Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
PERFORMANCE PERCEPTIONS OF ELEMENTARY SCHOOL PRINCIPALS WITH SINGLE AND MULTIPLE ASSIGNMENTS
Abstract
The purpose of this study was to compare the perceptions of elementary school principals with single and multiple assignments regarding their actual and desired levels of professional performance. The elementary principal's major areas of professional tasks were identified as (1) instructional leadership, (2) personnel management, (3) student/parent services, (4) community relations, (5) administrative functions, and (6) school plant management. The instrument, "Performance Perceptions of Elementary School Principals with Single and Multiple Assignments," developed by the researcher, was utilized to assess principals' perceptions regarding the difference between their actual and desired levels of professional performance. The sample included 242 elementary school principals within the largest school district in Nebraska. The responding principals were responsible for the administration of 317 elementary school buildings. The analysis of data included mean discrepancy scores for the perceptions of elementary school principals. The Pearson product-moment correlation coefficient was used to examine the relationship between the variables. Related t-tests and one-way analysis of variance were used to determine if significant differences existed at the 0.05 level. Statistically, no significant differences existed between the elementary school principals' actual and desired levels of performance in the six areas of responsibility. There was no significant difference between the principals' perceptions of professional performance based on their administrative assignment (single or multiple) or student enrollment. However, the elementary school principals included in this study believed they should be performing at a higher level in the areas of instructional leadership, personnel management, student/parent services, and community relations. They also believed that too much time was devoted to preparing district reports, coordinating student transportation and food service in the area of administrative functions, providing for security, maintenance, and repair of property and equipment, and the requisitioning of supplies and equipment in the area of school plant management. Further study should be conducted relative to the amount of time elementary school principals devote to completing professional tasks. Also, other populations such as teachers should be surveyed regarding their perceptions of the professional performance of elementary principals.
Subject Area
Curricula|Teaching
Recommended Citation
BARTEE, RAMONA M, "PERFORMANCE PERCEPTIONS OF ELEMENTARY SCHOOL PRINCIPALS WITH SINGLE AND MULTIPLE ASSIGNMENTS" (1986). ETD collection for University of Nebraska-Lincoln. AAI8624578.
https://digitalcommons.unl.edu/dissertations/AAI8624578