The role of the Iowa elementary school principal in the school\u27s reading program

This research investigated the level of involvement, both actual and desired, of Iowa elementary principals in their schools\u27 reading programs. The purpose was to determine if there existed a difference between what Iowa elementary principals actually did and what they desired to do in their involvement with specific reading-related tasks. This study sought to answer the following questions: (1) Do Iowa elementary principals view their actual knowledge of reading as different from a desired level of knowledge about reading? (2) Do Iowa elementary principals view their actual level of interaction with teachers as different from a desired level of principal-teacher interaction? (3) Do Iowa elementary principals view their actual level of planning and participation in reading inservice as different from a desired level of such inservice involvement? (4) How recently have Iowa elementary principals undertaken professional development in reading? (5) To what extent are reading specialists available to assist principals with reading questions and concerns? The population for this study consisted of 750 Iowa elementary principals employed during the 1987 spring semester in Iowa. A random sample of 500 Iowa elementary principals received questionnaires. The questionnaire, constructed in two parts, had 13 statements that dealt with specific reading-related tasks that the literature supported as being reasonable activities of elementary principals involved in their schools\u27 reading programs. Information gathered by the questionnaire was examined and summarized using both descriptive and inferential statistics. Statistical analyses indicated a significant difference between Iowa elementary principals\u27 actual and desired levels of involvement in their schools\u27 reading programs. They want to improve their knowledge of reading and reading instruction. They desire to share ideas about reading with the teaching staff more often than they currently are able to share. Iowa elementary principals have a slightly higher level of actual involvement in reading inservice participation than in the other areas. Based on the data several recommendations were made. Iowa elementary principals should continue to increase their knowledge of reading and reading instruction and interact with their teaching staffs in discussing reading and participating in reading inservices