The vice-principalship in the Newfoundland central and regional high schools

Lake, Jasper (1967) The vice-principalship in the Newfoundland central and regional high schools. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study was designed for the purpose of exploring the vice-principalship in the central and regional high schools in Newfoundland. It examined the vice-principal's qualifications, experience, the school system in which he works, the method of his appointment, the duties he performs, the facilities available to him for discharging his duties, and the training for principalship which he receives in the system. Furthermore, the Newfoundland vice-principalship was compared with the vice-principalship in Nova Scotia high schools and with what writers and researchers have discovered about the position. -- The data for the study were obtained from the responses to a questionnaire sent to vice-principals in 87 central and 27 regional high schools in Newfoundland and 77 high schools in Nova Scotia. The data, except for Section D, Duties of the Vice-Principal, were presented in descriptive form. In Section D, the vice-principals were asked to respond to 108 duties by rating their responsibility for each item as 3, 2, 1, 0, or NA, corresponding respectively to wholly responsible, mainly responsible, partially responsible, no responsibility, and non-applicable. A statistical test, the median test, was applied to each of the 108 duties to determine whether the degree of responsibility exercised by the vice-principals in Newfoundland and Nova Scotia was statistically different. A statistically significant difference was found in only fourteen duties. -- Results of the analysis of data revealed that the Newfoundland vice-principals are younger, work in smaller schools, have occupied their present position for a shorter period of time, and are not as well qualified as are those in Nova Scotia; neither are they as active in professional organizations. The majority of vice-principals in both provinces are male, were promoted from within their school system and are engaged in the same type of duties, mainly of a clerical and disciplinary nature, and are not assuming much responsibility for specific assignments in areas of organization, administration and supervision. Both Newfoundland and Nova Scotia vice-principals have heavy teaching responsibilities, with 75 per cent of the former and 55 per cent of the latter, devoting more than 50 per cent of their time to classroom teaching. -- A very significant finding was that only 50 per cent of the Newfoundland and 59.3 per cent of the Nova Scotia vice-principals were interested in promotion to a principalship position. However, 61.2 per cent of the former and 75*5 per cent of the latter considered the training they are receiving as vice-principal to be adequately preparing them for such a position. This is difficult to understand since only seven schools, all in Nova Scotia, have in operation an in-service program to train administrators. -- The four most important recommendations arising out of the study are that: (1) there be a reassessment of the vice-principalship position and his role in the central and regional schools in Newfoundland; (2) the Department of Education request Memorial University of Newfoundland to develop a program, in addition to the M. Ed. program now offered, both at the graduate and undergraduate level, for the training of school administrators such as principals and vice-principals; (3) every central and regional high school system develop a program of in-service training for vice- principals; and (4) every effort be made by the Department of Education and local school boards to encourage consolidation. In addition to other benefits accruing from consolidation, these schools would have enough staff members to make it unnecessary for the vice-principal to do much classroom teaching. He then could become a true assistant to the principal, sharing with him in the total operation of the school.

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