Teacher Perceptions of the Changing Role of the Secondary Middle School Principal

The focus of this study was to examine perceptions of middle school teachers regarding the changing role of the secondary middle school principal and compare teachers\u27 results with assistant principals\u27 and principals\u27 perceptions of their role, thus adding the voice of teachers, regarding the secondary principal\u27s role, to existing literature. Data was collected electronically using the survey method in one urban Florida school district. Qualitative and quantitative data were captured using the Principal\u27s Role Questionnaire (PRQ) (Goodwin, 2002). Thirty-six principal role descriptor statements on the PRQ survey requested a level of agreement from research participants regarding changes, current and future roles of the secondary principal. Four open ended comment requests allowed participants to comment on the principal\u27s role in those areas. Role descriptor statements were categorized into four areas: strategic leadership, instructional leadership, organizational leadership and political and community leadership. Quantitative findings revealed that teacher perceptions regarding the secondary middle school principal\u27s role were significantly significant for only 14 of the 36 role descriptors when compared to principals\u27 scores. Teachers\u27 mean score ratings were lower than principals\u27 for all 36 PRQ items, however their scores were considered in agreement, as no score was lower than 2.52. Lower score ratings for all 36 PRQ items suggested somewhat of a disconnection between principals and teachers as to the principal\u27s role. Qualitative findings from teachers varied from an understanding of the principal\u27s role to suggestions for the principal. Further research is needed to determine secondary principal role expectations that are important and desired by secondary teachers