An analysis of superintendents' and teachers' perceptions of principals leadership effectiveness, 1984

The purpose of this study was to analyze the principals' effectiveness utilizing the Principals Effectiveness Instrument. This study focuses on an effort to determine whether differences exist between teachers' and superintendents' perception of an effective elementary school principal. The sample was composed of twelve (12) Atlanta and twelve (12) DeKalb County elementary schools randomly selected from the total number of elementary schools in Atlanta and DeKalb County. All of the superintendents in Atlanta and DeKalb County were included in this study. This number included seven hundred twenty-three (723) teachers and thirty one (31) superintendents. Sixteen (16) superintendents were from DeKalb County and fifteen (15) superintendents were from Atlanta School System. A total of four hundred seventy-nine (479) teachers and twenty-one (21) superintendents participated in this study during the 1983-84 school year. It was felt that this population provided viable sample through which to analyze teachers' and superintendents' perception of principals effectiveness. The Principals Effectiveness Instrument was used to collect the data for this study. A total of thirty (30) items were utilized in this questionnaire. Fifteen (15) of the items were concerned with "task", such as: 1. "Regularly reviews lesson plans and discusses them with the teachers". 2. "Supervises and evaluates the instructional program". 3. "Checks to see that teachers assign homework". 4. "Observes classroom instruction on a regular bases". Fifteen (15) of the items were concerned with "consideration for teachers", such as: 1. "Makes himself available to staff for discussion of personal and professional problems". 2. " Shares decision-making with staff on key policy and program issues". 3. "Demonstrates respect for the opinions of others". 4. "Serves as a wholesome mediator for resolving interpersonal conflicts involving staff, students, and/or parents when necessary". The items were obtained from responses received from interviewing elementary school teachers, elementary school principals and superintendents. The findings indicated that: 1. There was no significant difference in the teachers and superintendents' perception of an effective principal in the selected dimensions. 2. There was not a significant difference between the teachers' and superintendents' opinions of the principals' "concern for teachers". 3. Superintendents felt that principals should understand that "getting the job done" and being "concerned for teachers" are very important. 4. Teachers rated principals "concern for teachers" more important or higher than principals' "concern for getting the job done". 5. The difference in the teachers individual perception of the principals' effectiveness may be related to their age, sex, experience or formal training. 6. Teachers rated "supervision of teachers" as least important of the items listed. 7. Teachers and superintendents rated "assignment of homework" as least important of all the items listed