Desired attributes for middle school teachers: Perceptions of principals

The primary purpose of this study was to determine the perceptions of middle school principals regarding desired skills and attributes appropriate for elementary or secondary-certified teachers in middle schools. A secondary purpose was to determine trends in assignment of teachers holding various types of certification in middle schools. Data were gathered from a survey questionnaire about school grade distribution, enrollment, organization, teacher assignment by grade level and certification held, patterns of mobility in assignment, and degree of implementation of effective middle school practices. Perceptions of desired attributes for middle school teachers, adaptability of elementary and secondary-certified teachers to middle grade assignment, and factors related to certification that enhance or hinder implementation of middle school philosophy were obtained from personal interviews of principals. Results show a scarcity of teachers holding middle school certification. Although possession of a certain type of certificate was not in itself a significant indicator, principals preferred attributes typical of elementary-certified teachers when seeking staff for middle schools, perceiving them as more adaptable than secondary teachers to changes in role expectation and assignment. Among these attributes were facility with varied teaching techniques, skill at individualizing instruction, adaptability to multidisciplinary instruction, understanding of psychological and social aspects of preadolescent development, and an overall receptiveness to change. Changes in teacher assignment from elementary to middle levels occurred during the past three years in more than half the schools surveyed. Within middle schools, it was more likely that elementary-certified teachers would be assigned in upper grades than secondary-certified teachers would be assigned to lower grades. One trend reported was a decline in the proportion of secondary-certified teachers in middle schools. Some success in implementing middle school programs was attributed to the presence of middle level certified teachers on the faculty. Schools were characterized by their principals as either successful middle schools, in transition toward implementing a middle school philosophy, or secondary in operation. Practices associated with effective middle schools were reported in greater frequency among schools in transition than in schools operating as middle schools for a number of years