An analysis of teacher and principal perceptions of principals' administrative authority bases in a selected Newfoundland school district

Ryan, James J. (1983) An analysis of teacher and principal perceptions of principals' administrative authority bases in a selected Newfoundland school district. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

The study was conducted to investigate teacher and principal perceptions of administrative authority bases in schools in Newfoundland and Labrador. Whereas Isherwood (1973) confirmed the existence of formal and informal authority, questions regarding the unique nature of his finer components remained. This study sought to explore this issue and in doing so gave priority to the development of an instrument. -- Two versions of the original instrument utilized by Isherwood (1973) were sent to 192 teachers and 21 principals of a selected school district in Newfoundland and Labrador. The final response rate was 70 percent. -- Upon exploration of a number of techniques designed to determine the best number of factors, it was decided that four would produce optimum results. Factor analysis facilitated the identification of four bases of authority designated as: authority of administrative skills; deferent authority; legal-positional authority; and charismatic authority. Although this model did not match that of Isherwood (1973); there were many similarities. As well, elements of components identified here were evident throughout the literature. -- Pair-wise T-tests were employed to diagnose any differences that teachers of principals attached to the effectiveness of the respective authority bases in eliciting teacher compliance. Both teachers and principals perceived authority of administrative skills to be most effective in eliciting teacher compliance. Whereas teachers perceived deferent authority as least effective, there was no statistically significant differences between their perceptions of the effectiveness of legal-positional and charismatic authority. No statistically significant differences were found to exist between principal perceptions of the effectiveness of legal-positional, charismatic and deferent authority. -- Recommendations for action suggested that attention be accorded human relations and technical expertise by administrators and those responsible for the training of administrators. A number of areas for further research in the area of authority were suggested as well.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/7739
Item ID: 7739
Additional Information: Bibliography: leaves 92-95
Department(s): Education, Faculty of
Date: 1983
Date Type: Submission
Geographic Location: Canada--Newfoundland and Labrador
Library of Congress Subject Heading: School principals--Newfoundland and Labrador; School administrators--Newfoundland and Labrador; Authority

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