A study of the current professional problems of elementary school principals in Newfoundland and Labrador as perceived by teachers, principals and supervisors : implications for inservice education

Ivany, Cyril John (1975) A study of the current professional problems of elementary school principals in Newfoundland and Labrador as perceived by teachers, principals and supervisors : implications for inservice education. Masters thesis, Memorial University of Newfoundland.

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Abstract

The influential position of the principal in the teaching-learning process has been well established. Today's elementary principal, moreover, performs his administrative functions amidst a rapidly changing school setting. Preparatory programs alone are, it has been suggested, unable to equip the elementary principal to adequately meet his new responsibilities and the mantle of modern leadership. It has therefore been recommended that principals be provided the opportunity to avail of a continuous inservice education program designed to facilitate the challenge of their position. -- The objective of this study was to try and determine the current professional problems of elementary principals in the province. The present status of the elementary principal further suggested that the inservice education views of elementary principals and their professional associates, teachers and supervisors, be solicited. Consequently, elementary principals, their teachers, and supervisors with whom principals work, were requested to rate commonly performed functions of the principal on a four point scale ranging in level of difficulty from none to extreme. A 'not applicable' option was included to provide a profile of those duties which were either not at all or in limited numbers a part of the administrative responsibilities of principals in the province. Further analysis sought to assess the relationship between the respondents' ratings and the following personal and professional variables: school size, sex, principal's age, administrative experience, teaching experience, professional preparation, and grade taught. Inservice education considerations concentrated on ascertaining the approach and direction toward which respondents felt proposed inservice education programs should proceed. -- Although no strikingly perceptual patterns of agreement were observed among all three groups of respondents, analysis revealed that Supervision of Instruction functions were widely considered as being the most difficult tasks for the elementary principal. School-Community Relations emerged as an area of some concern because of the apparent absence of significant principal involvement in this vital facet of the school's role in society. Specific function within other task areas were singled out by combinations of the respondent groups as administrative practices deserving additional help and consideration. Significant differences between the responses of principals, teachers, and supervisors classified on the basis of personal and professional variables were most evident on sex, grade taught, and professional preparation. Inservice education views of respondents while supporting some of the activities presently available to elementary principals, cited additional activities which respondents felt should be incorporated into future inservice programs. Such programs would be conducted in an atmosphere created by careful planning and guided in large measure by the felt needs of participants. -- The implications of this study strongly suggest that the immediate concern of those responsible for the advancement of elementary education is to initiate a more facilitating role for the principal in Supervision of Instruction responsibilities. Secondly, steps should be taken to ensure future principal involvement in those areas where to present he has played a minor role. These objectives can be realized if boards of education and principals themselves are willing to exert a concentrated effort to improve and extend existing inservice education programs.

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