The role of the principal as instructional leader: a comparative study of teachers' and principals' perceptions in selected elementary, middle and high schools in the state of Georgia, 1996

The purpose of this study was to determine if there were any significant difference between the way in which principals and teachers in elementary, middle and high schools perceived the role of the principal as instructional leader. Selected moderator variables included: gender, race, age, educational level, school types, gender and level, and total years of teaching experiences. Using a 30-item questionnaire, data were collected from teachers and principals in six counties in Georgia. ANOVA, the primary statistical tool used, yielded three significant outcomes of the seven hypotheses posed. The primary findings indicated: 1. A significant difference at the .05 level was found between the responses of teachers and principals of the principal as instructional leader based on race. 2.A significant different at the .05 level was found between the responses of teachers and principals at the three types of schools (elementary, middle, and high) on the role of the principal as instructional leader. 3. A significant difference at the .05 level was found between perceptions of teachers and principals as instructional leader based on school types and gender (elementary, middle, high, and male, female). The following recommendations are made as a result of the findings of this research: (a) Sensitivity training to improve understanding among other culture differences. (2) Additional research to examine the effectiveness of elementary principals. (3) Middle and high school principals' interaction with teachers should increase classroom visitation. (4) On-going staff development courses and training to assist female principals' communication skills and conflict resolution techniques