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LEADERSHIP PROFICIENCIES FOR EFFECTIVE ELEMENTARY
SCHOOL PRINCIPALS: PERCEPTIONS OF PRINCIPALS AND
TEACHERS IN ST. LOUIS COUNTY SCHOOLS
Mary Ellen Buribrd, B.S., M.Ed.
A Dissertation Presented to the Faculty o f the Graduate School o f Saint Louis University in Partial
Fulfillment of the Requirements for the Degree of Doctor o f Philosophy
2001
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UMI Number. 3014237
Copyright 2001 by Burford, Mary Ellen
All rights reserved.
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c Copyright by Mary E. Burford
ALL RIGHTS RESERVED
2001
i
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LEADERSHIP PROFICIENCIES FOR EFFECTIVE ELEMENTARY
SCHOOL PRINCIPALS: PERCEPTIONS OF PRINCIPALS AND
TEACHERS IN ST. LOUIS COUNTY SCHOOLS
Mary Ellen Burford, B.S., M.Ed.
A Digest Presented to the Faculty o f the Graduate School o f Saint Louis University in Partial
Fulfillment of the Requirements for the Degree of Doctor of Philosophy
2001
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DIGEST
The purpose of this study was to examine the perceptions of elementary
school principals and elementary school teachers regarding proficiencies for
effective elementary school principals and the level o f agreement between
principals and teachers regarding those proficiencies among five independent
variables: position, gender, years o f experience, highest degree earned, and year
highest degree was earned. This study was limited to elementary school
principals and teachers, in three St. Louis County School districts. The random
sample for the study was 300 teachers and 60 administrators. The rate o f return
was 39% for teachers and 66% for administrators.
The survey questionnaire measured 68 competencies extracted from the
revised document, Proficiencies for Principals, published by the National
Association of Elementary School Principals. The instrument used was a modified
version of Perceptions o f the Essential Skills o f Effective Elementary Principals.
The respondents were teachers (74.4%), female (66.2%), with more than
10 years o f experience in their district (54.2%). Respondents’ highest degree
earned was a master’s degree (65.6 %) earned between 1996 to 2001 (30.6%).
Hypothesis one suggested a difference based on job position and was
accepted. Hypothesis two, three, four and five suggested differences based on the
gender, years of experience, highest degree earned, and year highest degree was
earned and were rejected.
1
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The conclusions o f the study were that elementary school administrators
and teachers have different perceptions of the proficiencies of an effective
elementary school principal, and the differences in the perceptions were not based
on gender, years o f experience in the district, highest degree earned, or the year
the highest degree was earned.
Elementary school principals should be informed of proficiencies for
principals establish by the National Association of Elementary School Principals
and given training in each of the proficient areas as part of a mentor program for
principal’s leadership program.
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COMMITTEE IN CHARGE OF CANDIDACY:
Associate Professor Ronald Rebore, Chairperson and Advisor
Professor Michael Grady
Associate Professor William Rebore
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ACKNOWLEDGEMENTS
All of my life I have loved learning. My dream has been to earn a Doctoral
Degree. I am grateful to many people who guided me as I worked to accomplish
this goal. I would like to acknowledge the support and guidance of Dr. Earl Hobbs
who was my advisor until his retirement and Dr. Ronald Rebore whose advice
was essential to the research and writing of this dissertation.
Appreciation is also extended to the other members of my committee Dr.
W. Rebore, Dr. M. Grady, Dr. L. Scott, Dr. C. Mccowen and Dr. C. Eakin, whose
advice and comments assisted me in completing this dissertation. There are many
people I would like to thank who supported me when the task seemed
unobtainable:
Dr. L.L. Mosley, Dr. P. Doener, Ms. L. Buchanan. Dr. J.Oldani, Dr. J.
Scatizzi, Ms. D. Luckett, Dr. S. Scheer, Dr. J.Williams, Dr. W. Campbell, Mr. J.
Bartlett, and Ms. S. Bryant.
Thanks to my loving husband, Lawson, who was so patient, supportive
and understanding. I could not have completed this dissertation without the help
of my husband. He continued telling me I could do it and helped me to believe in
myself Thanks also to my wonderful son, Todd, who continued to inspire me
through his wit, his encouragement, and his wonderful sense of humor.
My family has helped me to experience great joy and happiness. I would
like to thank the members of my family for their support
ill
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Finally I would like to thank my parents, who were the foundation for my
growth, independence and endurance. They taught me to work hard, to be humble,
and appreciative. We miss them but we will always have the gifts they left within
us. I dedicate this dissertation to their memory.
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TABLE OF CONTENTS
List o f Tables ................................................................................... vii
Chapter L THE NATURE AND SCOPE OF THE STUDY... 1
Introduction......................................................... 1
Statement of the Problem..................................... 3
Purpose o f Research.............................................. 3
Significance of the Study........................................ 5
Hypotheses.............................................................. 9
Limitation of the Study.......................................... 12
Definition of Terms.............................................. 12
Summary................................................................ 13
Chapter II. REVIEW OF RELATED LITERATURE............. 15
Introduction............................................................ 15
Historical Review................................................... 15
Principals and Effective School Leadership 18
Effective Schools................................................... 23
Characteristics for Effective ElementarySchool Principals............................................ 34
Summary................................................................ 44
Chapter HI. PROCEDURES.................................................... 45
Introduction............................................................. 45
Description of the Population................................. 45
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Data Collection Procedure........................................... 46
Description of Questionnaire....................................... 46
Hypotheses.................................................................. 48
Description of Data Analysis....................................... SO
Validity and Reliability................................................ 53
Characteristics of the Sample....................................... 54
Summary..................................................................... 56
Chapter IV. FINDINGS.................................................................. 59
Introduction................................................................. 59
Analysis of Hypotheses........................................ 109
Summary.................................................................... 121
Chapter V. SUMMARY, CONCLUSIONS,RECOMMENDATIONS........................................... 124
Introduction.......................................................... 124
Summary.................................................................... 124
Conclusions................................................................ 128
Recommendations....................................................... 128
APPENDICES
Appendix A................................................................. 130
Appendix B................................................................ 132
BIBLIOGRAPHY................................................................................. 136
VTTAAUCTORIS................................................................................ 150
vi
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LIST OF TABLES
Table Name of Table PageNumber Number
1 Analysis Plan for Hypotheses............................... 53
2 Elementary Status................................................. 54
3 Gender.................................................................. 54
4 Experience............................................................. 55
5 Highest degree earned........................................ 55
6 Year highest degree was earned............................ 56
7 Exercise vision in defining and accomplishing themission of the school............................................. 60
8 Demonstrate a genuine interest inchildren................................................................. 60
9 Inspire all concerned to join in accomplishing theschool’s mission...................................................... 61
10 Be highly visible throughout the school................... 61
11 Apply effective human relation’s skills.................... 62
12 Encourage the leadership of others......................... 63
13 Analyze information relative to problems, makedecisions, and delegate responsibility as appropriate 63
14 Create a strong sense of togetherness.................... 64
15 Apply established principles and strategies ofeffective leadership................................................ 65
16 Participate as a member o f local, state, and nationalprofessional groups................................................. 65
17 Model the expected behavior o f others.................... 66
18 Persuasively articulate his or her beliefs andeffectively defend his or her decisions..................... 67
19 Be trustworthy, conscientious, enthusiastic, andsensitive................................................................... 67
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20 Write clearly and concisely so that the intendedaudience understands the message........................ 68
21 Apply facts and data to determine priorities 69
22 Be an active listener so as to truly hear others 69
23 Know his or her verbal and nonverbalcommunications strengths and weaknesses and their implications....................................................... 70
24 Understand the philosophy, functioning, andpractices o f mass media......................................... 71
25 Understand the impact of his or her personal imageand practices of mass media.................................. 71
26 Identify— with staff- the decision-makingprocedures the school will follow...................... 72
27 Involve others in setting short and long-term goals.. 73
28 Be aware of various decision-making techniques and be able to match the appropriate technique tothe particular situation..................................... 73
29 Apply validated principles of group dynamics andfacilitation skills..................................................... 74
30 Understand the process of consensus building and apply that process both as a leader and as a memberof a group.............................................................. 75
31 Achieve intended outcomes through the use ofprinciples o f motivation.......................................... 75
32 Maintain disciplinary stability throughout theschool..................................................................... 76
33 Understand the communities values and goals andwhat it wants the curriculum to achieve.................. 77
34 Seek appropriate resources o f time, money, andmaterials to support the curriculum...................... 78
35 Set forth, as a continuum, the skills and conceptsthe curriculum is designed to provide................. 79
36 Be familiar with curriculum materials and theirrelationship to program goals and objectives 80
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37 Monitor the curriculum to ensure that theappropriate content and sequence are followed— 81
38 Demonstrate multicultural and ethnic understanding 82
39 Establish an environment conducive to learning 82
40 Analyze standardized test scores and other student performance indicators to identify general strengthsand weaknesses in the educational program 83
41 Understand and apply effective observation andconferencing skills.............................................. 84
42 Understand and apply principles o f child growthand development................................................ 84
43 Apply grouping practices that most effectively meet -student needs....................................................... 85
44 Regularly assess the teaching methods and strategies being used at the school to ensure thatthey are appropriate and varied........................... 86
45 Design effective staff and professional development programs that match the goals of both the schooland of the participating individuals....................... 87
46 Set high expectations for students, staff, parents,and self................................................................. 87
47 Recognize and show concern for personal goals ofstudents and staff................................................... 88
48 Enhance student and staff strengths and remediateweaknesses........................................................ 89
49 Appropriately match specific learning styles withspecific teaching styles...................................... 89
50 Engage in a program of continuing professionaldevelopment............................................................ 90
51 Inspire oven the most excellent teachers to acquirenew competencies and experiences..................... 91
52 Bring about the kind o f rapport among students, teachers, staff, parents, and the community that fosters constructive suggestions for making theschool program even stronger............................. 92
be
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53 Use a variety of techniques and strategies to assess student performance, individual teacher and staff performance, the achievement of curriculum goals, and the effectiveness of the total instructionalprogram............................................................. 93
54 Assess progress toward achieving goals established for students, teachers, the principalship, and the involvement of parents andthe community at large....................................... 94
55 Seek and encourage input from a variety o f sourcesto improve the school’s program........................... 95
56 Demonstrate a level of human relations skills that make the evaluation process helpful rather thendestructive......................................................... 95
57 Develop assistance plans and remediation efforts toimprove teaching performance............................ 96
58 Develop and implement equitable and effectiveschedules.......................................................... 97
59 Use strategic planning to implement long-rangegoals............................................................... 97
60 Attract volunteers and be adept in training them 98
61 Manage the operation and maintenance of thephysical plant................................................. 99
62 Allocate and organize staff in such a way as toassure accomplishment of the school’s mission... 99
63 Know education law, including the implication ofliability, and keep current with developments 100
64 Develop and implement administrative procedures consistent with board policy and contractualagreements........................................................... 101
65 Manage the school within the allocated resources... 101
66 Understand the school district budget and itsspecific implications for his & her school................ 102
67 Plan, prepare, justify, and defend the schoolbudget......................................................... 103
68 Use cost control procedures and institute cost-effective practices................................................ 103
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69 Interpret budget priorities and constraints to thestaff and the community................................. 1 0 4
70 Participate in local, state, and federal legislativeaction programs................................................ 105
71 Understand the dynamics of local, state andnational politics.......................................... 105
72 Be accessible to teachers, students, parents andother members of the community.................... 106
73 Develop plans and strategies for helping attractappropriate financial support of education. 107
74 Involve the community leaders in the developmentand support of the school’s program................... 108
75 Identify and apply effective strategies for dealingwith political issues and political forces that 109impinge on the school’s operation.......................
76 Differences between elementary schooladministrators and elementary school teachers 110
77 Differences between gender.................................... 113
78 Differences based on years of experience in thedistrict............................................................... 114
79 Differences based on highest degreeearned.............................................................. 117
80 Differences based on year highest degree wasearned.................................................................... 118
81 Summary o f Analysis o f Hypotheses......................... 122
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CHAPTER 1
THE NATURE AND SCOPE OF THE STUDY
Introduction
As the role and responsibilities of schools become more complex,
educators are constantly searching for ways to meet the educational needs of
students (Dietrich, 1996). Researchers have identified effective leadership as the
single most important determinant of student success.
The success of schools is an issue that continues to generate concern.
Demand for excellence in education and concern for quality of education has led
to issues of school effectiveness, leadership styles and instructional management
(Madaus & Kellaghan, 1980). The role of the principal has been determined as
essential in the development and growth of effective schools (A Nation at Risk,
1983).
Research associated with successful assessment and development
programs for school administrators revealed significant differences between
successful schools and less successful schools and their principals. Principals in
the most successful schools motivated the entire community and were willing to
share leadership. Their success could be traced to specific attitudes and skills that
made them effective (Bradshaw & Buckner, 1994).
With the release in 1984 of Standards for Quality Elementary Schools:
Kindergarten Through Eighth Grade, the National Association of Elementary
l
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School Principals sought to identify the basic characteristics of first-rate
elementary schools. At the core of that analysis were two fundamental
propositions that research has repeatedly demonstrated: first, that children’s early
years are crucial to their long-term success in education and in life and second,
that as the leader within the school, the building principal is the key figure in
determining the effectiveness of those years (NAESP, 1997).
The NAESP (1997) has stated that given those facts, it is essential that K-8
principals be among the most able and effective of America’s education leaders.
Principals must possess appropriate personal characteristics and aptitudes and
receive professional preparation that is relevant and effective.
Stover (1989) identified specific traits that were important for effective
principals: vision for the school, dedication to learning, good knowledge of the
school, active leadership style and lack of concern for obstacles. Effective
principals are leaders who are sensitive to problems and changing conditions in
their schools. Effective leadership will indicate readiness by the principal to take
on responsibilities that result in changing conditions (Shuster & Stewart, 1973).
Leadership makes the school philosophy; mission and vision come alive.
The principal is expected to be the initiator, the energizer, the facilitator, the
visionary, and the leader of the school. Leadership means building strength in
others to achieve growth for all (Krajewski, 1996). The emphasis principal’s give
to motivation of students is important These same concepts are important to the
faculty working with the students. An effective environment must be provided for
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3
students as well as teachers to increase motivation and effectiveness ((Krajewski,
1996).
Few studies have identified specific differences or similarities in
perceptions among administrators and teachers regarding leadership proficiencies
characteristic of an effective elementary school principal. This study broadens the
research base by contributing to the existing body of knowledge concerning
leadership proficiencies skills, which characterize an effective principal as
perceived by elementary school administrators and elementary school teachers.
Statement of the Problem
The purpose of this study was to examine the perceptions of elementary
school principals and elementary school teachers regarding proficiencies for
effective elementary school principals. The study examined the level of agreement
between principals and teachers regarding those proficiencies characteristic of
effective elementary school principals. The study provided data that was used to
analyze the perceptions of these two groups and the level of agreement among the
five variables: position, gender, years of experience, highest degree earned, and
year highest degree was earned.
Purpose of the Research
The purpose of this study was to examine the perception of elementary
school principals and elementary school teachers regarding proficiencies that are
essential to being an effective elementary school principal. The study examined
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4
the level o f agreement o f principals and teachers regarding proficiencies that are
characteristic for effective elementary school principals.
There is general agreement among educators that the principal is important
in school success. The principal will need to fulfill the role of being the leader for
successful schools. Expectations will need to be clearly stated for the principal to
be effective in making the necessary changes. What will make the difference will
be the leadership of the principal (Hechinger, 1981).
Principals must be dedicated in their willingness to lead and to implement
change when necessary. The elementary school is the most flexible level of formal
learning. The focus must be on the success of the children. The school principals
must help to improve the nation’s schools (Boyer, 1995).
Research indicates that education and school success depends upon the
effectiveness of the principal and his or her knowledge of skills that are essential
for school success. Effective leadership is a major contributor to the school
environment and to the overall success o f the school (Austin, 1981).
The responsibility for establishing a positive school environment begins
with the principal, who provides leadership in developing and maintaining a
climate conducive for learning, hi recent years, as the traditional role o f principals
has changed, it has expanded to include counseling, advising, modeling desired
behaviors, relinquishing control and establishing supportive climates (Bredeson,
1995).
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Significance of the Study
The early school years for children are crucial to long- term success in
education. The building principal is the key figure in determining the effectiveness
of those years. Most principal preparation programs are designed to provide a
sound base of knowledge about school administration, but often fall short in
translating such knowledge into action in the school (NAESP, 1997). Most
research has focused on leadership, effective principals and effective schools.
Little research has focused on proficiencies for principals as perceived by teachers
and principals. If the principal is to fulfill the role of effective leader, he or she
will need clearly defined expectations for the role and adequate training and
support to meet such expectations (Riggs, 1992). This study contributed to the
existing body of knowledge that continues to explore proficiencies characteristic
to outstanding elementary school principals. The study will provide knowledge,
information and professional experiences for aspiring administrator, professors
and others involved in education management Findings in the study will be a
guide for those who specialize in the preparation of elementary school principals.
Education is the instruction and development of knowledge
through formal teaching or training (Granowsky & Weber, 1987). The education
system as we know it today was created in the mid-20th century to serve all pupils
for twelve years. This system of education must meet unprecedented challenges.
We are at the time when assessment of strengths and weaknesses of the schools in
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6
public education is necessary. We need to build on the strengths of our system and
evaluate the weaknesses (Kirst, 1993).
The most important current problem facing educators is the inability of our
instructional programs to adapt successfully to the educational needs of the
students who are not achieving or, are not being fulfilled in programs as they are
operating today. The emphasis principals give to motivation of students is
important These same concepts are important to the faculty working with the
students. An effective environment must be provided for students as well as
teachers to increase motivation and effectiveness. Quality education and effective
elementary schools are primarily a function of competent elementary school
principals who are committed to effective leadership, and encourage their teachers
to become committed to the growth, development and education of the children
they work with (Sergiovanni, 1987).
Ginty (1995) stated that researchers have identified effective leadership as
the single most important determinant of success. Based on the data gathered
through interviews with beginning school administrators several suggestions were
made to assist new principals and assistant principals. It presents
recommendations in three areas of professional development: academic
preparation, field-based learning, and personal and professional formation.
For many years, school administrators have voiced concern with training
and preparation for administrators. Many administrators wanted programs that
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presented knowledge that developed skills which translated into practice (Ginty,
1993).
The effective elementary school principal gives first priority to
educational leadership responsibilities. The principal knows and understands
elementary school programs and children and possesses high standards and a
sense of mission with respect to the elementary school. Implementation of
standards and building the quality of life in the school as an organization is a
quality of an effective principal. (Sergiovanni, 1987).
Effective principals are leaders who are sensitive to human problems and
to changing conditions in their schools. They are flexible in adapting their
behavior to the new changes. What leadership ought to be and what it should
produce is still controversial, however true leadership will indicate readiness by
the principal to take on or to give up responsibilities that result in changing
conditions (Shuster & Stewart, 1973).
Strong educational leadership is emphasized with leaders being
knowledgeable and visionary. There must be respect to educational programs and
competent principals with respect to organizational systems such as staff growth
and development and building commitment to the school. It is educational and
organizational leadership together which characterize the effective principal in
schools today (Sergiovanni, 1979).
The effectiveness of schools is a concern of parents, communities and the
nation as a whole. Coleman (1966) was one of the first researbhers to use pupil
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8
cognitive gain as a measure of school effectiveness. In his report, Coleman
indicated that family and social background of children were factors just as
important as schools in the educational achievement of children. Coleman’s
findings were different from what people previously thought about schools. Other
researchers (Edmonds 1979; Young 1975) came to the conclusion that some
schools were more effective than others and that school effectiveness must be a
major factor in the achievement of students. They concluded that school
effectiveness and student achievement was related.
Research associated with successful assessment and development
programs for school administrators revealed significant differences between more
and less successful schools and their principals. Principals in the most successful
schools motivated the entire school community and were willing to share
leadership. Some principals seemed to intuitively know how to create the kind of
environment that facilitated change. Their success could be traced to specific
attitudes and skills that made them effective (Bradshaw & Buckner, 1994).
National commissions and studies have been created to report on the status
of education in America. One study revealed by educators and researchers that
leadership is key to excellence in schools (The Role of the Principal in Effective
Schools, 1989). Research has indicated that the most important element in
affecting change in schools is the principal (Rutherford, 1985; Hall, 1984;
Manasse, 1992; Fullan, 1988).
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The concern for the quality of education in the country is evident in the
report issued by the National Commission on Excellence in Education (1983). The
report indicated on-going concern regarding the effectiveness of public education
and possible solutions to increase the quality of schools. The public concern
regarding the quality of education and confidence by the people is stated in the
National Commission on Excellence in Education report (1983). This report stated
a concern for the decline in educational excellence. This report was concerned
with one of the many causes and dimensions of education. There is pride in what
schools and colleges have historically accomplished and contributed. The report
related the concept of how the educational system has eroded and how the future
of the Nation and the people may be affected in the future (National Commission
on Excellence in Education 1983).
Educators and citizens expressed determination to bring schools to a level
where integrity, respect and purpose are foremost for educational excellence. In a
Nation at Risk (1983) the leadership role of the principal was stated as essential in
the development of effective schools. The report revealed that the leadership of
the principal was important in the growth and development of schools, and that
school reform had to be supported by the community. (Nation at Risk, 1983)
Hypotheses
Five hypotheses were tested in the study. The hypotheses o f the study
were:
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10
1. There will be significant difference in the perceptions o f elementary
school administrators and elementary school teachers regarding the proficiency of
elementary school principals as measured by leadership skills, communication
skills, management o f group processes, supervising the development and
implementation of the curriculum, supervising instruction, supervising
performance, the evaluation process, organizing the day-to-day functions, fiscal
management, and political issues.
2. There will be significant difference in the perceptions o f elementary
school administrators and elementary school teachers based on gender regarding
the proficiency of an effective elementary school principal as measured by
leadership skills, communication skills, management o f group processes,
supervising the development of the curriculum, supervising instruction,
supervising performance, the evaluation process, organizing the school’s day-to-
day functions, fiscal management and political issues.
3. There will be significant difference in the perceptions o f elementary
school administrators and elementary school teachers based on years of
experience in the district regarding the proficiency of an effective elementary
school principal as measured by leadership skills, communication skills,
management of group processes, supervising the development of the curriculum,
supervising instruction, supervising performance, the evaluation process,
organising the school’s day-to-day functions, fiscal management and political
issues.
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11
4. There will be significant difference in the perceptions of elementary
school administrators and elementary school teachers based on highest degree
earned regarding the proficiency of an effective elementary school principal as
measured by leadership skills, communication skills, management of group
processes, supervising the development of the curriculum, supervising instruction,
supervising performance, the evaluation process, organizing the school’s day-to-
day functions, fiscal management and political issues.
5. There will be significant difference in the perceptions of elementary
school administrators and elementary school teachers based on year highest
degree was earned regarding the proficiency of an effective elementary school
principal as measured by leadership skills, communication skills, management of
group processes, supervising the development of the curriculum, supervising
instruction, supervising performance, the evaluation process, organizing the
school’s day-to-day functions, fiscal management and political issues.
The dependent variables were perceptions of elementary school principals
and elementary school teachers regarding proficiencies characteristic of effective
elementary school principals. The independent variables were: position
(elementary principals and elementary teachers grades K-6), gender (male or
female), years of experience (1 to 10 years - 11 to 20 years) highest degree earned
(bachelors, masters, doctoral) and year highest degree was earned (6 choices
ranging from before 1976 to 2001).
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12
Limitations of the Study
This study was limited to elementary school principals and teachers, in
three S t Louis County School districts. The districts were chosen because of
geographic location and size. The study can not necessarily be generalized to
larger populations, but to the principals and teachers in the three elementary
school districts in S t Louis County. Only elementary school principals and
teachers listed in the three school directories were invited to participate in the
study. The study was designed to provide information regarding proficiencies
characteristic of effective elementary school principals as perceived by elementary
school principals and elementary school teachers. The findings will apply only to
the elementary schools used in the study.
Definitions of Terms
To provide understanding and clarification in this study the following
terms were defined:
Competencies: necessary areas of qualifications
Elementary Principal: one employed as a supervisor and administrator of an
elementary school who is responsible for developing and implementing policies,
curriculum, budgets, and programs that help students and staff to grow and
progress academically and socially.
Elementary School: a school for students grades kindergarten through sixth grade.
Essential Skills: knowledgeable areas needed
Grade Level: the level o f instruction attained by a student
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13
Instructional Leadership: a kind o f action related to teachers and students and the
encouragement of productivity.
Leadership: the ability of one to encourage others to advance toward specific
criteria.
Performance: the demonstration of a skill, or use of knowledge in attainment of
educational tasks in working with teachers.
Proficiencies: the skills, behaviors, and capabilities shared by principals who lead
schools o f exceptional quality (NAESP, 1997).
School Success: academic achievement and accomplishment of students, teachers
and principals relating to educational growth within a specified time span.
St. Louis County Schools: Elementary schools located in North S t Louis County,
South S t Louis County and Mid S t Louis County.
Summary
The purpose of this study was to examine the perceptions of elementary
school principals and elementary school teachers regarding proficiencies for
effective elementary school principals and the level of agreement between
principals and teachers regarding those proficiencies. The study provided data that
was used to analyze the perceptions of these two groups and the level of
agreement among the five variables: position, gender, years of experience, highest
degree earned, and year highest degree was earned. This study was limited to
elementary school principals and teachers, in three S t Louis County School
districts.
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Chapter 1 includes the introduction, a statement of the problem, the
purposes of the study, the significance of the study, the hypotheses, the limitations
of the study, and the definition of terms used in the study. Chapter 2 contains the
review of related literature.
The procedures used in the study and selected characteristics of the
principals and teachers are presented in Chapter 3. The perceptions of the
principals and teachers and a statistical analysis of the data are presented in
Chapter 4. Chapter S includes a summary, the conclusions, and the
recommendations of the study.
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CHAPTER n
REVIEW OF RELATED LITERATURE
Introduction
This study was designed to examine the perception of elementary school
administrators and teachers regarding proficiencies that are essential to being an
effective elementary school principal. The study examined the level o f agreement
o f principals and teachers regarding proficiencies that are characteristic for
effective elementary school principals. A review of the literature provided
important information about proficiencies essential to being an effective
elementary school principal and the characteristics for effective elementary school
principals. This review was divided into three sections: historic review, principals
and effective school leadership, and characteristics for effective elementary school
principals.
Historical Review
The role of the principalship began to change with major changes in
society where technology, industrialization and immigration began to effect
schools. Population increased as a result of industrialization; student population,
faculty and staff and the need for school size began to change also. Teachers had
minimum preparation (Coleman, 1966). The role of the principal began to be
defined precisely in an effort to respond to a changing society (Coleman, 1966).
The early nineteen hundreds gave rise to the “principal” as manager. As
manager, the principal was responsible for the organization of the school, the
15
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clerical duties and the general control o f the building. Aspects of school
administration and studies of educational processes were interests that surfaced
with the principal as manager o f school and the daily operation of facilities.
Specific studies concerning theories o f leadership did not arise until the 1950’s
(Coleman, 1966).
In education today the principalship has become known as manager and as
instructional leader (Coleman, 1966; Smith & Andrews, 1989). Coleman’s
reference to principal as manager indicated manager as major disciplinarian,
overall school planner, school advisor for guidance and counseling, school
budgeter, promoter of positive student-teacher relationships and influencer of
students, teachers, and parents in assisting and guiding them to finding solutions
to problems that may hinder progress (Coleman, 1966).
Instructional leadership was defined by Smith & Andrews (1989) as
provider of resources to assist in student/teacher/parent relations, encourager of
effective communication, promoter off relevant curriculum and assessable helper
for problems and solutions during daily school activities throughout the year.
The concept of instructional leadership was a new expectation of the
principal supported by the research and public opinion, which became relevant in
the last twenty years (Bird & Little, 1985). Engelking (1990) reported that
effective principals are committed to instructional leadership. He found that in
high achieving schools the principal demonstrated and concentrated effort in
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curriculum, instruction, supervision and evaluation. High expectations for student
achievement and effectiveness o f staff were prevalent with effective principals.
The trend in recent times is for principals to balance management and
leadership. The job o f the principal includes leadership of the entire building,
inclusive of people progress, programs and physical plant (Blumberg, 1980). The
principal sets the tone for the building. The principal leams the job by doing it,
never sure that the job is being done well. The principal works - through trial and
error, intuition and experience- to make sense of the role and to lead others
through a precarious institution (Lieberman & Miller, 1984).
The imperative For Educational Reform (1983) a statement from a Nation
at Risk, represented concern during the 1980’s. Confusion and disagreement was
apparent and raised several potential solutions to the perceived crisis. Orlich
(1989) stated that studies concerning the status of schools were being done rapidly
in the 1980’s. In 1992 William Chance reported that two hundred seventy five
task forces on education were organized in the United States to study the status of
schools. Books and reports were published with information intended to address
the needs of the schools (Orlich, 1989).
Effort to improve education was made by state legislators and governors
(Futrell, 1989). “Time for Results,” a report by the National Governor’s
Association indicated an effort was being made to address the crisis in education.
This prompted the education reform movement where rules about education were
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established and state statues addressing teaching and practices were enacted
(Timar&Kirp, 1989).
Principals and Effective School Leadership
The major thrust for elementary leaders in recent years has been on
instructional leader rather than school manager (Snyder and Johnson, 1984). This
trend resulted in three major types of leadership styles in principals:
1. The principal as manager of the school performed daily tasks with little interest
in instructional leadership.
2. The principal lacked training as instructional leadership and was unsure of the
role of instructional leadership.
3. The principal who understood the importance of the instructional leadership
role and used this style in building an effective school McLeary and Thompson,
1979).
4. The building principal is the source of effective leadership and facilitates the
restructuring of the educational institution (Rutherford, 1985).
In the early 1950s, supporters and reformers of public education
concentrated on the central administration of local school systems. School boards
and superintendents were seen as the most effective agents of change
(Barth, 1990). The place of the principal was as “middle manager,” responsible for
taking the plans of those outside the school and making sure there was compliance
(Barth, 1990).
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Today, the individual school is increasingly recognized as the unit for
analysis and the critical force for change and improvement of pupil performance.
One finding that consistently emerges from recent studies is the importance within
the school of the principal (Barth, 1990). Barth listed key concepts that
demonstrated the importance of the principal:
1. The principal is the key to a good school and the quality of the educational
program depends on the school principal.
2. The principal is the most important factor in determining school climate which
helps create good schools
There is agreement that with strong leadership by the principal, a school is
likely to be effective. Boyer (1995) found that in schools where achievement was
high and where there was a clear sense of community, invariably, the principal
made the difference.
Attention in recent years has shifted to the school principal because of the
capability of an effective principal to elicit the best from most students, teachers,
and parents most of the time. Principals have the capacity to stimulate both
learning and community (Barth, 1990).
Boyer (1995), in The Basic Schools A Community For Learning stated
concerns society was not making sufficient progress in the effort to improve the
nation’s schools. He stated his concern about the loss of confidence in public
education and a failed educational system. Barth stated that for America’s future
to be secure every child must have a quality education.
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Madaus (1980) related that education has been looked on as a great
equalizer of opportunity that helped to fulfill the democratic and equalitarian
ideals of this country. Madaus (1980) stated that schooling now appeared to be
incapable of providing equal opportunity for all children.
The effectiveness of schools concerns people. Pupil cognitive gain has
been a measure of school effectiveness (Coleman 1966). The Coleman Report has
been interpreted to indicate that the educational attainment of children involves
not only school significance but also such factors as family and social
background.
The issue of school effectiveness as researched by Coleman was
controversial to many researchers (Edmonds 1979). This researcher concluded
that some schools were more effective than others. These conclusions resulted in
researchers agreeing that school effectiveness must be a factor in student
achievement. Much of the research dealing with school effectiveness identified
specific characteristics that resulted in high student achievement and effective
teacher performance.
The role of the principal has continued to change throughout the years
(American Association of School Administrators, 1989). The modem principal
had been thought o f as an instructional leader who demonstrated concern about
professional development activities and student relationships. The role of
management had been minimized. Sergiovanni (1992) & Rogus (1988) listed
major actions the modem principal was responsible for.
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The principal as school leader is looked to for school effectiveness, school
climate, relationships among members o f the staff, student achievement and
curriculum. Morris (1987) stated that the legacy of the effective school was the
belief that the building principal was the key provider of instructional leadership.
Research conducted in New York, California and Michigan revealed that
schools with the strongest leadership allowed students to believe that they had a
greater value in their futures. It was also concluded that firm leadership in schools
with strong principals provided a great sense o f direction for the students and for
the school. Students also held themselves to higher academic expectations
(Austin, 1981).
It is important to assess perceived effectiveness of leaders in our schools to
build on the strengths of the public education system. It is also necessary to
improve the adaptation of instructional programs successfully to meet the
educational needs of students.
The Carnegie Commission (1986) released its report on the state of
education in America. Educators were asked to make changes that would increase
effective leadership for school improvement As the leader of the school, the
principal was expected to initiate these changes effectively and productively.
Effective school leaders are important in the motivation of teachers and
students. The principal is the one to lead the movement toward educational
growth and achievement as may be attainable by the student population in which
education is most lacking. The literature on effective schools indicated that one of
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the most often identified characteristics o f effective schools is effective leadership
by the principal. In order to provide this leadership, principals must have
knowledge of what is perceived, as essential skills needed for school leadership.
The principal must have clearly defined expectations, needs and
explanations to be adequately prepared to meet such expectations. It is the hope of
this researcher that this research report will be used by beginning principals as one
source of information in examining skills necessary for effective leaders and
successful schools. If effective schools are dependent upon effective leaders
(Lipham, 1981) those who select school leaders need to know what skills are
perceived by principals and teachers as essential to effective leaders in elementary
school.
There is general agreement among educators that the principal is important
in school success. The principal will need to fulfill the role of being the leader for
successful schools. Expectations will need to be clearly stated for the principal to
be effective in making the necessary changes, which may cause a great deal of
adjustment, by teachers and pupils. What will ultimately make the difference will
be the leadership of the principal (Hechinger, 1981).
Principals must be dedicated in their willingness to lead and to implement
change when necessary. The elementary school is the most flexible level of formal
learning. The focus must be on the success of the children and the school.
Principals must help to improve the nation’s schools (Boyer, 1995).
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Past history gave us hope for future American schools. Educators, citizens
and branches of government have all responded with determination to bring
schools to a level where integrity, respect and purpose are foremost In a Nation a
Risk (1983), the leadership role of the principal was stated as essential in the
development of effective schools.
Research findings differ on the activities and descriptions of the
principalship. The role of the principal has continued to change throughout the
years (AASA, 1989). The modem principal has been thought of as an instructional
leader who demonstrated concerns about professional development activities and
student relationships. (Sergiovanni, 1992).
Rogus, (1988) stated three major actions the modem principal was
responsible fo r First, the principal needed to establish instructional leadership as
a priority. Second, daily activities needed be stated that helped to encourage
instructional leadership and third, the principal needed to demonstrate actions
daily that strengthen the quality of instruction for students.
Effective Schools
The “Effective Schools” movement has given some light on why some
schools are more effective than others in educating the same types o f children.
Ronald Edmonds (1989) believed effective schools were those that brought the
achievement level of children from disadvantaged homes closer to the
achievement level of children from middle class homes. Research on effective
schools indicates effective principals are most important for successful schools
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(Gibbs, 1989; Hall, 1984). These researchers believed principal style and
personalities were another important factor in effective schools.
The effective schools movement assumes that schools are unusually
effective in teaching disadvantaged and minority students basic skills as measured
by standardized tests, that successful schools display characteristics that
characterize their success and may be adjusted by educators, and that successful
schools may be used as a model for improving other schools (Bickel, 1983).
According to Jwaideh (1984) most educators believe the role o f the
principal is to supervise and evaluate teachers and operate the school
constructively, productively and smoothly. He believed a principal could become
a better leader by: (1) requiring staff to work together to establish clear goals for
the school and for themselves; (2) encouraging teachers to experiment and try out
new approaches and techniques; (3) gathering information about relationships
within the school through discussions and surveys; (4) improving communication
through sharing and (5) managing motivational processes to increase productivity.
The research indicated that effective principals love working with people and
exhibit this feeling throughout the day.
Ferrandino and Tirozzi (2000) state that recruitment, preparation,
development, and financial support of our school leaders must be a national
priority. The role of the principal has expanded so fully; it is time to redefine and
update i t There has been some discussion of a two-leader approach as suggested
by the center for principals at Harvard.
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Principal leadership today involves tackling tough curriculum standards,
with the task of educating an increasingly diverse student population. Principals
are shouldering responsibilities that were once taken care of at home or in the
community (Ferrandino & Tirozzi, 2000).
Jacobson (2000) supported the standards concept, finding states are
moving rapidly to implement policies built around higher standards and increased
accountability. Policymakers are learning it is important not to leave the public
out of the process.
In several places around the country, education leaders are making greater
efforts to involve members of the public in the drive to improve student
achievement New academic standards are being written and states are beginning
to hold schools accountable for student performance (Jacobson, 2000).
Jewideh (1984) states that in order for there to be success among students,
the educational leader must be able to:
1. Establish clear goals and priorities.2. Achieve a balance between task considerations and interpersonal
relationship.3. Serve as role models.4. Communicate high expectations to teachers.5. Provide support and direction for change and.6. Gain support of the community and higher education. (Jewideh, 1984).
As stated in the revised Proficiencies for Principals (NAESP, 1987) the
principal must have a vision for the school and manage the day-to-day activities
effectively to be an effective leader.
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In 1982, Clark and Lotto reviewed ten years of literature on effective
schools research. They developed a list of skills and characteristics of effective
principals. A panel of experts who had been active in effective schools research
listed fifty-three variables in eight categories from this research as essential skills
of effective principals. The skills included:
Program Leadership and Direction:
1. Devotes time to the tasks of coordinating and controlling instruction2. Understand their classrooms3. Does not accept the difficulty of a teacher’s work as an explanation for
failure4. Visits classrooms frequently and for the purpose of interaction5. Emphasizes student achievement as primary out-come of schooling6. Emphasizes student achievement in basic skills as primary program
outcome7. Evaluates the teaching process8. Monitors and evaluates student progress9. Provides coherence to the school’s instructional program
10. Coordinates content, sequence and materials o f instruction11. Participates in the selection of instructional materials12. Provides structured learning environment (p.5)
Goals and Standards of Performance:
1. Frames specific curricular goals and objectives2. Establishes high standards of performance for students and teachers3. Emphasizes student acquisition of basic skills4. Emphasizes instruction in basic skills5. Communicates organization goals clearly (p. 8)
Characteristics of school leaders:
1. Are more powerful than their less effective colleagues2. Are oriented toward achievement rather than human relations3. Are enablers rather then directors of activity4. Are interveners and problem solvers5. Are role models for teachers, students, and parents6. Are warm and caring (p. 10)
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Technical Tasks of Administration:
1. Are good business managers2. Are good instructional managers3. Communicate office information and policies to teachers4. Are fair disciplinarians who run a tight ship5. Buffer classroom from disruptions (p. 14)
School climate and Expectations:
1. Holds high expectations for student behavior and achievement2. Expects teachers to be successful in the classroom and communicates
this expectation to teachers3. Emphasizes performance in communicating with teachers and students4. Projects a feeling of optimism that teachers and students can meet their
instructional goals5. Provides a sense of identification and engagement with school {p. 15)
Funds and Resources:
1. Able to use external political and organizational structures in support of school programs and policies
2. Identifies and attracts special project funding3. Allocates resources more efficiently and effectively in support of
teachers and the instructional program (p. 17)
Staff and Personal Development:
1. Consistently supportive o f teachers2. Discusses classroom work problems with teachers3. Spends more time observing classroom teachers4. Initiates. Promotes, and maintains continuous in service programs5. Supports teachers’ ideas and projects6. Recognizes unique styles and needs o f teachers7. Encourages and acknowledges good work8. Increases teacher morale and satisfaction9. Conducts regular reviews of teacher’ instructional practices
10. Holds their staff accountable for successful performances11. Structures teacher rewards to reinforce working with children12. Are accessible to their staff13. Takes a personal interest in the welfare o f their staff (p. 19)
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School Community Relations:
1. Maintains positive relationships with parents2. Solicits the active involvement of parents and co m m u n ity leaders in
school functions3. Provides opportunities for parents to work with their children in
learning settings (p. 21)
Bennis (1985) found that compelling vision is the key ingredient of
leadership among highly successful organizations he studied. Vision refers to the
capacity to create and communicate a view of the desired state o f affairs that
induces commitment among those working in the organization. Bennis (1985)
viewed leadership as a form of power that represents one’s capacity to translate
intention into reality and sustain it.
Lunenburg (1996) defines leadership as:
1. “The process of influencing group activities toward the achievement ofgoals.”
2. “Influencing, guiding in direction, course, action, and opinion.”3. “Effective influence.”4. “Building cohesive and goal oriented teams.”5. “Persuading others to sublimate their own self interests and adopt the
goals of a group of their own.”6. “Persuading other people to set aside their individual concerns and to
pursue a common goal that is important for the welfare of the group.” (P. 113)
Effective leaders, according to Drucker (1993) do not make many
decisions. They focus on important ones and ones that have impact on the later
aspects of the organization. They try to think through what is generic and what is
strategic, rather than solve daily problems or “put out fires.” They try to make few
important decisions on the highest level of conceptual understanding Effective
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leaders in organizations engage in decentralized decision-making. Responsibility
and authority are given to middle management Shared decision making is made
by a committee or by a group, giving effective leaders the opportunity to bring in
people from inside and outside the organization as part of the team (Drucker,
1993).
Lunenburg (1996) states that efforts to discover the best set of leader traits
and the one best set of leader behaviors in all situations have failed. Contemporary
researchers and school administrators are more likely to believe that the practice
o f leadership is too complex to be represented by a single set of traits or
behaviors. The idea that effective leadership behavior is “contingent” on the
situation is more prevalent today (Lunenburg, 1996).
Fiedler and his associates have spent two decades developing and refining
a contingency theory of leadership (Fiedler, 1984). According to the theory, the
effectiveness of a leader in achieving high group performance is contingent on the
leader’s motivational system and the degree to which the leader controls and
influences the situation.
Fiedler stated that the favorableness of the situation with the leadership
style determines effectiveness. In his review of 800 groups investigated he found
that task-motivated leaders were most effective in extreme situations where the
leader either had a great deal of influence or very little power and influence
(Fiedler, 1967).
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Austin (1981) found in his research that the greatest asset of an exemplary
school is its firm leadership; because of that leadership, student in exemplary
schools believes that they have a great deal of control over their future. Austin
noted that two characteristics of firm leadership by the principals were their ability
to establish a strong sense of direction in the school and their ability to establish
or create opportunities for greater academic expectations.
If the building principal is to be the source of leadership that will facilitate
the needs of the educational system, he or she must possess the necessary skills
and personal traits to provide effective leadership. According to Rutherford (1985)
effective principals:
(1) have clear, informed visions of what they want their schools to become-visions that focus on students and their needs;
(2) translate these visions into goals for their schools and expectations for their teachers, students and administrators;
(3) continuously monitor progress; and intervene in a supportive or corrective manner when this is necessary, (p. 32)
In Missouri, the state Board of Education adopted a model for evaluating
principals (Mallory, 1987). A list of twenty- three suggested criteria was listed for
evaluating principals. These criteria formed the basis for the state’s model
evaluation plan. The plan included:
L Instructional leadership:
The principal:1. Provides direction for the school.2. Provides for management of instruction.
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3. Demonstrates effective skill in the recruitment, selection and assignment of school personnel.
4. Promotes ongoing staff development5. Communicates standards of expected performance.6. Provides leadership for appropriate curriculum and organization of
personnel to staff the curriculum.7. Effectively implements evaluation strategies oriented toward
improvement of instruction.
n. School Management
The principal:1. Provides for effective and efficient day-by-day operation of the school.2. Ensures that school plant and facilities are conducive to a positive
learning environment.3. Ensures efficient management of building-level fiscal resources.4. Promotes and maintains a positive school climate5. Establishes and maintains effective discipline in the school.6. Demonstrates effective communication skills.7. Demonstrates effective problem-solving skills and decision-making
skills.8. Demonstrates positive interpersonal relationships with parents and the
community.
HL Interpersonal Relationships
The principal:1. Demonstrates positive interpersonal relationships with students.2. Demonstrates positive interpersonal relationships with staff.3. Demonstrates positive interpersonal relationships with other
administrators.4. Demonstrates positive interpersonal relationships with parents/
community.
IV. Professional Responsibilities
The principal:1. Implements the policies and procedures of the district2. Participates in professional growth activities.3. Demonstrates a sense of professional responsibility, (p. 9)
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Kimbrough and Burkett (1990) suggested that if the principal is so
important to the school why do we not give more attention to the training of the
leader. The Southern Regional Educational Board produced a publication focusing
on training for principals (1984).
The Danforth Foundation (1987) introduced a preparation program which
identifies prospective principals and emphasizes effective leadership. The program
lists eight skills for effective leadership: (1) creating and enhancing a school-wide
environment that promotes learning and student achievement; (2) evaluating the
school curriculum in order to assess and improve its effectiveness in meeting
academic and other goals; (3) analyzing, evaluating, and improving instruction and
teacher performance; (4) appraising and assessing student performance and other
indicators of overall school performance; (S) understanding and applying the
findings of research to school leadership and improvement; (6) organizing and
managing school resources; (7) ensuring student discipline and a climate of order;
and (8) developing human relations skills (p.l).
After extensive research regarding the qualities of effective leadership
Drucker (1966) concluded that the most important thing to report was that
effectiveness can be learned and most important it must be learned.
Members of the commission of A Nation At Risk (1983) appeared to agree with
Drucker by stating that the distinction between leadership skills involved
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persuasion, setting goals and developing community consensus behind them,
contrasted to managerial and supervisory skills.
The United States Department of Education’s (1987) publication, Principal
Selection Guide, contained some of what has been learned about effective
principals, selection processes, and reliable methods of assessment. The personal
characteristics of an effective principal included: (1) commands attention;
(2) inspires respect (3) sets high goals; (4) integrity; (5) knowledge; (6) coDegiality;
(7) cooperation; (8) teamwork; (9) radiates enthusiasm for excellence; (10) creative
(11) risk taker; (12) clear compelling vision; (13) inspirational; (14) able to
encourage and reward achievement (p.3,4).
The list of instructional and managerial skills for principals included:1. Supervising teaching and curriculum development2. Establishing an atmosphere conducive to learning
staffing3. Communicating effectively inside the school4. Directing school support services5. Setting high expectations for faculty, staff, and students6. Setting school goals7. Building parent and community support8. Maintaining the school building9. Maintaining financial resources
10. Coordinating school activities11. Building sound relations with the central office12. Monitoring organizational information
Stover (1989) identified five specific traits that potential employers should
look for in a principal:
1. A vision for the school2. A dedication to learning3. A good knowledge of the school4. An active leadership style
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5. A lack of concern for obstacles (p. 26)
According to Olson (2000) leadership is effective as a result of teachers
having ownership in decision-making. She reports there is a significant pattern
among principals who are effective at leading instruction. Academic standards and
achievement has placed extraordinary demands on principals. They are expected
to fundamentally revise instruction in their schools, (p.l).
Andrews and Smith (1989) reported on the importance o f the building
principal to the overall effectiveness of the school. They indicated that studies on
effective schools reflect the views that the direct responsibility of improving
instruction and learning is the responsibility of the school principal. Smith and
Andrews wrote:
If we want principals to be instructional leaders, we must develop descriptions that are compatible with fulfilling such a role, evaluate the performance of the principal on these job dimensions, educate teachers and parents on the value of such roles, and buffer the school environmental or community forces that would press for a different kind of principal behavior. There are numerous characteristics, associated behaviors and activities that must be planned for and implemented if principals are to be instructional leaders, (p. 6)
Characteristics for Effective Elementary School Principals
The revised Proficiencies document reflects the critical importance of the
principal in establishing and maintaining a quality school. Special emphasis is
given to the principal’s role in leading and other leaders and to school-based
management This is a practice that provides opportunities for the principal and
staff to participate directly in decisions that affect them (NAESP, 1997).
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According to the revised Proficiencies for Principals (NAESP, 1997)
document there are at least four prerequisites for success as a school leader.
1. Advanced understanding of the teaching and learning processes. School leaders must be solidly grounded in both contemporary and traditional instructional techniques. They must be able to recognize effective teaching, evaluate progress in learning, and demonstrate commitment to enhancing learning for all students, regardless of background or ability.
2. A thorough understanding of child growth and development, and of adult learning. School leaders must have expert knowledge in the field of child growth and development as well as experience in teaching children. They must be capable of assuring that the curriculum is both challenging and developmental^ appropriate. To work effectively in the area of staff development, school leaders must understand adult learning, their readiness to change, their interpersonal styles, and their receptiveness to make choices about learning.
3. A broad base of knowledge, including a solid background in liberal arts. School leaders must have a liberal arts foundation that provides a firm grasp of basic curriculum content and an understanding of the relationship between that body of knowledge and the elementary level of curriculum.
4. A sincere commitment to educational equity and excellence at all levels for all children. School leaders must be caring people who know how to create a learning climate that is based on mutual trust and respect, produces high morale, and places strong emphasis on the fact that all students can succeed. Effective leaders consistently act on the belief that all children can leam. They harbor no doubts in this regard. They are engaged in sustaining an environment in the school that produces excitement about learning among students and staff alike, (p. 3).
As stated in the document Proficiencies for Principals, elementary schools
are extremely complex organizations that require a wide range of leadership
proficiencies in achieving and sustaining high quality. A principal in an
elementary school models these proficiencies in every aspect of the school’s
operation (NAESP, 1997).
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According to the revised Proficiencies for principals document
(NAEST.1997) in the exercise o f leadership, the proficient principal:
1. Demonstrates vision and provides leadership that appropriately involves the school community in the creation of shared beliefs and values.
2. Demonstrates moral and ethical judgment3. Demonstrates creativity and innovative thinking4. Involves the school community in identifying and accomplishing the
school’s mission.5. Recognizes the individual needs and contributions of all staff and students.6. Facilitates the leadership of others.7. Conducts needs assessments and uses data to make decisions and to plan
school improvement8. Identifies, pursues, and creatively coordinates the use of available human,
material, and financial resources to achieve the school’s mission and goals.9. Explores, assesses, and implements educational concepts that enhance
teaching and learning.10. Understands the dynamics of change and the change process.11. Advances the profession through participation as a member of local, state
and national professional groups.12. Initiates and effectively coordinates collaborative endeavors with local and
state agencies.13. Participates in professional development to enhance personal leadership
skills, (p. 6)
One of the most important proficiency that distinguishes outstanding
elementary principals is the ability to communicate effectively. There is likely to
be more support for a school if the mission goals and accomplishments are
understood.
The images effective principals project, through verbal, nonverbal, and
written communication, create an important perception of the school in the minds
of the students, staff parents, community members, and the media. The proficient
principal keeps the community informed about what the school and its staff are
striving to accomplish, and conveys a positive image o f all aspects of school life.
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Principals interact with diverse groups of people in a variety of settings.
Consequently they must be sensitive to issues o f cultural differences, gender, race,
and ethnicity. Proficient principals capitalize on opportunities to highlight student
achievement, underscore the school’s mission, and honestly and openly address
questions and problems.
According to the revised Proficiencies for Principals document (NAESP,
1997), in using communication skills, the proficient principal:
1. Articulates beliefs persuasively, effectively explains decisions, checks for understanding, and behaves in ways that reflect these beliefs and decisions.
2. Writes and speaks clearly and concisely so the message is understood by the intended audience.
3. Conveys opinions succinctly and distinguishes between facts and opinions when communicating priorities.
4. Understands the impact that his or her nonverbal communication has on others.
5. Uses appropriate communication modes to communicate the school’s philosophy, needs, mission, and accomplishments.
6. Accurately interprets others’ written communications.7. Makes effective use of the media.8. Uses active listening skills.9. Expresses disagreement without being disagreeable.
10. Demonstrates skill in giving and receiving feedback.11. Models the behavior expected of others.12. Exhibits multicultural awareness, gender sensitivity, and racial and ethnic
appreciation, (p.8)
A school has many committed and energetic people, some whose talents
and expertise may exceed those of the principal. The proficient principal
capitalizes on the talents and expertise of others and gives them appropriate credit
for their contributions.
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38
Proficient principals recognize that there are powerful cultural norms
within the school community that could inhibit change. Proficient principals
understand the dynamics of change and the effective application of group process
skills. They gain staff and community commitment to the school’s goals and stay
informed about current thinking in the field of organizational development as part
of their continuing professional growth.
According to the revised Proficiencies for Principals document (NAESP,
1997), in facilitating group processes, the proficient principal:
1. Understands group dynamics and applies effective group process skills.2. Establishes a framework for collaborative action and involves the school
community in developing and supporting shared beliefs, values, mission, and goals for the school.
3. Uses appropriate team- building skills.4. Implements appropriate decision-making and conflict resolution
techniques.5. Identifies, in collaboration with the school community, the decision
making procedures the school will follow.6. Works to build consensus, both as a leader and as a member of a group.7. Recognizes when direction and intervention are necessary, (p. 9)
The proficient principal assures that the school’s curriculum specifies what
students should learn, what concepts and skills students should acquire and what
values, attitudes, and habits they should assimilate. These concepts have been
determined through the cooperative effort of school staff and community
members. They reflect the school’s mission as well as the requirements of state
laws, regulations, and local board of education policies.
The proficient principal continually seeks adequate resources-time, money,
personnel, and materials-to support the instructional program. He or she makes
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39
certain that instruction is based on purposeful planning, is appropriate to the
departmental level of each child, and incorporates a variety of teaching strategies.
According to the revised Proficiencies for Principals document (NAESP,
1997), in supervising the development and implementation o f curriculum and
instruction, the proficient principal:
1. Maintains a visible presence in the classroom.2. Works with staff and community representatives to identify a curriculum
framework and common core of learning that support the mission and goals of the school.
3. Demonstrates to all concerned knowledge of the school’s curriculum framework and common core of learning.
4. Convenes staff to review and modify the curriculum framework and common core of learning on a regular basis.
5. Seeks financial resources sufficient to meet the needs generated by the common core of learning.
6. Facilitates the allocation of financial and instructional resources within the school.
7. Ensures that a diverse, gender-sensitive, and developmentally appropriate program is provided for each child.
8. Encourages students and staff to participate in a co-curricular activities, such as community service, that enhance and complement what is learned in the classroom.
To enlist the expertise of staff for improving instruction, the proficient principal:
1. Engages staff in the study of effective teaching practices.2. Provides varied support strategies such as mentors, research, and support
team.3. Seeks information and advice from a variety of sources, (p. 10)
The proficient principal monitors the daily operation of the school to
determine whether established program and service goals are being m et The
proficient principal gathers information that helps determine which programs and
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40
services should be maintained, which should be modified, and which be
abandoned.
The proficient principal gives high priority to assessing student and staff
performance, reinforcing strengths, and developing appropriate assistance plans
and remediation. The proficient principal is sensitive to the sometimes delicate
issues associated with staff evaluations and possesses the range of human-
relations skills needed to cany out the evaluation process constructively.
Proficient principals also benefit from assessment They make appropriate
self-assessments, look for feedback from others, and participate in professional
development activities focused on reinforcing their strengths and improving areas
of need.
According to the revised Proficiencies for Principals (NAESP, 1997)
document, in assessing programs and services, student achievement, or staff
performance, the proficient principal:
1. Ensures that all parties understand the assessment criteria and procedures.2. Seeks and encourages input from a variety of sources.3. Seeks constructive suggestions from all parties.4. Models observation, conferencing, and collaboration, skills.5. Uses both formative and summative evaluation procedures.6. Ensures that the assessment process is both positive and constructive.7. Develops, plans, and offers resources for growth and improvement8. Uses due process procedures and legal assistance in dealing with non-
compliance, disciplinary, and dismissal issues.9. Involves others in analyzing assessment data to help design instructional
programs that ensure the mission and goals o f the school are being m et10. Encourages parents in discussions on ways to improve student learning.11. Ensures that staff members communicate regularly with parents regarding
student progress, (p. 12)
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In supervising performance, the proficient principal:
1. Maintains high expectations for students, staff, parents, and self.2. Works with staff to create an effective professional development plan.3. Expects staff participation in professional development activities.4. Cooperates with staff to develop a comprehensive counseling, advisory,
and support program for students.5. Ensures instruction is appropriate to the developmental level o f the child.6. Ensures teaching strategies is used to help students succeed.7. Stresses the importance of purposeful planning.8. Engages parents in discussions on ways to improve student learning.9. Ensures that staff members communicate regularly with parents regarding
student progress, (p. 12)
Schools differ according to the needs and nature of students and to the and
to the skills o f their staffs, and the priorities of their communities. The proficient
principal works with these various groups in setting the school’s unique
organizational goals and priorities.
Proficient principals are skilled in managing many tasks and
responsibilities. They manage the school plan, student services and record,
personnel, and the various programs that support instruction. They develop and
implement policies and procedures that establish routine practices. They are adept
managers of their own time and are protective of the time of others.
Proficient principals participate in professional development programs.
They are open to new technology, and analyze research findings carefully.
Proficient principals are aware of organizational adjustments that will improve
efficiency and enhance student learning.
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According to the revised Proficiencies for Principals (NAESP, 1997)
document, in managing and organizing the school’s day-to-day functions, the
proficient principal:
1. Possesses a clear view of the past, present, and future of the school.2. Uses collaborative planning to help identify objectives that accomplish the
school’s mission and goals.3. Selects, assigns, and organizes staff in a way that ensures the greatest
potential for clarifying and accomplishing the school’s mission.4. Considers research findings in making program decisions.5. Analyzes problems effectively and reaches logical decisions.6. Develops and implements administrative procedures consistent with local
policies, state and federal rules and regulations, and contractual agreements.
7. Ensures that students are offered programs that are relevant to their unique needs.
8. Attracts volunteers and provides them with effective training and meaningful assignments.
9. Works with staff and community to create and maintain a safe and orderly learning environment
10. Coordinates services of community agencies so that appropriate resources are directed to all children.
11. Develops and implements equitable and effective schedules.12. Employs time management principles.13. Identifies staff strengths in order to appropriately delegate tasks.14. Develops and facilitates a process for the review of curriculum and
instructional issues raised by individuals or groups outside the school.15. Creates and implements policies that assure appropriate and confidential
collection and use of school and student data.16. Keeps abreast of developments in education law.17. Manages the operation and maintenance of the physical plant18. Develops plans for applying technologies to instruction and management19. Promotes the placement o f teaching practicum students, student teachers,
and teacher and administrative interns in the school, (p. 15)
Proficient principals understand the relationship between the goals of
school programs and the budgeting process. They clearly articulate school needs
and create ways to find new resources to support school programs. They are able
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to project future needs, and identify new opportunities. The proficient principal
develops grant proposals and establishes productive school business partnerships.
They engage diverse groups and individuals to provide support for school
programs.
According to the revised Proficiencies for Principals (NAESP, 1997)
document in fiscal management, the proficient principal:
1. Understands the school district budget and its implications for the school.2. Involves members of the school community in developing budget priorities
based on the mission and goals of the school.3. Prepares the school budget in accordance with school district budgeting
procedures.4. Employs and monitors acceptable accounting procedures in the maintenance of
all fiscal records.5. Uses cost control procedures and institutes cost-effective practices in the
management of all school funds.6. Exercises creativity in finding new resources to support school programs, (p.
17)
A principal’s responsibility extends far beyond the boundaries of an
individual school or community. Proficient principals leam to work with people
outside the school environment They generate public support for school programs
and for education in general.
To keep abreast of community desires and needs the proficient principal is
involved in a variety o f civic activities. The involvement assists in understanding
the community and gaining public support of instructional programs. There is a
practical understanding of the dynamics and interrelationships of local, state, and
national political decision-making processes and their implications for the school.
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According to the revised Proficiencies for Principals (NAESP, 1997)
document, in political management, the proficient principal:
1. Develops strategies to attract appropriate financial support for public education.
2. Involves community leaders in the development and support of the school’s program.
3. Uses effective strategies to deal with the political issues and forces that affect the school’s operation.
4. Understands the dynamics of school district decision making.3. Works effectively with diverse elements of the school community.6. Positions the school as a community resource.7. Participates in local, state, and federal legislative activities. ( p. 18)
Summary
The review of the literature provided important information about
proficiencies essential to being an effective elementary school principal and the
characteristics for effective elementary school principals. This chapter presented
information in three sections: historic review, principals and effective school
leadership, and characteristics for effective elementary school principals.
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CHAPTER THREE
PROCEDURES
Introduction
This study examined the perceptions of elementary school principals and
elementary school teachers regarding proficiencies characteristic of effective
elementary school principals. The study examined the level of agreement of
elementary school principals and elementary school teachers regarding
proficiencies characteristic to effective elementary school principals. A
quantitative study was conducted for the research.
Description of the Population
The population for this research study was three public school Districts
located in S t Louis County. The sample for the study was randomly selected from
a population of 1200 elementary school teachers and 76 administrators. Schools
districts were selected for geographic location, size and economic level. Three
hundred teachers and 60 administrators were selected by means of a random
sample reference table. Completed returns were received from 116 teachers and
40 administrators. The rate of return for the teachers was 39% and the rate of
return for administrators was 66%. School district staff directories were used to
randomly select the sample. Only elementary school administrators and
elementary school teachers were selected to participate in the study. No other
groups participated in this study.
45
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46
Data Collection Procedure
The first step in collecting data was to obtain permission from the
superintendent of each school district for elementary school principals and
elementary school teachers to participate in the study. A letter was sent to the
superintendent of each school district asking permission to distribute the
instrument to each elementary principal and elementary teacher selected to
participate in the study. A random sample of principals and teachers were
selected from the school directories. The questionnaire was sent to principals and
teachers. They were asked to complete the questionnaire and return it in a self -
addressed envelope provided. A cover letter was provided with an explanation and
instructions for completing the questionnaire.
Confidentiality was assured to participants in this study. A coded
questionnaire was used to send a second questionnaire if the first one was not
returned within two weeks. Questionnaires were sealed in individual envelopes
and sent to each subject A cover letter assured the participants that results o f the
questionnaire would not include names of participants, schools, or their identity in
anyway.
Description of the Questionnaire
The instrument used to gather data from the sample group was a survey
(Babbie,1990; Borg,1989;Creswell,1994) questionnaire designed using
proficiencies for principals from the research findings of the National Association
of Elementary School Principals (NAESP,1997). The questionnaire was divided
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into ten sections. Each of these sections represented an area of essential
competency as listed by NAESP (1997). Each competency area included a listing
of the specific skills considered to be descriptive of the competency. Items on the
questionnaire represented skills commonly considered essential for effective
instructional leadership. The instrument was constructed to obtain data from
teachers and principals concerning their perceptions on proficiencies regarding
effective instructional leadership.
A Likert Scale (Likert, 1932) was used for individuals to respond to a
series of statements by indicating a level o f agreement, from strongly agree to
strongly disagree: (5 Strongly agree, 4 agree, 3 undecided, 2 disagree and 1
strongly disagree (Gay, 1996). Each response was associated with a point value.
Individual scores were determined by summing the point values for each
statement A total score for each respondent was calculated and used in the
subsequent analysis.
Each participant was asked to provide demographic information in the first
section of the questionnaire. This information provided information on the
variables of concern in the study. Independent variables were position, gender,
years of experience within the school district, highest degree earned and year the
highest degree was earned. Dependent variables were leadership skills,
communication skills, management of group processes, supervising the
development and implementation of the curriculum, supervising instruction,
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48
supervising performance, evaluation process, organizing the school’s day-to-day
functions, fiscal management, and political issues.
The survey questionnaire measured 68 competencies extracted from the
revised document, Proficiencies for Principals, published by the National
Association of Elementary School Principals (1997). The instrument used was a
modified version of Perceptions of the Essential Skills of Effective Elementary
Principals (Riggs, 1992). A group of former superintendents principals and
teachers tested the validity and reliability of the instrument to establish
consistency o f the questions in relations to the research problem. This effort
established the consistency of the items with the findings o f the National
Association o f Elementary School Principals and the value of the items as
measures o f competency and skills needed by elementary school principals
(Riggs, 1992).
Hypotheses
The study tested five hypotheses related to the perceptions of elementary
school administrators and teachers regarding the leadership proficiency of
principals. The hypotheses tested were:
1. There will be significant difference in the perceptions of elementary
school administrators and elementary school teachers regarding the proficiency of
elementary school principals as measured by leadership skills, communication
skills, management of group processes, supervising the development and
implementation of the curriculum, supervising instruction, supervising
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49
performance, the evaluation process, organizing the day-to-day functions, fiscal
management, and political issues.
2. There will be significant difference in the perceptions of elementary
school administrators and elementary school teachers based on gender regarding
the proficiency of an effective elementary school principal as measured by
leadership skills, communication skills, management of group processes,
supervising the development of the curriculum, supervising instruction,
supervising performance, the evaluation process, organizing the school’s day-to-
day functions, fiscal management and political issues.
3. There will be significant difference in the perceptions of elementary
school administrators and elementary school teachers based on years of
experience in the district regarding the proficiency of an effective elementary
school principal as measured by leadership skills, communication skills,
management of group processes, supervising the development of the curriculum,
supervising instruction, supervising performance, the evaluation process,
organizing the school’s day-to-day functions, fiscal management and political
issues.
4. There will be significant difference in the perceptions of elementary
school administrators and elementary school teachers based on highest degree
earned regarding the proficiency of an effective elementary school principal as
measured by leadership skills, communication skills, management o f group
processes, supervising the development o f the curriculum, supervising instruction,
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50
supervising performance, the evaluation process, organising the school’s day-to-
day functions, fiscal management and political issues.
S. There will be significant difference in the perceptions o f elementary
school administrators and elementary school teachers based on year highest
degree was earned regarding the proficiency of an effective elementary school
principal as measured by leadership skills, communication skills, management of
group processes, supervising the development o f the curriculum, supervising
instruction, supervising performance, the evaluation process, organizing the
school’s day-to-day functions, fiscal management and political issues.
Description of Data Analysis
Descriptive analysis and inferential statistics were used in the study
(Wiersma, 1986). Frequency, percent, and mean were reported on each of the
items of the instrument The t-test was used to test the first hypotheses
concerning the difference between position and principal proficiency. An
independent-samples t test was used to see if there was a significant difference
between the means of the two groups (principals and teachers). The t-test was
used to test the second hypotheses concerning the difference between gender and
principal proficiency. An independent-samples t test was used to see if there was a
significant difference between the means of the two groups. The t test was used to
analyze differences in perceptions of administrators and teachers regarding the
proficiencies o f effective principals as measured by the dependent variables,
leadership skills, communication skills, management o f group processes,
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51
supervising the development and implementation of the curriculum, supervising
instruction, supervising performance, the evaluation process, fiscal management,
and political issues.
A series of ANOVA’S were generated to determine the joint effects of the
independent variables years o f experience within the district, highest degree
earned, and year highest degree was earned. These ANOVA’S were used in the
analysis to answer hypotheses three, four and five. Table 1 below summarizes
the analysis method used for each hypothesis.
The analysis allowed for some decisions to be made about the whole
population from the random sample. Statistics applied to the sample allowed
inferences that can be suggested on the basis of certain probability to the
parameters of the population (Wiersma, 1986).
Table 1
Analysis Plan for Hypotheses
HYPOTHESIS ANALYSISMETHODS
1. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers regarding the proficiency of elementary school principals as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation o f the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.
T-test
2. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on gender regarding the proficiency of an effective elementary school principal as measured by
T-test
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52
leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to- day functions, fiscal management, and political issues.3. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on years of experience in the district regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.
Analysis of Variance
4. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on highest degree earned regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.
Analysis of Variance
5. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on year highest degree was earned regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.
Analysis of Variance
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53
Validity and Reliability:
The instrument had been tested for reliability and validity by public school
superintendents of Indiana and faculty members in the education department at the
University o f Indiana (Riggs, 1992). This procedure established the consistency
and value o f the items with the findings of the National Association of Elementary
School Principals as skills essential to effective leadership.
A pilot test was conducted to test the reliability of the research instrument
A group of 26 teachers and administrators took the Perceptions of Leadership
Proficiencies Characteristic of Effective Elementary School Principals Survey,
and took a retest seven days later. The paired samples t-test was used to test the
null hypothesis that there was no difference in the test and retest scores for the
questions on the Perceptions o f Leadership Proficiencies Characteristic of
Effective Elementary School Principals Survey. The mean score for the first time
the group took the survey was 297.6538, and the mean score for the retest was
296.8077. The paired samples test revealed a significance level o f .773, which
exceeded the .05 level of significance. There is no evidence to reject the null
hypothesis that there is no difference in the test and retest scores for the questions
on the Perceptions of Leadership Proficiencies Characteristic of Effective
Elementary School Principals Survey. The Pearson Product Correlation score
between the test and retest scores was .881. The fact that there was no significant
difference in the test and retest scores for the questions on the instrument and that
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54
there was a high correlation between the test and retest scores shows the reliability
of the research instrument used in the study.
Characteristics of the Sample
Individuals were asked to indicate their status in the elementary education
system. Teacher was the most frequent response (74.4%) and principal was the
next most frequent response (25.6%). Table 2 shows the data.
Table 2
Elementary Status
Frequency PercentValid
PercentCumulative
PercentValid Principal 40 25.5 25.6 25.6
Teacher 116 73.9 74.4 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their gender. Female was the most
frequent response (66.2%) and male was the next most frequent response (33.8%).
Table 3 shows the data.
Table 3
Gender
Frequency PercentValid
PercentCumulative
PercentValid Male 52 33.1 33.8 33.8
Female 102 65.0 66.2 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
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55
Teachers and principals were asked their experience level in elementary
education. More than 10 years was the most frequent to response (54.2%) and
less than 10 years of experience was the next most frequent response (45.8%).
Table 4 shows the data.
Table 4
Experience
Frequency PercentValid
PercentCumulative
PercentValid Less than 10 years 71 45.2 45.8 45.8
More than 10 years 84 53.5 54.2 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked about the highest degree they have
earned over the years. The most frequent response was a Masters degree (65.6 %)
and Bachelors degree was the next most frequent response (25.3%). Table 5
shows the data.
Table 5
Highest Degree Earned
Freauency PercentValid
PercentCumulative
PercentValid Bachelors 39 24.8 25.3 25.3
Masters 101 64.3 65.6 90.9Doctoral 14 8.9 9.1 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
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56
Teachers and principals were asked in what five year span did they achieve
their highest degree. The most frequent response was 1996 to 2001 (30.6%), 1991
to 199S was the next most frequent response (29.9%). Table 6 shows the data.
Table 6
Year Highest Degree Was Earned
Freauencv PercentVaOd
PercentCumulative
PercentValid Before 1976 11 7.0 7.5 7.5
1976 to 1980 6 3.8 4.1 11.61981 to 1985 8 5.1 5.4 17.01986 to 1990 33 21.0 22.4 39.51991 to 1995 44 28.0 29.9 69.41996 to 2001 45 28.7 30.6 100.0Total 147 93.6 100.0
Missing System 10 6.4Total 157 100.0
Summary
The sample for the study was randomly selected from a population of 1200
elementary school teachers and 76 administrators from three public school
districts located in S t Louis County. Three hundred teachers and 60
administrators were selected by means of a random sample reference table.
Completed returns were received from 116 teachers and 40 administrators. The
rate of return for the teachers was 39% and the rate of return for administrators
was 66%.
The survey questionnaire measured 68 competencies extracted from the
revised document Proficiencies for Principals, published by the National
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57
Association of Elementary School Principals (1997). The instrument used was a
modified version of Perceptions of the Essential Skills of Effective Elementary
Principals (Riggs, 1992).
Descriptive analysis and inferential statistics were used in the study.
Frequency, percent, mean and standard deviation were reported on each of the
items of the instrument The t-test was used to test the first hypotheses
concerning the difference between position and principal proficiency. The t-test
was used to test the second hypothesis concerning the difference based on gender.
A series of ANOVA’S were generated to compare the responses from principals
and teachers with independent variables, years of experience within the district,
highest degree earned, and year highest degree was earned. These ANOVA’S
were used in the analysis to answer hypotheses three, four and five.
The characteristics of the sample included the following:
1. Individuals were asked to indicate their status in the elementary
education system. Teacher was the most frequent response (74.4%) and principal
was the next most frequent response (25.6%).
2. Teachers and principals were asked their gender. Female was the most
frequent response (66.2%) and male was the next most frequent response (33.8%).
3. Teachers and principals were asked their experience level in elementary
education. More than 10 years was the most frequent to response (54.2%) and
less than 10 years of experience was the next most frequent response (45.8%).
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58
4. Teachers and principals were asked about the highest degree they have
earned over the years. The most frequent response was a Masters degree (65.6 %)
and Bachelors degree was the next most frequent response (253%).
5. Teachers and principals were asked in what five year span did they
achieve their highest degree. The most frequent response was 1996 to 2001
(30.6%), 1991 to 1995 was the next most frequent response (29.9%).
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CHAPTER FOUR
FINDINGS
Introduction
This chapter presents the perceptions o f elementary school principals and
elementary school teachers regarding proficiencies for effective elementary school
principals. The chapter includes an analysis o f the five research questions
examined in the study.
Perceptions Regarding Proficiencies for Effective Elementary Principals
This section provides the perceptions o f elementary school principals and
elementary school teachers regarding proficiencies for effective elementary school
principals. Narrative and tables for each essential competency are provided.
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in leadership skills, the principal must exercise vision in defining
and accomplishing the mission of the school. Strongly agree was the most
frequent response (76.1%) and agree was the next most frequent response
(20.6%). Table 7 shows the data.
59
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60
Table 7
Exercise vision in defining and accomplishing the mission of the school
Freouencv PercentValid
PercentCumulative
PercentValid Indifferent S 3.2 3.2 3 2
Agree 32 20.4 20.6 23.9Strongly Agree 118 75.2 76.1 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in leadership skills, the principal must demonstrate a genuine interest
in children. Strongly agree was the most frequent response (94.2%) and agree
was the nest most frequent response (5.1%). Table 8 shows the data.
Table 8
Demonstrate a genuine interest in children
Freouencv PercentValid
PercentCumulative
PercentValid indifferent 1 .6 .6 .6
Agree 8 5.1 5.1 5.8Strongly Disagree 147 93.6 94.2 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in leadership skills, the principal must inspire all concerned to join in
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accomplishing the school’s mission. Strongly agree was the most frequent
response (74.8%) and agree was the next most frequent response (23.2%). Table
9 shows the data.
Table 9
Inspire all concerned to join in accomplishing the school's mission
Freouencv PercentValid
PercentCumulative
PercentValid Indifferent 3 1.9 1.9 1.9
Agree 36 22.9 23.2 252Strongly Agree 116 73.9 74.8 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in leadership skills, the principal must be highly visible throughout
the school. Strongly agree was the most frequent response (80.1%) and agree
was the next most frequent response (18.6%). Table 10 shows the data.
Table 10
Be highly visible throughout the school
Frequency PercentValid
PercentCumulative
PercentVaiid Disagree 1 .6 .6 .6
Indifferent 1 .6 .6 1.3Agree 29 18.5 18.6 19.9Strongly Disagree 125 79.6 80.1 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
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Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in leadership skills, the principal must apply effective human
relations skills. Strongly agree was the most frequent response (833%) and agree
was the next most frequent response (16.0%). Table 11 shows the data.
Table 11
Apply effective human relation's skills
Freouencv PercentValid
PercentCumulative
PercentValid Indifferent 1 .6 .6 .6
Agree 25 15.9 16.0 16.7Strongly Agree 130 82.8 83.3 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in leadership skills, the principal must encourage the leadership of
others. Strongly agree was the most frequent response (59.6%) and agree was the
next most frequent response (35.3%). Table 12 shows the data.
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Table 12
Encourage the leadership of others.
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 7 4.5 4.5 5.1Agree 55 35.0 35.3 40.4Strongly Agree 93 59.2 59.6 100.0Total 156 99.4 100.0
Missingr System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in leadership skills, the principal must analyze information relative
to problems, make decisions, and delegate responsibility as appropriate. Strongly
agree was the most frequent response (70.5%) and agree was the next most
frequent response (24.4%). Table 13 shows the data.
Table 13
Analyze information relative to problems, make decisions, and delegate
responsibility as appropriate
Freouencv PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 7 4.5 4.5 5.1Agree 38 24.2 24.4 29.5Strongly Agree 110 70.1 70.5 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
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64
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in leadership skills, the principal must create a strong sense of
togetherness. Strongly agree was the most frequent response (64.1%) and agree
was the next most frequent response (28.8%). Table 14 shows the data.
Table 14
Create a strong sense of togetherness
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 11 7.0 7.1 7.1
Agree 45 28.7 28.8 35.9Strongly Agree 100 63.7 64.1 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in leadership skills, the principal must apply established principles
and strategies of effective leadership. Strongly agree was the most frequent
response (66.0%) and agree was the next most frequent response (27.6%). Table
15 shows the data.
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Table 15
Apply established principles and strategies of effective leadership
Freouencv PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 9 5.7 5.8 6.4Agree 43 27.4 27.6 34.0Strongly Agree 103 65.6 66.0 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in leadership skills, the principal must participate as a member of
local, state and national professionals groups. Agree was the most frequent
response (43.6%), indifferent was the next most frequent response (32.1%). Table
16 shows the data.
Table 16
Participate as a member of local, state, and national professional groups
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 3 1.9 1.9 1.9
Disagree 7 4.5 4.5 6.4Indifferent 50 31.8 32.1 38.5Agree 68 43.3 43.6 82.1Strongly Agree 28 17.8 17.9 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
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Teachers and principals were asked their perception o f the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in communication skills, the principal must model the expected
behavior o f others. Strongly agree was the most frequent response (77.6%) and
agree was the next most frequent response (19.9%). Table 17 shows the data.
Table 17
Model the expected behavior of others
Frequency PercentValid
PercentCumulative
PercentValid Disagree 2 1.3 1.3 1.3
Indifferent 2 1.3 1.3 2.6Agree 31 19.7 19.9 22.4Strongly Agree 121 77.1 77.6 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in communication skills, the principal must persuasively articulate
his or her beliefs and effectively defend his or her decisions. Strongly agree was
the most frequent response (52.9%) and agree was the next most frequent
response (38.7%). Table 18 shows the data.
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Table 18
Persuasively articulate his or her beliefs and effectively defend his or her
decisions
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 12 7.6 7.7 8.4Agree 60 38.2 38.7 47.1Strongly Agree 82 52.2 52.9 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in communication skills, the principal must be trustworthy,
conscientious, enthusiastic and sensitive. Strongly agree was the most frequent
response (89.1%) and agree was the next most frequent response (103%). Table
19 shows the data.
Table 19
Be trustworthy, conscientious, enthusiastic, and sensitive
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 1 .6 .6 .6
Agree 16 10.2 10.3 10.9Strongly Agree 139 88.5 89.1 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
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Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in communication skills, the principal must write clearly and
concisely so that the intended audience understands the message. Strongly agree
was the most frequent response (60.3%) and agree the next most frequent
response (37.8%). Table 20 shows the data.
Table 20
Write clearly and concisely so that the intended audience understands the message
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 3 1.9 1.9 1.9
Agree 59 37.6 37.8 39.7Strongly Agree 94 59.9 60.3 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in communication skills, the principal must apply facts and data to
determine priorities. Strongly agree was the most frequent response (47.4%) and
agree was the next most frequent response (41.7%). Table 21 shows the data.
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Table 21
Apply facts and data to determine priorities
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Indifferent 16 10.2 10.3 10.9Agree 65 41.4 41.7 52.6Strongly Agree 74 47.1 47.4 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in communication skills, the principal must be an active listeners so
as truly hear others. Strongly agree was the most frequent response (77.9%) and
agree was the next most frequent response (21.4%). Table 22 shows the data.
Table 22
Be an active listener so as to truly hear others
Freouencv PercentValid
PercentCumulative
PercentValid Indifferent 1 .6 .6 .6
Agree 33 21.0 21.4 22.1Strongly Agree 120 76.4 77.9 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in communication skills, the principal must know his or her verbal
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70
and nonverbal communications strengths and weaknesses and their implications.
Strongly agree was the most frequent response (37.1%) and agree was the next
most frequent response (34.0%). Table 23 shows the data.
Table 23
Know his or her verbal and nonverbal communications strengths and weaknesses
and their implications.
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 14 8.9 9.0 9.0
Agree 53 33.8 34.0 42.9Strongly Agree 89 56.7 57.1 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in communication skills, the principal must understand the
philosophy, functioning and practices of mass media. Agree was the most
frequent response (48.7%) and indifferent was the next most frequent response
(25.0%). Table 24 shows the data.
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Table 24
Understand the philosophy, functioning, and practices of mass media.
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Disagree 10 6.4 6.4 7.1Indifferent 39 24.8 25.0 32.1Agree 76 48.4 48.7 80.8Strongly Agree 30 19.1 19.2 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in communication skills, the principal must understand the impact of
his or her personal image and how to make that image an effective one. Strongly
agree was the most frequent response (49.4%) and agree was the next most
frequent response (39.1%). Table 25 shows the data.
Table 25
Understand the impact of his or her personal image and how to make that image
an effective one
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 17 10.8 10.9 11.5Agree 61 38.9 39.1 50.6Strongly Agree 77 49.0 49.4 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
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Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in management of group processes, the principal must identify staff
the decision-making procedures the school will follow. Strongly agree was the
most frequent response (67.9%) and agree was the next most frequent response
(22.4%). Table 26 shows the data.
Table 26
Identify—with staff—the decision-making procedures the school will follow
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 14 8.9 9.0 9.6Agree 35 22.3 22.4 32.1Strongly Agree 106 67.5 67.9 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in management of group processes, the principal must involve others
in setting short and long-terms goals. Strongly agree was the most frequent
response (62.2%) and agree was the next most frequent response (32.7%). Table
27 shows the data.
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Table 27
Involve others in setting short and long-term goals
Freouencv PercentValid
PercentCumulative
PercentValid Indifferent 8 5.1 5.1 5.1
Agree 51 32.5 32.7 37.8Strongly Agree 97 61.8 62.2 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in management of group processes, the principal must be aware of
various decision-making techniques be able to match the appropriate technique to
the particular situation. Strongly agree was the most frequent response (48.4%)
and agree was the next most frequent response (40.6%). Table 28 shows the data.
Table 28
Be aware of various decision-making techniques and be able to match the
appropriate technique to the particular situation
Freouencv PercentValid
PercentCumulative
PercentValid Disagree 2 1.3 1.3 1.3
Indifferent 15 9.6 9.7 11.0Agree 63 40.1 40.6 51.6Strongly Agree 75 47.8 48.4 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
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Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in management of group processes, the principal must apply
validated principles of group dynamics and facilitation skills. Agree was the most
frequent response (48.1%) and strongly agree was the next most frequent response
(35.9%). Table 29 shows the data.
Table 29
Apply validated principles o f group dynamics and facilitation skills
Freouencv PercentValid
PercentCumulative
PercentValid Disagree 3 1.9 1.9 1.9
Indifferent 22 14.0 14.1 16.0Agree 75 47.8 48.1 64.1Strongly Agree 56 35.7 35.9 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in management of group processes, the principal must understand the
process of consensus building and apply that process as a leader of a group.
Strongly agree as the most frequent response (51.9%) and agree was the next most
frequent response (39.7%). Table 30 shows the data.
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Table 30
Understand the process of consensus building and apply that process both as a
leader and as a member of a group
Frequency PercentValid
PercentCumulative
PercentValid Disagree 2 1.3 1.3 1.3
Indifferent 11 7.0 7.1 8.3Agree 62 39.5 39.7 48.1Strongly Agree 81 51.6 51.9 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in management of group processes, the principal must achieve
intended outcomes through the use of principles of motivation. Strongly agree
was the most frequent response (42.9%) and agree was the next most frequent
response (42.3%). Table 31 shows the data.
Table 31
Achieve intended outcomes through the use of principles of motivation
Freouencv PercentValid
PercentCumulative
PercentValid Disagree 3 1.9 1.9 1.9
Indifferent 20 12.7 12.8 14.7Agree 66 42.0 42.3 57.1Strongly Agree 67 42.7 42.9 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
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Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in management of group processes, the principal must maintain
disciplinary stability throughout the school. Strongly agree was the most frequent
response (89.1%) and agree was the next most frequent response (9.6%). Table
32 shows the data.
Table 32
Maintain disciplinary stability throughout the school
Freouencv PercentValid
PercentCumulative
PercentValid Indifferent 2 1.3 1.3 1.3
Agree 15 9.6 9.6 10.9Strongly Agree 139 88.5 89.1 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising the development and implementation of the
curriculum, the principal must understand the communities values and goals and
what it wants the curriculum to achieve. Strongly agree was the most frequent
response (49.4%) and agree was the next most frequent response (39.1%). Table
33 shows the data.
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Table 33
Understand the communities values and goals and what it wants the curriculum to
achieve.
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 17 10.8 10.9 11.5Agree 61 38.9 39.1 50.6Strongly Agree 77 49.0 49.4 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising the development and implementation of the
curriculum, the principal must seek appropriate resources of time, money, and
materials to support the curriculum. Strongly agree was the most frequent
response (62.8%) and agree was the next most frequent response (30.1%). Table
34 shows the data.
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Table 34
Seek appropriate resources of time, money, and materials to support the
curriculum
Frequency PercentValid
PercentCumulative
PercentValid Disagree 7 4.5 4.5 4.5
Indifferent 4 2.5 2.6 7.1Agree 47 29.9 30.1 37.2Strongly Agree 98 62.4 62.8 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising the development and implementation of the
curriculum, the principal must set forth, as a continuum, the skills and concepts
the curriculum were designed to provide. Agree was the most frequent response
46.8% and strongly agree was the next most frequent response (40.4%). Table 35
shows the data.
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Table 35
Set forth, as a continuum, the skills and concepts the curriculum is designed to
provide
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Disagree 1 .6 .6 1.3Indifferent 18 11.5 11.5 12.8Agree 73 46.5 46.8 59.6Strongly Agree 63 40.1 40.4 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising the development and implementation of the
curriculum, the principal must be familiar curriculum materials and their
relationship to program goals and objectives. Strongly agree was the most
frequent response (64.1%) and agree was the next most frequent response
(33.3%). Table 36 shows the data.
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Table 36
Be familiar with curriculum materials and their relationship to program goals and
objectives.
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 3 1.9 1.9 2.6Agree 52 33.1 33.3 35.9Strongly Agree 100 63.7 64.1 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising the development and implementation of the
curriculum, the principal must monitor the curriculum to ensure that the
appropriate contingent and sequence were followed. Agree was the most frequent
response (45.8%) and strongly agree was the next most frequent response
(43.9%). Table 37 shows the data.
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Table 37
Monitor the curriculum to ensure that the appropriate content and sequence are
followed
Frequency PercentValid
PercentCumulative
PercentValid Disagree 3 1.9 1.9 1.9
Indifferent 13 8.3 8.4 10.3Agree 71 45.2 45.8 56.1Strongly Agree 68 43.3 43.9 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising the development and implementation of the
curriculum, the principal must demonstrate multicultural an ethnic understanding.
Strongly agree was the most frequent response (50.6%) and agree was die next
most frequent response (50.6%) and agree was the next most frequent response
(42.9%). Table 38 shows the data.
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Table 38
Demonstrate multicultural and ethnic understanding
Frequency PercentValid
PercentCumulative
PercentValid Disagree 2 1.3 1.3 1.3
Indifferent 8 5.1 5.1 6.4Agree 67 42.7 42.9 49.4Strongly Agree 79 50.3 50.6 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising the development and implementation of the
curriculum, the principal must establish and environment that was conductive to
learning. Strongly agree was the most frequent response (90.4%) and agree was
the next most frequent response (9.6%). Table 39 shows the data.
Table 39
Establish an environment conductive to learning
Frequency PercentValid
PercentCumulative
PercentValid Agree 15 9.6 9.6 9.6
Strongly Agree 141 89.8 90.4 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
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83
be proficient in supervising the development and implementation o f the
curriculum, the principal must analyze standardized test scores and other student
performance indicator to have identified general strengths weaknesses in the
educational program. Strongly agree was the most frequent response (55.1%) and
agree was the next most frequent response (38.5%). Table 40 shows the data.
Table 40
Analyze standardized test scores and other student performance indicators to
identify general strengths and weaknesses in the educational program
Freauenev PercentValid
PercentCumulative
PercentValid Disagree 3 1.9 1.9 1.9
Indifferent 7 4.5 4.5 6.4Agree 60 38.2 38.5 44.9Strongly Agree 86 54.8 55.1 100.0Total 156 99.4 100.0
Missing System 1 .6Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising instruction, the principal must understand and apply
effective observation and conferencing skills. Strongly agree was the most
frequent response (69.0%) and agree was the next most frequent response
(27.1%). Table 41 shows the data.
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Table 41
Understand and apply effective observation and conferencing skills
Freauenev PercentValid
PercentCumulative
PercentValid Indifferent 6 3.8 3.9 3.9
Agree 42 26.8 27.1 31.0Strongly Agree 107 68.2 69.0 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising instruction, the principal must understand and apply
principles of child growth and development Strongly agree was the most
frequent response (51.6%) and agree was the next most frequent response
(43.2%). Table 42 shows the data.
Table 42
Understand and apply principles of child growth and development
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 8 5.1 52 52
Agree 67 42.7 43 2 48.4Strongly Agree 80 51.0 51.6 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
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85
be proficient in supervising instruction, the principal must apply grouping
practices that most effectively meet student needs. Strongly agree was the most
frequent response (41.9%) and agree was the next most frequent response
(413%). Table 43 shows the data.
Table 43
Apply grouping practices that most effectively meet student needs
Freauenev PercentValid
PercentCumulative
PercentValid Disagree 4 2.5 2.6 2.6
Indifferent 22 14.0 14.2 16.8Agree 64 40.8 41.3 58.1Strongly Agree 65 41.4 41.9 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in supervising instruction, the principal must regularly assess the
teaching methods and strategies being used at the school to ensure that they were
appropriate and varied. Strongly agree was the most frequent response (57.4%)
and agree was the next most frequent response (38.1%). Table 44 shows the data.
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Table 44
Regularly assess the teaching methods and strategies being used at the school to
ensure that they are appropriate and varied
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 6 3.8 3.9 4.5Agree 59 37.6 38.1 42.6Strongly Agree 89 56.7 57.4 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising performance, the principal must design effective staff
and professional development programs that match the goals o f both the schools
and of the participating individuals. Strongly agree was the most frequent
response (60.4%) and agree was the next most frequent response (29.9%). Table
45 shows the data.
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87
Table 45
Design effective staff and professional development programs that match the
goals of both the school and of the participating individuals
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Disagree 1 .6 .6 1.3Indifferent 13 8.3 8.4 9.7Agree 46 29.3 29.9 39.6Strongly Agree 93 59.2 60.4 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising instruction, the principal must set high expectations
for students, staff, parents, and self. Strongly agree was the most frequent
response (78.7%) and agree was the next most frequent response (19.4%). Table
46 shows the data.
Table 46
Set high expectations for students, staff parents, and self
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 3 1.9 1.9 1.9
Agree 30 19.1 19.4 21.3Strongly Agree 122 77.7 78.7 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
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88
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in supervising instruction, the principal must recognize and show
concern for personal goals o f students and staff. Strongly agree was the next most
frequent response (67.5%) and agree was the next most frequent response
(29.2%). Table 47 shows the data.
Table 47
Recognize and show concern for personal goals of students and staff
Freauenev PercentValid
PercentCumulative
PercentValid Indifferent 5 3.2 3.2 3.2
Agree 45 28.7 29.2 32.5Strongly Agree 104 66.2 67.5 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in supervising instruction, the principal must enhance students and
staff strengths and remediate weaknesses. Strongly agree was the most frequent
response (63.2%) and agree was the next most frequent response (33.5%). Table
48 shows the data.
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89
Table 48
Enhance student and staff strengths and remediate weaknesses
Freauenev PercentValid
PercentCumulative
PercentValid Indifferent 5 3.2 3.2 3.2
Agree 52 33.1 33.5 36.8Strongly Agree 98 62.4 63.2 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in supervising instruction, the principal must appropriately match
specific learning styles with specific teaching styles. Agree was the most frequent
response (44.8%) and strongly agree was the next most frequent response
(37.0%). Table 49 shows the data.
Table 49
Appropriately match specific learning styles with specific teaching styles
Freauenev PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Disagree 5 3.2 3.2 3.9Indifferent 22 14.0 14.3 18.2Agree 69 43.9 44.8 63.0Strongly Agree 57 36.3 37.0 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
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90
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in supervising instruction, the principal must engage in a program of
continuing professional development Strongly agree was the most frequent
response (48.4%) and agree was the next most frequent response (40.0%).
Table SO shows the data.
Table 50
Engage in a program of continuing professional development
Freauenev PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 17 10.8 11.0 11.6Agree 62 39.5 40.0 51.6Strongly Agree 75 47.8 48.4 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in the evaluation process, the principal must inspire even the most
excellent teachers to acquire new competencies and experiences. Strongly agree
was the most frequent response (53.5%) and agree was the next most frequent
response (34.8%). Table 51 shows the data.
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Table 51
Inspire even the most excellent teachers to acquire new competencies and
experiences
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 17 10.8 11.0 11.6Agree 54 34.4 34.8 46.5Strongly Agree 83 52.9 53.5 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in the evaluation process, the principal must bring about the kind of
rapport among students, teachers, staff, parents, and community that fosters
constructive suggestions for making the school program even stronger. Strongly
agree was the most frequent response (65.2%) and agree was the next most
frequent response (31.6%). Table 52 shows the data.
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Table 52
Bring about the kind of rapport among students, teachers, staff, parents, and the
community that fosters constructive suggestions for making the school program
even stronger
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 5 3.2 3.2 3.2
Agree 49 31.2 31.6 34.8Strongly Agree 101 64.3 65.2 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in the evaluation process, the principal must use a variety of
techniques and strategies to assess student performance individual teacher and
staff performance, the achievement of curriculum goals, and the effectiveness of
the total instructional program. Strongly agree was the most frequent response
(56.1%) and agree was the next most frequent response (36.1%). Table 53 shows
the data.
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Table S3
Use a variety of techniques and strategies to assess student performance,
individual teacher and staff performance, the achievement o f curriculum goals,
and the effectiveness of the total instructional program
Freauenev PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 11 7.0 7.1 7.7Agree 56 35.7 36.1 43.9Strongly Agree 87 55.4 56.1 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in the evaluation process, the principal must assess progress toward
achieving goals established for students, teachers, principalship, and involvement
of parents and the community at large. Strongly agree was the most frequent
response (47.1%) and agree was the next most frequent response (46.5%). Table
54 shows the data.
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Table 54
Assess progress toward achieving goals established for students, teachers, the
principalship, and the involvement o f parents and the community at large
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 9 5.7 5.8 6.5Agree 72 45.9 46.5 52.9Strongly Agree 73 46.5 47.1 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in the evaluation process, the principal must seek and encourage
input from a variety of sources to improve the school’s program. Strongly agree
was the most frequent response (52.9%) and agree was the next most frequent
response (37.4%). Table 55 shows the data.
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Table 55
Seek and encourage input from a variety of sources to improve the school's
program
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 14 8.9 9.0 9.7Agree 58 36.9 37.4 47.1Strongly Agree 82 52.2 52.9 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in the evaluation process, the principal must demonstrate a level of
human relations skills that make the evaluation process helpful rather than
destructive. Strongly agree was the most frequent response (80.6%) and agree
was the next most frequent response (18.1%). Table 56 shows the data.
Table 56
Demonstrate a level of human relations skills that make the evaluation process
helpful rather than destructive
Freauenev PercentValid
PercentCumulative
PercentValid Indifferent 2 1.3 1.3 1.3
Agree 28 17.8 18.1 19.4Strongly Agree 125 79.6 80.6 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
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96
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in the evaluation process, the principal must develop assistance plans
and remediation efforts to improve teaching performance. Strongly agree was the
most frequent response (58.1%) and agree was the next most frequent response
(38.1%). Table 57 shows the data.
Table 57
Develop assistance plans and remediation efforts to improve teaching
performance
Frequency PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 5 3.2 3.2 3.9Agree 59 37.6 38.1 41.9Strongly Agree 90 57.3 58.1 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception o f the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in organizing the school’s day-to-day functions, the principal must
develop and implement equitable and effective schedules. Strongly agree was the
most frequent response (70.8%) and agree was the next most frequent response
(24.7%). Table 58 shows the data.
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Table 58
Develop and implement equitable and effective schedules
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Disagree 1 .6 .6 1.3Indifferent 5 3.2 3.2 4.5Agree 38 24.2 24.7 29.2Strongly Agree 109 69.4 70.8 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in organizing the school’s day-to-day functions, the principal must
use strategic planning to implement long-range goals. Strongly agree was the
most frequent response (48.7%) and agree was the next most frequent response
(44.2%). Table 59 shows the data.
Table 59
Use strategic planning to implement long-range goals
Freauenev PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Disagree 3 1.9 1.9 2.6Indifferent 7 4.5 4.5 7.1Agree 68 43.3 44.2 51.3Strongly Agree 75 47.8 48.7 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
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98
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in organizing the school’s day-to-day functions, the principal must
attract volunteers and be adept in training them. Agree was the most frequent
response (44.8%) and strongly agree was the next most frequent response
(31.8%). Table 60 shows the data.
Table 60
Attract volunteers and be adept in training them
Freauenev PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Disagree 5 3.2 3.2 3.9Indifferent 30 19.1 19.5 23.4Agree 69 43.9 44.6 68.2Strongly Agree 49 31.2 31.8 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in organizing the school’s day-to-day functions, the principal must
manage the operation and maintenance of the physical plant Agree was the most
frequent response (42.2%) and strongly agree was the next most frequent response
(33.1%). Table 61 shows the data.
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Table 61
Manage the operation and maintenance of the physical plant
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 4 2.5 2.6 2.6
Disagree 11 7.0 7.1 9.7Indifferent 23 14.6 14.9 24.7Agree 65 41.4 42.2 66.9Strongly Agree 51 32.5 33.1 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in organizing the school's day-to-day functions, the principal must
allocate and organize staff in such a way as to assure accomplishment of the
school’s mission. Strongly agree was the most frequent response (58.2%) and
agree was the next most frequent response (35.3%). Table 62 shows the data.
Table 62
Allocate and organize staff in such a way as to assure accomplishment of the
school's mission
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 10 6.4 6.5 6.5
Agree 54 34.4 35.3 41.8Strongly Agree 89 56.7 56.2 100.0Total 153 97.5 100.0
Missing System 4 2.5Total 157 100.0
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100
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in organizing the school's day-to-day functions, the principal must
know education law, including the implication of liability, and keep current with
developments. Strongly agree was the most frequent response (57.8%) and agree
was the next most frequent response (37.7%). Table 63 shows the data.
Table 63
Know education law, including the implication of liability, and keep current with
developments
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 7 4.5 4.5 4.5
Agree 58 36.9 37.7 42.2Strongly Agree 89 56.7 57.8 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in organizing the school’s day-to-day functions, the principal must
develop and implement administrative procedures consistent with board policy
and contractual agreements. Strongly agree was the most frequent response
(61.0%) and agree was the next most frequent response (34.4%). Table 64 shows
the data.
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Table 64
Develop and implement administrative procedures consistent with board policy
and contractual agreements
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 7 4.5 4.5 4.5
Agree S3 33.8 34.4 39.0Strongly Agree 94 59.9 61.0 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in fiscal management, the principal must manage the school in the
allocated resources. Strongly agree was the most frequent response (65.6%) and
agree was the next most frequent response (27.3%). Table 65 shows the data.
Table 65
Manage the school within the allocated resources
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 11 7.0 7.1 7.1
Agree 42 26.8 27.3 34.4Strongly Agree 101 64.3 65.6 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
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102
be proficient in fiscal management, the principal must understand the school
district budget and its specific implications for his or her school. Strongly agree
was the most frequent response (623%) and agree was the next most frequent
response (34.4%). Table 66 shows the data.
Table 66
Understand the school district budget and its specific implications for his or her
school
Freauenev PercentValid
PercentCumulative
PercentValid Indifferent 5 3.2 3.2 3.2
Agree 53 33.8 34.4 37.7Strongly Agree 96 61.1 62.3 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in fiscal management, the principal must plan, prepare, justify, and
defend the school budget Strongly agree was the most frequent response
(64.9%) and agree was the next most frequent response (27.9%). Table 67 shows
the data.
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Table 67
Plan, prepare, justify, and defend the school budget
Freauenev PercentValid
PercentCumulative
PercentValid Indifferent 11 7.0 7.1 7.1
Agree 43 27.4 27.9 35.1Strongly Agree 100 63.7 64.9 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in fiscal management, the principal must use cost control procedures
and institute cost-effective practices. Strongly agree was the most frequent
response (47.4%) and agree was the next most frequent response (39.6%). Table
68 shows the data.
Table 68
Use cost control procedures and institute cost-effective practices
Frequency PercentValid
PercentCumulative
PercentValid Indifferent 20 12.7 13.0 13.0
Agree 61 38.9 39.6 52.6Strongly Agree 73 46.5 47.4 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
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104
be proficient in fiscal management, the principal must interpret budget priorities
and constraints to the staff and the community. Strongly agree was the most
frequent response (49.4%) and agree was the next most Sequent response
(35.1%). Table 69 shows the data.
Table 69
Interpret budget priorities and constraints to the staff and the community
Freauenev PercentValid
PercentCumulative
PercentValid Disagree 2 1.3 1.3 1.3
Indifferent 22 14.0 14.3 15.6Agree 54 34.4 35.1 50.6Strongly Agree 76 48.4 49.4 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in political issues, the principal must participate in local, state, and
federal legislative action programs. Indifferent was the most Sequent response
(43.9%) and agree was the next most Sequent response (27.1%). Table 70 shows
the data.
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105
Table 70
Participate in local, state, and federal legislative action programs
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 7 4.5 4.5 4.5
Disagree 21 13.4 13.5 18.1Indifferent 68 43.3 43.9 61.9Agree 42 26.8 27.1 89.0Strongly Agree 17 10.8 11.0 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in political issues, the principal must understand the dynamics of
local, state, and national politics. Agree was the most frequent response (37.4%)
and indifferent was the next response (32.3%). Table 71 shows the data.
Table 71
Understand the dynamics o f local, state and national politics
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 5 3.2 3.2 3.2
Disagree 8 5.1 5.2 8.4Indifferent 50 31.8 32.3 40.6Agree 58 36.9 37.4 78.1Strongly Agree 34 21.7 21.9 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
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106
be proficient in political issues, the principal must be accessible to teachers,
students, parents and other members o f the community. Strongly agree was the
most frequent response (74.8%) and agree was the next most frequent response
(213%). Table 72 shows the data.
Table 72
Be accessible to teachers, students, parents and other members o f the community
Freauencv PercentValid
PercentCumulative
PercentValid Disagree 1 .6 .6 .6
Indifferent 5 3.2 3.2 3.9Agree 33 21.0 21.3 25.2Strongly Agree 116 73.9 74.8 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in political issues, the principal must develop plans and strategies for
helping attract appropriate financial support o f education. Agree was the most
frequent response (43.2%) and strongly agree was the next most frequent response
(323%). Table 73 shows the data.
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107
Table 73
Develop plans and strategies for helping attract appropriate financial support of
education
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 2 1.3 1.3 1.3
Disagree 7 4.5 4.5 5.8Indifferent 29 18.5 18.7 24.5Agree 67 42.7 43.2 67.7Strongly Agree 50 31.8 32.3 100.0Total 155 98.7 100.0
Missing System 2 1.3Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic of effective elementary school principals: to
be proficient in political issues, the principal must involve the community leaders
in the development and support of the school’s program. Agree was the most
frequent response (44.2%) and strongly agree was the next most frequent response
(37.7%). Table 74 shows the data.
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108
Table 74
Involve the community leaders in the development and support of the school's
program
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 3 1.9 1.9 1.9
Disagree 2 1.3 1.3 3.2Indifferent 23 14.6 14.9 18.2Agree 68 43.3 44.2 62.3Strongly Agree 58 36.9 37.7 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Teachers and principals were asked their perception of the following
leadership proficiency characteristic o f effective elementary school principals: to
be proficient in political issues, the principal must identify and apply effective
strategies for dealing political issues and political forces that impinge on the
school’s operation. Agree was the most frequent response (40.9%) and indifferent
was the next most frequent response (292%). Table 75 shows the data.
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Table 75
Identify and apply effective strategies for dealing with political issues and political
forces that impinge on the school's operation
Frequency PercentValid
PercentCumulative
PercentValid Strongly Disagree 1 .6 .6 .6
Disagree 7 4.5 4.5 5.2Indifferent 45 28.7 29.2 34.4Agree 63 40.1 40.9 75.3Strongly Agree 38 24.2 24.7 100.0Total 154 98.1 100.0
Missing System 3 1.9Total 157 100.0
Analysis of Hypotheses
The section contains an analysis of the five hypotheses examined in the
study. Narrative and tables were written for each hypothesis.
Hypotheses one stated that there will be significant differences in the
perceptions of elementary school administrators and elementary school teachers
regarding the proficiency of elementary school principals as measured by
leadership skills, communication skills, management of group processes,
supervising the development and implementation of the curriculum, supervising
instruction, supervising performance, the evaluation process, organizing the day-
to-day functions, fiscal management, and political issues. Table 76 shows the
mean scores and the analysis o f variance scores for the total instrument and each
section of the research instrument There was a significant difference in the
overall perceptions of the elementary school administrators and elementary school
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110
teachers regarding the proficiency of elementary school principals. There was a
significant difference in seven o f the ten proficiencies measured: leadership
skills, communication skills, supervising the development and implementation of
the curriculum, supervising instruction, supervising performance, the evaluation
process, and organizing the day-to-day functions. There was no evidence to reject
hypothesis one. Hypothesis one was accepted.
Table 76
Differences between elementary school administrators and elementary school
teachers
CATEGORY STATUS N MEAN T SIG
Total score PrincipalTeacher
37105
316.5405304.6190
2.943 .004 *
Leadership skills PrincipalTeacher
38115
47.421145.5739
3.991 .000*
Communications skills PrincipalTeacher
39113
41.794940.0000
3.201 .002*
Management of group process
PrincipalTeacher
39115
31.923131.0000
1.672 .099
Supervising the development and implementation of the curriculum
PrincipalTeacher
39115
37.384635.3652
3.857 .000*
Supervising instruction PrincipalTeacher
39115
18.538517.6174
2.835 .006*
Supervising ' performance
PrincipalTeacher
38114
28.210526.6316
3.828 .000*
Evaluation process PrincipalTeacher
39115
32.923131.2087
3.505 .001*
Organizing the school’s day-to-day functions
PrincipalTeacher
39113
31.538530.3628
2.060 .043*
Fiscal management PrincipalTeacher
39114
22.7436222895
1.086 280
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I ll
Political issues Principal 39 24.2564 1.366 .176Teacher 113 23.3982
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112
Hypothesis two stated that there will be significant differences in the
perceptions of elementary school administrators and elementary school teachers
based on gender regarding the proficiency of an effective elementary school
principal as measured by leadership skills, communication skills, management of
group processes, supervising the development of the curriculum, supervising
instruction, supervising performance, the evaluation process, organizing the
school’s day-to-day functions, fiscal management and political issues. Table 76
shows the mean scores and the t-test for equality of mean scores for the total
instrument and each section o f the research instrument There was no significant
difference in the overall perceptions of the elementary school administrators and
elementary school teachers based on gender regarding the proficiency of
elementary school principals. There was a significant difference based on gender
in two of the ten proficiencies measured: leadership skills and management of the
group process. There was evidence to reject hypothesis one. Hypothesis two was
rejected.
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Table 77
Differences between gender
CATEGORY STATUS N MEAN T SIGTotal score Male
Female4694
304.4783309.4362
-1.050 297
Leadership skills MaleFemale
50101
45.120046.5050
-2.379 .020*
Communicationsskills
MaleFemale
50100
39.960040.7600
-1.227 223
Management of group process
MaleFemale
51101
30.372531.6733
-2.318 .023*
Supervising the development and implementation of the curriculum
MaleFemale
52100
35.519236.0700
-.944 .348
Supervisinginstruction
MaleFemale
52100
17.442318.0700
-1.844 .068
Supervisingperformance
MaleFemale
5298
26.5962272551
-1272 207
Evaluation process MaleFemale
52100
31.653831.6500
.007 .994
Organizing the school’s day-to-day functions
MaleFemale
5199
30.431430.8081
-.648 .519
Fiscal management MaleFemale
5299
22.076922.6263
-1.181 240
Political issues MaleFemale
5199
23.588223.5556
.054 .957
113
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114
Hypothesis three stated that there will be significant differences in the
perceptions o f elementary school administrators and elementary school teachers
based on years o f experience in the district regarding the proficiency o f an
effective elementary school principal as measured by leadership skills,
communication skills, management of group processes, supervising the
development o f the curriculum, supervising instruction, supervising performance,
the evaluation process, organizing the school’s day-to-day functions, fiscal
management and political issues. Table 78 shows the mean scores and the
analysis o f variance scores for the total instrument and each section of the
research instrument There was no significant difference in the overall
perceptions of the elementary school administrators and elementary school
teachers based on years o f experience in the district regarding the proficiency of
elementary school principals. There was no significant difference in any of the
ten proficiencies measured. There was evidence to reject hypothesis three.
Hypothesis three was rejected.
Table 78
Differences based on years of experience in the district
CATEGORY STATUS N MEAN T SIGTotal score < 10 years
>= 10 years6675
309.60613062533
.822 .413
Leadership skills < 10 years >= 10 years
7181
46.084545.9753
206 .837
Communicationsskills
< 10 years >=10 years
7180
40.521140.4375
.143 .887
Management of group process
<10years >= 10 years
7182
31.408531.1098
.592 .555
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115
Supervising the development and implementation of the curriculum
< 10 years >= 10 years
7083
36.057135.7590
.563 .575
Supervisinginstruction
< 10 years >= 10 years
7083
18.014317.7108
.993 .322
Supervisingperformance
< 10 years >= 10 years
6982
27.246426.8537
.855 .394
Evaluationprocess
< 10 years >= 10 years
7083
32.000031.3614
1.298 .196
Organizing the school’s day-to- day functions
< 10 years >= 10 years
6982
30.739130.6098
.241 .810
Fiscalmanagement
< 10 years >= 10 years
6983
22.623222.2530
.868 .387
Political issues < 10 years >= 10 years
7081
24.000023.2963
1.197 .233
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116
Hypothesis four stated that there will be significant differences in the
perceptions of elementary school administrators and elementary school teachers
based on highest degree earned regarding the proficiency of an effective
elementary school principal as measured by leadership skills, communication
skills, management of group processes, supervising the development of the
curriculum, supervising instruction, supervising performance, the evaluation
process, organizing the school’s day-to-day functions, fiscal management and
political issues. Table 79 shows the mean scores and the analysis of variance
scores for the total instrument and each section of the research instrument There
was no significant difference in the overall perceptions of the elementary school
administrators and elementary school teachers based on highest degree earned
regarding the proficiency of elementary school principals. There was no
significant difference in any of the ten proficiencies measured. There was
evidence to reject hypothesis four. Hypothesis four was rejected.
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Table 79
Differences based on highest degree earned
CATEGORY STATUS N MEAN T SIGTotal score Bachelors
MastersDoctoral
339413
305.5758307.8404308.9231
.130 .878
Leadership skills BachelorsMastersDoctoral
399913
45.307746.212146.4615
1.221 2 9 8
Communicationsskills
BachelorsMastersDoctoral
379914
40.162240.444440.9268
2 3 4 .792
Management of group process
BachelorsMastersDoctoral
3810014
30.394731.530030.9286
1.866 .158
Supervising the development and implementation of the curriculum
BachelorsMastersDoctoral
3810014
35.868435.710036.7143
.578 .562
Supervisinginstruction
BachelorsMastersDoctoral
3810014
17.368417.970018.0714
1.482 .231
Supervisingperformance
BachelorsMastersDoctoral
389814
26.421127.193927.2857
1.085 .341
Evaluationprocess
BachelorsMastersDoctoral
3810014
31.131631.650032.5714
1.132 .325
Organising theschool’s day-to- day functions
BachelorsMastersDoctoral
379914
30.000030.909130.2857
1.092 .338
Fiscalmanagement
BachelorsMastersDoctoral
389914
22.263222.4646222143
.112 .895
Political issues BachelorsMastersDoctoral
389814
23.868423.367324.4268
.640 .529
117
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Hypothesis five stated that there will be significant differences in the
perceptions of elementary school administrators and elementary school teachers
based on year highest degree was earned regarding the proficiency of an effective
elementary school principal as measured by leadership skills, communication
skills, management o f group processes, supervising the development of the
curriculum, supervising instruction, supervising performance, the evaluation
process, organizing the school’s day-to-day functions, fiscal management and
political issues. Table 80 shows the mean scores and the analysis of variance
scores for the total instrument and each section of the research instrument There
was no significant difference in the overall perceptions of the elementary school
administrators and elementary school teachers based on year highest degree was
earned regarding the proficiency of elementary school principals. There was no
significant difference in any o f the ten proficiencies measured. There was
evidence to reject hypothesis five. Hypothesis five was rejected.
Table 80
Differences based on year highest degree was earned
CATEGORY STATUS N MEAN F SIGTotal score Before 1976 9 300.4444 .785 .577
1976-1980 6 318.66671981-1985 7 300.00001986-1990 30 306.83331991-1995 40 311.67501996-2001 41 307.1707
Leadership skills Before 1976 10 47.3000 1.373 .2381976-1980 6 47.33331981-1985 8 43.87501986-1990 32 45.8750
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119
1991-19951996-2001
4444
46.295545.9545
Communications Before 1976 9 39.3333 1.009 .415skills 1976-1980 6 42.1667
1981-1985 8 38.75001986-1990 32 40.31251991-1995 43 40.97671996-2001 45 40.6000
Management of Before 1976 10 30.8000 .402 .847group process 1976-1980 6 32.1667
1981-1985 7 30.28571986-1990 33 31.36361991-1995 44 31.63641996-2001 45 31.2444
Supervising the Before 1976 10 34.8000 .827 .532development and 1976-1980 6 37.5000implementation of 1981-1985 8 34.7500the curriculum 1986-1990 33 35.7273
1991-1995 44 36.25001996-2001 44 36.8182
Supervising Before 1976 10 16.7000 1.502 .193instruction 1976-1980 6 18.5000
1981-1985 8 17.37501986-1990 33 17.87881991-1995 44 18.29551996-2001 44 17.7500
Supervising Before 1976 10 26.9000 .496 .779performance 1976-1980 6 28.3333
1981-1985 8 27.12501986-1990 32 26.56251991-1995 43 27.25581996-2001 44 27.1136
Evaluation Before 1976 10 31.4000 .468 .800process 1976-1980 6 33.0000
1981-1985 8 30.75001986-1990 33 31.51521991-1995 44 31.93181996-2001 44 31.5227
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120
Organizing the school’s day-to- day functions
Before 19761976-19801981-19851986-19901991-19951996-2001
1068324344
29.900031.333330.750030.406331.372130.3182
.691 .631
Fiscal Before 1976 10 20.5000 2.058 .074management 1976-1980 6 23.8333
1981-1985 8 21.12501986-1990 33 22.27271991-1995 44 22.84091996-2001 43 22.4651
Political issues Before 1976 10 22.5000 .419 .8351976-1980 6 24.50001981-1985 8 22.50001986-1990 3 23.75001991-1995 43 23.90701996-2001 44 23.6364
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121
Summary
An analysis of the data showed the following:
1. There was a significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers regarding the
proficiency of elementary school principals. There was a significant difference in
seven of the ten proficiencies measured: leadership skills, communication skills,
supervising the development and implementation of the curriculum, supervising
instruction, supervising performance, the evaluation process, and organizing the
day-to-day functions. There was no evidence to reject hypothesis one.
Hypothesis one was accepted.
2. There was no significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers based on gender
regarding the proficiency of elementary school principals. There was a significant
difference based on gender in two of the ten proficiencies measured: leadership
skills and management of the group process. There was evidence to reject
hypothesis two. Hypothesis two was rejected.
3. There was no significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers based on years
o f experience in the district regarding the proficiency of elementary school
principals. There was no significant difference in any of the ten proficiencies
measured. There was evidence to reject hypothesis three. Hypothesis three was
rejected.
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122
4. There was no significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers based on highest
degree earned regarding the proficiency of elementary school principals. There
was no significant difference in any of the ten proficiencies measured. There was
evidence to reject hypothesis four. Hypothesis four was rejected.
5. There was no significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers based on year
highest degree was earned regarding the proficiency of elementary school
principals. There was no significant difference in any of the ten proficiencies
measured. There was evidence to reject hypothesis five. Hypothesis five was
rejected. The table below summarizes the results o f the analysis of each
hypothesis.
Table 81
Summary of Analysis of Hypotheses
HYPOTHESIS OUTCOME
1. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers regarding the proficiency of elementary school principals as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.
Accepted
2. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on gender regarding the proficiency of an effective elementary school principal as measured by
Rejected
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123
leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to- day functions, fiscal management, and political issues.3. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on years of experience in the district regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.
Rejected
4. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on highest degree earned regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.
Rejected
5. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on year highest degree was earned regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.
Rejected
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CHAPTER 5
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Introduction
This chapter presents a summary of the research study and the conclusions
drawn from the findings. Recommendations of the researcher are included in this
chapter.
Summary
The purpose of this study was to examine the perceptions of elementary
school principals and elementary school teachers regarding proficiencies for
effective elementary school principals and the level of agreement between
principals and teachers regarding those proficiencies. The study provided data that
was used to analyze the perceptions of these two groups and the level of
agreement among the five variables: position, gender, years of experience, highest
degree earned, and year highest degree was earned. This study was limited to
elementary school principals and teachers, in three S t Louis County School
districts.
The sample for the study was randomly selected from a population of 1200
elementary school teachers and 76 administrators from three public school
Districts located in S t Louis County. Three hundred teachers and 60
administrators were selected by means of a random sample reference table.
Completed returns were received from 116 teachers and 40 administrators. The
124
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125
rate of return for the teachers was 39% and the rate of return for administrators
was 66%.
The survey questionnaire measured 68 competencies extracted from the
revised document, Proficiencies for Principals, published by the National
Association of Elementary School Principals (1997). The instrument used was a
modified version of Perceptions of the Essential Skills of Effective Elementary
Principals (Riggs, 1992).
Descriptive analysis and inferential statistics were used in the study.
Frequency, percent, mean and standard deviation were reported on each of the
items of the instrument The t-test was used to test the first hypotheses
concerning the difference between position and principal proficiency. An
independent-samples t test was used to see if there was a significant difference
between the means of the two groups (principals and teachers). The t-test was
used to test the second hypotheses concerning the difference between gender and
principal proficiency. An independent-samples t test was used to see if there was a
significant difference between the means of the two groups. The t test was used to
analyze differences in perceptions of administrators and teachers regarding the
proficiencies of effective principals as measured by the dependent variables,
leadership skills, communication skills, management of group processes,
supervising the development and implementation of the curriculum, supervising
instruction, supervising performance, the evaluation process, fiscal management,
and political issues.
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126
A series o f ANOVA’S were generated to determine the joint effects o f the
independent variables years of experience within the district, highest degree
earned, and year highest degree was earned. These ANOVA’S were used in the
analysis to answer hypotheses three, four and five.
Individuals were asked to indicate their status in the elementary education
system. Teacher was the most frequent response (74.4%) and principal was the
next most frequent response (25.6%). Teachers and principals were asked their
gender. Female was the most frequent response (66.2%) and male was the next
most frequent response (33.8%). Teachers and principals were asked their
experience level in elementary education. More than 10 years was the most
frequent to response (54.2%) and less than 10 years of experience was the next
most frequent response (45.8%). Teachers and principals were asked about the
highest degree they have earned over the years. The most frequent response was a
Masters degree (65.6 %) and Bachelors degree was the next most frequent
response (25.3%). Teachers and principals were asked in what five year span did
they achieve their highest degree. The most frequent response was 1996 to 2001
(30.6%), 1991 to 1995 was the next most frequent response (29.9%).
An analysis of the data showed the following:
1. There was a significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers regarding the
proficiency of elementary school principals. There was a significant difference in
seven o f the ten proficiencies measured: leadership skills, communication skills,
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127
supervising the development and implementation of the curriculum, supervising
instruction, supervising performance, the evaluation process, and organizing the
day-to-day functions. There was no evidence to reject hypothesis one.
Hypothesis one was accepted.
2. There was no significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers based on gender
regarding the proficiency of elementary school principals. There was a significant
difference based on gender in two of the ten proficiencies measured: leadership
skills and management of the group process. There was evidence to reject
hypothesis two. Hypothesis two was rejected.
3. There was no significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers based on years
of experience in the district regarding the proficiency of elementary school
principals. There was no significant difference in any of the ten proficiencies
measured. There was evidence to reject hypothesis three. Hypothesis three was
rejected.
4. There was no significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers based on highest
degree earned regarding the proficiency of elementary school principals. There
was no significant difference in any of the ten proficiencies measured. There was
evidence to reject hypothesis four. Hypothesis four was rejected.
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128
5. There was no significant difference in the overall perceptions of the
elementary school administrators and elementary school teachers based on year
highest degree was earned regarding the proficiency of elementary school
principals. There was no significant difference in any of the ten proficiencies
measured. There was evidence to reject hypothesis five. Hypothesis five was
rejected.
Conclusions
1. Elementary school administrators and teachers have different
perceptions of the proficiencies o f an effective elementary school principal.
2. The differences in the perceptions were not based on gender, years of
experience in the district, highest degree earned, or the year the highest degree
was earned.
Recommendations
Many recommendations can be offered to individuals studying leadership
and the elementary school principal. The research study and the analysis of the
data lead to the following recommendations:
1. Elementary school principals should be informed of proficiencies for
principals establish by the National Association of Elementary School Principals
and given training in each of the proficient areas as part of a mentor program for
principal's leadership program.
2. Superintendents, elementary school principals and elementary school
teachers should use the literature and previous research on leadership and
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129
effective schools to guide the development of a clear. Written job description for
elementary school principals that accurately reflects the current perception of
leadership, effective schools and proficiencies for effective elementary school
principals.
3. Instruments and procedures currently used to evaluate the effectiveness
of elementary school principals should be reviewed to determine if they
adequately access the performance of effective elementary school principals as
indicated by current literature and recent research on effective elementary school
principals.
4. Personal improvement plans for administrators would be developed by
educational administrators programs close the gap in the perceptions of teachers
and administrators.
a.) Aspiring principals should study the perceptions of leadership and the
differences between teachers and administrators.
b.) Information from this study can be used to update the curriculum used
in school administration programs.
c.) Workshops can be developed to enable administrators and teachers to
compare opinions and identify gaps in proficiency perception at the local level.
5. More research is needed on the perceptions of leadership. Studies of
this nature should be periodically conducted in order to detect shifts in the
perceptions. A study might be conducted to define educational leadership as it
applies to elementary school principals in specific settings.
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APPENDIX A
SAINT LOUIS UNIVERSITY
The Graduate School
Dear Participant: September 18, 2000
This letter is to request your assistance in a research study I am conducting in educational administration at Saint Louis University under the guidance of Dr. Ronald Rebore. This study will seek to determine the level of agreement between elementary school principals and elementary school teachers regarding leadership proficiencies you perceive to be characteristic of an effective elementary school principal. Your response to the enclosed survey questionnaire items will provide data to be analyzed. The analysis of your response on the questionnaire will be a part of my doctoral dissertation.
The same questionnaire is being sent to elementary school principals, and elementary school teachers in three public school districts in St. Louis County. I realize it is very difficult to take time out o f your busy schedule, but! would be most appreciative if you would participate in this study. Your participation is very important for me to complete this study which will provide data that will contribute to the existing research relative to leadership proficiencies for elementary school principals.
Please complete and return the questionnaire in the self-addressed envelope provided. The questionnaire should not take more than twenty minutes o f your time. There will be no risks in your participation. All responses will be confidential. Individual responses will not be released and no attempt will be made to identify specific schools, principals or teachers. The code number of the questionnaire is used to allow for follow-up mailings and to supply information regarding the questionnaire if you would like it. Only die researcher will be able to match code numbers. The questionnaire will be destroyed once the response has been recorded.
Your participation is voluntary and you may withdraw at any time. I hope that you will help me. The knowledge I gain from your responses may be helpful to leaders in the future. I am working under a strict deadline and would like your response within two weeks. Thank you very much for your valuable time and assistance.
Sincerely,
Mary Ellen Burford130
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APPENDIX B
SAINT LOUIS UNIVERSITY
The Graduate School
Dear Participant: October 30, 2000
A few weeks time ago I sent you a survey questionnaire concerning your opinion of leadership proficiencies characteristic of effective elementary school principals. Your response has not been received. Your opinion is very important to the research I am conducting.
You were randomly selected. Not all principals and teachers will have the opportunity to participate in this research, The information obtained from the survey questionnaire will he held in confidence and no identifiable factors will he included in the study.
I am in education and realize your busy schedule. Please take a few minutes to complete the survey and return it to me in the stamped self-addressed envelope. I will receive it directly if you will complete it and drop it in the nearest mailbox by November 10th.
I am under a strict deadline to complete this research. Thank you very much for your help in determining leadership proficiencies characteristic of effective elementary school principals.
Sincerely,
Mary Ellen Burford
131
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APPENDIX B
SURVEY QUESTIONNAIRE
Perceptions of Leadership Proficiencies Characteristic Of Effective Elementary School Principals
ELEMENTARY PRINCIPAL:Please write the name of the school district you work in
Please check gender Male Female. Years of Experience within the District:Less than 10 years More than 10 yearsHighest degree earned_________________Year highest degree was earned_______
ELEMENTARY TEACHER:Please write the name of the school district you work in
Please check gender Male Female____Years of Experience within the District:Less than 10 years More than lOyearsHighest degree earned_________________Year highest degree was earned_______
Please respond to each statement in each category listed in this survey by using the code below. Please use numbers I to 5 to reflect your perceptions of leadership proficiencies characteristic of effective elementary school principals. Please be sure to respond to all items on the questionnaire.
CODE:5-Strongly Agree, 4-Agree, 3-Indifferent, 2- Disagree, 1-Strongly Disagree
I. To be proficient in leadership skills, the principal must:
1 2 3 4 5 Exercise vision in defining and accomplishing the missionof die school
12 3 4 5 Demonstrate a genuine interest in children.12 3 4 5 Inspire all concerned to join in accomplishing the school's
mission.12 3 4 5 Be highly visible throughout the school.123 4 5 Apply effective human relation's skills.12 3 4 5 Encourage the leadership of others.
132
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1 2 3 4 5
1 2 3 4 51 2 3 4 5
1 2 3 4 5
n.1 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 5
1 2 3 4 5
m.
1 2 3 4 5
1 2 3 4 51 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
IV.
1 2 3 4 5
1 2 3 4 5
133
Analyze information relative to problems, make decisions, and delegate responsibility as appropriate.Create a strong sense o f togetherness.Apply established principles and strategies of effective leadership.Participate as a member of local, state, and national professional groups.
To be proficient in communication skills, the principal must:
Model the expected behavior of others.Persuasively articulate his or her beliefs and effectively defend his or her decisions.Be trustworthy, conscientious, enthusiastic, and sensitive.Write clearly and concisely so that the intended audience understands the message.Apply facts and data to determine priorities.Be an active listener so as to truly near others.Know his or her verbal and nonverbal communications strengths and weaknesses and their implications.Understand the philosophy, functioning, and practices of mass media.Understand the impact o f his or her personal image and how to make that image an effective one.
To be proficient in management of group processes, the principal must:
Identify — with staff- the decision-making procedures the school will follow.Involve others in setting short and long-term goals.Be aware o f various decision-making techniques and be able to match the appropriate technique to the particular situation.Apply validated principles o f group dynamics and facilitation skills.Understand the process o f consensus building and apply that process both as a leader and as a member of a group.Achieve intended outcomes through the use of principles of motivation.Maintain disciplinary stability throughout the school.
To be proficient in supervising the development and implementation of the curriculum, the principal must:
Understand the communities values and goals and what it wants the curriculum to achieve. Seek appropriate resources o f time, money, and materials to support the curriculum.Set forth, as a continuum, the skills and concepts the curriculum is designed to provide.
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1 2 3 4 5
1 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 5
V.
1 2 3 4 5
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
VI.
1 2 3 4 5
1 2 3 4 5 1 2 3 4 5
1 2 3 4 51 2 3 4 5
1 2 3 4 5
vn.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
134
Be familiar with curriculum materials and their relationship to program goals and objectives.Monitor the curriculum to ensure that the appropriate content and sequence are followed.Demonstrate multicultural and ethnic understanding.Establish an environment conducive to learning.Analyze standardized test scores and other student performance indicators to identify general strengths and weaknesses in the educational program.
To be proficient in supervising instruction, the principals must:Understand and apply effective observation and conferencing skills.Understand and apply principles of child growth and development Apply grouping practices that most effectively meet student needs Regularly assess the teaching methods and strategies being used at the school to ensure that they are appropriate and varied.
To be proficient in supervising performance, the principal must:
Design effective staff and professional development programs that match the goals of both the school and of the participating individuals.Set high expectations for students, staff, parents, and self Recognize and show concern for personal goals o f students and staffEnhance student and staff strengths and remediate weaknesses. Appropriately match specific learning styles with specific teaching styles.Engage in a program of continuing professional development
To be proficient in the evaluation process, the principal must:
Inspire oven the most excellent teachers to acquire new competencies and experiences.Bring about the kind of rapport among students, teachers, staff, parents, and the community that fosters constructive suggestions for making the school program even stronger.Use a variety o f techniques and strategies to assess student performance, individual teacher and staff performance, the achievement of curriculum goals, and the effectiveness o f the total instructional program.Assess progress toward achieving goals established for students, teachers, die principalship, and die involvement o f parents and die
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1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Vffl.
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 5
1 2 3 4 5
DC.
1 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 5
X.
1 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
135community at large.Seek and encourage input from a variety of sources to improve the school’s programDemonstrate a level of human relations skills that make the evaluation process helpful rater then destructive.Develop assistance plans and remediation efforts to improve teaching performance
To be proficient in organizing the school’s day-to-day functions, the principal must:
Develop and implement eq u itab le and effective schedules.Use strategic planning to implement long-range goals.Attract volunteers ana be adept in training them.Manage the operation and maintenance of the physical plant Allocate and organize staff in such a way as to assure accomplishment of the school’s mission.Know education law, including the implication of liability, and keep current with developments.Develop and implement administrative procedures consistent with board policy and contractual agreements.
To be proficient in fiscal management, the principal must:
Manage the school within the allocated resources.Understand the school district budget and its specific implications for his & her school.Plan, prepare, justify, and defend the school budgetUse cost control procedures and institute cost-effective practices.Interpret budget priorities and constraints to the staff and thecommunity.
To be proficient in political issues, the principal must:
Participate in local, state, and federal legislative action programs. Understand the dynamics of local, state and national politics.Be accessible to teachers, students, parents and other members of the community.Develop plans and strategies for helping attract appropriate financial support o f education.Involve the community leaders in the development and support of the school’s program.Identify and apply effective strategies for dealing with political issues and political forces that.
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Bond, G. (1995). Leadership behaviorJHow personality, stress and gender affect leader behavior (Doctoral dissertation, University Of Washington, 1995). Dissertation International Abstracts. 56-07. A4046.
Cascadden, D. (1996). Principals as managers and leaders: A qualitative study of the perspectives of selected elementary school principals (Doctoral dissertation, College Of William And Mary, 1996). Dissertation Abstracts International 57-08. A3333.
Chirichello, M. (1997). A study of the preferred leadership styles of principals and the organizational climates in successful public elementary schools in New Jersey public schools (Doctoral dissertation, Steton Hall University, 1997). Dissertation Abstracts International. 58-03 A0659.
Futhey, G. (1991). A study of principal leadership in applying the change research to school improvement efforts at the K-5 level (Elementary school) (Doctoral dissertation, Loyola University. 1991V Dissertation Abstracts International. 52-04. A1145.
Ginty, E. F. (1993). Perceptions o f the beginning building administrator: The transition from teacher to school administrator. (Doctoral dissertation, 1993) Dissertation Abstracts International. The Unversity of Northern Colorado,Greeley.
Gould, S. (1998). The perceptions of elementary school principals regarding their role in helping teachers increase student learning. (Doctoral dissertation, University of Massachusetts, 1998). Dissertation Abstracts International 59-07. A2267.
Gregg, T. R (1997). A descriptive study of practicing elementary principal’s perceptions of their leadership development needs and effective ways of developing their leadership. (Doctoral dissertation, University of Cincinnati, 1997). Dissertation Abstracts International 58 A2951.
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Hannel-Scalzo, M. (1997). Leadership characteristics for collaboration: Perceptions of elementary school principals. (Doctoral dissertation, University of Dayton, 1997)). Dissertation Abstracts International 59-07, A2269.
Hallinger, P. (1983). Assessing the instructional management behavior of principals. Dissertation Abstracts International. 44 1226 A - 1609.
Harlow, J. (1994). Educational leadership (Doctoral dissertation, Seattle University, 1994). Dissertation Abstracts International. 55-08. A2227.
Maty as, M. (1999). An investigation o f shared leadership traits of effective elementary school principals, (Doctoral dissertation, 1999V Dissertation Abstract International 60-02. A0299.
McCoy, T. (1999). The top ranking internal and external key components needed to be an effective principal in a Saint Louis suburban school district (Doctoral dissertation, Saint Louis, University, 1999). Dissertation Abstracts International 60-08. A2756.
Mccullum, P. (1999). Partnerships in the preparation of educational administrators. (Doctoral dissertation, Organizational Collaboration, Professional Associations,University-Association Partnerships, 1999). Dissertations Abstracts International 60-02. A0299.
Morrison, M H. (1992). The Lessons of experience o f successful school Principals: How successful principals develop leadership Skills. Dissertation Abstracts International 36. 92-25.
Ricciardi, P. (1996). The professional development needs of experienced principals in South Carolina (Doctoral dissertation, University Of South Carolina, 1996). Dissertation Abstracts International 57-03. A0960.
Riggs, W. (1992). The effective elementary principal: Perceptions of the essential skills of educational leadership. (Doctoral dissertation, Indiana State University, 1992). Dissertation Abstracts International.
Sawyer, L. (1998). Factors which contribute to successful schools for disadvantaged students: An exploratory case study of two urban elementary schools in Norfolk, Virginia. (Doctoral dissertation, Urban Education-African Americans, 1998). Dissertation Abstracts International 60-04. A1020.
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Wallace, M. (1999). Student performance and administrative interventions within the successful schools consortium (Doctoral dissertation, Texas, 1999). Dissertation Abstract International. 59-07. A2291.
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Snyder, K. & Johnson, W. (1994). Assessing school work culture. American Educational Research Association. New Orleans, LA.
United States Department o f Education (1987). Principal selection guide. Washington, D. C. Office of Educational Research and Improvement, IS, 87-114.
Watson, P. & Crawford, J. (1985, April). The school makes a difference: Analysis o f teacher perceptions of their principal and school climate. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
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VTTAAUCTORIS
Mary Ellen Burford was bom November 25 in Hempstead County,
Arkansas where she lived until moving to S t Louis, Missouri as a young girl. She
attended elementary and secondary schools in S t Louis, Missouri. She attended
college at Lincoln University in Jefferson City, Missouri and received a Bachelor
of Science Degree in Elementary Education from the University in 1966.
Mrs. Burford began her teaching career at Douglass Elementary School in
Webster Groves, Missouri. While in Webster Groves, she was a classroom
teacher, an elementary school counselor and a reading specialist for the
elementary grades. Later she was a reading specialist for the middle grades seven
through eighth at Hixson Middle School. She also served as an educational
consultant to the mid west region states where she participated in writing a
manual for educational goals in Missouri schools.
Mrs. Burford studied team teaching and individualized instruction at the
University o f California in Los Angeles and reading strategies for children, at
Washington University in S t Louis. She studied the social sciences at Webster
University in Webster Groves, Missouri. She received her graduate degree in
education in 1972 from Webster University.
In 1994, Mrs. Burford developed and directed a program for students and
parents in Webster Groves, Missouri. The goal of the program was to involve
ISO
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151
children and their parents in the improvement of academic achievement and
development and enrichment of their community.
Mrs. Burford remained in the Webster Groves School District until 1996
when she was offered a position as Assistant Head of Chesterfield Day School, a
private independent elementary school, in Chesterfield, Missouri. After the first
year she was appointed to the position of Lower School Head of the White Road
Campus of Chesterfield Day School.
In 1998, Mrs. Burford was offered the position of Director of The Village
Academy in St. Louis, Missouri. Presently she is completing requirements for the
degree of Doctor of Philosophy in Educational Leadership at Saint Louis
University in St. Louis, Missouri.
Mrs. Burford is a member of Phi Delta Kappa of Washington University,
International Training in Communications, Alpha Kappa Alpha Sorority, The
Junior League of St. Louis, Toastmasters International and Altrusa International of
St. Louis, Missouri. As a member of these organizations she participates in civic,
educational, volunteer, and social activities which involve individual and
community projects.
Mrs. Burford is married and is the mother o f one son, Todd. She is a
member of Saint Alphonsus Catholic Church in S t Louis Missouri.
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