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Perceptions of elementary school teachers regarding the job performance of principals with single and multiple assignments
Abstract
The purpose of this study was to compare perceptions of elementary school teachers regarding the job performance of principals with single and multiple assignments. The differences between the perceptions of teachers under the supervision of a principal with a single building assignment and those under the supervision of a principal with a multiple assignment with respect to the quality of the principal's performance were examined in this study. The six professional responsibilities of the principal that were analyzed included instructional leadership, staff personnel management, student services, school community relations, school administrative functions, and school plant management. The study was designed as a follow-up of Bartee's (1986) research. The instrument, "Teacher Perceptions of an Elementary School Principal's Job Performance," developed by the researcher, was utilized to measure the quality of principals' job performance based on the perceptions of teachers under their supervision. The sample included 234 elementary school teachers within the largest school districts in Nebraska. Independent t-tests were utilized to determine if significant differences existed between teacher perceptions in terms of the principal's quality of job performance. To control the variable of student enrollment for which the principals were responsible, analysis of variance with repeated measures was used to determine if significant differences existed in teacher perceptions based on student enrollment. Teachers under the supervision of elementary school principals with a single building assignment perceived the quality of their principals' performance in the areas of instructional leadership, staff personnel management, student services, school community relations, school administrative functions, and school plant management to be at a higher level than teachers under the supervision of principals with multiple assignments. However, when measured for statistical significance, differences existed only in the areas of staff personnel management and student services.
Subject Area
School administration|Curricula|Teaching|Elementary education
Recommended Citation
Hardiman, Cynthia Ann, "Perceptions of elementary school teachers regarding the job performance of principals with single and multiple assignments" (1988). ETD collection for University of Nebraska-Lincoln. AAI8818627.
https://digitalcommons.unl.edu/dissertations/AAI8818627