a v io r w ith th e fo llo w in g :

When a t e a c h e r , f o r exam ple , p e r c e iv e s a p r in c i p a l beh a v in g a c c o rd in g to th e way he f e e l s t h a t th e p r in c i p a l sh o u ld a c t , congruence e x i s t s betw een th e t e a c h e r 's e x p e c ta t io n s and p e rc e p tio n s * Nuamrous s tu d i e s in d i c a te a v e ry p o s i t i v e r e l a t i o n s h ip betw een co n g ru en ce and s t a f f s a t i s f a c t i o n o r m orale* T e a c h e rs who p e rc e iv e th e p r i n c i p a l beh av in g in ways c o n t r a r y t o th e m anner in w hich th e y f e e l th e p r in c i p a l sh o u ld behave e x p re s s d i s s a t i s f a c t i o n w ith t h e i r w ork , f e e l u n c e r t a in ab o u t th e s c h o o l 's p rog ram , and d ev e lo p f e e l in g s o f p e r s o n a l in s e c u r i ty *The la c k o f cong ruence may be due t o g e n u in e d i f f e r e n c e s i n th e e x p e c ta t io n s h e ld f o r a p o s i t i o n , o r i t m y be due t o e r ro n e o u s p e rc e p tio n s * The r e s u l t i n g d i s s a t i s f a c t i o n , how ever, i s th e same (p* 131)*

P r in c i p a l s

F o s k e tt and W olco tt (1966) co n d u c ted a s tu d y o f p e r c e p t io n s

re g a rd in g th e e le m e n ta ry sch o o l p r i n c i p a l i n Salem , Oregon* A p a r t

o f th e s tu d y in v o lv e d tw en ty -tw o e le m e n ta ry p r in c ip a l s * The fo llo w in g


29statements, with percentage of prlncipala in agreeaent with each in parentheses, is indicative of how these principals perceived various behaviors of the principal. The first ten behaviors are those in the survey about which principals expressed the highest group percentages of agreeaent, while the last ten are those about which they expressed the lowest percentages of agreeaent. They are as follows:

1 . He e n c o u ra g e s p a r e n ts t o v i s i t t h e i r c h i l d r e n 's

c l a s s r o o a a t any t i n e (81X)«

2 . He re v ie w s w ith each te a c h e r an y w r i t t e n e v a lu a t io n

he a a k e s o f t h a t t e a c h e r 's work (78X)«

3 . He develops an educational prograa designedt o a e e t th e n e e d s o f p u p i l s in h i s s c h o o l r a t h e r

th a n a d o p t a s ta n d a rd p ro g ra a (74X)»

4 . He freely expresses, in the co— unlty, his views relative to controversial issues (74X)»

5 . He s e r v e s alcoholic b e v e ra g e s i n his hone (7 4 1 ) .

6 . He l e a r n s th e n aae o f e v e ry c h i ld i n th e sc h o o l (70X)*

7 . He a t t e n d s c h u rch r e g u la r ly (66X)»

8 . He t a k e s a n a c t iv e p a r t i n c o - u n i t y o r g a n iz a t io n s

(66X ).

9 . He l i v e s w ith in th e sch o o l d i s t r i c t (62X)«

10* He re v ie w s all r e p o r t c a rd s b e fo re th e y a r e s e n t

hone t o p a r e n t s (62X)*

1 1 . He p e r a l t s a t e a c h e r to le a v e h l a c l a s s r o o a u n a t

te n d e d (28X)«

12. He sends children hoae if they seriously aisbehave (if parents are hoae) (28X)*


3013* He d is c u s s e s sch o o l m a t te r s in fo rm a lly w ith s c h o o l

b o a rd members (24X)*

14. He c o n fo n ss t o s t r i c t e r s ta n d a rd s in h i s p r i v a t e

l i f e th a n do s io st o t h e r p e o p le in th e com m unity ( 2 IX)*

15* He d e v o te s a s m jo r p o r t i o n o f h i s tim e to p u b l i c

r e l a t i o n s f o r h i s s c h o o l (20X)*

16. He s h a re s in th e e x t r a d u t i e s around th e s c h o o l ,

such a s lunchroom and p la y g ro u n d s u p e r v is io n (17X)*

17* He p a r t i c i p a t e s i n th e m e e tin g s o f t e a c h e r o r g a n i

z a t io n s i n which te a c h e r s d is c u s s t h e i r p ro b lem s

(17X ).

18* He r e q u i r e s t e a c h e r s i n h i s sch o o l to a t t e n d PTA

a e e t in g s (13X ).

19* He a s s u a e s p rim ary r e s p o n s i b i l i t y f o r k e e p in g th e

PTA o r p a re n t g ro u p a c t i v e (SX)*

20* He sen d s th e s u p e r in te n d e n t c o p ie s o f a l l f o r a a l

w r i t t e n co aau n i c a t io n s t o p a r e n t s (SX) (pp* 2 0 , 2 2 ) .

G ro ss and H e r r io t t ( 1 9 6 5 ) , a s p a r t o f th e N a t io n a l P r in c i p a l s h ip

S tu d y , su rv ey ed 175 e d u c a to r s who w ere s u p e rv is in g p r i n c i p a l s in

f o r ty - o n e c i t i e s o f 50 ,000 o r more p e o p le d u rin g th e 1960-61

sc h o o l y e a r . The p r i n c i p a l s w ere a sk ed to r a t e v a r io u s a c t i v i t i e s

w ith r e s p e c t t o how im p o rta n t each was t o a p r i n c i p a l ' s j o b .

R esponse a l t e r n a t i v e s w ere " e x tre m e ly im p o r ta n t, " " v e ry im p o r ta n t ,"

" o f m o d era te im p o r ta n c e ," " o f l i t t l e U p o r ta n c e ," and " o f no im

p o r ta n c e ." T hose f i f t e e n a c t i v i t i e s w hich th e g r e a t e s t p e rc e n ta g e

o f p r i n c i p a l s p e rc e iv e d a s b e in g o f " g r e a t im p o rta n c e " ( th e f i r s t


31two a l t e r n a t i v e s l i s t e d ) a r e p r e s e n te d below,. The a c t i v i t i e s , a lo n g

w ith th e p e rc e n ta g e o f re s p o n d e n ts ra n k in g each a s o f " g r e a t i a p o >

ta n c e " in p a r e n th e s e s , a r e a s fo l lo w s :

1 . C o n fe rr in g w ith p a r e n t s (98% ),

2 , C o n fe rr in g w ith in d iv id u a l te a c h e r s (9 7 1 ) ,

3 , Checking on in e x p e r ie n c e d te a c h e r s (97%)•

4 . W orking on in p ro v e a e n t o f c u r r ic u lu m (97% ),

3* D ea lin g w ith c la ss ro o m p ro b lem s o f t e a c h e r s (96% ).

6 . F o rm u la tin g g o a ls o f th e sch o o l (96%),

7 . F o rm u la tin g p o l i c i e s upon w hich th e sch o o l ru n s

(96% ).

8 . E v a lu a tin g te a c h e r p e rfo rm an ce (94% ).

9 . C o u n se llin g s tu d e n ts (92% ).

10. P lan n in g and c o n d u c tin g te a c h e r s * m e e tin g s (91% ).

11 . In tro d u c in g new te a c h in g id e a s (91% ),

12 . Checking f o r p o s s ib le h a z a rd s t o s tu d e n t s a f e ty

(91% ).

13 . O b se rv in g te a c h e r s i n c la s s ro o m s (90%).

14 . C o o rd in a tin g work o f t e a c h e r s (88% ).

15 . D ea lin g w ith d is a g re e m e n ts betw een p a r e n ts and

te a c h e r s (88%) (p p . 16 , 17 , 100 , 1 0 1 ).

The N a tio n a l E d u ca tio n A s s o c ia t io n R esearch D iv is io n (1968) su r

veyed 2 ,3 1 8 e le m e n ta ry p r i n c i p a l s th ro u g h o u t th e U n ited S t a t e s , P a r t

o f th e su rv ey concerned p e r c e p t io n s o f p r i n c i p a l s r e g a r d in g p u b l ic

r e l a t i o n s a c t i v i t i e s c o n s id e re d m ost e f f e c t i v e . The a c t i v i t i e s were

r a t e d a s " v e ry e f f e c t i v e , " "som ewhat e f f e c t i v e , " " n o t e f f e c t i v e , " o r


32"no o p in io n ." The p e rc e n ta g e o f p r i n c i p a l s t h a t b e l ie v e d each

a c t i v i t y t o be " v e ry e f f e c t i v e " i s in d ic a te d i n p a re n th e s e s b e s id e

e a c h a c t i v i t y a s fo llo w s :

1 . H o ld ing c o n fe re n c e s f o r p a r e n t s a t sch o o l ( 6 6 .4 1 ) .

2 . E ncou rag ing p a r e n ts t o v i s i t th e sch o o l (4 9 .1 1 ) .

3 . W orking c lo s e ly w ith p a re n ts * o rg a n iz e * !o n s ( 4 5 .4 1 ) .

4 . Sending s e s s a g e s w ith r e p o r t c a rd s (2 8 .2 1 ) .

5 . S u p p ly in g sch o o l news to l o c a l s e d ia ( 2 7 .8 1 ) .

6 . Sending th e sch o o l n ew spaper t o p a r e n ts ( 2 3 .4 1 ) .

7 . P a r t i c i p a t i n g in lo c a l la y g ro u p s (1 9 .3 1 ) .

8 . Making sp eech es to c o a n u n lty g ro u p s (1 6 .2 1 ) ( p . 9 7 ) .

i n th e same 1968 s tu d y , e l e a e n ta r y p r in c i p a l s w ere g iv e n a l i s t

o f ways i n w hich th e i n s t r u c t i o n a l p ro g ra a n ig h t be is p ro v e d by th e

p r i n c i p a l . Each was asked to check th e one way w hich was c o n s id e re d

a s most e f f e c t i v e . The n u ab er o f p r i n c i p a l s re sp o n d in g was 2 ,2 8 4 .

The w ays, and p e rc e n ta g e s o f p r i n c i p a l s who checked th e a a s a o s t

e f f e c t i v e , a r e a s fo llo w s :

1 . H elp ing t o c r e a te a c l i a a t e in w hich te a c h e r s ,

in d i v id u a l ly o r c o l l e c t i v e l y , a r e encouraged to

e x p e r is o n t and sh a re id e a s ( 5 3 .7 1 ) .

2 . H e lp in g In d iv id u a l t e a c h e r s i d e n t i f y , s tu d y , and

a c t o n p ro b le a s i n t h e i r own c l a s s e s ( 2 1 .2 1 ) .

3 . W orking w ith te a c h e r s and s p e c i a l i s t s in o a k ln g

th e b e s t u se o f r e s o u rc e s ( 1 2 .5 1 ) .

4 . W orking w ith te a c h e r s to d i s c o v e r and use b e t t e r

i n s t r u c t i o n a l a a t e r i a l s ( 6 .1 1 ) .


5* K eeping in f o r a e d a b o u t r e s e a r c h and sc h o o l d e v e lo p -

a e n t s and s e e k in g t o i n t e r p r e t th e s e t o th e s t a f f ( 2 . IX ).

6* O rg a n iz in g c o w i t t e e s o f t e a c h e r s to s tu d y and

r e p o r t on how t o g e t no r e te a c h in g t i n e ( 2 .0 1 ) .

7 . C on tinuous s tu d y o f f a c t o r s i n "o u r s c h o o l" t h a t

a f f e c t l e a r n in g o r i n s t r u c t i o n and r e p o r t in g f i n d

in g s t o t e a c h e r s ( 1 .8 1 ) .

8 . C s re fu l s tu d y , by th e p r i n c i p a l , o f c h i ld r e n in

h i s b u i ld in g and a s k in g th e f in d in g s a v a i l a b l e

t o t e a c h e r s (0 * 7 1 ) .

9 . G iv in g l e c t u r e s t o th e s t a f f on te a c h in g a e th o d s

and r e l a t e d t o p i c s (0 .0 1 ) (p p . 8 4 -8 5 ) .

M e rlg is (1 9 6 1 ) , a s a p a r t o f h i s p e r c e p t io n s tu d y i n O k lah o aa ,

su rv ey ed 135 e l e a e n ta r y p r i n c i p a l s . The fo llo w in g o p in io n s , a lo n g

w ith p e rc e n ta g e s o f p r i n c i p a l s i n a g re e a e n t w ith t h e a i n p a r e n th e s e s ,

w ere aaong th o s e r e p o r te d :

1 . The p r in c i p a l sh o u ld s t r i v e f o r i n d i v i d u a l i t y

r a t h e r th a n u n i f o r a l t y on th e p a r t o f s t a f f aea»

b e rs when e d u c a t io n a l p ro b le a s a r e e x p lo re d (100X ).

2 . The p r in c i p a l sh o u ld a t t e a p t t o s t r u c t u r e th e

s c h o o l-c o a a u n ity r e l a t i o n s p ro g ra a so t h a t i t

in v o lv e s a l l c o a n u n l ty c l a s s e s (9 8 1 ) .

3 . The p r in c i p a l sh o u ld have a r e s p o n s i b i l i t y f o r

a s s i s t i n g te a c h e r s choose and ia p le a e n t e f f e c t i v e

a e th o d s o f te a c h in g (9 7 1 ) .


344 . The p r i n c i p a l , a s a r e p r e s e n t a t i v e o f th e s c h o o l,

sh o u ld be g iv e n f r e e t i n e f r o a sch o o l d u t i e s to

a t t e n d c i v i c f u n c t io n s and c lu b lu n ch eo n s (94%)*

5 . Even e le a e n ta r y p r i n c i p a l s who have been w e ll t r a i n e d

i n sc h o o l a d a in i s t r a t io n sh o u ld be r e q u ir e d to have

had soae e l e a e n ta r y sc h o o l te a c h in g e x p e r ie n c e ( 93X)•

6 . The p r in c i p a l sh o u ld s a k e a r r a n g e a e n ts so t h a t

t e a c h e r s can v i s i t s c h o o ls i n t h e i r own and i n

o t h e r s y s te a s on a r e g u la r sc h e d u le (90X)«

7 . The p r in c i p a l sh o u ld be o c c a s io n a l ly r a t e d a s a

s u p e r v is o r by t e a c h e r s (80X ).

8 . The p r in c i p a l sh o u ld have a d e f i n i t e p a r t in th e

re c o n a e n d a tio n and s e l e c t i o n o f s t a f f a e a b e r s (7 5 1 ) .

9 . The p r in c i p a l sh o u ld do d e a o n s t r a t io n te a c h in g

r e l a t i v e to s u p e rv is o ry r e s p o n s i b i l i t i e s (SOX)

(p p . 3 6 -3 7 ) .

Central office school adsdnistrators

L ee p er (1969) p re s e n te d a n a r t i c l e by Guss (1961) who, in h e r

p r e s e n t a t i o n o f f in d in g s f r o a a p e r c e p t io n s tu d y re g a rd in g s u p e r

v i s i o n i n I n d ia n a , r e p o r te d su rv ey r e s u l t s f o r s ix g ro u p s . One o f

th e s e g ro u p s was c a l l e d " a d m i n i s t r a t o r s " and was e x c lu s iv e o f

p r i n c i p a l s . O ver f i f t y p e rc e n t o f th e f i f t y a d a in i s t r a t o r s a sk e d to

p a r t i c i p a t e i n th e su rv ey re sp o n d ed by g iv in g t h e i r p e r c e p t io n s

r e g a r d in g s u p e r v is io n . I n suasaary , th e y s t a t e d t h a t th e f u n c t io n o f

s u p e r v is io n i s th e im provem ent o f i n s t r u c t i o n . The a o s t i a p o r t a n t

c o n t r i b u t i o n o f s u p e r v is io n was c i t e d a s c u r r ic u lu m d ev e lo p m en t.


And, th e y e x p re s s e d th e b e l i e f t h a t g o a l s o f s u p e r v is io n sh o u ld

be more c l e a r l y d e f in e d so t h a t th e e f f e c t i v e n e s s o f s u p e rv is io n

c o u ld be im proved (p p . 8 4 , 8 6 ) .

C u r t in (1 9 6 4 ) r e p o r te d f in d in g s o f a su rv e y o f sch o o l s u p e r in

te n d e n ts by D uneer and Skov (1959) r e l a t i v e t o p e r c e p t io n s o f th e

p r i n c i p a l ' s d u t i e s . The s u p e r in te n d e n ts , a s a g ro u p , ranked th e

fo llo w in g d u t i e s i n o r d e r o f im p o rtan ce a s t h u s :

1 . S u p e rv is io n .

2 . C u rr ic u lu a u

3 . A d m in is t r a t io n .

4 . S choo l i n t e r p r e t a t i o n .

5 . W orking w ith p a re n t g ro u p s .

6 . W orking w ith n o n - c e r t i f i e d p e r s o n n e l ( p . 2 1 2 ).

O tto and S an d e rs (1964) r e f e r r e d to H em ph ill and G r i f f i t h s (1962 )

when th e y s t a t e d th e fo llo w in g :

A r e c e n t ly r e p o r te d s tu d y showed t h a t s u p e r io r s te n d to r a t e h ig h e r th o s e p r i n c i p a l s who d e m o n s tra te an a b i l i t y to g e t a lo n g w ith s u p e r io r s , know a d m in i s t r a t iv e p r a c t i c e s , show i n t e r e s t in and d e m o n s tra te th e c a p a c i ty to p e rs e v e re i n th e jo b and co m p le te t h e i r w ork , and who u n d e rs ta n d w r i t t e n com m unica tion , among o th e r th i n g s ( p . 3 5 4 ).

Summary

The p e r c e p t io n s i n t h i s c h a p te r , r e l a t i v e to e le m e n ta ry p r i n c i -

p a l s h ip e f f e c t i v e n e s s , r e p re s e n t th e th in k in g o f many p eo p le o f

v a r ie d p o s i t i o n s and from a wide g e o g ra p h ic a r e a sp read th ro u g h o u t

th e U n ited S t a t e s . Some g e n e r a l i z a t i o n s can be made from th e c h a p te r .

They a r e a s f o l lo w s :


361 . P e rc e p t io n s w hich p e o p le h o ld ab o u t th e p r in c ip a l*

s h ip , and how a p r i n c i p a l a c t u a l l y p e rfo rm s r e l a t i v e

t o th e s e p e r c e p t io n s , d e te rm in e th e d eg ree o f su c c e s s

a s c r ib e d to a p r in c ip a l*

2 . I t i s v i t a l t h a t a p r i n c i p a l e s t a b l i s h a w holesom e,

f r i e n d l y , d e m o c ra tic c l im a te i n h i s sch o o l w here

open com m unica tion , t r u s t , and h o n e s ty e x i s t .

3* A p r i n c i p a l sh o u ld p o s s e s s p e r s o n a l c h a r a c t e r i s t i c s

such a s good m e n ta l and p h y s ic a l h e a l t h , an open

m ind , im a g in a t io n , much know ledge ab o u t e d u c a tio n

and c h i ld r e n , h ig h i n t e l l i g e n c e , and s i n c e r i t y .

4 . A p r in c i p a l sh o u ld e x h i b i t b e h a v io rs such a s r e l a t i n g

w e ll w ith many p e o p le , u s in g r e s o u rc e s w is e ly , a c t in g

m o s tly in harm ony w ith o t h e r s ' p e r c e p t io n s o f th e

p r i n c i p a l s h i p , d e m o n s tra tin g good t im in g and p a c in g ,

h a n d lin g c o n f l i c t w e l l , i d e n t i f y i n g c r i t e r i a which

le a d to e d u c a t io n a l q u a l i t y , u t i l i z i n g g ro u p te c h n iq u e s

w is e ly , and s t im u la t in g o th e r s tow ard h ig h e r a c h ie v e *

m e a t.


CHAPTER I I I

DESIGN AND METHODOLOGY OF "SURVEY REGARDING PERSONAL CHARACTERISTICS AND BEHAVIORS OF

ELEMENTARY SCHOOL PRINCIPALS"

Review o f th e Problem

An e le m e n ta ry p r in c i p a l i s i n a p o s i t i o n where he n o rm a lly

e n c o u n te r s many p eo p le and problem s* He i s o f t e n cau g h t i n th e

m id d le o f c o n f l i c t s betw een in d i v id u a l s and groups* V a rio u s g ro u p s

e a c h h av e e x p e c ta t io n s r e g a rd in g th e p r in c ip a ls h ip * How w e ll a

p r i n c i p a l i s p e rc e iv e d t o m eet th e s e v a r io u s e x p e c ta t io n s w i l l

d e te rm in e th e d eg ree t o which h e i s p e rc e iv e d a s e f f e c t iv e * Thus*

i t i s v i t a l t h a t he be k e e n ly aw are o f how th e p r in c i p a l s h ip i s

p e rc e iv e d * He shou ld know w hat p e r s o n a l c h a r a c t e r i s t i c s and be

h a v io r s a r e p e rc e iv e d a s m ost im p o r ta n t f o r an e le m e n ta ry p r in c i p a l

t o be v iew ed a s e f f e c t i v e . The p rob lem upon w hich t h i s s tu d y fo c u s e s

i s : What a r e th e p e rs o n a l c h a r a c t e r i s t i c s and b e h a v io rs p e rc e iv e d

as mosc im p o rta n t f o r e f f e c t i v e jo b perfo rm ance by e le m e n ta ry

p r i n c i p a l s ? And* i n p a r t i c u l a r * what a r e p r o f e s s io n a l o p in io n s

r e g a rd in g e le m e n ta ry p r i n c i p a l e f f e c t i v e n e s s i n th e Lakeview S ch o o ls

o f B a t t l e C reek T ow nship , M ich igan?

P o p u la t io n Sample Surveyed

N in e ty e le m e n ta ry t e a c h e r s o u t o f n in e ty » fo u r i n th e Lakeview

P u b l ic S ch o o ls tu rn e d in su rv e y form s w hich were u t i l i z e d * I n t h i s

37


g ro u p w ere b o th c l a s s r o o a and a s s o c i a t e t e a c h e r s who w ere each

te a c h in g s tu d e n ts i n one o r s o r e o f th e g ra d e s k in d e r g a r te n th ro u g h

g ra d e f iv e d u r in g th e 1975-1976 sch o o l y ear* I n a d d i t io n * a l l f iv e

e l e a e n ta r y b u i ld in g p r i n c i p a l s and a l l f iv e c e n t r a l o f f i c e sch o o l

a d a i n i s t r a t o r s , d u r in g th e 1975-1976 sch o o l y e a r* p a r t i c i p a t e d in

th e survey*

Survey I n s t r u o e n t C re a t io n and V e r i f i c a t i o n

The id e a f o r th e su rv e y in s t r u o e n t was c o n c e iv e d in N ovcaber

1975 when th e s tu d y p ro p o s a l was i n i t i a l l y f o r a u la te d * A f te r d i s

c u s s io n s w ith Dr* C arl P acacha ( A s s i s ta n t S u p e r in te n d e n t f o r In

s t r u c t i o n i n th e Lakeview s c h o o ls ) , Dr* Donald H eaver (W este rn M ichi

gan U n iv e r s i ty P r o f e s s o r ) , and D r. J a a e s S an d ers (W este rn M ich igan

U n iv e r s i ty P r o f e s s o r ) , i t was d e c id e d th a t th e i n s t r u o e n t would be

coaposed o f o n ly s t a t e a e n t s o f e l e a e n ta r y p r i n c i p a l c h a r a c t e r i s t i c s

and b e h a v io rs w hich were b e l ie v e d t o be i a p o r t a n t r e l a t i v e to p r in c i

p a l e f f e c t iv e n e s s * A ls o , i t was c o n s id e re d v i t a l t h a t a l l o f th e

o a j o r a r e a s o f th e e l e a e n ta r y p r i n c i p a l s 's jo b be co v ered a d e q u a te

ly i n th e survey* O th e r s p e c i f i c a t i o n s o f th e in s t r u o e n t th a t were

d e c id e d upon were t h a t i t w ould be c o n s tru c te d so t h a t :

1* A reas o f p a r t i c u l a r i n t e r e s t to th e a u th o r would be

in c lu d ed *

2* Some p a r t s o f i t co u ld be coopered w ith s e c t io n s o f

s im i la r su rv e y s t h a t had been co n d u c ted e lsew h ere*

3* It could be used in the saae aanner with eleaentary teachers* eleaentary principals, and central office school adainistrators in the Lakeview Schools so


39c h a t co m p ariso n s betw een th e s e g ro u p s co u ld e a s i l y

be m ade.

4* I t w ould be w r i t t e n i n su ch a m anner t h a t su rv ey

d i r e c t i o n s and s ta te m e n ts would be c o n c is e and

c l e a r so a s to m inim ize c o n fu s io n i n t h e i r i n t e r

p r e ta t io n *

5* I t would be an in s tru m e n t t h a t would have th e saam

re s p o n s e c h o ic e s f o r eac h i te m so t h a t d i f f e r e n c e s

o f p e r c e p t io n co u ld e a s i l y be d is c e rn e d from ite m

t o item *

6* I t would n o t be so le n g th y t h a t i t would d is c o u ra g e

c o o p e r a t io n from th o s e who w ere t o be a sk ed to

p a r t i c i p a t e i n th e su rv e y .

B e fo re c o n s t r u c t in g th e su rv e y in s t r u m e n t , num erous p e r c e p t io n

su rv e y s and c r i t e r i a f o r e f f e c t i v e e d u c a t io n a l s u p e rv is io n and

a d m in i s t r a t io n w ere rev iew ed and n o te s from th e s e s o u rc e s w ere taken*

W hile s e a rc h in g th ro u g h p r o f e s s io n a l l i t e r a t u r e f o r in fo rm a tio n

r e l a t i v e t o th e su rvey t o p i c , th e G ro ss and H e r r i o t t (1965) s tu d y

was d is c o v e re d * From t h i s s tu d y , th e su rv e y r a t i n g c h o ic e s were

ad o p ted (" E x tre m e ly Im p o r ta n t ," "V ery Im p o r ta n t ," "Of M oderate

Im p o r ta n c e ," "Of L i t t l e Im p o r ta n c e ," and "Of No Im p o rtan ce" )* A lso ,

f o u r te e n o f th e b e h a v io r s ta te m e n ts i n t h i s s tu d y were u t i l i z e d in

th e o o n s t r u c t io n o f th e su rv ey in s t r u m e n t . O th e r s tu d ie s t h a t were

e s p e c i a l l y h e l p f u l i n th e c r e a t io n o f th e in s tru m e n t were th o s e by

F o s k e tt and W o lco tt (1 9 6 6 ) , N a tio n a l e d u c a t io n A s s o c ia t io n R e se a rc h

D iv is io n (1 9 6 8 ) , and M e r ig is (1 9 6 1 ) .


40I n a d d i t i o n to th e n o te s ta k e n f r o a p r o f e s s io n a l l i t e r a t u r e ,

th e a u th o r w ro te s ta te m e n ts ab o u t p e r s o n a l c h a r a c t e r i s t i c s and

b e h a v io r s o f th e e l e a e n ta r y p r in c i p a l w hich he deeaed i n p o r t a n t .

A f te r co m p ilin g a l i s t o f s t a t e a e n t s w hich exceeded one h u n d red ,

f i f t y w ere s e le c te d to f o r a th e i n i t i a l d r a f t o f th e in s t r u a e n t

s t a t e a e n t s *

The i n i t i a l d r a f t o f th e su rv ey in s tru m e n t was th e n s e n t t o

Dr* S an d ers who a d v ise d t h a t :

1* A p r a c t i c i n g e l e a e n ta r y p r i n c i p a l s tu d y th e

in s t r u a e n t and make s u g g e s t io n s re g a rd in g i t .

2* The in s t r u a e n t sh o u ld be v e r i f i e d a g a in s t some

fram ew orks which d e f in e a a j o r a r e a s o f th e

e l e a e n ta r y p r i n c i p a l 's jo b so a s t o in s u r e t h a t a l l

a a j o r a r e a s o f i t have been c o v e re d ad e q u a te ly *

An e l e a e n ta r y p r in c ip a l i n th e Lakeview S c h o o ls , M arie B e lo te ,

s tu d ie d th e i n i t i a l d r a f t o f th e i n s t r u a e n t and a ad e s u g g e s tio n s

r e g a rd in g p o s s ib le c h a n g e s . N e x t, th e i n i t i a l d r a f t was checked

a g a i n s t th e fo llo w in g fra a e w o rk s w hich e ac h l i s t a a j o r a r e a s o f th e

e l e a e n t a r y p r i n c i p a l 's job<

1* Lakeview School D i s t r i c t E le a e n ta r y P r in c ip a l

K T hru 5— a Jo b D e s c r ip t io n , Lakeview S ch o o ls (1 9 7 6 ) .

2 . Lakeview A d m in is tra t iv e E v a lu a t io n O u t l in e * Lake

v iew s c h o o ls (1976)*

3* "The S o le o f th e P r i n c i p a l , " C am pbell, B r id g e s ,

C o rb a l ly , N y s tra n d , and R a se e y e r (1971) (pp* 275-

2 7 8 ) .


41Upon co m p le tin g th e above p r o c e s s , t h e f i n a l su rv ey in s tru m e n t

c o n s is te d o f f i f t y * s i x s ta te m e n ts in s te a d o f th e o r i g i n a l f i f t y *

And, i t p ro v ed t o have a d e q u a te co v e ra g e o f a l l m a jo r a r e a s o f th e

e le m e n ta ry p r i n c i p a l ' s jo b a s v e r i f i e d a g a in s t t h e above fram ew orks

o f jo b a re a s*

Survey P ro c e d u re s

F i r s t , a p p ro v a l f o r c o n d u c tin g th e su rv ey was o b ta in e d from th e

a s s i s t a n t s u p e r in te n d e n t f o r i n s t r u c t i o n i n th e Lakeview S c h o o ls .

Then e le m e n ta ry p r i n c i p a l s and te a c h e r s who w ere d ep artm en t h ead s

were a s k e d , b e fo re th e b e g in n in g o f a n E lem en ta ry C ouncil m ee tin g on

May 3 , 1976, to re a d th e su rv ey c o v e r l e t t e r and com ple te th e su rv ey

a c c o rd in g t o d i r e c t i o n s on i t * Most o f th e s e su rv e y s were c o l l e c t e d

j u s t b e fo re o r im m ed ia te ly a f t e r th e m eeting* A d ep artm en t head from

eac h o f f o u r e le m e n ta ry sc h o o ls was a sk ed to p e r s o n a l ly d i s t r i b u t e

su rv ey fo rm s to t e a c h e r s and c o l l e c t them w ith in th e f i r s t two weeks

o f May 1976. (The a u th o r d i s t r i b u t e d and c o l l e c t e d su rv ey s w ith in th e

f i f t h e le m e n ta ry s c h o o l . ) Those te a c h e r s who a s s i s t e d were a sk ed to

a t te m p t t o g e t a s many te a c h e r s a s th e y co u ld to com ple te th e su rv e y .

The a s s i s t a n t s u p e r in te n d e n t f o r i n s t r u c t i o n d i s t r i b u t e d su rv e y s to

a l l c e n t r a l o f f i c e sch o o l a d m in i s t r a to r s and c o l l e c t e d them w ith in

th e f i r s t two weeks o f May 1976. When th e su rv e y s were c o l le c t e d by

th e a u th o r , c a r e was ta k e n to l a b e l , and keep i n t a c t a s s e p a ra te g ro u p s ,

th o s e o f e le m e n ta ry p r i n c i p a l s and c e n t r a l o f f i c e sch o o l a d m in i s t r a t o r s .

The c o v e r l e t t e r a t ta c h e d to each su rv e y fo rm in d ic a te d :

1* The p u rp o se o f th e su rv e y .

2* T h a t th e su rv ey was to be com ple ted anonym ously by


42e l e a e n ta r y te a c h e r s (K -5 ) , e l e a e n ta r y p r i n c i p a l s ,

and c e n t r a l o f f i c e sch o o l a d a i n i s t r a t o r s i n th e

Lakeview S c h o o ls .

3 . T hat r e s u l t s o f th e su rv ey would be made a v a i l a b l e

t o Lakeview e d u c a to r s .

4 . A r e q u e s t f o r a s s i s t a n c e i n th e form o f co m p le tin g

th e s u rv e y .

5 . G r a t i tu d e f o r a s s i s t a n c e .

D i r e c t io n s on th e su rv ey in s t r u a e n t e x p la in e d t h a t each s t a t e

ment in th e su rv e y r e f e r r e d to e i t h e r a p e r s o n a l c h a r a c t e r i s t i c o r

b e h a v io r w hich was t o be r a te d in te rm s o f i t s im p o rta n c e i n con

t r i b u t i n g to e f f e c t i v e e le m e n ta ry p r in c ip a l s h ip * R esp o n d en ts were

in s t r u c te d to c i r c l e e i t h e r A, B, C, D, o r E f o r each s ta te m e n t w ith

each l e t t e r r e p r e s e n t in g th e fo llo w in g re g a rd in g c o n t r i b u t i o n to

e f f e c t i v e e le m e n ta ry p r in c i p a l s h ip :

1 . A - "E x trem e ly Im p o r ta n t ."

2 . b - "V ery Im p o r ta n t ."

3 . C - "O f M oderate Im p o rta n c e ."

4 . D - "Of L i t t l e Im p o rta n c e ."

5 . E - "O f No Im p o rta n c e ."

Survey D ata T rea tm en t

The d a ta from th e su rv ey were com piled and have been p re s e n te d

in c h a p te r fo u r i n f iv e g ro u p s w hich a r e :

1 . E le a e n ta ry p r i n c i p a l s .

2 . C e n tra l o f f i c e sc h o o l a d a i n i s t r a t o r s .

3 . E le a e n ta ry te a c h e r s .


434 . E le a e n ta ry p r i n c i p a l s and c e n t r a l o f f i c e sc h o o l

a d a i n i s t r a t o r s ,

5* E le a e n ta ry p r i n c i p a l s , c e n t r a l o f f i c e sc h o o l a d a i n i s -

t r a t o r s , and e le a e n ta r y t e a c h e r s .

The nusA er o f re s p o n d e n ts i n each g roup was i n d i c a t e d , and f o r

s t a t e a e n t s w here l e s s th a n th e t o t a l number in th e g ro u p re sp o n d e d ,

th e number o f re s p o n s e s was g iv e n in p a re n th e s e s u n d er th e s ta te m e n t

b e s id e th e g roup d e s ig n a t io n n u a e r a l , G roups w ere d e s ig n a te d a s :

1 . Group I - E le a e n ta ry p r i n c i p a l s ,

2 . Group I I - C e n tra l o f f i c e sch o o l a d m in i s t r a t o r s ,

3 . Group I I I - E le a e n ta ry t e a c h e r s .

4 . Group IV - E le a e n ta ry p r i n c i p a l s and c e n t r a l o f f i c e

sc h o o l a d m in i s t r a t o r s ,

5 . Group V - E le a e n ta ry p r i n c i p a l s , c e n t r a l o f f i c e

sch o o l a d o d n i s t r a t o r s , and e l e a e n ta r y

t e a c h e r s .

F o r e ac h s t a t e a e n t on th e su rv e y , th e p e rc e n ta g e s o f each g ro u p ,

w hich resp o n d ed i n th e v a r io u s re sp o n se c a t e g o r i e s , w ere r e p o r te d .

P e rc e n ta g e s w ere rounded to th e n e a r e s t t e n th o f a p e r c e n t .

The p e rc e n ta g e d a ta f o r a l l f iv e g ro u p s were p la c e d in c o lu a n

f o r a b e s id e e a c h o f th e f i f t y - s i x su rv e y s t a t e a e n t s and u n d e r th e

re sp o n se c a t e g o r i e s .

In c h a p te r f o u r , an a n a l y s i s o f p e rc e n ta g e d a ta from th e su rv ey

was g iv e n f o r each o f th e f iv e g ro u p s . At th e end o f th e c h a p te r , a

summary, r e l a t i v e t o d a ta o b ta in e d , a s s p r e s e n te d .

In c h a p te r f i v e , co m p ariso n s betw een p e r c e p t io n s o f Lakeview

e l e a e n ta r y t e a c h e r s , e l e a e n ta r y p r i n c i p a l s , and c e n t r a l o f f i c e sch o o l


44a d m in i s t r a t o r s w are made by u t i l i z i n g p e rc e n ta g e d a ta r e p o r te d in

c h a p te r f o u r . And, where d a ta f e e * th e Lake v iew s u r r e y w ere cosh

p a re d w i th th o s e ta k e n f r o a o th e r r e l a t e d s u rv e y s , co m p ariso n s w ere

made by u s in g p e rc e n ta g e s r e p o r te d i n c h a p te r f o u r . However, in

c e r t a i n co m p ariso n s w ith th e G roas and H e r r i o t t (1965) s tu d y ,

n u m e ric a l m eans f o r some Lakeview su rv e y g ro u p re s p o n s e s w ere im ple

m ented w ith th e fo llo w in g s c a le b e in g _ . i . l i z e d i n com puting th e s e

m eans:

1* "E x trem e ly Im p o rta n t" - 5 .

2 . "V ery Im p o rta n t" - 4 .

3 . "O f M oderate Im p o rtan ce" - 3 .

4 . "O f L i t t l e Im p o rtan ce" - 2 .

5* "O f No Im p o rtan ce" - 1 .

T h is s c a le c o rre sp o n d s w ith one used by G ro ss and H e r r io t t (1965) and

makes c e r t a i n com parisons p o s s i b le .


CHAPTER IV

PRESENTATION OF STATEMENTS AND DATA FROM "SURVEY REGARDING PERSONAL CHARACTERISTICS AND BEHAVIORS OF

ELEMENTARY SCHOOL PRINCIPALS"

Survey S ta te m e n ts and D ata

T a b le 1 p r e s e n t s a d u p l i c a t io n o£ th e su rv ey s ta te m e n ts w hich

were u s e d . B esid e e v e ry su rv ey s ta te m e n t a r e d ec im al n u m e ra ls ,

each o f w hich i n d i c a t e s th e t o t a l p e rc e n ta g e o f a g roup t h a t r e

sponded to a p a r t i c u l a r re sp o n se c a te g o ry . The re sp o n se c a t e g o r ie s

a r e coded i n T ab le 1 a s fo llo w s :

1 . A - E x trem ely Im p o rta n t.

2 . B - V ery Im p o r ta n t.

3 . C - Of M oderate Im p o rtan ce .

4 . D - Of L i t t l e Im p o rtan ce .

5 . E - Of No Im p o rtan ce .

The g ro u p d e s ig n a t io n s and su rvey p o p u la t io n s ( i n p a r e n th e s e s )

a re a s f o l lo w s :

1 . G roup I - E lem en tary P r in c i p a l s ( 5 ) .

2 . G roup I I - C e n tra l o f f i c e S chool A d m in is t r a to r s ( 5 ) .

3 . Group I I I - E lem en tary T e a c h e rs (9 0 ) .

4 . Group IV - E lem en tary P r in c i p a l s and C e n tra l O ff ic e

School A d m in is t r a to r s ( 1 0 ) .

5 . Group V - E lem en tary P r i n c i p a l s , C e n t r a l O f f ic e School

A d m in is t r a to r s , and E lem en ta ry T ea ch e rs (1 0 0 ) .

45


46I f re s p o n s e s f o r e s ta te m e n t c o t a le d l e s s th a n th e g roup su rv e y

p o p u la t io n , a num eral i n p a r e n th e s e s im m ed ia te ly a f t e r th e g roup

n u m e ra l, i n d i c a t e s th e amount o f re s p o n s e s used in com puting th e

p e rc e n ta g e s p re se n te d *

TABLE l .~ - T o ta l P e rc e n ta g e s o f Group R esponses to A ll S ta te m e n ts P ro s "S u rvey R eg ard in g P e rso n a l

C h a r a c t e r i s t i c s and B eh av io rs o f E lem en ta ry S choo l P r in c ip a l s "

O p in ion Survey S ta te m e n ts Group A B C D E

An e f f e c t i v e e le m e n ta rysch o o l p r i n c i p a l :

1 . I s w e llin fo rm e d abo u t I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0c u r r e n t e d u c a t io n a l I I 40*0 6 0 .0 0 .0 0 .0 0 .0id e a s and t r e n d s . I I I 5 3 .3 3 4 .4 12.2 0 .0 0 .0

IV 4 0 .0 6 0 .0 0 .0 0 .0 0 .0V 5 2 .0 3 7 .0 11 .0 0 .0 0 .0

2 . I s a c l e a r and I 2 0 .0 6 0 .0 2 0 .0 0 .0 0 .0e x p re s s iv e speaker* I I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0

111 (89 ) 3 0 .3 4 9 .4 18 .0 2 .2 0 .0IV 5 0 .0 4 0 .0 10.0 0 .0 0 .0

V(99) 3 2 .3 4 8 .5 17.2 2 .0 0 .0

3 . T akes c a re o f o f f i c e I 0 .0 8 0 .0 0 .0 2 0 .0 0 .0" p a p e r work*" I I 4 0 .0 4 0 .0 2 0 .0 0 .0 0 .0

I I I 6 .7 3 5 .6 4 5 .6 8 .9 3 .3IV 2 0 .0 6 0 .0 10.0 1 0 .0 0 .0V 8 .0 3 8 .0 4 2 .0 9 .0 3 .0

4 . U t i l i z e s s t a f f o p in io n s I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0in s o lv in g problem s* I I 4 0 .0 4 0 .0 2 0 .0 0 .0 0 .0

I I I 71 .1 2 6 .7 2 .2 0 .0 0 .0IV 6 0 .0 3 0 .0 10. 0 0 .0 0 .0

V 7 0 .0 2 7 .0 3 .0 0 .0 0 .0

5. H elps te a c h e r s r e s o lv e I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0c la ss ro o m problem s* I I 6 0 .0 2 0 .0 2 0 .0 0 .0 0 .0

I I I 6 4 .4 2 8 .9 6 .7 0 .0 0 .0IV 7 0 .0 2 0 .0 10 .0 0 .0 0 .0V 6 5 .0 2 8 .0 7 .0 0 .0 0 .0


TABLE 1—C ontinued47

O p in io n Survey S ta te m e n ts Group A B C D I

6 . H e lp s s t a f f members £ 0 .0 100 .0 0 .0 0 .0 0 .0re s o lv e p e r s o n a l I I 0 .0 2 0 .0 6 0 .0 2 0 .0 0 .0p ro b lem s. 111(89) 2 .2 1 3 .5 4 0 .4 3 0 .3 1 3 .5

IV 0 .0 6 0 .0 3 0 .0 1 0 .0 0 .0V(99) 2 .0 1 8 .2 3 9 .4 2 8 .3 12 .1

7 . C a r e f u l ly a l l o c a t e s I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0b u i ld in g fu n d s . I I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0

I I I 5 0 .0 3 8 .9 8 .9 2 .2 0 .0IV 6 0 .0 4 0 .0 0 .0 0 .0 0 .0V 5 1 .0 3 9 .0 8 .0 2 .0 0 .0

8 . Works w e ll w i th in th e I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0P a re n t T e a c h e r I I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0A s s o c ia t io n . I I I 4 4 .4 3 3 .3 2 1 .1 0 .0 1 .1

:v 5 0 .0 5 0 .0 0 .0 0 .0 0 .0V 4 5 .0 3 5 .0 19 .0 0 .0 1 .0

9 . S u p p o rts s c h o o l I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0p o l i c i e s e s ta b l i s h e d I I 100 .0 0 .0 0 .0 0 .0 0 .0by th e b o a rd o f I I I 4 2 .2 4 3 .3 1 4 .4 0 .0 0 .0e d u c a t io n . IV 8 0 .0 2 0 .0 0 .0 0 .0 0 .0

V 4 6 .0 4 1 .0 13 .0 0 .0 0 .0

10. A dapt8 w e ll to I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0chang ing c i rc u m s ta n c e s . I I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0

I I I 6 5 .6 3 1 .1 3 .3 0 .0 0 .0IV 8 0 .0 2 0 .0 0 .0 0 .0 0 .0V 6 7 .0 3 0 .0 3 .0 0 .0 0 .0

U . A llow s te a c h e r s f re e * I 2 0 .0 6 0 .0 2 0 .0 0 .0 0 .0don to te a c h i n t h e i r I I 2 0 .0 4 0 .0 4 0 .0 0 .0 0 .0own s t y l e s . 111(89) 6 4 .0 3 3 .7 2^2 0 .0 0 .0

IV 2 0 .0 5 0 .0 3 0 .0 0 .0 0 .0V(99) 59 .6 3 5 .4 5 .1 0 .0 0 .0

12. C onducts p ro d u c tiv e I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0f a c u l ty m e e tin g s . I I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0

I I I 5 3 .3 3 4 .4 11.1 1 .1 0 .0IV 5 0 .0 5 0 .0 0 .0 0 .0 0 .0V 5 3 .0 3 6 .0 10 .0 1 .0 0 .0

13. H elps s e l e c t new I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0sch o o l s t a f f members. I I 4 0 .0 4 0 .0 2 0 .0 0 .0 0 .0

I I I 5 0 .0 3 8 .9 11.1 0 .0 0 .0IV 6 0 .0 3 0 .0 10 .0 0 .0 0 .0V 5 1 .0 3 8 .0 11 .# 0 .0 0 .0


TABLE 1—Continued48

O p in io n S u rre y S ta te m e n ts Group A 1 C D E

14 . Co— in ic a te s w e ll I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0w ith s tu d e n t s . 11 1 0 0 .0 0 .0 0 .0 0*0 0 .0

I I I 6 7 .8 3 2 .2 0 .0 0 .0 0 .0IV 7 0 .0 3 0 .0 0 .0 0 .0 0 .0

V 6 8 .0 3 2 .0 0 .0 0 .0 0 .0

15 . E ncourages I 2 0 .0 8 0 .0 0 .0 0 .0 0 .0e x p e r i a e n ta t io n end I I 4 0 .0 2 0 .0 4 0 .0 0 .0 0 .0in a o r a t io n . 111 (89 ) 5 3 .9 3 7 .1 9 .0 0*0 0 .0

IV 3 0 .0 5 0 .0 2 0 .0 0 .0 0 .0V (99) 5 1 .5 3 8 .4 10 .1 0 .0 0 .0

16. O fte n d i s p la y s a I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0se n se o f h u a o r . I I 6 0 .0 2 0 .0 0 .0 2 0 .0 0 .0

111(89) 5 3 .9 3 4 .8 1 1 .2 0 .0 0 .0IV 7 0 .0 2 0 .0 0 .0 1 0 .0 0 .0

V(99) 5 5 .6 3 3 .3 10 .1 1 .0 0 .0

17. E ncourages t e a c h e r s I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0t o sh a re id e a s . I I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0

I I I 4 5 .6 4 6 .7 6 .7 1*1 0 .0IV 5 0 .0 5 0 .0 0 .0 0 .0 0 .0

V 4 6 .0 4 7 .0 6 .0 1 .0 0 .0

18 . T akes a n a c t i r e p a r t I 0 .0 2 0 .0 8 0 .0 0 .0 0 .0i n oo— in i ty o rg a n iz e * I I 2 0 .0 4 0 .0 20*0 2 0 .0 0 .0t i o n s . I I I 6 .7 2 8 .9 5 0 .0 1 3 .3 1 .1

IV 1 0 .0 3 0 .0 5 0 .0 1 0 .0 0 .0V 7 .0 2 9 .0 5 0 .0 1 3 .0 1 .0

19. C o o rd in a te s s e r e l c e s I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0o f r a r l o u s s t a f f I I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0a e a b e r s . I I I 2 1 .1 5 3 .3 2 4 .4 1 .1 0 .0

IV 5 0 .0 5 0 .0 0 .0 0 .0 0 .0V 2 4 .0 5 3 .0 2 2 .0 1 .0 0 .0

2 0 . Co— in ic a te s w e ll t o I 2 0 .0 8 0 .0 0 .0 0 .0 0 .0p a r e n ts th ro u g h w r i t t e n I I 10 0 .0 0 .0 0 .0 0 .0 0 .0s a d ia such a s news* I I I 4 1 .1 4 3 .3 15.6 0 .0 0 .0l e t t e r s . IV 6 0 .0 4 0 .0 0 .0 0 .0 0 .0

V 4 3 .0 4 3 .0 1 4 .0 0 .0 0 .0

2 1 . P ro r id e s a d e q u a te ro o a I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0f a c i l i t i e s and a e t e r i a l s I I 4 0 .0 4 0 .0 20*0 0 .0 0 .0f o r te a c h in g . I I I 5 2 .2 4 2 .2 4 .4 0 .0 1 .1

IV 4 0 .0 5 0 .0 10 .0 0 .0 0 .0V 5 1 .0 4 3 .0 5 .0 0 .0 1 .0


TABLE l~ C e n tin u e d49

O pin ion Survey S t a t e a s n t s Croup A B C D E

2 2 . Works w e ll w ith o th e r 1 (4 ) 7 5 .0 2 5 .0 0 .0 0 .0 0 .0sc h o o l e d s d a i s t r o t o r s . I I 100 .0 0 .0 0 .0 0 .0 0 .0

I I I 4 0 .0 4 7 .8 1 2 .2 0*0 0 .0IV (9 ) 8 8 .9 1 1 .1 0 .0 0 .0 0 .0

V (99) 4 4 .4 4 4 .4 1 1 .1 0 .0 0 .0

2 3 . Does d e m o n s tra tio n I 0 .0 2 0 .0 8 0 .0 0 .0 0 .0te a c h in g i a c l a s s - I I 0 .0 0 .0 8 0 .0 0 .0 2 0 .0ro o a s . I I I 4 .4 1 8 .9 4 2 .2 2 6 .7 7 .8

IV 0 .0 1 0 .0 8 0 .0 0 .0 1 0 .0V 4 .0 1 8 .0 4 6 .0 2 4 .0 8 .0

2 4 . C o u ase ls in d iv id u a l I 2 0 .0 6 0 .0 2 0 .0 0 .0 0 .0s tu d e n t s . I I 2 0 .0 2 0 .0 4 0 .0 2 0 .0 0 .0

I I I 3 3 .6 4 2 .2 16 .7 4 .4 1*1IV 2 0 .0 4 0 .0 3 0 .0 1 0 .0 0 .0

V 3 4 .0 4 2 .0 1 8 .0 5 .0 1*0

2 3 . Works o n ia p ro v e a e n t I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0o f c u r r ic u lu s u I I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0

I I I 2 3 .3 5 0 .0 2 1 .1 5 .6 0 .0IV 7 0 .0 3 0 .0 0 .0 0 .0 0 .0

V 2 8 .0 4 8 .0 1 9 .0 5 .0 0 .0

2 6 . P ro a o te s good h e a l th I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0and s a f e ty p r a c t i c e s . I I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0

I I I 3 5 .6 5 0 .0 1 3 .3 1 .1 0 .0IV 7 0 .0 3 0 .0 0 .0 0 .0 0 .0

V 3 9 .0 4 8 .0 1 2 .0 1 .0 0 .0

2 7 . Knows th e n sa e o f e v e ry I 2 0 .0 6 0 .0 2 0 .0 0 .0 0 .0c h i ld i a h i s s c h o o l . I I 0 .0 4 0 .0 2 0 .0 4 0 .0 0 .0

I I I 3 .6 3 3 .3 4 3 .3 1 5 .6 2 .2IV 1 0 .0 5 0 .0 2 0 .0 2 0 .0 0 .0

V 6 .0 3 5 .0 4 1 .0 16 .0 2 .0

2 8 . Has had e l e a e a t a r y I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0sc h o o l te a c h in g I I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0e x p e r ie n c e . 111(89) 7 5 .3 1 9 .1 4 .5 1 .1 0 .0

IV 5 0 .0 5 0 .0 0 .0 0 .0 0 .0V (99) 7 2 .7 2 2 .2 4 .0 1 .0 0 .0

2 9 . A rran g es f o r e o a a u a i ty I 0 .0 6 0 .0 2 0 .0 0 .0 2 0 .0re s o u rc e p e rs o n s t o I I 0 .0 2 0 .0 6 0 .0 2 0 .0 0 .0a a k e p r e s e n ta t io n s I I I 6 .7 2 0 .0 5 2 .2 16 .7 4 .4to s tu d e n t s . IV 0 .0 4 0 .0 4 0 .0 1 0 .0 1 0 .0

V 6 .0 2 2 .0 5 1 .0 1 6 .0 5 .0


TABLE 1—Cantinned50

O p in io n S urvey S ta te m e n ts Group A B C D E

3 0 . C lo n r ly e x p la in s jo b I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0e x p e c ta t io n s t o s t a f f I I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0m em bers. I I I 6 2 .2 26 .7 8 .9 2 .2 0 .0

IV 7 0 .0 3 0 .0 0 .0 0 .0 0 .0V 6 3 .0 2 7 .0 8 .0 2 .0 0 .0

3 1 . D i s c ip l in e s i n d i v i I 2 0 .0 8 0 .0 0 .0 0 .0 0 .0d u a l s tu d e n t s . I I 2 0 .0 2 0 .0 4 0 .0 0 .0 2 0 .0

111 (88 ) 3 1 .8 4 5 .5 2 1 .6 1 .1 0 .0IV 2 0 .0 50 .0 2 0 .0 0 .0 10 .0

V (98) 3 0 .6 4 5 .9 2 1 .4 1 .0 1 .0

3 2 . R e g u la r ly in s p e c t s I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0sc h o o l b u i ld in g and I I 2 0 .0 8 0 .0 0 .0 0 .0 0 .0g ro u n d s . I I I 2 2 .2 52 .2 2 3 .3 2 .2 0 .0

IV 3 0 .0 70 .0 0 .0 0 .0 0 .0V 2 3 .0 5 4 .0 2 1 .0 2 .0 0 .0

3 3 . Makes s t a f f a m b e r s I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0f e e l i a p o r t a n t and I I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0n e e d e d . I I I 6 8 .9 27 .8 3 .3 0 .0 0 .0

IV 8 0 .0 2 0 .0 0 .0 0 .0 0 .0V 7 0 .0 2 7 .0 3 .0 0 .0 0 .0

3 4 . C a r e f u l ly p la c e s I 6 0 .0 2 0 .0 2 0 .0 0 .0 0 .0s tu d e n t s w ith te a c h e r s I I 2 0 .0 6 0 .0 2 0 .0 0 .0 0 .0b e fo re eac h sc h o o l I I I 4 3 .3 4 4 .4 1 2 .2 0 .0 0 .0y e a r b e g in s . IV 4 0 .0 4 0 .0 2 0 .0 0 .0 0 .0

V 4 3 .0 4 4 .0 1 3 .0 0 .0 0 .0

3 5 . M a in ta in s a " r e s p e c t I 2 0 .0 2 0 .0 0 .0 6 0 .0 0 .0f u l d i s ta n c e " betw een I I 0 .0 6 0 .0 0 .0 4 0 .0 0 .0h im s e l f and s t a f f meet* I I I 3 .3 U . l 2 7 .8 3 1 .1 2 6 .7b a r s so t h a t a p ro p e r IV 1 0 .0 4 0 .0 0 .0 5 0 .0 0 .0a a o u n t o f f o r m a l i ty V 4 .0 14.0 2 5 .0 3 3 .0 2 4 .0e x i s t s .

36 . C o n s id e rs s tu d e n t I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0w e lfa re o f p rism I I 6 0 .0 2 0 .0 2 0 .0 0 .0 0 .0im p o rta n c e . I I I 6 6 .7 2 7 .8 5 .6 0 .0 0 .0

IV 5 0 .0 4 0 .0 1 0 .0 0 .0 0 .0V 6 5 .0 2 9 .0 6 .0 0 .0 0 .0

37 . S u p e rv is e s s tu d e n t I 2 0 .0 6 0 .0 0 .0 2 0 .0 0 .0b e h a v io r i n sc h o o l I I 0 .0 6 0 .0 2 0 .0 2 0 .0 0 .0h a l l s , c a f e t e r i a , and I I I 2 1 .1 4 4 .4 2 7 .8 5 .6 1 .1on sc h o o l g ro u n d s . IV 1 0 .0 6 0 .0 1 0 .0 2 0 .0 0 .0

V 2 0 .0 4 6 .0 2 6 .0 7 .0 1 .0


TABLE 1—Continued51

O p in io n S urvey S t a t e a e a t s Group A B C- D E

3 8 . O penly g iv e s r e c o g n i I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0t i o n o f a c h ie v e a e n t I I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0by o t h e r s . I I I 5 4 .4 3 3 .3 12 .2 0 .0 0 .0

IV 6 0 .0 4 0 .0 0 .0 0 .0 0 .0V 5 5 .0 3 4 .0 11 .0 0 .0 0 .0

3 9 . C o n fe rs w e ll w ith I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0p a r e n t s . I I 100 .0 0 .0 0 .0 0 .0 0 .0

I I I 6 5 .6 3 4 .4 0 .0 0 .0 0 .0IV 7 0 .0 3 0 .0 0 .0 0 .0 0 .0

V 6 6 .0 3 4 .0 0 .0 0 .0 0 .0

4 0 . C a r e f u l ly p la n s f o r I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0sch o o l g o a l s . I I 6 0 .0 2 0 .0 2 0 .0 0 .0 0 .0

I I I 4 6 .7 4 2 .2 10 .0 1 .1 0 .0IV 6 0 .0 3 0 .0 10 .0 0 .0 0 .0

V 4 8 .0 4 1 .0 10.0 1 .0 0 .0

4 1 . H elps c r e a t e a I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0f r i e n d l y sc h o o l I I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0c l i a a t e . I I I 6 8 .9 2 7 .8 3 .3 0 .0 0 .0

IV 8 0 .0 2 0 .0 0 .0 0 .0 0 .0V 7 0 .0 2 7 .0 3 .0 0 .0 0 .0

4 2 . i s a n a t t e n t i v e I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0l i s t e n e r . I I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0

I I I 6 6 .7 2 8 .9 3 .3 1 .1 0 .0IV 5 0 .0 5 0 .0 0 .0 0 .0 0 .0

V 6 5 .0 3 1 .0 3 .0 1 .0 0 .0

4 3 . I s o b je c t iv e i n I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0e v a lu a t in g th e jo b I I 100 .0 0 .0 0 .0 0 .0 0 .0p e rfo x a a a c e o f each 111(89 ) 7 6 .4 2 1 .3 2 .2 0 .0 0 .0s t a f f a s a b e r* IV 9 0 .0 10 .0 0 .0 0 .0 0 .0

V (99) 77 .8 2 0 .2 2 .0 0 .0 0 .0

4 4 . U n d e rs tan d s e ac h I 2 0 .0 6 0 .0 2 0 .0 0 .0 0 .0t e a c h e r 's b a s ic I I 2 0 .0 2 0 .0 4 0 .0 2 0 .0 0 .0e d u c a t io n a l 111(89) 2 9 .2 4 8 .3 20 .2 2 .2 0 .0p h ilo s o p h y . IV 2 0 .0 4 0 .0 3 0 .0 1 0 .0 0 .0

V (99) 2 8 .3 4 7 .5 2 1 .2 3 .0 0 .0

4 5 . O f te n v i s i t s c l a s s I 2 0 .0 4 0 .0 4 0 .0 0 .0 0 .0room. I I 2 0 .0 6 0 .0 0 .0 2 0 .0 0 .0

111(88) 3 3 .0 34 .1 2 9 .5 3 .4 0 .0IV 2 0 .0 30 .0 2 0 .0 1 0 .0 0 .0

V (98) 3 1 .6 35 .7 2 8 .6 4 .1 0 .0


TABLE 1— C ontinued52

Q p ln ie n Survey S ta t e a e a t s

46. S tim u la te s o th e r s to a c h ie v e .

4 7 . M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i t u a t i o n s .

4 8 .

4 9 .

50 .

51 .

52 .

I s t r u s tw o r th y i n d e a l in g w ith p e o p le .

A s s i s t s t e a c h e r s in le a r n in g new te a c h in g te c h n iq u e s .

R ec o g n ise s e f f e c t i v e te a c h in g p ro c e d u re s a t a l l e le m e n ta ry g ra d e l e v e l s .

M e d ia te s c o n f l i c t s betw een s t a f f pm pbers.

T ak es good c a r e o f s tu d e n t r e c o r d s .

5 3 . D e le g a te s a u t h o r i ty w e l l .

Group A B C D E

I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0I I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0

111(89) 4 7 .2 3 9 .3 1 2 .4 1 .1 0 .0IV 7 0 .0 3 0 .0 0 .0 0 .0 0 .0V (99) 4 9 .5 3 8 .4 11 .1 1 .0 0 .0

I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0I I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0

t I I ( S 9 ) 6 7 .4 2 9 .2 3 .4 0 .0 0 .0IV 8 0 .0 2 0 .0 0 .0 0 .0 0 .0

V (99) 6 8 .7 2 8 .3 3 .0 0 .0 0 .0

I 100.0 0 .0 0 .0 0 .0 0 .0I I 100 .0 0 .0 0 .0 0 .0 0 .0

111(89) 8 6 .5 1 2 .4 0 .0 1 .1 0 .0IV 100 .0 0 .0 0 .0 0 .0 0 .0V (99) 8 7 .9 11 .1 0 .0 1 .0 0 .0

I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0I I 2 0 .0 6 0 .0 2 0 .0 0 .0 0 .0

111(89) 2 4 .7 4 7 .2 2 3 .6 4 .5 0 .0IV 3 0 .0 6 0 .0 10 .0 0 .0 0 .0

V(99) 2 5 .3 4 8 .5 2 2 .2 4 .0 0 .0

I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0I I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0

111(89) 6 0 .7 3 1 .5 7 .9 0 .0 0 .0IV 4 0 .0 6 0 .0 0 .0 0 .0 0 .0

V (99) 5 8 .6 3 4 .3 7 .1 0 .0 0 .0

I 4 0 .0 4 0 .0 2 0 .0 0 .0 0 .0I I 2 0 .0 4 0 .0 4 0 .0 0 .0 0 .0

111(89) 19 .1 4 1 .6 32 .6 4 .5 2 .2IV 3 0 .0 4 0 .0 3 0 .0 0 .0 0 .0

V (99) 2 0 .2 4 1 .4 3 2 .3 4 .0 2 .0

I 4 0 .0 4 0 .0 2 0 .0 0 .0 0 .0I I 6 0 .0 2 0 .0 2 0 .0 0 .0 0 .0

111(88) 17 .0 4 8 .9 2 3 .9 8 .0 2 .3IV 5 0 .0 3 0 .0 2 0 .0 0 .0 0 .0

V (98) 2 0 .4 4 6 .9 2 3 .5 7 .1 2 .0

1 (4 ) 5 0 .0 5 0 .0 0 .0 0 .0 0 .0I I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0

111(89) 4 3 .8 4 4 .9 11 .2 0 .0 0 .0IV (9) 4 4 .4 5 5 .6 0 .0 0 .0 0 .0

V(98) 4 3 .9 4 5 .9 1 0 .2 0 .0 0 .0


TABLE 1—C ontinued

O p in io n Survey S ta te m e n ts Group A B C 0 E

54 . K eeps a n a c c u r a te and 1 2 0 .0 8 0 .0 0 .0 0 .0 0 .0u p d a ted r e c o r d o f I I 4 0 .0 6 0 .0 0 .0 0 .0 0 .0sc h o o l m a t e r i a l s and 1 1 1 (8 9 ) 3 0 .3 3 7 .1 2 7 .0 5 .6 0 .0eq u ip m en t. IV 3 0 .0 7 0 .0 0 .0 0 .0 0 .0

V (99) 3 0 .3 4 0 .4 2 4 .2 5 .1 0 .0

55 . H elp s im prove th e I 2 0 .0 8 0 .0 0 .0 0 .0 0 .0sch o o l l i b r a r y . I I 0 .0 4 0 .0 6 0 .0 0 .0 0 .0

1 11 (88 ) 2 2 .7 3 5 .2 3 0 .7 1 0 .2 1 .1IV 1 0 .0 6 0 .0 3 0 .0 0 .0 0 .0

V (98) 2 1 .4 3 7 .8 3 0 .6 9 .2 1 .0

5 6 . I s c o n s id e r a te o f I 8 0 .0 2 0 .0 0 .0 0 .0 0 .0o t h e r s . I I 6 0 .0 4 0 .0 0 .0 0 .0 0 .0

111(89) 7 4 .2 2 4 .7 1 .1 0 .0 0 .0IV 7 0 .0 3 0 .0 0 .0 0 .0 0 .0

V (99) 7 3 .7 2 5 .3 1 .0 0 .0 0 .0

A n a ly s is o f th e D ate

E lem en ta ry p r i n c i p a l s

T h ere w ere t h i r t e e n su rv e y s ta te m e n ts w hich w ere ran k ed a s

" e x tre m e ly im portant** by e ig h ty p e r c e n t o r more o f L a k e v ie w 's e lem en

t a r y p r i n c i p a l s . The f i r s t m e l i s t e d below was g iv e n t h i s ra n k in g

by one hu n d red p e r c e n t o f th e p r i n c i p a l s . The n e x t tw e lv e w ere each

r a t e d a s " e x tre m e ly im p o r ta n t" by e ig h ty p e rc e n t o f th e p r i n c i p a l s ,

w ith th e o t h e r tw e n ty p e rc e n t r a n k in g each o f th e n a s " v e ry im p o r ta n t .

The s ta te m e n ts a r e a s fo l lo w s :

1 . i s t r u s tw o r th y i n d e a l in g w ith p e o p le .

2 . u t i l i s e s s t a f f o p in io n s i n s o lv in g problem s*

3 . H e lp s t e a c h e r s r e s o lv e c la s s ro o m p ro b lem s.

4 . A d ap ts w e ll t o c h an g in g c i rc u m s ta n c e s .

5 . H elp s s e l e c t new sc h o o l s t a f f m em bers.


6 . O f te n d i s p la y 8 a s e n s e o f h u a o r .

7 . Works on ia p z o v e a e n t o f e u r r i c u l u a .

8 . C le a r ly e x p la in s jo b e x p e c ta t io n s t o s t a f f a e a b e r s .

9 . Makes s t a f f a e a b e r s f e e l 1 s h o r t e s t and n e e d e d .

10. H e lp s c r e a te a f r i e n d l y sc h o o l d i a a t e .

11. I s o b je c t iv e i n e v a lu a t in g th e jo b p e r fo ra a n c e o f

eac h s t a f f a e a b e r .

12. M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i t u a t i o n s .

13. I s c o n s id e r a te o f o t h e r s .

C e n tra l o f f i c e scho o l a d a i n i s t r a t o r s

T h ere w ere f o u r te e n su rv ey s t a t e s a n t s w hich w ere ran k ed a s

" e x t r e a e ly l a p o r t a n t " by e ig h ty p e rc e n t o r a o re o f L a k e v ie w 's c e n t r a l

o f f i c e sc h o o l a d a i n i s t r a t o r s . The f i r s t sev en l i s t e d below w ere g iv e n

t h i s ra n k in g by one b u n d le d p e rc e n t o f th e re s p o n d e n ts i n t h i s g ro u p .

The l a s t sev en were e ac h r a te d a s " e x t r e a e ly l a p o r t a n t " by e ig h ty

p e rc e n t o f th e r e s p o n d e n ts , w ith th e o th e r tw en ty p e r c e n t ra n k in g

each o f th e a a s " v e ry l a p o r t a n t . " They a r e a s fo l lo w s ;

1 . S u p p o rts sch o o l p o l i c i e s e s t a b l i s h e d by th e b o a rd

o f e d u c a t io n .

2 . C o a a u n ic a te s w e ll w ith s tu d e n t s .

3 . C ornual c a t e s w e ll t o p a r e n t s th ro u g h w r i t t e n a e d ia

such a s n e w s le t t e r s .

4 . Works w e ll w ith o t h e r sc h o o l a d a d n i s t r a t o r s .

5 . C o n fe rs w e ll w ith p a r e n t s .

6 . i s o b je c t iv e i n e v a lu a t in g th e jo b p e r fo r a a n c e o f

ea c h s t a f f a e a b e r .


557* i s t r u s tw o r th y i n d e a l in g w ith peop le*

8* i s a c l e a r and e x p r e s s iv e sp e a k e r .

9* A dap ts w e ll t o c h an g in g c i rc u m s ta n c e s .

10* P rom otes good h e a l th and s a f e ty p r a c t i c e s .

11. M skes s t a f f members f e e l im p o rta n t and n e e d e d .

12* H e lp s c r e a t e a f r i e n d l y sch o o l c l im a te * .

13. S t im u la te s o th e r s t o a c h ie v e .

14* M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i tu a t io n s *

E lem en ta ry te a c h e r s

T h ere w ere t h i r t e e n su rv e y s ta te m e n ts w hich were e a c h ran k ed

a s Mextreamly im p o r ta n t" by above s i x t y - f i v e p e rc e n t o f Lakeview *s

t e a c h e r re sp o n d e n ts* Each o f th e s e s ta te m e n ts wes ra n k e d a s e i t h e r

" e x tre m e ly im p o r ta n t" o r " v e ry im p o r ta n t" by above n i n e t y - f o u r

p e r c e n t o f th e re sp o n d e n ts* T h ese s ta te m e n ts a r e p r e s e n te d , a lo n g

w ith th e p e rc e n ta g e o f t e a c h e r s t h a t responded " e x tre m e ly im p o r ta n t"

t o each* They a r e a s f o llo w s :

1* I s t r u s tw o r th y i n d e a l in g w ith p e o p le (86*51)*

2* I s o b je c t iv e i n e v a lu a t in g th e jo b perfo rm an ce o f

eac h s t a f f member (76*4%)*

3* Has had e le m e n ta ry te a c h in g e x p e r ie n c e (75*31)*

4* I s c o n s id e r a te o f o t h e r s (74*21)*

5 . U t i l i s e s s t a f f o p in io n s i n s o lv in g p rob lem s (71*11)*

6* Makes s t a f f ammbers f e e l im p o r ta n t and needed (68*91)*

7* H e lp s c r e a t e a f r i e n d l y sc h o o l c l im a te (6 8 * 9 1 ) .

8* Co— ini c a t e s w e ll w ith s tu d e n ts (67*81)*

9* M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i t u a t i o n s (67*41)*


5610 . C o n s id e rs s tu d e n t w e lfa re o f p r i m ln p o r t s a c e

(6 6 .7 1 )*

11* i s s n a t t e n t i v e l i s t e n e r (66*71)*

12* A dap ts w e ll t o chang ing c irc u m s ta n c e s (65*61)*

13* C o n fe rs w e ll w ith p a r e n t s (65*61)*

E le m n ta r y p r i n c i p a l s and c e n t r a l o f f i c e sch o o l a d a i n i s t r a t o r s

T here w ere s e v e n te e n su rvey s ta te m e n ts w hich w ere e ac h ran k ed

a s "e x tre m e ly im p o r ta n t" by se v e n ty p e rc e n t o r m ore o f th e re sp o n d e n ts

i n t h i s group* Each o f th e s e s ta te m e n ts was ran k ed a s e i t h e r "ex trem e

ly im p o r ta n t" o r " v e ry im p o rta n t" by n in e ty p e r c e n t o r more o f th e

re sp o n d en ts* The s ta te e m n ts a r e p r e s e n te d , a lo n g w ith th e p e rc e n ta g e

o f re sp o n d e n ts t h a t in d ic a te d "e x tre m e ly im p o r ta n t" f o r each* They

a r e a s fo llo w s :

1* I s t r u s tw o r th y i n d e a l in g w ith p eo p le (100*01)*

2* i s o b je c t iv e i n e v a lu a t in g th e jo b p e r fo ra a n c e o f

each s t a f f mea&er (90*01)*

3* Works w e ll w ith o th e r sc h o o l a d a i n i s t r a t o r s (88*91)*

4* S u p p o rts sc h o o l p o l i c i e s e s ta b l i s h e d by th e b o ard o f

e d u c a tio n (8 0 * 0 1 ).

5 . A dap ts w e ll t o changing c irc u m s ta n c e s (8 0 .0 1 )*

6* Makes s t a f f members f e e l im p o r ta n t sa d need ed (80*01)*

7* H elps c r e a t e a f r i e n d ly sch o o l c l i a i t e (80*01)*

8* M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i t u a t i o n s (8 0 * 0 1 ) .

9* H elps t e a c h e r s r e s o lv e c la ss ro o m p rob lem s (7 0 * 0 1 ) .

10* Comm unicates w e ll w ith s tu d e n t s (70*01)*

11* O fte n d i s p la y s a sen se o f humor (7 0 .0 1 )*


571 2 . Work* on im provem ent o f c u r r ic u lu m (7 0 .0 1 ) •

13 . P rom otes good h e a l t h and s a f e ty p r a c t i c e s (7 0 .0 1 ) •

14 . C le a r ly e x p la in s jo b e x p e c ta t io n s t o s t a f f ■ ca

b e r s (7 0 * 0 1 ).

15 . C o n fe rs w e ll w ith p a r e n t s ( 7 0 .0 1 ) .

16 . S t im u la te s o th e r t o a c h ie v e ( 7 0 .0 1 ) .

17 . i s c o n s id e r a te o f o th e r s ( 7 0 .0 1 ) .

S le a e n ta r y p r i n c i p a l s , c e n t r a l o f f i c e sch o o l a d m in i s t r a t o r s , and e le m e n ta ry te a c h e r s

T here w ere fo u r te e n su rv e y s ta te m e n ts w hich w ere ranked a s

" e x tre m e ly im p o r ta n t" by s i x t y - f i v e p e rc e n t o r a o re o f th e re sp o n d e n ts

i n t h i s g ro u p . Each o f th e s e s t a t e a e n t s was ran k ed a s e i t h e r * ex trem e-

l y l a p o r t a n t " o r "v e ry l a p o r t a n t " by n in e ty - f o u r p e r c e n t o r a o r e .o f

th e r e s p o n d e n ts . The s t a t e s a n t s a r e p r e s e n te d , a lo n g w ith th e p e r

c e n ta g e o f re sp o n d e n ts t h a t i n d i c a te d " e x t r e a e ly l a p o r t a n t " f o r

e a c h . They a r e a s f o l lo w s :

1 . i s t r u s tw o r th y i a d e a l in g w ith p e o p le ( 8 7 .9 1 ) .

2 . i s o b je c t iv e i n e v a lu t in g th e jo b p e r fo r a a n c e o f

e ac h s t a f f a e a b e r ( 7 7 . t l ) .

3 . i s c o n s id e r a te o f o t h e r s ( 7 3 .7 1 ) .

4 . H as had e le m e n ta ry sc h o o l te a c h in g e x p e r ie n c e ( 7 2 .7 1 ) .

5 . U t i l i z e s s t a f f o p in io n s i n s o lv in g p r o b le a s ( 7 0 .0 1 ) .

$ . Makes s t a f f a s a b e r s f e e l l a p o r t a n t and n eed ed ( 7 0 .0 1 ) .

7 . H e lp s c r e a te a f r i e n d l y sch o o l c l i s a t c ( 7 0 .0 1 ) .

8 . M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i t u a t i o n s ( 6 8 .7 1 ) .

9 . C o a a u n ic a te s w e ll w ith s tu d e n ts ( 6 8 .0 1 ) .


5810* A d ap ts w e ll t o ch an g in g c i rc u m s ta n c e s (6 7 .0 1 ) •

11* C o n fe rs w e ll w ith p a r e n t s ( 6 6 .0 1 ) •

12 . H e lp s te a c h e r s r e s o lv e c l a s s r o o n p ro b lem s ( 6 5 .0 1 ) .

13 . C o n s id e rs s tu d e n t w e lfa re o f p rim e im p o rtan ce

( 6 5 .0 1 ) .

14. I s a n a t t e n t i v e l i s t e n e r ( 6 5 .0 1 ) .

Summery

C h a p te r f o u r h a s p re s e n te d th e f i f t y - s i x s ta te m e n ts u se d in

"S u rvey R eg a rd in g P e rs o n a l C h a r a c t e r i s t i c s and B eh av io rs o f Elem en

t a r y School P r i n c i p a l s " a lo n g w ith d a t a d e r iv e d from th e n f o r each

o f f iv e p o p u la t io n g ro u p s . A n a ly s is o f th e d a ta h a s r e v e a le d th o s e

c h a r a c t e r i s t i c s and b e h a v io r s , l i s t e d i n th e su rv e y , w hich w ere

p e rc e iv e d by eac h g ro u p a s m ost l a p o r t a n t i n c o n t r ib u t in g to w ard

e f f e c t i v e e le m e n ta ry sch o o l p r l n c i p a l s h i p .


CHAPTER V

COMPARISONS OF DATA

S u rre y C om parisons W ith in th e L akeeiew S choo ls

E le m e n ta ry p r i n c i p a l s w ith c e n t r a l o f f i c e sc h o o l a d m in i s t r a to r s

The fo llo w in g s ix c h a r a c t e r i s t i c s and b e h a v io rs o f e l s a a n ta r y

p r i n c i p a l s w ere ranked a o s t h ig h ly by b o th p r i n c i p a l s end c e n t r a l

a d a i n i s t r a t o r s * The f i r s t one was r a t e d a s "e x tre m e ly l a p o r t a n t "

by 1001 o f b o th groups* The o th e r f i v e were a l l r a te d "extremely

l a p o r t a n t " by 8 0 1 o r a o re o f eac h g ro u p , w ith th e r e s t r a n k in g th e a

a s " v e ry im p o r ta n t ." They a r e a s f o l lo w s :

1* I s t r u s tw o r th y in d e a l in g w ith peop le*

2* A dap ts w e ll to c h an g in g c i r c u n s ta a c e s *

3* Makes s t a f f a e a b e r s f e e l l a p o r t a n t and needed*

4* H e lp s c r e a te a f r i e n d l y s c h o o l c l i a a t s *

5* I s o b je c t iv e i n e v a lu a t in g th e jo b p e r fo ra a n c e o f

eac h s t a f f aeab er*


S ta t e a e n t s w hich w ere p e rc e iv e d a o s t d i f f e r e n t l y w ere:

1* H elp s s t a f f a e a b e r s r e s o lv e p e r s o n a l p r o b le a s .

(1001 o f th e p r i n c i p a l s v iew ed t h i s a s " v e ry

l a p o r t a n t , " w h ile 8 01 o f th e c e n t r a l a d z l x l s t r a t o r s

saw t h i s a s o f l e s s im p o r ta n c e .)

39


2 . Knows th e name o f e v e ry c h i l d i n h i s schoo l* (801

o f th e p r i n c i p a l s r a te d t h i s i n th e to p two c a te *

g o r l e s o f im p o rtan ce a s " e x tre a m ly im p o r ta n t" o r

" v e ry im p o r ta n t ." O nly 401 o f th e c e n t r a l ad m in is

t r a t o r s p e rc e iv e d i t t h i s way*)

3* D i s c ip l in e s in d iv id u a l s tu d e n ts* (100X o f th e

p r i n c i p a l s p e rc e iv e d t h i s i n th e to p two c a t e g o r i e s

o f im p o r ta n c e , w h ile o n ly 401 o f th e c e n t r a l admin**

i s t r a t o r s v iew ed i t t h i s way*)

4* i s a c l e a r and e x p re s s iv e speaker* (801 o f th e

c e n t r a l a d a d a i s t r a t o r s ran k ed t h i s a s "e x tre m e ly

im p o r ta n t ," w h ile j u s t 2OX o f th e p r in c i p a l s

r a t e d i t th e same*)

5* E ncou rages e x p e r im e n ta t io n and in n o v a tio n * (1001

o f th e p r i n c i p a l s ran k ed t h i s in th e two h ig h e s t

c a t e g o r ie s o f im p o r ta n c e , fd i i le 60X o f th e c e n t r a l

a d a d a i s t r a t o r s d id th e saam*)

6* H e lp s im prove th e sch o o l l i b r a r y . (1001 o f th e

p r i n c i p a l s ra n k e d t h i s i a th e to p two c a t e g o r ie s

o f im p o r ta n c e , w h ile 40X o f th e c e n t r a l ad m in is

t r a t o r s d id th e sam e.)

E lem en ta ry p r i n c i p a l s w ith e le m e n ta ry te a c h e r s

E lev en s ta te m e n ts o f c h a r a c t e r i s t i c s and b e h a v io rs o f e l e a n a ta r y

p r i n c i p a l s w ere ranked m ost h ig h ly by b o th p r i n c i p a l s and te a c h e rs *

A ll w ere r a t e d i n th e to p two c a t e g o r ie s o f im p o rtan ce by 100X o f th e

p r i n c i p a l s and 95X o r m ore o f th e te a c h e rs * They a r e a s fo l lo w s :


1* I s t r u s tw o r th y in d e a l in g w ith peop le*

2 , i s o b j e c t iv e i n e v a lu a t in g th e jo b p e r fo ra a n c e

o f e a c h s t a f f aeab e r*

3* I s c o n s id e r a te o f o th e rs *

4* U t i l i s e s s t a f f o p in io n s i n s o lv in g p ro b le a s*

5* Makes s t a f f a e a b e r s f e e l im p o r ta n t and needed*


7* H e lp s c r e a t e a f r i e n d l y sch o o l e l i a a t e .

8* A d ap ts w e ll t o chan g in g c irc u m sta n c e s*

9* Coaaunic a t e s w e ll w ith s tu d e n ts*

10* C o n fe rs w e ll w ith p a re n ts*

11* I s a n a t t e n t i v e l i s t e n e r *

S ta te m e n ts w hich were p e rc e iv e d m ost d i f f e r e n t l y w ere:

1* H e lp s s t a f f a e a b e r s r e s o lv e p e r s o n a l problem s*

(100% o f th e p r i n c i p a l s r a te d t h i s i n th e to p two

c a t e g o r ie s o f im portance* w h ile j u s t 15*7% o f th e

t e a c h e r s d id l ik e w is e * )

2* Works o n imp r ovem ent o f c u r r i c u lu m (80% o f th e

p r i n c i p a l s p e rc e iv e d t h i s a s " e x tre m e ly im p o rta n t* "

w h ile o n ly 23*3% o f th e te a c h e r s d id th e same*)

3* Knows th e name o f e v e ry c h i ld i n h i s schoo l* (80%

o f th e p r i n c i p a l s ran k ed t h i s i n th e to p two c a te *

g o r i e s o f im portance* w h ile 38*9% o f th e te a c h e r s d id

th e same*)

4* M a in ta in s a " r e s p e c t f u l d i s ta n c e " betw een h im s e lf and

s t a f f members so t h a t a p ro p e r amount o f f o r m a l i ty


e x i s t s . (4 0 1 o f th e p r in c i p a l s ran k ed t h i s i n th e

to p two c a t e g o r i e s o f im p o rta n c e , w h ile o n ly 1 4 .4 1

o f th e t e a c h e r s d id l i k e w is e . )

5 . A llow s t e a c h e r s freed o s i to te a c h i n t h e i r own

s t y l e s . (6 4 1 o f th e te a c h e r s r a t e s t h i s a s " e x t r e

m ely im p o r ta n t ," vrtiile j u s t 201 o f th e p r i n c i p a l s d id

th e s a a e . )

6 . C o o rd in a te s s e r v ic e s o f v a r io u s s t a f f a e a b e r s .

(6 0 1 o f th e p r i n c i p a l s ranked t h i s a s " e x tre m e ly

im p o r ta n t ," w h ile o n ly 2 l . l l o f th e t e a c h e r s d id th e

s a a e . )

C e n tra l o f f i c e sc h o o l a d a i n i s t r a t o r s w ith e le m e n ta ry te a c h e r s

Ten s t a t e a e n t s o f c h a r a c t e r i s t i c s and b e h a v io rs o f e l e a e n t a r y

p r in c i p a l s were ran k ed a o s t h ig h ly by b o th c e n t r a l a d s d n l s t r a t o r s

and t e a c h e r s . A ll w ere r a t e d i n th e two h ig h e s t c a t e g o r i e s o f

im p o rtan ce by 1001 o f th e c e n t r a l a d a i n i s t r a t o r s and by 951 o r

a o re o f th e t e a c h e r s . They a r e a s fo llo w s )

1 . i s t r u s tw o r th y i n d e a l in g w ith p e o p le .

2 . i s o b j e c t iv e i a e v a lu a t in g th e jo b p e r fo ra a n c e

o f each s t a f f a e a b e r .

3 . i s c o n s id e r a te o f o t h e r s .

4 . C o a a u n ic a te s w e ll w ith s t u d e n t s .<

5 . Makes s t a f f a e a b e r s f e e l im p o rta n t and n e e d e d .

6 . H e lp s c r e a t e a f r i e n d l y schoo l c l i a n t e .


8 . M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i t u a t i o n s .


9* A d ap ts w e ll t o ch an g in g c i rc u m s ta n c e s .

10 . I s an a t t e n t i v e l i s t e n e r .

S ta te m e n ts w hich were p e rc e iv e d m o st d i f f e r e n t l y w ere:

1 . D is c ip l in e s in d iv id u a l s t u d e n t s . (77 .3X o f th e

t e a c h e r s p ls c e d t h i s i n th e to p tw o c a t e g o r ie s o f

im p o r ta n c e , w h ile o n ly 401 o f th e c e n t r a l ad m in is

t r a t o r s d id th e sam e.)

2 . T akes c a r e o f o f f i c e " p a p e r w o rk ." (801 o f th e

c e n t r a l a d a d a i s t r a t o r s ran k ed t h i s i n th e to p two

c a t e g o r i e s o f im p o rta n c e , td i i l e 4 2 .3 X o f th e te a c h

e r s d id th e sam e.)

3 . M a in ta in s a " r e s p e c t f u l d i s t a n c e " betw een h im se lf

and s t a f f ammbers so t h a t a p ro p e r am ount o f

f o r m a l i ty e x i s t s . (6 0 1 o f th e c e n t r a l ad m in is

t r a t o r s p la c e d t h i s i n th e h ig h e s t two c a t e g o r ie s

o f im p o rta n c e , td i i le j u s t 1 4 .4 1 o f th e t e a c h e r s

d id l ik e w is e . )

4 . A llow s te a c h e r s freedom to te a c h i n t h e i r own s t y l e s .

(9 7 .7 1 o f th e te a c h e r s ran k ed t h i s i n th e two h ig h e s t

c a t e g o r i e s o f im p o r ta n c e , w h ile 601 o f th e c e n t r a l

a d m in is t r a to r s d id th e seam .)

5 . Comm unicates w e ll to p a r e n t s th ro u g h w r i t t e n m edia

such a s n e w s le t t e r s . (1001 o f th e c e n t r a l adm in is

t r a t o r s r a te d t h i s a s " e x tre m e ly im p o r ta n t ," w h ile

4 1 .1 1 o f th e te a c h e r s d id l i k e w i s e . )

6 . i s a c l e a r and e x p re s s iv e s p e a k e r . (8 0 1 o f th e

c e n t r a l a d a i n i s t r a t o r s ran k ed t h i s a s " e x tre m e ly


64im p o r ta n t ," w h ile j u s t 3 0 .3 1 o f th e t e a c h e r s d id

th e s e m * )

7 . S u p p o r ts sc h o o l p o l i c i e s e s t a b l i s h e d by th e board

o f e d u c a t io n . (1001 o f th e c e n t r a l a d a i n i s t r a t o r s

r a t e d t h i s a s " e x t r e a e ly la p o r ta n t ,* * w h ile o n ly

4 2 .2 1 o f th e te a c h e r s d id l i k e w i s e . )

8 . Works w e ll w ith o th e r sch o o l a d a i n i s t r a t o r s . (1001

o f th e c e n t r a l a d a i n i s t r a t o r s r a t e d t h i s a s "e x -

t r e a s l y l a p o r t a n t , " w h ile 401 o f th e t e a c h e r s d id

th e s a a e . )

9 . T ak es good c a r e o f s tu d e n t r e c o r d s . (6 0 1 o f th e

c e n t r a l a d a i n i s t r a t o r s ranked t h i s a s **ex treasly

la p o r ta n t ,* * w h ile j u s t 171 o f th e t e a c h e r s d id

l i k e w i s e . )

10 . Works o n ia p ro v e a s n t o f c u r r i c u l u a . (1001 o f th e

c e n t r a l a d a i n i s t r a t o r s r a te d t h i s i n th e to p two

c a t e g o r i e s o f i a p o r ta n c e , w h ile 7 3 .3 1 o f th e

t e a c h e r s d id l i k e w is e . )

11 . C o u n se ls in d iv id u a l s tu d e n t s . (7 7 .8 1 o f th e

t e a c h e r s r a t e d t h i s i n th e to p two c a t e g o r ie s o f

i a p o r t a n c e , w h ile 401 o f th e c e n t r a l a d a i n i s t r a t o r s

d id t h e s a s w .)

12 . g n d e r s ta n d s each t e a c h e r 's b a s ic e d u c a t io n a l

p h ilo s o p h y . (7 7 .3 1 o f th e t e a c h e r s ran k ed t h i s

in th e to p two c a t e g o r ie s o f i a p o r t a n c e , w h ile 401

o f th e c e n t r a l a d e d n i s t r a to r s d id l i k e w is e . )


13* P rom otes good h e a l th and s a f e ty p r a c t i c e s . (801

o f th e c e n t r a l a d s d n i s t r a t o r s r a t e d t h i s a s

* « x t r e a e ly l a p o r t a n t , " w h ile o n ly 3 5 .6 1 o f th e

t e a c h e r s d id th e s a n e .)

E le a e n ta ry p r i n c i p a l s and c e n t r a l o f f i c e sc h o o l a d s d n i s t r a t o r s . i n c o m b in a tio n , c o a p a re d w ith e l e a e n ta r y te a c h e r s

Ten s t a t e a e n t s o f c h a r a c t e r i s t i c s and b e h a v io rs o f e l e a e n ta r y

p r i n c i p a l s w ere r a t e d a o s t h ig h ly by b o th o f th e above g ro u p s . A ll

w ere r a t e d i n th e two h ig h e s t c a t e g o r ie s o f ia p o r ta n c e by 1001 o f

th e p r i n c i p a l s and c e n t r a l a d a i n i s t r a t o r s and by 951 o r a o re o f th e

te a c h e r s . They a r e a s fo l lo w s :

1 . I s t r u s tw o r th y i n d e a l in g w ith p e o p le .

2 . I s o b j e c t iv e i n e v a lu a t in g th e j o b p e r fo ra a n c e

o f e a c h s t a f f a e a b e r .

3 . i s c o n s id e r a te o f o t h e r s .

4 . M akes s t a f f a e a b e r s f e e l l a p o r t a n t and n eed e d .

5 . H e lp s c r e a t e a f r i e n d l y sch o o l c l i a a t e .

6 . C o a a u n ic a te s w e ll w ith s tu d e n t s .

7 . M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i t u a t i o n s .

8 . A d ap ts w e ll to chan g in g c i r c u a s ta n c e s .


10 . I s a n a t t e n t i v e l i s t e n e r .

S t a t e a a n t s w h ich w ere p e rc e iv e d a o s t d i f f e r e n t l y w ere :

1 . H e lp s s t a f f a e a b e r s r e s o lv e p e r s o n a l p r o b le a s .

(6 0 1 o f th e p r i n c i p a l s and c e n t r a l a d a i n i s t r a t o r s


66r a te d t h i s i n th e to p two c a t e g o r ie s o f in p o r t s a c s ,

w h ile j u s t 15*71 o f te a c h e r s d id th e s a n e . )

2 , Works on im provem ent o f c a r r ic u lu a * (70X o f th e

p r i n c i p a l s and c e n t r a l a d a i n i s t r a t o r s ran k ed t h i s

a s " e x t r e a e ly la p o rta n t,* * w h ile o n ly 23*3% o f th e

te a c h e r s d id lik e w is e * )

3* M a in ta in s a " r e s p e c t f u l d i s ta n c e " be tw een h i a e e l f

and s t a f f a e a b e r s so t h a t a p ro p e r a a o u n t o f

f o r a a l i t y e x i s t s * (501 o f th e p r i n c i p a l s snd c e n t r a l

a d a i n i s t r a t o r s r a t e d t h i s in th e to p two c a te g o r ie s

o f i a p o r t a n c e , w h ile J u s t 14*41 o f th e te a c h e r s

d id l i k e w is e . )

4* A llow s te a c h e r s f re e d o a to te a c h i n t h e i r own s t y l e s .

(641 o f th e te a c h e r s r a te d t h i s a s " e x t r e a e ly impor

t a n t , " v h i l e o n ly 201 o f th e p r i n c i p a l s and c e n t r a l

a d a i n i s t r a t o r s d id th e s a a e .

5* Works w e ll w ith o th e r schoo l a d a i n i s t r a t o r s * (88*91

o f th e p r i n c i p a l s and c e n t r a l a d a i n i s t r a t o r s ranked

t h i s a s " e x t r e a e ly l a p o r t a n t , " w h ile 401 o f th e

te a c h e r s d id l ik e w is e .)

6* T akes good c a r e o f s tu d e n t re c o rd s * (5 0 1 o f th e

p r i n c i p a l s and c e n t r a l a d a i n i a t r a t o r s r a t e d t h i s a s

" e x t r e a e ly im p o r ta n t ,” w h ile j u s t 171 o f th e te a c h e r s

d id th e s a a e * )


67Coapariaons Between Perceptions Reported Proa the

Survey in the Lakeview Schools and Those Froa ocher Surveys

I n t h i s s e c t i o n , p e r c e p t io n s c o n c e rn in g th e ia p o r ta n c e o f tw en ty

c h a r a c t e r i s t i c s and b e h a v io rs o f e l e a e n t a r y p r i n c i p a l s , s s r e l a t e d to

jo b e f f e c t i v e n e s s , a r e com pared , The f i r s t s i x c o a p a r ia o n s node a r e

betw een p e r c e p t io n s f r o a th e Lake v iew su rv e y and th o se f r o a f o u r o th e r

s u rv e y s . The l a s t f o u r te e n c o a p a r ia o n s a r e node in T a b le 2 and T ab le

3 betw een th e Lakeview su rv ey and th e G ro ss and H e r r io t t (1965) s tu d y .

Lakeview su rv e y coopered w ith th o s e r e p o r te d by N a tio n a l E d u c a tio n A s s o c ia t io n R esea rch D iv is io n (1 9 7 1 ) , M e r lg ls d l9 6 l ) . Young and H e lc h b e rg e r (1 ^ 7 $ ) , and f o a k e t t and W o ico tt (106&)

National Education Association Research Division (1971) found that 96X of eleaentary and secondary teachers surveyed in the united States favored the idea that a principal should be required to serve as a teacher before be cooing a principal (p, 2 ) , Merigis (1961)

found that 96X of the eleaentary teachers and 93X of the eleaentary principals in his Oklahoma study were in agreeoent with this idea (p, 36), In the Lakeview survey, 100X of the principals and 94.4X

of the teachers rated prior teaching experience for the principal as

"extreaely laportant" or "very laportant," All of the studies compared indicated very high agreeoent concerning the desirability of teaching experience for a principal.

Young and Helchberger (1975) reported that 90X of suburban and 88X of rural eleaentary teachers in New York State answered in the afflrestive when asked if a principal should have soae understanding of each teacher's educational philosophy (p, 15), In the Lakeview


68s u rv e y , 7 7 .5 1 o f th e t e a c h e r s ra n k e d t h i s c h a r a c t e r i s t i c " e x t r e m l y

l a p o r t a n t " o r " v a ry l a p o r t a n t . " T h ere i s o b v io u s a g re e a s n t betw een

th e New York an d Lakeview te a c h e r s c o n c e rn in g th e ia p o r ta n c e o f a

p r i n c i p a l h a v in g an u n d e rs ta n d in g o f e a c h t e a c h e r 's e d u c a t io n a l

p h ilo so p h y .

Regarding the value of a principal's participation in commity organizations, Merigis (1961) found that S61 of eleaentary teachers and 941 of eleaentary principals surveyed favored allowing a principal to use school tiae for civic functions (p. 3 7 ) . Poskett and Wolcott (1966) reported that 661 of eleaentary principals surveyed in Oregon favored eleaentary principals taking an active part ia coaaunity organizations (p. 2 0 ) . In the Lakeview survey, only 201 of the principals and 3 5 .6 1 of the teachers rated participation in coaaunity organizations as "extreaely i sport antM or "very laportant." Principals and teachers in the Lakeview eleaentary schools did not place as auch value on this behavior as did teachers and principals in the other two studies cited.

Merigis (1961 ) reported that 471 of the eleaantary teachers and 751 of the eleaentary principals in his study favored the principal having a part in selecting staff aeabers (p. 3 6 ) . In the Lakeview survey, 1001 of the principals and 8 8 .9 1 of the teachers rated this function as "extreaely laportant" or "very laportant." Thus, Lakeview teachers and principals parceived this as aore iaportant than did teachers and principals surveyed in New York.

Merigis (1961 ) revealed t h a t SOI o f p r i n c i p a l s and 351 of teachers surveyed favored the principal doing deaeastration teaching (p. 3 6 ) . In the Lakeview survey, 201 of the principals and 2 3 .3 1 of


69th e t e a c h e r s re e k e d t h i s b e h a v io r a s “e x tre m e ly i a p o r t a n t ” o r " v e ry

im p o r ta n t .” The id e e o f e p r in c i p e l d o in g d e e p e s t r e t io n te e c h ie g d id

n o t r e c e iv e s t r o n g su p p o rt fro s i t e a c h e r s o r p r i n c i p a l s i n any o f th e

s t u d i e s .

F o s k e t t end W olco tt (1966) found t h a t 7OX o f e le m e n ta ry p r i n c i

p a l s su rv e y e d fa v o re d an e le m e n ta ry p r i n c i p a l l e a n i n g th e name o f

eac h c h i l d i n h i s sch o o l ( p . 2 0 ) . I n th e Lakeview su rv e y , 8OX o f

th e p r i n c i p a l s r a t e d t h i s a s “e x tre m e ly i a p o r t a n t ” o r "v e ry i a p o r t a n t . ”

H igh a g re e a a n t e x i s t s betw een th e p e r c e p t io n s r e p o r te d i n b o th s tu d i e s

a s to th e im p o rta n c e o f a p r in c i p a l l e a r n in g th e n e a e s o f a l l s t u

d e n ts i n h i s s c h o o l .

TABLE 2 .— P e rc e n ta g e s o f R esponses by E lem en ta ry P r in c ip a l s Which Were ”E x tre n e ly i a p o r t a n t ” o r ”V «ry I a p o r ta n t”

a s R e p o rte d i n th e Lakeview S u rv ey and i n th e G ro ss and H a r r i o t t (1965) S u rvey ( p . 101)

L akeview G ross and H a r r i o t t B eh av io r S urvey (1.965^ S urvey ~

An e le m e n ta ry p r i n c i p e l sh o u ld :

1 . C o n fe r w ith p a r e n t s . 100X 98X

2 . Work o n c u r r i c u lu a ia p ro v e a a n t . 100X 97X

3 . H elp t e a c h e r s w ith c la ss ro o mproblems. 100X 96X

4 . P la n sc h o o l g o a l s . 100X 96X

5 . E v a lu a te t e a c h e r s . 100X 94X

6 . C ounsel s t u d e n t s . 80X 92x

7 . P la n and co n d u c t m e e tin g s . 100X 9IX

8 . P rom ote s a f e t y . 100X 9IX


TABLE 2—Continued

Lakeview G ross and H e r r i o t t B e h a v io r S u rvey (1965) Survey

An e l e a e n ta r y p r i n c i p a l sh o u ld :

9 . C o o rd in a te work o f s t a f faeabers. 100X 88%

10* In tro d u c e new te a c h in g id e a s . 100% 91%

TABLE 3 . — Mean* R esponses o f S le a a n ta r y P r in c i p a l s to F o u r B e h a v io rs a s R ep o rted i n th e L akev iew Survey

an d i n th e G ross and H e r r i o t t (1965)Survey ( p . 201)

Lakeview G ross and H e r r i o t t B eh av io r S urvey (1965) Survey

An e l e a e n ta r y p r i n c i p a l sh o u ld :

1 . Take c a r e o f sch o o l r e c o r d s . 4 .2 0 4 .1 6

2 . In v e n to ry sc h o o l a a t e r i a l sa n d e q u ip s a n t . 4*20 3 .37

3 . P ro v id e s c h o o l s u p p l i e s . 4 .4 0 3 .6 2

4 . B udget s c h o o l fu n d s . 4 .6 0 4 .1 1

*Means w ere c a l c u l a t e d by u s in g th e fo l lo w in g s c a l e : e x t r e n e lyi a p o r t a n t ( 5 ) , v e ry i a p o r t a n t ( 4 ) . o f a o d e r a te ia p o r ta n c e ( 3 ) , o f l i t t l e ia p o r ta n c e ( 2 ) , and o f no ia p o r ta n c e ( 1 ) .

The p r i n c i p a l s d io p a r t i c i p a t e d i n th e Lakeview s tu d y and th e

G ross and H e r r i o t t (1965) s tu d y w ere i n c lo s e a g re e a e n t r e g a rd in g

tw e lv e o f th e f o u r te e n p r in c i p a l b e h a v io r s c o a p a re d . The two

b e h a v io rs a b o u t w hich th e y d i f f e r e d s o s t w ere th e second and t h i r d

o n es i n T ab le 3*


Su— t r y

C h a p te r f iv e p r e s e n te d com parisons betw een th e p e r c e p t io n s o f

e le m e n ta ry p r i n c i p a l s , e le m e n ta ry t e a c h e r s , and c e a t r e l o f f i c e sch o o l

a d m in is t r a to r s i n th e Lakeview sc h o o ls r e l a t i v e t o th e s ta te m e n ts on

"S urvey R eg ard in g p e r s o n a l C h a r a c t e r i s t i c s an d B eh av io rs o f E lem en ta ry

P r i n c i p a l s . " Those s ta te m e n ts wuich were m ost h ig h ly r a te d by b o th

g ro u p s , i n e a c h c o m p a riso n , were l i s t e d . A lso l i s t e d were th e s t a t e

m en ts a b o u t w hich th e g r e a t e s t d i f f e r e n c e s o f p e r c e p t io n w ere n o te d

betw een th e g ro u p s b e in g com pared. N ex t, co m p ariso n s were made

betw een p e r c e p t io n s r e p o r te d i n th e Lskeview S ch o o ls su rv ey and th o s e

r e p o r te d i n f i v e o t h e r su rv e y s a l l o f w hich w ere concerned w ith

e le m e n ta ry p r i n c i p a l s h i p .

In m aking co m p ariso n s betw een th e d i f f e r e n t g ro u p s in th e Lake

v iew su rv e y , i t was d is c o v e re d t h a t te n s ta te m e n ts o f c h a r a c t e r i s t i c s

and b e h a v io rs o f e le m e n ta ry p r in c i p a l s w ere r a t e d a s " e x tre m e ly

i a p o r t a n t " o r " v e ry Im p o r ta n t" h r 100% o f th e p r i n c i p a l s and c e n t r a l

a d m in is t r a to r s and by 95% o r more o f th e t e a c h e r s . They a r e a s

fo llo w s :

1 . I s t r u s tw o r th y i n d e a l in g w ith p e o p le .

2 . I s o b j e c t iv e i n e v a lu a t in g th e jo b p erfo rm an ce

o f e a c h s t a f f smmber.

3 . I s c o n s id e r a te o f o th e r s .

4 . Comm unicates w e ll w ith s tu d e n ts .

5 . H e lp s c r e a t e a f r i e n d ly sch o o l c l im a te .

6 . Makes s t a f f members f e e l i a p o r t a n t and n e e d e d .



728* M a in ta in s o b j e c t i v i t y i n c o n f l i c t s i t u a t i o n s ,

9 , A d ap ts w a ll to ch an g in g c i rc u m s ta n c e s .

10 , I s an a t t e n t i v e l i s t e n e r .

In m aking c o m p a riso n s , i t a la o became a p p a re n t t h a t th e fo llo w *

in g s ta te m e n ts were g e n e r a l ly p e rc e iv e d m ost low ly o f a l l th e su rv ey

s ta te m e n ts by th e Lakeview r e s p o n d e n ts :

1 , M a in ta in s a " r e s p e c t f u l d i s t a n c e " betw een h im s e lf

an d s t a f f members so t h a t a p ro p e r amount o f

f o r m a l i ty e x i s t s ,

2 , H e lp s s t a f f members r e s o lv e p e r s o n a l p ro b lem s,

3 , Does d e m o n s tra tio n te a c h in g i n c la s s ro o m s .

On th e Lakeview su rv e y , s ta te s m n ts a b o u t w hich th e l a r g e s t

d i f f e r e n c e s i n p e r c e p t io n o c c u r re d be tw een g ro u p s w ere:

1 , i s a c l e a r and e x p re s s iv e s p e a k e r ,

2 , Comm unicates w e ll t o p a r e n t s th ro u g h w r i t t e n m edia

such a s n e w s le t t e r s ,

3 , T akes c a r e o f o f f i c e " p a p e r w o rk ."

4 , C o u n se ls in d iv id u a l s t u d e n t s ,

5 , H e lp s s t a f f members r e s o lv e p e r s o n a l p ro b lem s,

6 , Knows th e name o f e v e ry c h i l d i n h i s s c h o o l.

7 , C o o rd in a te s s e r v ic e s o f v a r io u s s t a f f members.

8 , D is c ip l in e s in d iv id u a l s t u d e n t s ,

9 , Works w e ll w ith o th e r sc h o o l a d m in i s t r a t o r s ,

10 , S u p p o rts sch o o l p o l i c i e s e s t a b l i s h e d by th e board

o f e d u c a t io n ,

11 , T akes good c a r e o f s tu d e n t r e c o r d s ,

12, Allows teachers freedom to teach in their own styles.


7313* M i i i U l M a " r e s p e c t f u l d i s t a n c e " betw een h im s e lf and

s t a f f members so t h a t a p r o p e r amount o f f o m s l i t y

e x l s t s .

14* Understands each teacher's basic educational philosophy.

15* Works o n Im proveme n t o f e u r r ic u lu a u

l o . P rom otes good h e a l th an d s a f e t y p r a c t i c e s .

17. E n co u rag es e x p e r im e n ta t io n an d in n o v a t io n .

18. Helps improve the school library.I t u a s o b v io u s i n d o in g th e c o m p a r iso n s , t h a t , a s a g ro u p ,

e le m e n ta ry p r i n c i p a l s i n Lakeview p e rc e iv e d th e su rv ey s ta te m e n ts

m ost h ig h ly o f th e th r e e g ro u p s p a r t i c i p a t i n g . C e n tra l ad m in is

t r a t o r s ran k ed them n e x t h i g h e s t , an d te a c h e r s ran k ed them th e lo w e s t .

P r i n c i p a l s , on th e a v e ra g e , re sp o n d ed w ith 9 1 .1 1 o f t h e i r r e s p o n s e s

i n th e c a t e g o r i e s o f "e x tre m e ly i a p o r t a n t " o r " v e ry im p o r ta n t ,"

c e n t r a l a d m in i s t r a t o r s a v e ra g e d 81 .5% , and te a c h e r s av e ra g e d 7 8 .6 1

i n th e seam c a t e g o r i e s .

The c o m p ariso n s betw een d a ta d e r iv e d in th e Lakeview su rv e y and

th o s e from o t h e r s u rv e y s r e s u l t e d i n c lo s e ag reem en t i n g ro u p p e r*

c e p t io n s r e g a rd in g s ix te e n o f tw e n ty b e h a v io rs and c h a r a c t e r i s t i c s .

Those a r e a s o f p r in c i p a l b e h a v io r w here p e r c e p t io n s d i f f e r e d con*

s id e r a b ly w ere :

1 . P a r t i c i p a t i o n i n com m unity o r g a n iz a t i o n s .

2 . S e le c t io n o f s t a f f m em bers.

3 . In v e n to ry o f sch o o l m a t e r i a l s and eq u ip m en t.

4 . Provision of school supplies.


74Area one was ranked lower in Lakeview than it was in the comparison surveys, while areas two, three, and four were all ranked higher in Lakeview.


CHAPTER VI

STOtiARY, CONCLUSIONS, AND IMPLICATIONS

S uaaary

The problem Which this study concentrated upon was: Uhat ara thapersonal characteristics and behaviors which are perceived as aost iaportant for effective job perforaance by eleaentary school principals. Perceptions of various educational authorities, relative to the problea, were studied and presented. Group perceptions of eleaentary students, parents, teachers, principals, and central office school adainiatrators were also exaadned and given. A survey of eleaentary teachers, eleaentary principals, and central office school adainistrators, regarding effective characteristics and behaviors of eleaentary principals, was conducted in the Lakeview Schools and group perceptions were reported. Analysis of data froa this survey revealed those characteristics and behaviors perceived as aost iaportant by educators who participated in the survey. Comparisons between the responses of eleaentary teachers, eleaentary principals, and central office school adadnistrators ware asde froa data derived froa the Lakeview survey. Then, coapariaons between perceptions recorded in Lakeview and those froa other surveys were m d e regarding the iaportance of various characteristics and behaviors of eleaentary principals.

75


C o n c lu s io n s76

A f te r ex aad n in g th e q u e s t io n o f u h a t p e rs o n a l c h a r a c t e r i s t i c s and

b e h a v io r s a r e p e rc e iv e d a s m ost im p o r ta n t f o r e f f e c t i v e jo b p e r f o r

mance by e le m e n ta ry p r i n c i p a l s , th e fo llo w in g c o n c lu s io n s were re a c h e d :

1 . T here a r e v a r io u s o p in io n s r e g a rd in g u h a t c o n s t i t u t e s

e f f e c t i v e e l e a e n ta r y p r i n c i p a l s h i p , I n d iv id u a ls and

g ro u p s p e rc e iv e th e p r i n c i p a l s h i p i n many ways and

d e f in e e f f e c t i v e p r i n c i p a l jo b p erfo rm ance l ik e w ia e ,

2, as a group, e leaen tary studen ts ao st favorably perceive

p r in c ip a ls who c o n s is ten tly help students and teach ers ,

communicate well with s tu d en ts , improve the school

learn ing environment, a re stim u la ting , and cause

o thers to fee l relaxed when in th e i r presence,

3. P aren ts, as a group, a o s t favorably perceive p rin

c ip a ls who are s k i l l f u l in supervising and a ss is tin g

teach e rs , developing curriculum , re la tin g with par

e n ts , working with and caring fo r ch ild ren , and

m ediating problems between paren ts and teach ers ,

4 , As a group, educators involved with elementary educa

t io n most favorably perceive p rin c ip a ls who possess

c e r ta in c h a ra c te r is t ic s and behaviors, of prime

Importance, aaong c h a ra c te r is t ic s valued, are good

mental and physical h e a lth , tru stw orth iness , imagi

n a tio n , o b je c tiv ity , considera tion , open-mindedness,

and knowledge about ch ild ren and education. Behaviors

o f major iaportance a re : a c tin g mostly in harmony


77w ith o t h e r s ' e x p e c ta t io n s , r e l a t i n g w a ll w ith many

p e o p le , c r e a t i n g a f r i e n d l y sc h o o l c l i n a t e , n e k ia g

s t a f f members f e e l i a p o r t a n t and n e e d e d , a d a p t in g

w e ll t o c h an g in g c i rc u m s ta n c e s , u s in g r e s o u rc e s

w is e ly , h a n d l in g c o n f l i c t s w e l l , u s in g g ro u p

te c h n iq u e s i n t e l l i g e n t l y , s t i n u l a t i n g o t h e r s tow ard

a c h ie v e a e n t , and id e n t i f y i n g c r i t e r i a w hich le a d

to e d u c a t io n a l q u a l i ty *

I a p l i c a t io n s

The fo llo w in g i n p l i c a t i o n s w ere d e r iv e d f r o a th e s tu d y 's con

c l u s i o n s :

1* P r in c i p a l s sh o u ld be c o g n iz a n t o f th e v a r io u s

p e r c e p t io n s w hich o t h e r s h av e re g a rd in g them -

s e lv e s and jo b perfo rm ance*

2* P r in c i p a l s sh o u ld c o a n u n ic a te w e ll w ith s tu d e n t s ,

c o n s i s t e n t l y h e lp th e n and t h e i r t e a c h e r s , work

a t Im proving th e l e a r n in g e n v iro n m e n t, and cau se

o th e r s to be r e la x e d i n t h e i r p re se n c e *

3* p r i n c i p a l s sh o u ld r e l a t e w e ll w ith p a r e n t s ,

d e m o n s tra te s u p e rv is o ry com petence to them , work

w e ll w ith s t u d e n t s , an d w is e ly m e d ia te p rob lem s

betw een p a r e n t s and te a c h e r s *

4 . P r in c i p a l s sh o u ld work w e ll w ith s t a f f members

by e x h ib i t i n g a l e a d e r s h ip based o n th o s e

p e r s o n a l c h a r a c t e r i s t i c s and b e h a v io r s s e t

f o r th i n t h i s s t u d y 's c o n c lu s io n *


S . P a rso n s who a r e r e s p o n s ib le f o r t r a i n i n g , s e l e c t i n g ,

a n d /o r e v a lu a t in g e l e a e n ta r y p r i n c i p a l s sh o u ld

d e v e lo p a k een aw aren ess o f th e p e r s o n a l c h a r a c te r

i s t i c s and b e h a v io rs p e r c e iv e d a s a o s t i a p o r t a n t

f o r e l e a e n ta r y p r i n c i p a l s , an d th e n u t i l i z e t h i s

in fo rm a t io n to become more p r o f i c i e n t .


APPENDIXES


APPENDIX A

Cover Letter for "Survey Regarding Personal Characteristics and Behaviors of

Eleaentary School Principals"

79


80

p r a i r i e v ie w School May 3 , 1976

D ear C o lle a g u e :

I aa p r e s e n t ly co m p le tin g work tow ard a S p e c i a l i s t D egree i n Educa- t i o a t W este rn M ich igan U n iv e r s i ty . As a p a r t o f ay w ork, I a a d o in g a S p e c i a l i s t P r o je c t on p e rc e p t io n s r e l a t i v e t o p e r s o n a l c h a r a c t e r i s t i c s and b e h a v io rs o f e f f e c t i v e e l e a e n ta r y sc h o o l p r i n c i p a l s .

The su rv e y a t ta c h e d to t h i s l e t t e r i s a b a s ic p a r t o f a y p r o j e c t .I t i s in te n d e d th a t i t w i l l be c o a p le te d an o n y ao u sly by e le a e n ta r y te a c h e r s (K -5 ) , e le a e n ta r y p r i n c i p a l s , and c e n t r a l a d a i n i s t r a t o r * in th e Lakeview S c h o o ls .

D ata d e r iv e d f r o a th e su rv e y w i l l be u sed a s a n i a p o r t a n t p a r t o f a y S p e c i a l i s t P r o je c t and w i l l a l s o be aad e a v a i l a b l e to Lakeview e d u c a to r s . The su rv ey w i l l h e lp i d e n t i f y p e r c e p t io n s , i n th e Lakeview S c h o o ls , r e g a rd in g e f f e c t i v e e l e a e n ta r y sc h o o l p r i n c i p a l - s h ip .

In o r d e r to g e t an a c c u r a te v iew o f p e r c e p t io n s i n th e Lakeview S c h o o ls , c o n c e rn in g e f f e c t i v e e le a e n ta r y sch o o l p r i n c i p a l s h i p , I need y o u r c o o p e ra t io n . P le a s e a s s i s t ae by c o m p le tin g th e a t ta c h e d s u rv e y .

Thank y o u . Your a s s i s t a n c e i s g r e a t ly a p p r e c ia te d .

S in c e r e ly ,

Toa Dunton


APPENDIX B

"Survey Regarding Personal Characteristics and Behaviors of Eleaentary

School principals"

81


S u m y H t f g d l u P a rse — 1 C h w i c t « r i » t l « » «ad B t t o t i o t t o f E lW M tt» y S choo l P r in c i p a l*

82

I n s t r u c t i o n s ; p le a s e r a t * each o f t h e fo l lo w in g p e r s o n a l c h a r a c te r i s t i c s an d b e h a v io rs i n t e r n s o f i t s i s p o r ta a c e i n c o n t r i b u t i n g t o e f f e c t i v e e l e a e n t a r y sc h o o l p r i n e i p a l - s h ip . g a te each c h a r a c t e r i s t i c an d b e h a v io r by c i r c l i n g A, By C, D, o r E. Each l e t t e r r e p r e s e n t s th e fo llo w in g r e g a rd in g c o n t r i b u t i o n t o e f f e c t i v e e l e a e n ta r y ach o o l p r l n c i p e l s h i p :

A E x trem ely I n p o r ta n t B V ery I a p o r ta n t C Of M oderate I a p o r ta n c e 0 Of L i t t l e I a p o r ta n c e E Of No Ia p o r ta n c e

An e f f e c t i v e e l e a e n ta r y sc h o o l p r i n c i p a l :

1 . i s w e l l - in f o z a e d s b o u t c u r r e n t e d u c a t io n a l id e a s and t r e n d s . A B C D E

2 . i s a c l e a r and e x p re s s iv e s p e a k e r . A B c 0 E

3 . T akes c a re o f o f f i c e " p a p e r w o rk ." A B c D E

4 . U t i l i s e s s t a f f o p in io n s i n s o lv in g p ro b le m s . A B c D E

5. H elps te a c h e r s r e s o lv e c l a s s r o o a p ro b le m s . A B c D E

6 . H elps s t a f f members r e s o lv e p e r s o n a l p ro b le m s . A B c D E

7 . C a r e f u l ly a l l o c a t e s b u i ld in g fu n d s . A B c D E

8 . Works w e ll w i th in th e P a re n t T ea c h e r A s s o c ia t io n . A B c D E

9 . S u p p o rts s c h o o l p o l i c i e s e s t s b l i s h e d by th e b o a rd o f e d u c a t io n . A B c D E

10. A d ap ts w e ll t o ch an g in g c i rc u m s ta n c e s . A B c D E

11. A llow s te s c h e r s freedom to te a c h i n t h e i r own s t y l e s . A B c D E

12. C onducts p ro d u c t iv e f a c u l ty m e e tin g s . A B c D E

13. H elps s e l e c t new sc h o o l s t a f f m em bers. A B c 0 E

14. Comm unicates w e ll w ith s tu d e n t s . A B c D E


15. Encourages experimentation and innovation. A B C D E16. Of tan displays a saase of humor. A B c D E

17. Encourages teachers to share ideas. A B c D E18. Takes an active part in coanunity organisations. A B c D E19. Coordinates services of various staff aeabers. A B c D E20. Co— inicates well to parents through written

smdia such as newsletters. A B c D E21. Provides adequate roan facilities and Materials

for teaching. A B c D E22. Works well with other school adsdnlstrators. A B c D E23. Does demonstration teaching in classroosis. A B c D E24. Counsels Individual students. A B c D E25. Works on iaprovaaent of curriculum. A B c D E

26. Promotes good health and aafety practices. A B c D E27. Knows the name of every child in his school. A B c D E28. Has had elementary school teaching experience. A B c D E29. Arranges for comsuaity resource persons to

make presentations to students. A B c D E30. Clearly explains job expectations to staff

members. A B c D E31. Disciplines individual students. A B c D E32 . Regularly inspects school building and grounds. A B c D E33. Makes staff members feel iaportant and needed. A B c D E34. Carefully places students with teachers before

each school year begins. A B c D E35. Maintains a "respectful distance" between

himself and staff members so that a proper amount of formality exists. A B c D E

36. Considers student welfare of prime importance. A B c D E


3 7 . Supervises student behavior In school hells, cafeteria, and on school grounds. A B C D E

3 8 . Openly gives recognition of achievement by others. A B C D E

3 9 . Confers well with parents. A B C D E

4 0 . Carefully plans for school goals. A B C D E4 1 . Helps create a friendly school climate. A B C D E4 2 . is an attentive listener. A B C D E4 3 . is objective in evaluating the job performance

of each staff member. A B C D E4 4 . Understands each teacher's basic educational

philosophy. A B C D E4 5 . Often visits classrooms. A B C D E4 6 . Stimulates others to achieve. A B c D E4 7 . Maintains objectivity in conflict situations. A B c D E4 8 . is trustworthy in dealing with people. A B c D E4 9 . Assists teachers in learning new teaching

techniques. A B c D E50. Recognises effective teaching procedures at

all eleaentary grade levels. A B c D E5 1 . Mediates conflicts between staff members. A B c D E5 2 . Takes good care of student records. A B c D E53 . Delegates authority well. A B c D E54 . Keeps an accurate and updated record of

school materials and equipment. A B c D E

55 . Helps improve the school library. A B c D E5 6 . is considerate of others. A B c D E


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