Perceptions of teachers in high, moderate, and low performing K-8 schools on the extent to which principals practice the Interstate School Leadership Licensure Consortium standards for school leaders

This study investigated perceptions that teachers in high and low performing K--8 schools had regarding the extent to which principals practiced the Interstate School Leadership Licensure Consortium (ISLLC) Standards for School Leaders and the importance of these standards in an elementary school. A total of 466 survey packets were distributed to teachers in high, moderate, and low performing schools. The schools were divided on the basis of their Michigan Education Assessment Program (MEAP) results. A survey, Leadership Standards (Thorns, 2001), measured perceptions of the frequency of use and importance of the performance activities associated with the ISLLC standards. The response rate of 52.1% (n = 243) was considered acceptable for this type of survey. The first research question examined the extent to which teachers perceived their principals were performing activities associated with the six ISLLC standards and the importance of these activities in their schools. Their responses were above the neutral point, indicating they perceived their principals were practicing the activities and the activities were important in their schools. The second research question compared teacher responses on the eight subscales measuring the six ISLLC standards among the three levels of schools on results for the extent to which the activities were performed by their principals and their importance. Teachers in high performing schools had significantly higher scores than teachers in either moderate or low performing schools. The multivariate analysis of variance comparing the teachers in high, moderate, and low performing schools on their perceptions of the importance of the activities was significant, with teachers in high performing schools considering the activities as significantly more important than teachers in low and moderate schools. Teachers in high performing schools were working in schools where the principals were practicing the activities associated with the ISLLC standards. The role of the principal as an instructional leader who works to provide optimal educational experiences for all students. Recommendations based on outcomes of this study include providing pre-service and inservice professional development for principals to apprize them of the standards and how to use them in providing instructional leadership for teachers and students