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LEADERSHIP PROFICIENCIES FOR EFFECTIVE ELEMENTARY

SCHOOL PRINCIPALS: PERCEPTIONS OF PRINCIPALS AND

TEACHERS IN ST. LOUIS COUNTY SCHOOLS

Mary Ellen Buribrd, B.S., M.Ed.

A Dissertation Presented to the Faculty o f the Graduate School o f Saint Louis University in Partial

Fulfillment of the Requirements for the Degree of Doctor o f Philosophy

2001


UMI Number. 3014237

Copyright 2001 by Burford, Mary Ellen

All rights reserved.

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UMIUMI Microform 3014237

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c Copyright by Mary E. Burford

ALL RIGHTS RESERVED

2001

i


LEADERSHIP PROFICIENCIES FOR EFFECTIVE ELEMENTARY

SCHOOL PRINCIPALS: PERCEPTIONS OF PRINCIPALS AND

TEACHERS IN ST. LOUIS COUNTY SCHOOLS

Mary Ellen Burford, B.S., M.Ed.

A Digest Presented to the Faculty o f the Graduate School o f Saint Louis University in Partial

Fulfillment of the Requirements for the Degree of Doctor of Philosophy

2001


DIGEST

The purpose of this study was to examine the perceptions of elementary

school principals and elementary school teachers regarding proficiencies for

effective elementary school principals and the level o f agreement between

principals and teachers regarding those proficiencies among five independent

variables: position, gender, years o f experience, highest degree earned, and year

highest degree was earned. This study was limited to elementary school

principals and teachers, in three St. Louis County School districts. The random

sample for the study was 300 teachers and 60 administrators. The rate o f return

was 39% for teachers and 66% for administrators.

The survey questionnaire measured 68 competencies extracted from the

revised document, Proficiencies for Principals, published by the National

Association of Elementary School Principals. The instrument used was a modified

version of Perceptions o f the Essential Skills o f Effective Elementary Principals.

The respondents were teachers (74.4%), female (66.2%), with more than

10 years o f experience in their district (54.2%). Respondents’ highest degree

earned was a master’s degree (65.6 %) earned between 1996 to 2001 (30.6%).

Hypothesis one suggested a difference based on job position and was

accepted. Hypothesis two, three, four and five suggested differences based on the

gender, years of experience, highest degree earned, and year highest degree was

earned and were rejected.

1


The conclusions o f the study were that elementary school administrators

and teachers have different perceptions of the proficiencies of an effective

elementary school principal, and the differences in the perceptions were not based

on gender, years o f experience in the district, highest degree earned, or the year

the highest degree was earned.

Elementary school principals should be informed of proficiencies for

principals establish by the National Association of Elementary School Principals

and given training in each of the proficient areas as part of a mentor program for

principal’s leadership program.


COMMITTEE IN CHARGE OF CANDIDACY:

Associate Professor Ronald Rebore, Chairperson and Advisor

Professor Michael Grady

Associate Professor William Rebore


ACKNOWLEDGEMENTS

All of my life I have loved learning. My dream has been to earn a Doctoral

Degree. I am grateful to many people who guided me as I worked to accomplish

this goal. I would like to acknowledge the support and guidance of Dr. Earl Hobbs

who was my advisor until his retirement and Dr. Ronald Rebore whose advice

was essential to the research and writing of this dissertation.

Appreciation is also extended to the other members of my committee Dr.

W. Rebore, Dr. M. Grady, Dr. L. Scott, Dr. C. Mccowen and Dr. C. Eakin, whose

advice and comments assisted me in completing this dissertation. There are many

people I would like to thank who supported me when the task seemed

unobtainable:

Dr. L.L. Mosley, Dr. P. Doener, Ms. L. Buchanan. Dr. J.Oldani, Dr. J.

Scatizzi, Ms. D. Luckett, Dr. S. Scheer, Dr. J.Williams, Dr. W. Campbell, Mr. J.

Bartlett, and Ms. S. Bryant.

Thanks to my loving husband, Lawson, who was so patient, supportive

and understanding. I could not have completed this dissertation without the help

of my husband. He continued telling me I could do it and helped me to believe in

myself Thanks also to my wonderful son, Todd, who continued to inspire me

through his wit, his encouragement, and his wonderful sense of humor.

My family has helped me to experience great joy and happiness. I would

like to thank the members of my family for their support

ill


Finally I would like to thank my parents, who were the foundation for my

growth, independence and endurance. They taught me to work hard, to be humble,

and appreciative. We miss them but we will always have the gifts they left within

us. I dedicate this dissertation to their memory.


TABLE OF CONTENTS

List o f Tables ................................................................................... vii

Chapter L THE NATURE AND SCOPE OF THE STUDY... 1

Introduction......................................................... 1

Statement of the Problem..................................... 3

Purpose o f Research.............................................. 3

Significance of the Study........................................ 5

Hypotheses.............................................................. 9

Limitation of the Study.......................................... 12

Definition of Terms.............................................. 12

Summary................................................................ 13

Chapter II. REVIEW OF RELATED LITERATURE............. 15

Introduction............................................................ 15

Historical Review................................................... 15

Principals and Effective School Leadership 18

Effective Schools................................................... 23

Characteristics for Effective ElementarySchool Principals............................................ 34

Summary................................................................ 44

Chapter HI. PROCEDURES.................................................... 45

Introduction............................................................. 45

Description of the Population................................. 45

v


Data Collection Procedure........................................... 46

Description of Questionnaire....................................... 46

Hypotheses.................................................................. 48

Description of Data Analysis....................................... SO

Validity and Reliability................................................ 53

Characteristics of the Sample....................................... 54

Summary..................................................................... 56

Chapter IV. FINDINGS.................................................................. 59

Introduction................................................................. 59

Analysis of Hypotheses........................................ 109

Summary.................................................................... 121

Chapter V. SUMMARY, CONCLUSIONS,RECOMMENDATIONS........................................... 124

Introduction.......................................................... 124

Summary.................................................................... 124

Conclusions................................................................ 128

Recommendations....................................................... 128

APPENDICES

Appendix A................................................................. 130

Appendix B................................................................ 132

BIBLIOGRAPHY................................................................................. 136

VTTAAUCTORIS................................................................................ 150

vi


LIST OF TABLES

Table Name of Table PageNumber Number

1 Analysis Plan for Hypotheses............................... 53

2 Elementary Status................................................. 54

3 Gender.................................................................. 54

4 Experience............................................................. 55

5 Highest degree earned........................................ 55

6 Year highest degree was earned............................ 56

7 Exercise vision in defining and accomplishing themission of the school............................................. 60

8 Demonstrate a genuine interest inchildren................................................................. 60

9 Inspire all concerned to join in accomplishing theschool’s mission...................................................... 61

10 Be highly visible throughout the school................... 61

11 Apply effective human relation’s skills.................... 62

12 Encourage the leadership of others......................... 63

13 Analyze information relative to problems, makedecisions, and delegate responsibility as appropriate 63

14 Create a strong sense of togetherness.................... 64

15 Apply established principles and strategies ofeffective leadership................................................ 65

16 Participate as a member o f local, state, and nationalprofessional groups................................................. 65

17 Model the expected behavior o f others.................... 66

18 Persuasively articulate his or her beliefs andeffectively defend his or her decisions..................... 67

19 Be trustworthy, conscientious, enthusiastic, andsensitive................................................................... 67

vii


20 Write clearly and concisely so that the intendedaudience understands the message........................ 68

21 Apply facts and data to determine priorities 69

22 Be an active listener so as to truly hear others 69

23 Know his or her verbal and nonverbalcommunications strengths and weaknesses and their implications....................................................... 70

24 Understand the philosophy, functioning, andpractices o f mass media......................................... 71

25 Understand the impact of his or her personal imageand practices of mass media.................................. 71

26 Identify— with staff- the decision-makingprocedures the school will follow...................... 72

27 Involve others in setting short and long-term goals.. 73

28 Be aware of various decision-making techniques and be able to match the appropriate technique tothe particular situation..................................... 73

29 Apply validated principles of group dynamics andfacilitation skills..................................................... 74

30 Understand the process of consensus building and apply that process both as a leader and as a memberof a group.............................................................. 75

31 Achieve intended outcomes through the use ofprinciples o f motivation.......................................... 75

32 Maintain disciplinary stability throughout theschool..................................................................... 76

33 Understand the communities values and goals andwhat it wants the curriculum to achieve.................. 77

34 Seek appropriate resources o f time, money, andmaterials to support the curriculum...................... 78

35 Set forth, as a continuum, the skills and conceptsthe curriculum is designed to provide................. 79

36 Be familiar with curriculum materials and theirrelationship to program goals and objectives 80


37 Monitor the curriculum to ensure that theappropriate content and sequence are followed— 81

38 Demonstrate multicultural and ethnic understanding 82

39 Establish an environment conducive to learning 82

40 Analyze standardized test scores and other student performance indicators to identify general strengthsand weaknesses in the educational program 83

41 Understand and apply effective observation andconferencing skills.............................................. 84

42 Understand and apply principles o f child growthand development................................................ 84

43 Apply grouping practices that most effectively meet -student needs....................................................... 85

44 Regularly assess the teaching methods and strategies being used at the school to ensure thatthey are appropriate and varied........................... 86

45 Design effective staff and professional development programs that match the goals of both the schooland of the participating individuals....................... 87

46 Set high expectations for students, staff, parents,and self................................................................. 87

47 Recognize and show concern for personal goals ofstudents and staff................................................... 88

48 Enhance student and staff strengths and remediateweaknesses........................................................ 89

49 Appropriately match specific learning styles withspecific teaching styles...................................... 89

50 Engage in a program of continuing professionaldevelopment............................................................ 90

51 Inspire oven the most excellent teachers to acquirenew competencies and experiences..................... 91

52 Bring about the kind o f rapport among students, teachers, staff, parents, and the community that fosters constructive suggestions for making theschool program even stronger............................. 92

be


53 Use a variety of techniques and strategies to assess student performance, individual teacher and staff performance, the achievement of curriculum goals, and the effectiveness of the total instructionalprogram............................................................. 93

54 Assess progress toward achieving goals established for students, teachers, the principalship, and the involvement of parents andthe community at large....................................... 94

55 Seek and encourage input from a variety o f sourcesto improve the school’s program........................... 95

56 Demonstrate a level of human relations skills that make the evaluation process helpful rather thendestructive......................................................... 95

57 Develop assistance plans and remediation efforts toimprove teaching performance............................ 96

58 Develop and implement equitable and effectiveschedules.......................................................... 97

59 Use strategic planning to implement long-rangegoals............................................................... 97

60 Attract volunteers and be adept in training them 98

61 Manage the operation and maintenance of thephysical plant................................................. 99

62 Allocate and organize staff in such a way as toassure accomplishment of the school’s mission... 99

63 Know education law, including the implication ofliability, and keep current with developments 100

64 Develop and implement administrative procedures consistent with board policy and contractualagreements........................................................... 101

65 Manage the school within the allocated resources... 101

66 Understand the school district budget and itsspecific implications for his & her school................ 102

67 Plan, prepare, justify, and defend the schoolbudget......................................................... 103

68 Use cost control procedures and institute cost-effective practices................................................ 103

x


69 Interpret budget priorities and constraints to thestaff and the community................................. 1 0 4

70 Participate in local, state, and federal legislativeaction programs................................................ 105

71 Understand the dynamics of local, state andnational politics.......................................... 105

72 Be accessible to teachers, students, parents andother members of the community.................... 106

73 Develop plans and strategies for helping attractappropriate financial support of education. 107

74 Involve the community leaders in the developmentand support of the school’s program................... 108

75 Identify and apply effective strategies for dealingwith political issues and political forces that 109impinge on the school’s operation.......................

76 Differences between elementary schooladministrators and elementary school teachers 110

77 Differences between gender.................................... 113

78 Differences based on years of experience in thedistrict............................................................... 114

79 Differences based on highest degreeearned.............................................................. 117

80 Differences based on year highest degree wasearned.................................................................... 118

81 Summary o f Analysis o f Hypotheses......................... 122

xi


CHAPTER 1

THE NATURE AND SCOPE OF THE STUDY

Introduction

As the role and responsibilities of schools become more complex,

educators are constantly searching for ways to meet the educational needs of

students (Dietrich, 1996). Researchers have identified effective leadership as the

single most important determinant of student success.

The success of schools is an issue that continues to generate concern.

Demand for excellence in education and concern for quality of education has led

to issues of school effectiveness, leadership styles and instructional management

(Madaus & Kellaghan, 1980). The role of the principal has been determined as

essential in the development and growth of effective schools (A Nation at Risk,

1983).

Research associated with successful assessment and development

programs for school administrators revealed significant differences between

successful schools and less successful schools and their principals. Principals in

the most successful schools motivated the entire community and were willing to

share leadership. Their success could be traced to specific attitudes and skills that

made them effective (Bradshaw & Buckner, 1994).

With the release in 1984 of Standards for Quality Elementary Schools:

Kindergarten Through Eighth Grade, the National Association of Elementary

l


2

School Principals sought to identify the basic characteristics of first-rate

elementary schools. At the core of that analysis were two fundamental

propositions that research has repeatedly demonstrated: first, that children’s early

years are crucial to their long-term success in education and in life and second,

that as the leader within the school, the building principal is the key figure in

determining the effectiveness of those years (NAESP, 1997).

The NAESP (1997) has stated that given those facts, it is essential that K-8

principals be among the most able and effective of America’s education leaders.

Principals must possess appropriate personal characteristics and aptitudes and

receive professional preparation that is relevant and effective.

Stover (1989) identified specific traits that were important for effective

principals: vision for the school, dedication to learning, good knowledge of the

school, active leadership style and lack of concern for obstacles. Effective

principals are leaders who are sensitive to problems and changing conditions in

their schools. Effective leadership will indicate readiness by the principal to take

on responsibilities that result in changing conditions (Shuster & Stewart, 1973).

Leadership makes the school philosophy; mission and vision come alive.

The principal is expected to be the initiator, the energizer, the facilitator, the

visionary, and the leader of the school. Leadership means building strength in

others to achieve growth for all (Krajewski, 1996). The emphasis principal’s give

to motivation of students is important These same concepts are important to the

faculty working with the students. An effective environment must be provided for


3

students as well as teachers to increase motivation and effectiveness ((Krajewski,

1996).

Few studies have identified specific differences or similarities in

perceptions among administrators and teachers regarding leadership proficiencies

characteristic of an effective elementary school principal. This study broadens the

research base by contributing to the existing body of knowledge concerning

leadership proficiencies skills, which characterize an effective principal as

perceived by elementary school administrators and elementary school teachers.

Statement of the Problem



effective elementary school principals. The study examined the level of agreement

between principals and teachers regarding those proficiencies characteristic of

effective elementary school principals. The study provided data that was used to

analyze the perceptions of these two groups and the level of agreement among the

five variables: position, gender, years of experience, highest degree earned, and

year highest degree was earned.

Purpose of the Research

The purpose of this study was to examine the perception of elementary

school principals and elementary school teachers regarding proficiencies that are

essential to being an effective elementary school principal. The study examined


4

the level o f agreement o f principals and teachers regarding proficiencies that are

characteristic for effective elementary school principals.

There is general agreement among educators that the principal is important

in school success. The principal will need to fulfill the role of being the leader for

successful schools. Expectations will need to be clearly stated for the principal to

be effective in making the necessary changes. What will make the difference will

be the leadership of the principal (Hechinger, 1981).

Principals must be dedicated in their willingness to lead and to implement

change when necessary. The elementary school is the most flexible level of formal

learning. The focus must be on the success of the children. The school principals

must help to improve the nation’s schools (Boyer, 1995).

Research indicates that education and school success depends upon the

effectiveness of the principal and his or her knowledge of skills that are essential

for school success. Effective leadership is a major contributor to the school

environment and to the overall success o f the school (Austin, 1981).

The responsibility for establishing a positive school environment begins

with the principal, who provides leadership in developing and maintaining a

climate conducive for learning, hi recent years, as the traditional role o f principals

has changed, it has expanded to include counseling, advising, modeling desired

behaviors, relinquishing control and establishing supportive climates (Bredeson,

1995).


5

Significance of the Study

The early school years for children are crucial to long- term success in

education. The building principal is the key figure in determining the effectiveness

of those years. Most principal preparation programs are designed to provide a

sound base of knowledge about school administration, but often fall short in

translating such knowledge into action in the school (NAESP, 1997). Most

research has focused on leadership, effective principals and effective schools.

Little research has focused on proficiencies for principals as perceived by teachers

and principals. If the principal is to fulfill the role of effective leader, he or she

will need clearly defined expectations for the role and adequate training and

support to meet such expectations (Riggs, 1992). This study contributed to the

existing body of knowledge that continues to explore proficiencies characteristic

to outstanding elementary school principals. The study will provide knowledge,

information and professional experiences for aspiring administrator, professors

and others involved in education management Findings in the study will be a

guide for those who specialize in the preparation of elementary school principals.

Education is the instruction and development of knowledge

through formal teaching or training (Granowsky & Weber, 1987). The education

system as we know it today was created in the mid-20th century to serve all pupils

for twelve years. This system of education must meet unprecedented challenges.

We are at the time when assessment of strengths and weaknesses of the schools in


6

public education is necessary. We need to build on the strengths of our system and

evaluate the weaknesses (Kirst, 1993).

The most important current problem facing educators is the inability of our

instructional programs to adapt successfully to the educational needs of the

students who are not achieving or, are not being fulfilled in programs as they are

operating today. The emphasis principals give to motivation of students is

important These same concepts are important to the faculty working with the

students. An effective environment must be provided for students as well as

teachers to increase motivation and effectiveness. Quality education and effective

elementary schools are primarily a function of competent elementary school

principals who are committed to effective leadership, and encourage their teachers

to become committed to the growth, development and education of the children

they work with (Sergiovanni, 1987).

Ginty (1995) stated that researchers have identified effective leadership as

the single most important determinant of success. Based on the data gathered

through interviews with beginning school administrators several suggestions were

made to assist new principals and assistant principals. It presents

recommendations in three areas of professional development: academic

preparation, field-based learning, and personal and professional formation.

For many years, school administrators have voiced concern with training

and preparation for administrators. Many administrators wanted programs that


7

presented knowledge that developed skills which translated into practice (Ginty,

1993).

The effective elementary school principal gives first priority to

educational leadership responsibilities. The principal knows and understands

elementary school programs and children and possesses high standards and a

sense of mission with respect to the elementary school. Implementation of

standards and building the quality of life in the school as an organization is a

quality of an effective principal. (Sergiovanni, 1987).

Effective principals are leaders who are sensitive to human problems and

to changing conditions in their schools. They are flexible in adapting their

behavior to the new changes. What leadership ought to be and what it should

produce is still controversial, however true leadership will indicate readiness by

the principal to take on or to give up responsibilities that result in changing

conditions (Shuster & Stewart, 1973).

Strong educational leadership is emphasized with leaders being

knowledgeable and visionary. There must be respect to educational programs and

competent principals with respect to organizational systems such as staff growth

and development and building commitment to the school. It is educational and

organizational leadership together which characterize the effective principal in

schools today (Sergiovanni, 1979).

The effectiveness of schools is a concern of parents, communities and the

nation as a whole. Coleman (1966) was one of the first researbhers to use pupil


8

cognitive gain as a measure of school effectiveness. In his report, Coleman

indicated that family and social background of children were factors just as

important as schools in the educational achievement of children. Coleman’s

findings were different from what people previously thought about schools. Other

researchers (Edmonds 1979; Young 1975) came to the conclusion that some

schools were more effective than others and that school effectiveness must be a

major factor in the achievement of students. They concluded that school

effectiveness and student achievement was related.

Research associated with successful assessment and development

programs for school administrators revealed significant differences between more

and less successful schools and their principals. Principals in the most successful

schools motivated the entire school community and were willing to share

leadership. Some principals seemed to intuitively know how to create the kind of

environment that facilitated change. Their success could be traced to specific

attitudes and skills that made them effective (Bradshaw & Buckner, 1994).

National commissions and studies have been created to report on the status

of education in America. One study revealed by educators and researchers that

leadership is key to excellence in schools (The Role of the Principal in Effective

Schools, 1989). Research has indicated that the most important element in

affecting change in schools is the principal (Rutherford, 1985; Hall, 1984;

Manasse, 1992; Fullan, 1988).


9

The concern for the quality of education in the country is evident in the

report issued by the National Commission on Excellence in Education (1983). The

report indicated on-going concern regarding the effectiveness of public education

and possible solutions to increase the quality of schools. The public concern

regarding the quality of education and confidence by the people is stated in the

National Commission on Excellence in Education report (1983). This report stated

a concern for the decline in educational excellence. This report was concerned

with one of the many causes and dimensions of education. There is pride in what

schools and colleges have historically accomplished and contributed. The report

related the concept of how the educational system has eroded and how the future

of the Nation and the people may be affected in the future (National Commission

on Excellence in Education 1983).

Educators and citizens expressed determination to bring schools to a level

where integrity, respect and purpose are foremost for educational excellence. In a

Nation at Risk (1983) the leadership role of the principal was stated as essential in

the development of effective schools. The report revealed that the leadership of

the principal was important in the growth and development of schools, and that

school reform had to be supported by the community. (Nation at Risk, 1983)

Hypotheses

Five hypotheses were tested in the study. The hypotheses o f the study

were:


10

1. There will be significant difference in the perceptions o f elementary

school administrators and elementary school teachers regarding the proficiency of

elementary school principals as measured by leadership skills, communication

skills, management o f group processes, supervising the development and

implementation of the curriculum, supervising instruction, supervising

performance, the evaluation process, organizing the day-to-day functions, fiscal

management, and political issues.


school administrators and elementary school teachers based on gender regarding

the proficiency of an effective elementary school principal as measured by

leadership skills, communication skills, management o f group processes,

supervising the development of the curriculum, supervising instruction,

supervising performance, the evaluation process, organizing the school’s day-to-

day functions, fiscal management and political issues.


school administrators and elementary school teachers based on years of

experience in the district regarding the proficiency of an effective elementary

school principal as measured by leadership skills, communication skills,

management of group processes, supervising the development of the curriculum,

supervising instruction, supervising performance, the evaluation process,

organising the school’s day-to-day functions, fiscal management and political

issues.


11

4. There will be significant difference in the perceptions of elementary

school administrators and elementary school teachers based on highest degree

earned regarding the proficiency of an effective elementary school principal as

measured by leadership skills, communication skills, management of group

processes, supervising the development of the curriculum, supervising instruction,




school administrators and elementary school teachers based on year highest

degree was earned regarding the proficiency of an effective elementary school

principal as measured by leadership skills, communication skills, management of

group processes, supervising the development of the curriculum, supervising

instruction, supervising performance, the evaluation process, organizing the

school’s day-to-day functions, fiscal management and political issues.

The dependent variables were perceptions of elementary school principals

and elementary school teachers regarding proficiencies characteristic of effective

elementary school principals. The independent variables were: position

(elementary principals and elementary teachers grades K-6), gender (male or

female), years of experience (1 to 10 years - 11 to 20 years) highest degree earned

(bachelors, masters, doctoral) and year highest degree was earned (6 choices

ranging from before 1976 to 2001).


12

Limitations of the Study

This study was limited to elementary school principals and teachers, in

three S t Louis County School districts. The districts were chosen because of

geographic location and size. The study can not necessarily be generalized to

larger populations, but to the principals and teachers in the three elementary

school districts in S t Louis County. Only elementary school principals and

teachers listed in the three school directories were invited to participate in the

study. The study was designed to provide information regarding proficiencies

characteristic of effective elementary school principals as perceived by elementary

school principals and elementary school teachers. The findings will apply only to

the elementary schools used in the study.

Definitions of Terms

To provide understanding and clarification in this study the following

terms were defined:

Competencies: necessary areas of qualifications

Elementary Principal: one employed as a supervisor and administrator of an

elementary school who is responsible for developing and implementing policies,

curriculum, budgets, and programs that help students and staff to grow and

progress academically and socially.

Elementary School: a school for students grades kindergarten through sixth grade.

Essential Skills: knowledgeable areas needed

Grade Level: the level o f instruction attained by a student


13

Instructional Leadership: a kind o f action related to teachers and students and the

encouragement of productivity.

Leadership: the ability of one to encourage others to advance toward specific

criteria.

Performance: the demonstration of a skill, or use of knowledge in attainment of

educational tasks in working with teachers.

Proficiencies: the skills, behaviors, and capabilities shared by principals who lead

schools o f exceptional quality (NAESP, 1997).

School Success: academic achievement and accomplishment of students, teachers

and principals relating to educational growth within a specified time span.

St. Louis County Schools: Elementary schools located in North S t Louis County,

South S t Louis County and Mid S t Louis County.

Summary



effective elementary school principals and the level of agreement between

principals and teachers regarding those proficiencies. The study provided data that

was used to analyze the perceptions of these two groups and the level of

agreement among the five variables: position, gender, years of experience, highest

degree earned, and year highest degree was earned. This study was limited to

elementary school principals and teachers, in three S t Louis County School

districts.


14

Chapter 1 includes the introduction, a statement of the problem, the

purposes of the study, the significance of the study, the hypotheses, the limitations

of the study, and the definition of terms used in the study. Chapter 2 contains the

review of related literature.

The procedures used in the study and selected characteristics of the

principals and teachers are presented in Chapter 3. The perceptions of the

principals and teachers and a statistical analysis of the data are presented in

Chapter 4. Chapter S includes a summary, the conclusions, and the

recommendations of the study.


CHAPTER n

REVIEW OF RELATED LITERATURE

Introduction

This study was designed to examine the perception of elementary school

administrators and teachers regarding proficiencies that are essential to being an

effective elementary school principal. The study examined the level o f agreement

o f principals and teachers regarding proficiencies that are characteristic for

effective elementary school principals. A review of the literature provided

important information about proficiencies essential to being an effective

elementary school principal and the characteristics for effective elementary school

principals. This review was divided into three sections: historic review, principals

and effective school leadership, and characteristics for effective elementary school

principals.

Historical Review

The role of the principalship began to change with major changes in

society where technology, industrialization and immigration began to effect

schools. Population increased as a result of industrialization; student population,

faculty and staff and the need for school size began to change also. Teachers had

minimum preparation (Coleman, 1966). The role of the principal began to be

defined precisely in an effort to respond to a changing society (Coleman, 1966).

The early nineteen hundreds gave rise to the “principal” as manager. As

manager, the principal was responsible for the organization of the school, the

15


16

clerical duties and the general control o f the building. Aspects of school

administration and studies of educational processes were interests that surfaced

with the principal as manager o f school and the daily operation of facilities.

Specific studies concerning theories o f leadership did not arise until the 1950’s

(Coleman, 1966).

In education today the principalship has become known as manager and as

instructional leader (Coleman, 1966; Smith & Andrews, 1989). Coleman’s

reference to principal as manager indicated manager as major disciplinarian,

overall school planner, school advisor for guidance and counseling, school

budgeter, promoter of positive student-teacher relationships and influencer of

students, teachers, and parents in assisting and guiding them to finding solutions

to problems that may hinder progress (Coleman, 1966).

Instructional leadership was defined by Smith & Andrews (1989) as

provider of resources to assist in student/teacher/parent relations, encourager of

effective communication, promoter off relevant curriculum and assessable helper

for problems and solutions during daily school activities throughout the year.

The concept of instructional leadership was a new expectation of the

principal supported by the research and public opinion, which became relevant in

the last twenty years (Bird & Little, 1985). Engelking (1990) reported that

effective principals are committed to instructional leadership. He found that in

high achieving schools the principal demonstrated and concentrated effort in


17

curriculum, instruction, supervision and evaluation. High expectations for student

achievement and effectiveness o f staff were prevalent with effective principals.

The trend in recent times is for principals to balance management and

leadership. The job o f the principal includes leadership of the entire building,

inclusive of people progress, programs and physical plant (Blumberg, 1980). The

principal sets the tone for the building. The principal leams the job by doing it,

never sure that the job is being done well. The principal works - through trial and

error, intuition and experience- to make sense of the role and to lead others

through a precarious institution (Lieberman & Miller, 1984).

The imperative For Educational Reform (1983) a statement from a Nation

at Risk, represented concern during the 1980’s. Confusion and disagreement was

apparent and raised several potential solutions to the perceived crisis. Orlich

(1989) stated that studies concerning the status of schools were being done rapidly

in the 1980’s. In 1992 William Chance reported that two hundred seventy five

task forces on education were organized in the United States to study the status of

schools. Books and reports were published with information intended to address

the needs of the schools (Orlich, 1989).

Effort to improve education was made by state legislators and governors

(Futrell, 1989). “Time for Results,” a report by the National Governor’s

Association indicated an effort was being made to address the crisis in education.

This prompted the education reform movement where rules about education were


18

established and state statues addressing teaching and practices were enacted

(Timar&Kirp, 1989).

Principals and Effective School Leadership

The major thrust for elementary leaders in recent years has been on

instructional leader rather than school manager (Snyder and Johnson, 1984). This

trend resulted in three major types of leadership styles in principals:

1. The principal as manager of the school performed daily tasks with little interest

in instructional leadership.

2. The principal lacked training as instructional leadership and was unsure of the

role of instructional leadership.

3. The principal who understood the importance of the instructional leadership

role and used this style in building an effective school McLeary and Thompson,

1979).

4. The building principal is the source of effective leadership and facilitates the

restructuring of the educational institution (Rutherford, 1985).

In the early 1950s, supporters and reformers of public education

concentrated on the central administration of local school systems. School boards

and superintendents were seen as the most effective agents of change

(Barth, 1990). The place of the principal was as “middle manager,” responsible for

taking the plans of those outside the school and making sure there was compliance

(Barth, 1990).


19

Today, the individual school is increasingly recognized as the unit for

analysis and the critical force for change and improvement of pupil performance.

One finding that consistently emerges from recent studies is the importance within

the school of the principal (Barth, 1990). Barth listed key concepts that

demonstrated the importance of the principal:

1. The principal is the key to a good school and the quality of the educational

program depends on the school principal.

2. The principal is the most important factor in determining school climate which

helps create good schools

There is agreement that with strong leadership by the principal, a school is

likely to be effective. Boyer (1995) found that in schools where achievement was

high and where there was a clear sense of community, invariably, the principal

made the difference.

Attention in recent years has shifted to the school principal because of the

capability of an effective principal to elicit the best from most students, teachers,

and parents most of the time. Principals have the capacity to stimulate both

learning and community (Barth, 1990).

Boyer (1995), in The Basic Schools A Community For Learning stated

concerns society was not making sufficient progress in the effort to improve the

nation’s schools. He stated his concern about the loss of confidence in public

education and a failed educational system. Barth stated that for America’s future

to be secure every child must have a quality education.


20

Madaus (1980) related that education has been looked on as a great

equalizer of opportunity that helped to fulfill the democratic and equalitarian

ideals of this country. Madaus (1980) stated that schooling now appeared to be

incapable of providing equal opportunity for all children.

The effectiveness of schools concerns people. Pupil cognitive gain has

been a measure of school effectiveness (Coleman 1966). The Coleman Report has

been interpreted to indicate that the educational attainment of children involves

not only school significance but also such factors as family and social

background.

The issue of school effectiveness as researched by Coleman was

controversial to many researchers (Edmonds 1979). This researcher concluded

that some schools were more effective than others. These conclusions resulted in

researchers agreeing that school effectiveness must be a factor in student

achievement. Much of the research dealing with school effectiveness identified

specific characteristics that resulted in high student achievement and effective

teacher performance.

The role of the principal has continued to change throughout the years

(American Association of School Administrators, 1989). The modem principal

had been thought o f as an instructional leader who demonstrated concern about

professional development activities and student relationships. The role of

management had been minimized. Sergiovanni (1992) & Rogus (1988) listed

major actions the modem principal was responsible for.


21

The principal as school leader is looked to for school effectiveness, school

climate, relationships among members o f the staff, student achievement and

curriculum. Morris (1987) stated that the legacy of the effective school was the

belief that the building principal was the key provider of instructional leadership.

Research conducted in New York, California and Michigan revealed that

schools with the strongest leadership allowed students to believe that they had a

greater value in their futures. It was also concluded that firm leadership in schools

with strong principals provided a great sense o f direction for the students and for

the school. Students also held themselves to higher academic expectations

(Austin, 1981).

It is important to assess perceived effectiveness of leaders in our schools to

build on the strengths of the public education system. It is also necessary to

improve the adaptation of instructional programs successfully to meet the

educational needs of students.

The Carnegie Commission (1986) released its report on the state of

education in America. Educators were asked to make changes that would increase

effective leadership for school improvement As the leader of the school, the

principal was expected to initiate these changes effectively and productively.

Effective school leaders are important in the motivation of teachers and

students. The principal is the one to lead the movement toward educational

growth and achievement as may be attainable by the student population in which

education is most lacking. The literature on effective schools indicated that one of


22

the most often identified characteristics o f effective schools is effective leadership

by the principal. In order to provide this leadership, principals must have

knowledge of what is perceived, as essential skills needed for school leadership.

The principal must have clearly defined expectations, needs and

explanations to be adequately prepared to meet such expectations. It is the hope of

this researcher that this research report will be used by beginning principals as one

source of information in examining skills necessary for effective leaders and

successful schools. If effective schools are dependent upon effective leaders

(Lipham, 1981) those who select school leaders need to know what skills are

perceived by principals and teachers as essential to effective leaders in elementary

school.

There is general agreement among educators that the principal is important

in school success. The principal will need to fulfill the role of being the leader for

successful schools. Expectations will need to be clearly stated for the principal to

be effective in making the necessary changes, which may cause a great deal of

adjustment, by teachers and pupils. What will ultimately make the difference will

be the leadership of the principal (Hechinger, 1981).

Principals must be dedicated in their willingness to lead and to implement

change when necessary. The elementary school is the most flexible level of formal

learning. The focus must be on the success of the children and the school.

Principals must help to improve the nation’s schools (Boyer, 1995).


23

Past history gave us hope for future American schools. Educators, citizens

and branches of government have all responded with determination to bring

schools to a level where integrity, respect and purpose are foremost In a Nation a

Risk (1983), the leadership role of the principal was stated as essential in the

development of effective schools.

Research findings differ on the activities and descriptions of the

principalship. The role of the principal has continued to change throughout the

years (AASA, 1989). The modem principal has been thought of as an instructional

leader who demonstrated concerns about professional development activities and

student relationships. (Sergiovanni, 1992).

Rogus, (1988) stated three major actions the modem principal was

responsible fo r First, the principal needed to establish instructional leadership as

a priority. Second, daily activities needed be stated that helped to encourage

instructional leadership and third, the principal needed to demonstrate actions

daily that strengthen the quality of instruction for students.

Effective Schools

The “Effective Schools” movement has given some light on why some

schools are more effective than others in educating the same types o f children.

Ronald Edmonds (1989) believed effective schools were those that brought the

achievement level of children from disadvantaged homes closer to the

achievement level of children from middle class homes. Research on effective

schools indicates effective principals are most important for successful schools


24

(Gibbs, 1989; Hall, 1984). These researchers believed principal style and

personalities were another important factor in effective schools.

The effective schools movement assumes that schools are unusually

effective in teaching disadvantaged and minority students basic skills as measured

by standardized tests, that successful schools display characteristics that

characterize their success and may be adjusted by educators, and that successful

schools may be used as a model for improving other schools (Bickel, 1983).

According to Jwaideh (1984) most educators believe the role o f the

principal is to supervise and evaluate teachers and operate the school

constructively, productively and smoothly. He believed a principal could become

a better leader by: (1) requiring staff to work together to establish clear goals for

the school and for themselves; (2) encouraging teachers to experiment and try out

new approaches and techniques; (3) gathering information about relationships

within the school through discussions and surveys; (4) improving communication

through sharing and (5) managing motivational processes to increase productivity.

The research indicated that effective principals love working with people and

exhibit this feeling throughout the day.

Ferrandino and Tirozzi (2000) state that recruitment, preparation,

development, and financial support of our school leaders must be a national

priority. The role of the principal has expanded so fully; it is time to redefine and

update i t There has been some discussion of a two-leader approach as suggested

by the center for principals at Harvard.


25

Principal leadership today involves tackling tough curriculum standards,

with the task of educating an increasingly diverse student population. Principals

are shouldering responsibilities that were once taken care of at home or in the

community (Ferrandino & Tirozzi, 2000).

Jacobson (2000) supported the standards concept, finding states are

moving rapidly to implement policies built around higher standards and increased

accountability. Policymakers are learning it is important not to leave the public

out of the process.

In several places around the country, education leaders are making greater

efforts to involve members of the public in the drive to improve student

achievement New academic standards are being written and states are beginning

to hold schools accountable for student performance (Jacobson, 2000).

Jewideh (1984) states that in order for there to be success among students,

the educational leader must be able to:

1. Establish clear goals and priorities.2. Achieve a balance between task considerations and interpersonal

relationship.3. Serve as role models.4. Communicate high expectations to teachers.5. Provide support and direction for change and.6. Gain support of the community and higher education. (Jewideh, 1984).

As stated in the revised Proficiencies for Principals (NAESP, 1987) the

principal must have a vision for the school and manage the day-to-day activities

effectively to be an effective leader.


26

In 1982, Clark and Lotto reviewed ten years of literature on effective

schools research. They developed a list of skills and characteristics of effective

principals. A panel of experts who had been active in effective schools research

listed fifty-three variables in eight categories from this research as essential skills

of effective principals. The skills included:

Program Leadership and Direction:

1. Devotes time to the tasks of coordinating and controlling instruction2. Understand their classrooms3. Does not accept the difficulty of a teacher’s work as an explanation for

failure4. Visits classrooms frequently and for the purpose of interaction5. Emphasizes student achievement as primary out-come of schooling6. Emphasizes student achievement in basic skills as primary program

outcome7. Evaluates the teaching process8. Monitors and evaluates student progress9. Provides coherence to the school’s instructional program

10. Coordinates content, sequence and materials o f instruction11. Participates in the selection of instructional materials12. Provides structured learning environment (p.5)

Goals and Standards of Performance:

1. Frames specific curricular goals and objectives2. Establishes high standards of performance for students and teachers3. Emphasizes student acquisition of basic skills4. Emphasizes instruction in basic skills5. Communicates organization goals clearly (p. 8)

Characteristics of school leaders:

1. Are more powerful than their less effective colleagues2. Are oriented toward achievement rather than human relations3. Are enablers rather then directors of activity4. Are interveners and problem solvers5. Are role models for teachers, students, and parents6. Are warm and caring (p. 10)


27

Technical Tasks of Administration:

1. Are good business managers2. Are good instructional managers3. Communicate office information and policies to teachers4. Are fair disciplinarians who run a tight ship5. Buffer classroom from disruptions (p. 14)

School climate and Expectations:

1. Holds high expectations for student behavior and achievement2. Expects teachers to be successful in the classroom and communicates

this expectation to teachers3. Emphasizes performance in communicating with teachers and students4. Projects a feeling of optimism that teachers and students can meet their

instructional goals5. Provides a sense of identification and engagement with school {p. 15)

Funds and Resources:

1. Able to use external political and organizational structures in support of school programs and policies

2. Identifies and attracts special project funding3. Allocates resources more efficiently and effectively in support of

teachers and the instructional program (p. 17)

Staff and Personal Development:

1. Consistently supportive o f teachers2. Discusses classroom work problems with teachers3. Spends more time observing classroom teachers4. Initiates. Promotes, and maintains continuous in service programs5. Supports teachers’ ideas and projects6. Recognizes unique styles and needs o f teachers7. Encourages and acknowledges good work8. Increases teacher morale and satisfaction9. Conducts regular reviews of teacher’ instructional practices

10. Holds their staff accountable for successful performances11. Structures teacher rewards to reinforce working with children12. Are accessible to their staff13. Takes a personal interest in the welfare o f their staff (p. 19)


28

School Community Relations:

1. Maintains positive relationships with parents2. Solicits the active involvement of parents and co m m u n ity leaders in

school functions3. Provides opportunities for parents to work with their children in

learning settings (p. 21)

Bennis (1985) found that compelling vision is the key ingredient of

leadership among highly successful organizations he studied. Vision refers to the

capacity to create and communicate a view of the desired state o f affairs that

induces commitment among those working in the organization. Bennis (1985)

viewed leadership as a form of power that represents one’s capacity to translate

intention into reality and sustain it.

Lunenburg (1996) defines leadership as:

1. “The process of influencing group activities toward the achievement ofgoals.”

2. “Influencing, guiding in direction, course, action, and opinion.”3. “Effective influence.”4. “Building cohesive and goal oriented teams.”5. “Persuading others to sublimate their own self interests and adopt the

goals of a group of their own.”6. “Persuading other people to set aside their individual concerns and to

pursue a common goal that is important for the welfare of the group.” (P. 113)

Effective leaders, according to Drucker (1993) do not make many

decisions. They focus on important ones and ones that have impact on the later

aspects of the organization. They try to think through what is generic and what is

strategic, rather than solve daily problems or “put out fires.” They try to make few

important decisions on the highest level of conceptual understanding Effective


29

leaders in organizations engage in decentralized decision-making. Responsibility

and authority are given to middle management Shared decision making is made

by a committee or by a group, giving effective leaders the opportunity to bring in

people from inside and outside the organization as part of the team (Drucker,

1993).

Lunenburg (1996) states that efforts to discover the best set of leader traits

and the one best set of leader behaviors in all situations have failed. Contemporary

researchers and school administrators are more likely to believe that the practice

o f leadership is too complex to be represented by a single set of traits or

behaviors. The idea that effective leadership behavior is “contingent” on the

situation is more prevalent today (Lunenburg, 1996).

Fiedler and his associates have spent two decades developing and refining

a contingency theory of leadership (Fiedler, 1984). According to the theory, the

effectiveness of a leader in achieving high group performance is contingent on the

leader’s motivational system and the degree to which the leader controls and

influences the situation.

Fiedler stated that the favorableness of the situation with the leadership

style determines effectiveness. In his review of 800 groups investigated he found

that task-motivated leaders were most effective in extreme situations where the

leader either had a great deal of influence or very little power and influence

(Fiedler, 1967).


30

Austin (1981) found in his research that the greatest asset of an exemplary

school is its firm leadership; because of that leadership, student in exemplary

schools believes that they have a great deal of control over their future. Austin

noted that two characteristics of firm leadership by the principals were their ability

to establish a strong sense of direction in the school and their ability to establish

or create opportunities for greater academic expectations.

If the building principal is to be the source of leadership that will facilitate

the needs of the educational system, he or she must possess the necessary skills

and personal traits to provide effective leadership. According to Rutherford (1985)

effective principals:

(1) have clear, informed visions of what they want their schools to become-visions that focus on students and their needs;

(2) translate these visions into goals for their schools and expectations for their teachers, students and administrators;

(3) continuously monitor progress; and intervene in a supportive or corrective manner when this is necessary, (p. 32)

In Missouri, the state Board of Education adopted a model for evaluating

principals (Mallory, 1987). A list of twenty- three suggested criteria was listed for

evaluating principals. These criteria formed the basis for the state’s model

evaluation plan. The plan included:

L Instructional leadership:

The principal:1. Provides direction for the school.2. Provides for management of instruction.


31

3. Demonstrates effective skill in the recruitment, selection and assignment of school personnel.

4. Promotes ongoing staff development5. Communicates standards of expected performance.6. Provides leadership for appropriate curriculum and organization of

personnel to staff the curriculum.7. Effectively implements evaluation strategies oriented toward

improvement of instruction.

n. School Management

The principal:1. Provides for effective and efficient day-by-day operation of the school.2. Ensures that school plant and facilities are conducive to a positive

learning environment.3. Ensures efficient management of building-level fiscal resources.4. Promotes and maintains a positive school climate5. Establishes and maintains effective discipline in the school.6. Demonstrates effective communication skills.7. Demonstrates effective problem-solving skills and decision-making

skills.8. Demonstrates positive interpersonal relationships with parents and the

community.

HL Interpersonal Relationships

The principal:1. Demonstrates positive interpersonal relationships with students.2. Demonstrates positive interpersonal relationships with staff.3. Demonstrates positive interpersonal relationships with other

administrators.4. Demonstrates positive interpersonal relationships with parents/

community.

IV. Professional Responsibilities

The principal:1. Implements the policies and procedures of the district2. Participates in professional growth activities.3. Demonstrates a sense of professional responsibility, (p. 9)


32

Kimbrough and Burkett (1990) suggested that if the principal is so

important to the school why do we not give more attention to the training of the

leader. The Southern Regional Educational Board produced a publication focusing

on training for principals (1984).

The Danforth Foundation (1987) introduced a preparation program which

identifies prospective principals and emphasizes effective leadership. The program

lists eight skills for effective leadership: (1) creating and enhancing a school-wide

environment that promotes learning and student achievement; (2) evaluating the

school curriculum in order to assess and improve its effectiveness in meeting

academic and other goals; (3) analyzing, evaluating, and improving instruction and

teacher performance; (4) appraising and assessing student performance and other

indicators of overall school performance; (S) understanding and applying the

findings of research to school leadership and improvement; (6) organizing and

managing school resources; (7) ensuring student discipline and a climate of order;

and (8) developing human relations skills (p.l).

After extensive research regarding the qualities of effective leadership

Drucker (1966) concluded that the most important thing to report was that

effectiveness can be learned and most important it must be learned.

Members of the commission of A Nation At Risk (1983) appeared to agree with

Drucker by stating that the distinction between leadership skills involved


33

persuasion, setting goals and developing community consensus behind them,

contrasted to managerial and supervisory skills.

The United States Department of Education’s (1987) publication, Principal

Selection Guide, contained some of what has been learned about effective

principals, selection processes, and reliable methods of assessment. The personal

characteristics of an effective principal included: (1) commands attention;

(2) inspires respect (3) sets high goals; (4) integrity; (5) knowledge; (6) coDegiality;

(7) cooperation; (8) teamwork; (9) radiates enthusiasm for excellence; (10) creative

(11) risk taker; (12) clear compelling vision; (13) inspirational; (14) able to

encourage and reward achievement (p.3,4).

The list of instructional and managerial skills for principals included:1. Supervising teaching and curriculum development2. Establishing an atmosphere conducive to learning

staffing3. Communicating effectively inside the school4. Directing school support services5. Setting high expectations for faculty, staff, and students6. Setting school goals7. Building parent and community support8. Maintaining the school building9. Maintaining financial resources

10. Coordinating school activities11. Building sound relations with the central office12. Monitoring organizational information

Stover (1989) identified five specific traits that potential employers should

look for in a principal:

1. A vision for the school2. A dedication to learning3. A good knowledge of the school4. An active leadership style


34

5. A lack of concern for obstacles (p. 26)

According to Olson (2000) leadership is effective as a result of teachers

having ownership in decision-making. She reports there is a significant pattern

among principals who are effective at leading instruction. Academic standards and

achievement has placed extraordinary demands on principals. They are expected

to fundamentally revise instruction in their schools, (p.l).

Andrews and Smith (1989) reported on the importance o f the building

principal to the overall effectiveness of the school. They indicated that studies on

effective schools reflect the views that the direct responsibility of improving

instruction and learning is the responsibility of the school principal. Smith and

Andrews wrote:

If we want principals to be instructional leaders, we must develop descriptions that are compatible with fulfilling such a role, evaluate the performance of the principal on these job dimensions, educate teachers and parents on the value of such roles, and buffer the school environmental or community forces that would press for a different kind of principal behavior. There are numerous characteristics, associated behaviors and activities that must be planned for and implemented if principals are to be instructional leaders, (p. 6)

Characteristics for Effective Elementary School Principals

The revised Proficiencies document reflects the critical importance of the

principal in establishing and maintaining a quality school. Special emphasis is

given to the principal’s role in leading and other leaders and to school-based

management This is a practice that provides opportunities for the principal and

staff to participate directly in decisions that affect them (NAESP, 1997).


35

According to the revised Proficiencies for Principals (NAESP, 1997)

document there are at least four prerequisites for success as a school leader.

1. Advanced understanding of the teaching and learning processes. School leaders must be solidly grounded in both contemporary and traditional instructional techniques. They must be able to recognize effective teaching, evaluate progress in learning, and demonstrate commitment to enhancing learning for all students, regardless of background or ability.

2. A thorough understanding of child growth and development, and of adult learning. School leaders must have expert knowledge in the field of child growth and development as well as experience in teaching children. They must be capable of assuring that the curriculum is both challenging and developmental^ appropriate. To work effectively in the area of staff development, school leaders must understand adult learning, their readiness to change, their interpersonal styles, and their receptiveness to make choices about learning.

3. A broad base of knowledge, including a solid background in liberal arts. School leaders must have a liberal arts foundation that provides a firm grasp of basic curriculum content and an understanding of the relationship between that body of knowledge and the elementary level of curriculum.

4. A sincere commitment to educational equity and excellence at all levels for all children. School leaders must be caring people who know how to create a learning climate that is based on mutual trust and respect, produces high morale, and places strong emphasis on the fact that all students can succeed. Effective leaders consistently act on the belief that all children can leam. They harbor no doubts in this regard. They are engaged in sustaining an environment in the school that produces excitement about learning among students and staff alike, (p. 3).

As stated in the document Proficiencies for Principals, elementary schools

are extremely complex organizations that require a wide range of leadership

proficiencies in achieving and sustaining high quality. A principal in an

elementary school models these proficiencies in every aspect of the school’s

operation (NAESP, 1997).


36

According to the revised Proficiencies for principals document

(NAEST.1997) in the exercise o f leadership, the proficient principal:

1. Demonstrates vision and provides leadership that appropriately involves the school community in the creation of shared beliefs and values.

2. Demonstrates moral and ethical judgment3. Demonstrates creativity and innovative thinking4. Involves the school community in identifying and accomplishing the

school’s mission.5. Recognizes the individual needs and contributions of all staff and students.6. Facilitates the leadership of others.7. Conducts needs assessments and uses data to make decisions and to plan

school improvement8. Identifies, pursues, and creatively coordinates the use of available human,

material, and financial resources to achieve the school’s mission and goals.9. Explores, assesses, and implements educational concepts that enhance

teaching and learning.10. Understands the dynamics of change and the change process.11. Advances the profession through participation as a member of local, state

and national professional groups.12. Initiates and effectively coordinates collaborative endeavors with local and

state agencies.13. Participates in professional development to enhance personal leadership

skills, (p. 6)

One of the most important proficiency that distinguishes outstanding

elementary principals is the ability to communicate effectively. There is likely to

be more support for a school if the mission goals and accomplishments are

understood.

The images effective principals project, through verbal, nonverbal, and

written communication, create an important perception of the school in the minds

of the students, staff parents, community members, and the media. The proficient

principal keeps the community informed about what the school and its staff are

striving to accomplish, and conveys a positive image o f all aspects of school life.


37

Principals interact with diverse groups of people in a variety of settings.

Consequently they must be sensitive to issues o f cultural differences, gender, race,

and ethnicity. Proficient principals capitalize on opportunities to highlight student

achievement, underscore the school’s mission, and honestly and openly address

questions and problems.

According to the revised Proficiencies for Principals document (NAESP,

1997), in using communication skills, the proficient principal:

1. Articulates beliefs persuasively, effectively explains decisions, checks for understanding, and behaves in ways that reflect these beliefs and decisions.

2. Writes and speaks clearly and concisely so the message is understood by the intended audience.

3. Conveys opinions succinctly and distinguishes between facts and opinions when communicating priorities.

4. Understands the impact that his or her nonverbal communication has on others.

5. Uses appropriate communication modes to communicate the school’s philosophy, needs, mission, and accomplishments.

6. Accurately interprets others’ written communications.7. Makes effective use of the media.8. Uses active listening skills.9. Expresses disagreement without being disagreeable.

10. Demonstrates skill in giving and receiving feedback.11. Models the behavior expected of others.12. Exhibits multicultural awareness, gender sensitivity, and racial and ethnic

appreciation, (p.8)

A school has many committed and energetic people, some whose talents

and expertise may exceed those of the principal. The proficient principal

capitalizes on the talents and expertise of others and gives them appropriate credit

for their contributions.


38

Proficient principals recognize that there are powerful cultural norms

within the school community that could inhibit change. Proficient principals

understand the dynamics of change and the effective application of group process

skills. They gain staff and community commitment to the school’s goals and stay

informed about current thinking in the field of organizational development as part

of their continuing professional growth.


1997), in facilitating group processes, the proficient principal:

1. Understands group dynamics and applies effective group process skills.2. Establishes a framework for collaborative action and involves the school

community in developing and supporting shared beliefs, values, mission, and goals for the school.

3. Uses appropriate team- building skills.4. Implements appropriate decision-making and conflict resolution

techniques.5. Identifies, in collaboration with the school community, the decision

making procedures the school will follow.6. Works to build consensus, both as a leader and as a member of a group.7. Recognizes when direction and intervention are necessary, (p. 9)

The proficient principal assures that the school’s curriculum specifies what

students should learn, what concepts and skills students should acquire and what

values, attitudes, and habits they should assimilate. These concepts have been

determined through the cooperative effort of school staff and community

members. They reflect the school’s mission as well as the requirements of state

laws, regulations, and local board of education policies.

The proficient principal continually seeks adequate resources-time, money,

personnel, and materials-to support the instructional program. He or she makes


39

certain that instruction is based on purposeful planning, is appropriate to the

departmental level of each child, and incorporates a variety of teaching strategies.


1997), in supervising the development and implementation o f curriculum and

instruction, the proficient principal:

1. Maintains a visible presence in the classroom.2. Works with staff and community representatives to identify a curriculum

framework and common core of learning that support the mission and goals of the school.

3. Demonstrates to all concerned knowledge of the school’s curriculum framework and common core of learning.

4. Convenes staff to review and modify the curriculum framework and common core of learning on a regular basis.

5. Seeks financial resources sufficient to meet the needs generated by the common core of learning.

6. Facilitates the allocation of financial and instructional resources within the school.

7. Ensures that a diverse, gender-sensitive, and developmentally appropriate program is provided for each child.

8. Encourages students and staff to participate in a co-curricular activities, such as community service, that enhance and complement what is learned in the classroom.

To enlist the expertise of staff for improving instruction, the proficient principal:

1. Engages staff in the study of effective teaching practices.2. Provides varied support strategies such as mentors, research, and support

team.3. Seeks information and advice from a variety of sources, (p. 10)

The proficient principal monitors the daily operation of the school to

determine whether established program and service goals are being m et The

proficient principal gathers information that helps determine which programs and


40

services should be maintained, which should be modified, and which be

abandoned.

The proficient principal gives high priority to assessing student and staff

performance, reinforcing strengths, and developing appropriate assistance plans

and remediation. The proficient principal is sensitive to the sometimes delicate

issues associated with staff evaluations and possesses the range of human-

relations skills needed to cany out the evaluation process constructively.

Proficient principals also benefit from assessment They make appropriate

self-assessments, look for feedback from others, and participate in professional

development activities focused on reinforcing their strengths and improving areas

of need.


document, in assessing programs and services, student achievement, or staff

performance, the proficient principal:

1. Ensures that all parties understand the assessment criteria and procedures.2. Seeks and encourages input from a variety of sources.3. Seeks constructive suggestions from all parties.4. Models observation, conferencing, and collaboration, skills.5. Uses both formative and summative evaluation procedures.6. Ensures that the assessment process is both positive and constructive.7. Develops, plans, and offers resources for growth and improvement8. Uses due process procedures and legal assistance in dealing with non-

compliance, disciplinary, and dismissal issues.9. Involves others in analyzing assessment data to help design instructional

programs that ensure the mission and goals o f the school are being m et10. Encourages parents in discussions on ways to improve student learning.11. Ensures that staff members communicate regularly with parents regarding

student progress, (p. 12)


41

In supervising performance, the proficient principal:

1. Maintains high expectations for students, staff, parents, and self.2. Works with staff to create an effective professional development plan.3. Expects staff participation in professional development activities.4. Cooperates with staff to develop a comprehensive counseling, advisory,

and support program for students.5. Ensures instruction is appropriate to the developmental level o f the child.6. Ensures teaching strategies is used to help students succeed.7. Stresses the importance of purposeful planning.8. Engages parents in discussions on ways to improve student learning.9. Ensures that staff members communicate regularly with parents regarding

student progress, (p. 12)

Schools differ according to the needs and nature of students and to the and

to the skills o f their staffs, and the priorities of their communities. The proficient

principal works with these various groups in setting the school’s unique

organizational goals and priorities.

Proficient principals are skilled in managing many tasks and

responsibilities. They manage the school plan, student services and record,

personnel, and the various programs that support instruction. They develop and

implement policies and procedures that establish routine practices. They are adept

managers of their own time and are protective of the time of others.

Proficient principals participate in professional development programs.

They are open to new technology, and analyze research findings carefully.

Proficient principals are aware of organizational adjustments that will improve

efficiency and enhance student learning.


42


document, in managing and organizing the school’s day-to-day functions, the

proficient principal:

1. Possesses a clear view of the past, present, and future of the school.2. Uses collaborative planning to help identify objectives that accomplish the

school’s mission and goals.3. Selects, assigns, and organizes staff in a way that ensures the greatest

potential for clarifying and accomplishing the school’s mission.4. Considers research findings in making program decisions.5. Analyzes problems effectively and reaches logical decisions.6. Develops and implements administrative procedures consistent with local

policies, state and federal rules and regulations, and contractual agreements.

7. Ensures that students are offered programs that are relevant to their unique needs.

8. Attracts volunteers and provides them with effective training and meaningful assignments.

9. Works with staff and community to create and maintain a safe and orderly learning environment

10. Coordinates services of community agencies so that appropriate resources are directed to all children.

11. Develops and implements equitable and effective schedules.12. Employs time management principles.13. Identifies staff strengths in order to appropriately delegate tasks.14. Develops and facilitates a process for the review of curriculum and

instructional issues raised by individuals or groups outside the school.15. Creates and implements policies that assure appropriate and confidential

collection and use of school and student data.16. Keeps abreast of developments in education law.17. Manages the operation and maintenance of the physical plant18. Develops plans for applying technologies to instruction and management19. Promotes the placement o f teaching practicum students, student teachers,

and teacher and administrative interns in the school, (p. 15)

Proficient principals understand the relationship between the goals of

school programs and the budgeting process. They clearly articulate school needs

and create ways to find new resources to support school programs. They are able


43

to project future needs, and identify new opportunities. The proficient principal

develops grant proposals and establishes productive school business partnerships.

They engage diverse groups and individuals to provide support for school

programs.


document in fiscal management, the proficient principal:

1. Understands the school district budget and its implications for the school.2. Involves members of the school community in developing budget priorities

based on the mission and goals of the school.3. Prepares the school budget in accordance with school district budgeting

procedures.4. Employs and monitors acceptable accounting procedures in the maintenance of

all fiscal records.5. Uses cost control procedures and institutes cost-effective practices in the

management of all school funds.6. Exercises creativity in finding new resources to support school programs, (p.

17)

A principal’s responsibility extends far beyond the boundaries of an

individual school or community. Proficient principals leam to work with people

outside the school environment They generate public support for school programs

and for education in general.

To keep abreast of community desires and needs the proficient principal is

involved in a variety o f civic activities. The involvement assists in understanding

the community and gaining public support of instructional programs. There is a

practical understanding of the dynamics and interrelationships of local, state, and

national political decision-making processes and their implications for the school.


44


document, in political management, the proficient principal:

1. Develops strategies to attract appropriate financial support for public education.

2. Involves community leaders in the development and support of the school’s program.

3. Uses effective strategies to deal with the political issues and forces that affect the school’s operation.

4. Understands the dynamics of school district decision making.3. Works effectively with diverse elements of the school community.6. Positions the school as a community resource.7. Participates in local, state, and federal legislative activities. ( p. 18)

Summary

The review of the literature provided important information about

proficiencies essential to being an effective elementary school principal and the

characteristics for effective elementary school principals. This chapter presented

information in three sections: historic review, principals and effective school

leadership, and characteristics for effective elementary school principals.


CHAPTER THREE

PROCEDURES

Introduction

This study examined the perceptions of elementary school principals and

elementary school teachers regarding proficiencies characteristic of effective

elementary school principals. The study examined the level of agreement of

elementary school principals and elementary school teachers regarding

proficiencies characteristic to effective elementary school principals. A

quantitative study was conducted for the research.

Description of the Population

The population for this research study was three public school Districts

located in S t Louis County. The sample for the study was randomly selected from

a population of 1200 elementary school teachers and 76 administrators. Schools

districts were selected for geographic location, size and economic level. Three

hundred teachers and 60 administrators were selected by means of a random

sample reference table. Completed returns were received from 116 teachers and

40 administrators. The rate of return for the teachers was 39% and the rate of

return for administrators was 66%. School district staff directories were used to

randomly select the sample. Only elementary school administrators and

elementary school teachers were selected to participate in the study. No other

groups participated in this study.

45


46

Data Collection Procedure

The first step in collecting data was to obtain permission from the

superintendent of each school district for elementary school principals and

elementary school teachers to participate in the study. A letter was sent to the

superintendent of each school district asking permission to distribute the

instrument to each elementary principal and elementary teacher selected to

participate in the study. A random sample of principals and teachers were

selected from the school directories. The questionnaire was sent to principals and

teachers. They were asked to complete the questionnaire and return it in a self -

addressed envelope provided. A cover letter was provided with an explanation and

instructions for completing the questionnaire.

Confidentiality was assured to participants in this study. A coded

questionnaire was used to send a second questionnaire if the first one was not

returned within two weeks. Questionnaires were sealed in individual envelopes

and sent to each subject A cover letter assured the participants that results o f the

questionnaire would not include names of participants, schools, or their identity in

anyway.

Description of the Questionnaire

The instrument used to gather data from the sample group was a survey

(Babbie,1990; Borg,1989;Creswell,1994) questionnaire designed using

proficiencies for principals from the research findings of the National Association

of Elementary School Principals (NAESP,1997). The questionnaire was divided


47

into ten sections. Each of these sections represented an area of essential

competency as listed by NAESP (1997). Each competency area included a listing

of the specific skills considered to be descriptive of the competency. Items on the

questionnaire represented skills commonly considered essential for effective

instructional leadership. The instrument was constructed to obtain data from

teachers and principals concerning their perceptions on proficiencies regarding

effective instructional leadership.

A Likert Scale (Likert, 1932) was used for individuals to respond to a

series of statements by indicating a level o f agreement, from strongly agree to

strongly disagree: (5 Strongly agree, 4 agree, 3 undecided, 2 disagree and 1

strongly disagree (Gay, 1996). Each response was associated with a point value.

Individual scores were determined by summing the point values for each

statement A total score for each respondent was calculated and used in the

subsequent analysis.

Each participant was asked to provide demographic information in the first

section of the questionnaire. This information provided information on the

variables of concern in the study. Independent variables were position, gender,

years of experience within the school district, highest degree earned and year the

highest degree was earned. Dependent variables were leadership skills,

communication skills, management of group processes, supervising the

development and implementation of the curriculum, supervising instruction,


48

supervising performance, evaluation process, organizing the school’s day-to-day

functions, fiscal management, and political issues.



Association of Elementary School Principals (1997). The instrument used was a

modified version of Perceptions of the Essential Skills of Effective Elementary

Principals (Riggs, 1992). A group of former superintendents principals and

teachers tested the validity and reliability of the instrument to establish

consistency o f the questions in relations to the research problem. This effort

established the consistency of the items with the findings o f the National

Association o f Elementary School Principals and the value of the items as

measures o f competency and skills needed by elementary school principals

(Riggs, 1992).

Hypotheses

The study tested five hypotheses related to the perceptions of elementary

school administrators and teachers regarding the leadership proficiency of

principals. The hypotheses tested were:


school administrators and elementary school teachers regarding the proficiency of

elementary school principals as measured by leadership skills, communication

skills, management of group processes, supervising the development and

implementation of the curriculum, supervising instruction, supervising


49

performance, the evaluation process, organizing the day-to-day functions, fiscal

management, and political issues.


school administrators and elementary school teachers based on gender regarding

the proficiency of an effective elementary school principal as measured by

leadership skills, communication skills, management of group processes,

supervising the development of the curriculum, supervising instruction,




school administrators and elementary school teachers based on years of

experience in the district regarding the proficiency of an effective elementary

school principal as measured by leadership skills, communication skills,

management of group processes, supervising the development of the curriculum,

supervising instruction, supervising performance, the evaluation process,

organizing the school’s day-to-day functions, fiscal management and political

issues.


school administrators and elementary school teachers based on highest degree

earned regarding the proficiency of an effective elementary school principal as

measured by leadership skills, communication skills, management o f group

processes, supervising the development o f the curriculum, supervising instruction,


50

supervising performance, the evaluation process, organising the school’s day-to-


S. There will be significant difference in the perceptions o f elementary

school administrators and elementary school teachers based on year highest

degree was earned regarding the proficiency of an effective elementary school


group processes, supervising the development o f the curriculum, supervising


school’s day-to-day functions, fiscal management and political issues.

Description of Data Analysis

Descriptive analysis and inferential statistics were used in the study

(Wiersma, 1986). Frequency, percent, and mean were reported on each of the

items of the instrument The t-test was used to test the first hypotheses

concerning the difference between position and principal proficiency. An

independent-samples t test was used to see if there was a significant difference

between the means of the two groups (principals and teachers). The t-test was

used to test the second hypotheses concerning the difference between gender and

principal proficiency. An independent-samples t test was used to see if there was a

significant difference between the means of the two groups. The t test was used to

analyze differences in perceptions of administrators and teachers regarding the

proficiencies o f effective principals as measured by the dependent variables,

leadership skills, communication skills, management o f group processes,


51

supervising the development and implementation of the curriculum, supervising

instruction, supervising performance, the evaluation process, fiscal management,

and political issues.

A series of ANOVA’S were generated to determine the joint effects of the

independent variables years o f experience within the district, highest degree

earned, and year highest degree was earned. These ANOVA’S were used in the

analysis to answer hypotheses three, four and five. Table 1 below summarizes

the analysis method used for each hypothesis.

The analysis allowed for some decisions to be made about the whole

population from the random sample. Statistics applied to the sample allowed

inferences that can be suggested on the basis of certain probability to the

parameters of the population (Wiersma, 1986).

Table 1

Analysis Plan for Hypotheses

HYPOTHESIS ANALYSISMETHODS

1. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers regarding the proficiency of elementary school principals as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation o f the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.

T-test

2. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on gender regarding the proficiency of an effective elementary school principal as measured by

T-test


52

leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-today functions, fiscal management, and political issues.3. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on years of experience in the district regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.

Analysis of Variance

4. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on highest degree earned regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.


5. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on year highest degree was earned regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.



53

Validity and Reliability:

The instrument had been tested for reliability and validity by public school

superintendents of Indiana and faculty members in the education department at the

University o f Indiana (Riggs, 1992). This procedure established the consistency

and value o f the items with the findings of the National Association of Elementary

School Principals as skills essential to effective leadership.

A pilot test was conducted to test the reliability of the research instrument

A group of 26 teachers and administrators took the Perceptions of Leadership

Proficiencies Characteristic of Effective Elementary School Principals Survey,

and took a retest seven days later. The paired samples t-test was used to test the

null hypothesis that there was no difference in the test and retest scores for the

questions on the Perceptions o f Leadership Proficiencies Characteristic of

Effective Elementary School Principals Survey. The mean score for the first time

the group took the survey was 297.6538, and the mean score for the retest was

296.8077. The paired samples test revealed a significance level o f .773, which

exceeded the .05 level of significance. There is no evidence to reject the null

hypothesis that there is no difference in the test and retest scores for the questions

on the Perceptions of Leadership Proficiencies Characteristic of Effective

Elementary School Principals Survey. The Pearson Product Correlation score

between the test and retest scores was .881. The fact that there was no significant

difference in the test and retest scores for the questions on the instrument and that


54

there was a high correlation between the test and retest scores shows the reliability

of the research instrument used in the study.

Characteristics of the Sample

Individuals were asked to indicate their status in the elementary education

system. Teacher was the most frequent response (74.4%) and principal was the

next most frequent response (25.6%). Table 2 shows the data.

Table 2

Elementary Status

Frequency PercentValid

PercentCumulative

PercentValid Principal 40 25.5 25.6 25.6

Teacher 116 73.9 74.4 100.0Total 156 99.4 100.0

Missing System 1 .6Total 157 100.0

Teachers and principals were asked their gender. Female was the most

frequent response (66.2%) and male was the next most frequent response (33.8%).

Table 3 shows the data.

Table 3

Gender


PercentCumulative

PercentValid Male 52 33.1 33.8 33.8

Female 102 65.0 66.2 100.0Total 154 98.1 100.0

Missing System 3 1.9Total 157 100.0


55

Teachers and principals were asked their experience level in elementary

education. More than 10 years was the most frequent to response (54.2%) and

less than 10 years of experience was the next most frequent response (45.8%).

Table 4 shows the data.

Table 4

Experience


PercentCumulative

PercentValid Less than 10 years 71 45.2 45.8 45.8

More than 10 years 84 53.5 54.2 100.0Total 155 98.7 100.0


Teachers and principals were asked about the highest degree they have

earned over the years. The most frequent response was a Masters degree (65.6 %)

and Bachelors degree was the next most frequent response (25.3%). Table 5

shows the data.

Table 5

Highest Degree Earned

Freauency PercentValid

PercentCumulative

PercentValid Bachelors 39 24.8 25.3 25.3

Masters 101 64.3 65.6 90.9Doctoral 14 8.9 9.1 100.0Total 154 98.1 100.0



56

Teachers and principals were asked in what five year span did they achieve

their highest degree. The most frequent response was 1996 to 2001 (30.6%), 1991

to 199S was the next most frequent response (29.9%). Table 6 shows the data.

Table 6

Year Highest Degree Was Earned

Freauencv PercentVaOd

PercentCumulative

PercentValid Before 1976 11 7.0 7.5 7.5

1976 to 1980 6 3.8 4.1 11.61981 to 1985 8 5.1 5.4 17.01986 to 1990 33 21.0 22.4 39.51991 to 1995 44 28.0 29.9 69.41996 to 2001 45 28.7 30.6 100.0Total 147 93.6 100.0


Summary

The sample for the study was randomly selected from a population of 1200

elementary school teachers and 76 administrators from three public school

districts located in S t Louis County. Three hundred teachers and 60

administrators were selected by means of a random sample reference table.

Completed returns were received from 116 teachers and 40 administrators. The

rate of return for the teachers was 39% and the rate of return for administrators

was 66%.


revised document Proficiencies for Principals, published by the National


57



Principals (Riggs, 1992).

Descriptive analysis and inferential statistics were used in the study.

Frequency, percent, mean and standard deviation were reported on each of the


concerning the difference between position and principal proficiency. The t-test

was used to test the second hypothesis concerning the difference based on gender.

A series of ANOVA’S were generated to compare the responses from principals

and teachers with independent variables, years of experience within the district,

highest degree earned, and year highest degree was earned. These ANOVA’S

were used in the analysis to answer hypotheses three, four and five.

The characteristics of the sample included the following:

1. Individuals were asked to indicate their status in the elementary

education system. Teacher was the most frequent response (74.4%) and principal

was the next most frequent response (25.6%).

2. Teachers and principals were asked their gender. Female was the most

frequent response (66.2%) and male was the next most frequent response (33.8%).

3. Teachers and principals were asked their experience level in elementary

education. More than 10 years was the most frequent to response (54.2%) and

less than 10 years of experience was the next most frequent response (45.8%).


58

4. Teachers and principals were asked about the highest degree they have

earned over the years. The most frequent response was a Masters degree (65.6 %)

and Bachelors degree was the next most frequent response (253%).

5. Teachers and principals were asked in what five year span did they

achieve their highest degree. The most frequent response was 1996 to 2001

(30.6%), 1991 to 1995 was the next most frequent response (29.9%).


CHAPTER FOUR

FINDINGS

Introduction

This chapter presents the perceptions o f elementary school principals and

elementary school teachers regarding proficiencies for effective elementary school

principals. The chapter includes an analysis o f the five research questions

examined in the study.

Perceptions Regarding Proficiencies for Effective Elementary Principals

This section provides the perceptions o f elementary school principals and

elementary school teachers regarding proficiencies for effective elementary school

principals. Narrative and tables for each essential competency are provided.

Teachers and principals were asked their perception of the following

leadership proficiency characteristic of effective elementary school principals: to

be proficient in leadership skills, the principal must exercise vision in defining

and accomplishing the mission of the school. Strongly agree was the most

frequent response (76.1%) and agree was the next most frequent response

(20.6%). Table 7 shows the data.

59


60

Table 7

Exercise vision in defining and accomplishing the mission of the school

Freouencv PercentValid

PercentCumulative

PercentValid Indifferent S 3.2 3.2 3 2

Agree 32 20.4 20.6 23.9Strongly Agree 118 75.2 76.1 100.0Total 155 98.7 100.0




be proficient in leadership skills, the principal must demonstrate a genuine interest

in children. Strongly agree was the most frequent response (94.2%) and agree

was the nest most frequent response (5.1%). Table 8 shows the data.

Table 8

Demonstrate a genuine interest in children


PercentCumulative

PercentValid indifferent 1 .6 .6 .6

Agree 8 5.1 5.1 5.8Strongly Disagree 147 93.6 94.2 100.0Total 156 99.4 100.0



leadership proficiency characteristic o f effective elementary school principals: to

be proficient in leadership skills, the principal must inspire all concerned to join in


61

accomplishing the school’s mission. Strongly agree was the most frequent

response (74.8%) and agree was the next most frequent response (23.2%). Table

9 shows the data.

Table 9

Inspire all concerned to join in accomplishing the school's mission


PercentCumulative

PercentValid Indifferent 3 1.9 1.9 1.9

Agree 36 22.9 23.2 252Strongly Agree 116 73.9 74.8 100.0Total 155 98.7 100.0




be proficient in leadership skills, the principal must be highly visible throughout

the school. Strongly agree was the most frequent response (80.1%) and agree

was the next most frequent response (18.6%). Table 10 shows the data.

Table 10

Be highly visible throughout the school


PercentCumulative

PercentVaiid Disagree 1 .6 .6 .6

Indifferent 1 .6 .6 1.3Agree 29 18.5 18.6 19.9Strongly Disagree 125 79.6 80.1 100.0Total 156 99.4 100.0



62



be proficient in leadership skills, the principal must apply effective human

relations skills. Strongly agree was the most frequent response (833%) and agree


Table 11

Apply effective human relation's skills


PercentCumulative

PercentValid Indifferent 1 .6 .6 .6





be proficient in leadership skills, the principal must encourage the leadership of

others. Strongly agree was the most frequent response (59.6%) and agree was the

next most frequent response (35.3%). Table 12 shows the data.


63

Table 12

Encourage the leadership of others.


PercentCumulative

PercentValid Disagree 1 .6 .6 .6

Indifferent 7 4.5 4.5 5.1Agree 55 35.0 35.3 40.4Strongly Agree 93 59.2 59.6 100.0Total 156 99.4 100.0

Missingr System 1 .6Total 157 100.0



be proficient in leadership skills, the principal must analyze information relative

to problems, make decisions, and delegate responsibility as appropriate. Strongly

agree was the most frequent response (70.5%) and agree was the next most

frequent response (24.4%). Table 13 shows the data.

Table 13

Analyze information relative to problems, make decisions, and delegate

responsibility as appropriate


PercentCumulative





64



be proficient in leadership skills, the principal must create a strong sense of

togetherness. Strongly agree was the most frequent response (64.1%) and agree


Table 14

Create a strong sense of togetherness


PercentCumulative






be proficient in leadership skills, the principal must apply established principles

and strategies of effective leadership. Strongly agree was the most frequent


15 shows the data.


65

Table 15

Apply established principles and strategies of effective leadership


PercentCumulative






be proficient in leadership skills, the principal must participate as a member of

local, state and national professionals groups. Agree was the most frequent

response (43.6%), indifferent was the next most frequent response (32.1%). Table

16 shows the data.

Table 16

Participate as a member of local, state, and national professional groups


PercentCumulative

PercentValid Strongly Disagree 3 1.9 1.9 1.9

Disagree 7 4.5 4.5 6.4Indifferent 50 31.8 32.1 38.5Agree 68 43.3 43.6 82.1Strongly Agree 28 17.8 17.9 100.0Total 156 99.4 100.0



66

Teachers and principals were asked their perception o f the following


be proficient in communication skills, the principal must model the expected

behavior o f others. Strongly agree was the most frequent response (77.6%) and

agree was the next most frequent response (19.9%). Table 17 shows the data.

Table 17

Model the expected behavior of others


PercentCumulative

PercentValid Disagree 2 1.3 1.3 1.3





be proficient in communication skills, the principal must persuasively articulate

his or her beliefs and effectively defend his or her decisions. Strongly agree was

the most frequent response (52.9%) and agree was the next most frequent

response (38.7%). Table 18 shows the data.


67

Table 18

Persuasively articulate his or her beliefs and effectively defend his or her

decisions


PercentCumulative






be proficient in communication skills, the principal must be trustworthy,

conscientious, enthusiastic and sensitive. Strongly agree was the most frequent

response (89.1%) and agree was the next most frequent response (103%). Table

19 shows the data.

Table 19

Be trustworthy, conscientious, enthusiastic, and sensitive


PercentCumulative





68



be proficient in communication skills, the principal must write clearly and

concisely so that the intended audience understands the message. Strongly agree

was the most frequent response (60.3%) and agree the next most frequent


Table 20

Write clearly and concisely so that the intended audience understands the message


PercentCumulative






be proficient in communication skills, the principal must apply facts and data to

determine priorities. Strongly agree was the most frequent response (47.4%) and



69

Table 21

Apply facts and data to determine priorities


PercentCumulative

PercentValid Strongly Disagree 1 .6 .6 .6





be proficient in communication skills, the principal must be an active listeners so

as truly hear others. Strongly agree was the most frequent response (77.9%) and


Table 22

Be an active listener so as to truly hear others


PercentCumulative






be proficient in communication skills, the principal must know his or her verbal


70

and nonverbal communications strengths and weaknesses and their implications.

Strongly agree was the most frequent response (37.1%) and agree was the next

most frequent response (34.0%). Table 23 shows the data.

Table 23

Know his or her verbal and nonverbal communications strengths and weaknesses

and their implications.


PercentCumulative






be proficient in communication skills, the principal must understand the

philosophy, functioning and practices of mass media. Agree was the most

frequent response (48.7%) and indifferent was the next most frequent response



71

Table 24

Understand the philosophy, functioning, and practices of mass media.


PercentCumulative






be proficient in communication skills, the principal must understand the impact of

his or her personal image and how to make that image an effective one. Strongly



Table 25

Understand the impact of his or her personal image and how to make that image

an effective one


PercentCumulative





72



be proficient in management of group processes, the principal must identify staff

the decision-making procedures the school will follow. Strongly agree was the

most frequent response (67.9%) and agree was the next most frequent response


Table 26

Identify—with staff—the decision-making procedures the school will follow


PercentCumulative






be proficient in management of group processes, the principal must involve others

in setting short and long-terms goals. Strongly agree was the most frequent


27 shows the data.


73

Table 27

Involve others in setting short and long-term goals


PercentCumulative






be proficient in management of group processes, the principal must be aware of

various decision-making techniques be able to match the appropriate technique to

the particular situation. Strongly agree was the most frequent response (48.4%)

and agree was the next most frequent response (40.6%). Table 28 shows the data.

Table 28

Be aware of various decision-making techniques and be able to match the

appropriate technique to the particular situation


PercentCumulative





74



be proficient in management of group processes, the principal must apply

validated principles of group dynamics and facilitation skills. Agree was the most

frequent response (48.1%) and strongly agree was the next most frequent response


Table 29

Apply validated principles o f group dynamics and facilitation skills


PercentCumulative






be proficient in management of group processes, the principal must understand the

process of consensus building and apply that process as a leader of a group.

Strongly agree as the most frequent response (51.9%) and agree was the next most



75

Table 30

Understand the process of consensus building and apply that process both as a

leader and as a member of a group


PercentCumulative






be proficient in management of group processes, the principal must achieve

intended outcomes through the use of principles of motivation. Strongly agree

was the most frequent response (42.9%) and agree was the next most frequent


Table 31

Achieve intended outcomes through the use of principles of motivation


PercentCumulative





76



be proficient in management of group processes, the principal must maintain

disciplinary stability throughout the school. Strongly agree was the most frequent


32 shows the data.

Table 32

Maintain disciplinary stability throughout the school


PercentCumulative






be proficient in supervising the development and implementation of the

curriculum, the principal must understand the communities values and goals and

what it wants the curriculum to achieve. Strongly agree was the most frequent


33 shows the data.


77

Table 33

Understand the communities values and goals and what it wants the curriculum to

achieve.


PercentCumulative







curriculum, the principal must seek appropriate resources of time, money, and

materials to support the curriculum. Strongly agree was the most frequent


34 shows the data.


78

Table 34

Seek appropriate resources of time, money, and materials to support the

curriculum


PercentCumulative







curriculum, the principal must set forth, as a continuum, the skills and concepts

the curriculum were designed to provide. Agree was the most frequent response

46.8% and strongly agree was the next most frequent response (40.4%). Table 35

shows the data.


79

Table 35

Set forth, as a continuum, the skills and concepts the curriculum is designed to

provide


PercentCumulative


Disagree 1 .6 .6 1.3Indifferent 18 11.5 11.5 12.8Agree 73 46.5 46.8 59.6Strongly Agree 63 40.1 40.4 100.0Total 156 99.4 100.0





curriculum, the principal must be familiar curriculum materials and their

relationship to program goals and objectives. Strongly agree was the most




80

Table 36

Be familiar with curriculum materials and their relationship to program goals and

objectives.


PercentCumulative







curriculum, the principal must monitor the curriculum to ensure that the

appropriate contingent and sequence were followed. Agree was the most frequent

response (45.8%) and strongly agree was the next most frequent response



81

Table 37

Monitor the curriculum to ensure that the appropriate content and sequence are

followed


PercentCumulative







curriculum, the principal must demonstrate multicultural an ethnic understanding.

Strongly agree was the most frequent response (50.6%) and agree was die next




82

Table 38

Demonstrate multicultural and ethnic understanding


PercentCumulative







curriculum, the principal must establish and environment that was conductive to

learning. Strongly agree was the most frequent response (90.4%) and agree was

the next most frequent response (9.6%). Table 39 shows the data.

Table 39

Establish an environment conductive to learning


PercentCumulative

PercentValid Agree 15 9.6 9.6 9.6

Strongly Agree 141 89.8 90.4 100.0Total 156 99.4 100.0





83

be proficient in supervising the development and implementation o f the

curriculum, the principal must analyze standardized test scores and other student

performance indicator to have identified general strengths weaknesses in the

educational program. Strongly agree was the most frequent response (55.1%) and


Table 40

Analyze standardized test scores and other student performance indicators to

identify general strengths and weaknesses in the educational program

Freauenev PercentValid

PercentCumulative






be proficient in supervising instruction, the principal must understand and apply

effective observation and conferencing skills. Strongly agree was the most




84

Table 41

Understand and apply effective observation and conferencing skills


PercentCumulative






be proficient in supervising instruction, the principal must understand and apply

principles of child growth and development Strongly agree was the most



Table 42

Understand and apply principles of child growth and development


PercentCumulative

PercentValid Indifferent 8 5.1 52 52

Agree 67 42.7 43 2 48.4Strongly Agree 80 51.0 51.6 100.0Total 155 98.7 100.0





85

be proficient in supervising instruction, the principal must apply grouping

practices that most effectively meet student needs. Strongly agree was the most


(413%). Table 43 shows the data.

Table 43

Apply grouping practices that most effectively meet student needs


PercentCumulative






be proficient in supervising instruction, the principal must regularly assess the

teaching methods and strategies being used at the school to ensure that they were

appropriate and varied. Strongly agree was the most frequent response (57.4%)

and agree was the next most frequent response (38.1%). Table 44 shows the data.


86

Table 44

Regularly assess the teaching methods and strategies being used at the school to

ensure that they are appropriate and varied


PercentCumulative






be proficient in supervising performance, the principal must design effective staff

and professional development programs that match the goals o f both the schools

and of the participating individuals. Strongly agree was the most frequent


45 shows the data.


87

Table 45

Design effective staff and professional development programs that match the

goals of both the school and of the participating individuals


PercentCumulative






be proficient in supervising instruction, the principal must set high expectations

for students, staff, parents, and self. Strongly agree was the most frequent


46 shows the data.

Table 46

Set high expectations for students, staff parents, and self


PercentCumulative





88



be proficient in supervising instruction, the principal must recognize and show

concern for personal goals o f students and staff. Strongly agree was the next most



Table 47

Recognize and show concern for personal goals of students and staff


PercentCumulative






be proficient in supervising instruction, the principal must enhance students and

staff strengths and remediate weaknesses. Strongly agree was the most frequent


48 shows the data.


89

Table 48

Enhance student and staff strengths and remediate weaknesses


PercentCumulative






be proficient in supervising instruction, the principal must appropriately match

specific learning styles with specific teaching styles. Agree was the most frequent



Table 49

Appropriately match specific learning styles with specific teaching styles


PercentCumulative





90



be proficient in supervising instruction, the principal must engage in a program of

continuing professional development Strongly agree was the most frequent

response (48.4%) and agree was the next most frequent response (40.0%).

Table SO shows the data.

Table 50

Engage in a program of continuing professional development


PercentCumulative






be proficient in the evaluation process, the principal must inspire even the most

excellent teachers to acquire new competencies and experiences. Strongly agree




Table 51

Inspire even the most excellent teachers to acquire new competencies and

experiences


PercentCumulative






be proficient in the evaluation process, the principal must bring about the kind of

rapport among students, teachers, staff, parents, and community that fosters

constructive suggestions for making the school program even stronger. Strongly




92

Table 52

Bring about the kind of rapport among students, teachers, staff, parents, and the

community that fosters constructive suggestions for making the school program

even stronger


PercentCumulative






be proficient in the evaluation process, the principal must use a variety of

techniques and strategies to assess student performance individual teacher and

staff performance, the achievement of curriculum goals, and the effectiveness of

the total instructional program. Strongly agree was the most frequent response

(56.1%) and agree was the next most frequent response (36.1%). Table 53 shows

the data.


Table S3

Use a variety of techniques and strategies to assess student performance,

individual teacher and staff performance, the achievement o f curriculum goals,

and the effectiveness of the total instructional program


PercentCumulative






be proficient in the evaluation process, the principal must assess progress toward

achieving goals established for students, teachers, principalship, and involvement

of parents and the community at large. Strongly agree was the most frequent


54 shows the data.


94

Table 54

Assess progress toward achieving goals established for students, teachers, the

principalship, and the involvement o f parents and the community at large


PercentCumulative






be proficient in the evaluation process, the principal must seek and encourage

input from a variety of sources to improve the school’s program. Strongly agree




95

Table 55

Seek and encourage input from a variety of sources to improve the school's

program


PercentCumulative






be proficient in the evaluation process, the principal must demonstrate a level of

human relations skills that make the evaluation process helpful rather than

destructive. Strongly agree was the most frequent response (80.6%) and agree


Table 56

Demonstrate a level of human relations skills that make the evaluation process

helpful rather than destructive


PercentCumulative





96



be proficient in the evaluation process, the principal must develop assistance plans

and remediation efforts to improve teaching performance. Strongly agree was the



Table 57

Develop assistance plans and remediation efforts to improve teaching

performance


PercentCumulative




Teachers and principals were asked their perception o f the following


be proficient in organizing the school’s day-to-day functions, the principal must

develop and implement equitable and effective schedules. Strongly agree was the




97

Table 58

Develop and implement equitable and effective schedules


PercentCumulative







use strategic planning to implement long-range goals. Strongly agree was the



Table 59

Use strategic planning to implement long-range goals


PercentCumulative





98




attract volunteers and be adept in training them. Agree was the most frequent



Table 60

Attract volunteers and be adept in training them


PercentCumulative







manage the operation and maintenance of the physical plant Agree was the most




99

Table 61

Manage the operation and maintenance of the physical plant


PercentCumulative






be proficient in organizing the school's day-to-day functions, the principal must

allocate and organize staff in such a way as to assure accomplishment of the

school’s mission. Strongly agree was the most frequent response (58.2%) and


Table 62

Allocate and organize staff in such a way as to assure accomplishment of the

school's mission


PercentCumulative





100



be proficient in organizing the school's day-to-day functions, the principal must

know education law, including the implication of liability, and keep current with

developments. Strongly agree was the most frequent response (57.8%) and agree


Table 63

Know education law, including the implication of liability, and keep current with

developments


PercentCumulative







develop and implement administrative procedures consistent with board policy

and contractual agreements. Strongly agree was the most frequent response


the data.


101

Table 64

Develop and implement administrative procedures consistent with board policy

and contractual agreements


PercentCumulative


Agree S3 33.8 34.4 39.0Strongly Agree 94 59.9 61.0 100.0Total 154 98.1 100.0




be proficient in fiscal management, the principal must manage the school in the

allocated resources. Strongly agree was the most frequent response (65.6%) and


Table 65

Manage the school within the allocated resources


PercentCumulative







102

be proficient in fiscal management, the principal must understand the school

district budget and its specific implications for his or her school. Strongly agree

was the most frequent response (623%) and agree was the next most frequent


Table 66

Understand the school district budget and its specific implications for his or her

school


PercentCumulative






be proficient in fiscal management, the principal must plan, prepare, justify, and

defend the school budget Strongly agree was the most frequent response


the data.


103

Table 67

Plan, prepare, justify, and defend the school budget


PercentCumulative






be proficient in fiscal management, the principal must use cost control procedures

and institute cost-effective practices. Strongly agree was the most frequent


68 shows the data.

Table 68

Use cost control procedures and institute cost-effective practices


PercentCumulative







104

be proficient in fiscal management, the principal must interpret budget priorities

and constraints to the staff and the community. Strongly agree was the most

frequent response (49.4%) and agree was the next most Sequent response


Table 69

Interpret budget priorities and constraints to the staff and the community


PercentCumulative






be proficient in political issues, the principal must participate in local, state, and

federal legislative action programs. Indifferent was the most Sequent response

(43.9%) and agree was the next most Sequent response (27.1%). Table 70 shows

the data.


105

Table 70

Participate in local, state, and federal legislative action programs


PercentCumulative






be proficient in political issues, the principal must understand the dynamics of

local, state, and national politics. Agree was the most frequent response (37.4%)

and indifferent was the next response (32.3%). Table 71 shows the data.

Table 71

Understand the dynamics o f local, state and national politics


PercentCumulative







106

be proficient in political issues, the principal must be accessible to teachers,

students, parents and other members o f the community. Strongly agree was the



Table 72

Be accessible to teachers, students, parents and other members o f the community

Freauencv PercentValid

PercentCumulative






be proficient in political issues, the principal must develop plans and strategies for

helping attract appropriate financial support o f education. Agree was the most




107

Table 73

Develop plans and strategies for helping attract appropriate financial support of

education


PercentCumulative






be proficient in political issues, the principal must involve the community leaders

in the development and support of the school’s program. Agree was the most




108

Table 74

Involve the community leaders in the development and support of the school's

program


PercentCumulative






be proficient in political issues, the principal must identify and apply effective

strategies for dealing political issues and political forces that impinge on the

school’s operation. Agree was the most frequent response (40.9%) and indifferent

was the next most frequent response (292%). Table 75 shows the data.


109

Table 75

Identify and apply effective strategies for dealing with political issues and political

forces that impinge on the school's operation


PercentCumulative




Analysis of Hypotheses

The section contains an analysis of the five hypotheses examined in the

study. Narrative and tables were written for each hypothesis.

Hypotheses one stated that there will be significant differences in the

perceptions of elementary school administrators and elementary school teachers

regarding the proficiency of elementary school principals as measured by



instruction, supervising performance, the evaluation process, organizing the day-

to-day functions, fiscal management, and political issues. Table 76 shows the

mean scores and the analysis o f variance scores for the total instrument and each

section of the research instrument There was a significant difference in the

overall perceptions of the elementary school administrators and elementary school


110

teachers regarding the proficiency of elementary school principals. There was a

significant difference in seven o f the ten proficiencies measured: leadership

skills, communication skills, supervising the development and implementation of

the curriculum, supervising instruction, supervising performance, the evaluation

process, and organizing the day-to-day functions. There was no evidence to reject

hypothesis one. Hypothesis one was accepted.

Table 76

Differences between elementary school administrators and elementary school

teachers

CATEGORY STATUS N MEAN T SIG

Total score PrincipalTeacher

37105

316.5405304.6190

2.943 .004 *

Leadership skills PrincipalTeacher

38115

47.421145.5739

3.991 .000*

Communications skills PrincipalTeacher

39113

41.794940.0000

3.201 .002*

Management of group process

PrincipalTeacher

39115

31.923131.0000

1.672 .099

Supervising the development and implementation of the curriculum

PrincipalTeacher

39115

37.384635.3652

3.857 .000*

Supervising instruction PrincipalTeacher

39115

18.538517.6174

2.835 .006*

Supervising ' performance

PrincipalTeacher

38114

28.210526.6316

3.828 .000*

Evaluation process PrincipalTeacher

39115

32.923131.2087

3.505 .001*

Organizing the school’s day-to-day functions

PrincipalTeacher

39113

31.538530.3628

2.060 .043*

Fiscal management PrincipalTeacher

39114

22.7436222895

1.086 280


I ll

Political issues Principal 39 24.2564 1.366 .176Teacher 113 23.3982


112

Hypothesis two stated that there will be significant differences in the


based on gender regarding the proficiency of an effective elementary school


group processes, supervising the development of the curriculum, supervising


school’s day-to-day functions, fiscal management and political issues. Table 76

shows the mean scores and the t-test for equality of mean scores for the total

instrument and each section o f the research instrument There was no significant

difference in the overall perceptions of the elementary school administrators and

elementary school teachers based on gender regarding the proficiency of

elementary school principals. There was a significant difference based on gender

in two of the ten proficiencies measured: leadership skills and management of the

group process. There was evidence to reject hypothesis one. Hypothesis two was

rejected.


Table 77

Differences between gender

CATEGORY STATUS N MEAN T SIGTotal score Male

Female4694

304.4783309.4362

-1.050 297

Leadership skills MaleFemale

50101

45.120046.5050

-2.379 .020*

Communicationsskills

MaleFemale

50100

39.960040.7600

-1.227 223


MaleFemale

51101

30.372531.6733

-2.318 .023*


MaleFemale

52100

35.519236.0700

-.944 .348

Supervisinginstruction

MaleFemale

52100

17.442318.0700

-1.844 .068

Supervisingperformance

MaleFemale

5298

26.5962272551

-1272 207

Evaluation process MaleFemale

52100

31.653831.6500

.007 .994

Organizing the school’s day-to-day functions

MaleFemale

5199

30.431430.8081

-.648 .519

Fiscal management MaleFemale

5299

22.076922.6263

-1.181 240

Political issues MaleFemale

5199

23.588223.5556

.054 .957

113


114

Hypothesis three stated that there will be significant differences in the

perceptions o f elementary school administrators and elementary school teachers

based on years o f experience in the district regarding the proficiency o f an

effective elementary school principal as measured by leadership skills,

communication skills, management of group processes, supervising the

development o f the curriculum, supervising instruction, supervising performance,

the evaluation process, organizing the school’s day-to-day functions, fiscal

management and political issues. Table 78 shows the mean scores and the

analysis o f variance scores for the total instrument and each section of the

research instrument There was no significant difference in the overall

perceptions of the elementary school administrators and elementary school

teachers based on years o f experience in the district regarding the proficiency of

elementary school principals. There was no significant difference in any of the

ten proficiencies measured. There was evidence to reject hypothesis three.

Hypothesis three was rejected.

Table 78

Differences based on years of experience in the district

CATEGORY STATUS N MEAN T SIGTotal score < 10 years

>= 10 years6675

309.60613062533

.822 .413

Leadership skills < 10 years >= 10 years

7181

46.084545.9753

206 .837


< 10 years >=10 years

7180

40.521140.4375

.143 .887


<10years >= 10 years

7182

31.408531.1098

.592 .555


115


< 10 years >= 10 years

7083

36.057135.7590

.563 .575



7083

18.014317.7108

.993 .322



6982

27.246426.8537

.855 .394

Evaluationprocess


7083

32.000031.3614

1.298 .196

Organizing the school’s day-today functions


6982

30.739130.6098

.241 .810

Fiscalmanagement


6983

22.623222.2530

.868 .387

Political issues < 10 years >= 10 years

7081

24.000023.2963

1.197 .233


116

Hypothesis four stated that there will be significant differences in the


based on highest degree earned regarding the proficiency of an effective

elementary school principal as measured by leadership skills, communication

skills, management of group processes, supervising the development of the

curriculum, supervising instruction, supervising performance, the evaluation

process, organizing the school’s day-to-day functions, fiscal management and

political issues. Table 79 shows the mean scores and the analysis of variance

scores for the total instrument and each section of the research instrument There

was no significant difference in the overall perceptions of the elementary school

administrators and elementary school teachers based on highest degree earned

regarding the proficiency of elementary school principals. There was no

significant difference in any of the ten proficiencies measured. There was

evidence to reject hypothesis four. Hypothesis four was rejected.


Table 79

Differences based on highest degree earned

CATEGORY STATUS N MEAN T SIGTotal score Bachelors

MastersDoctoral

339413

305.5758307.8404308.9231

.130 .878

Leadership skills BachelorsMastersDoctoral

399913

45.307746.212146.4615

1.221 2 9 8


BachelorsMastersDoctoral

379914

40.162240.444440.9268

2 3 4 .792



3810014

30.394731.530030.9286

1.866 .158



3810014

35.868435.710036.7143

.578 .562



3810014

17.368417.970018.0714

1.482 .231



389814

26.421127.193927.2857

1.085 .341

Evaluationprocess


3810014

31.131631.650032.5714

1.132 .325

Organising theschool’s day-today functions


379914

30.000030.909130.2857

1.092 .338

Fiscalmanagement


389914

22.263222.4646222143

.112 .895

Political issues BachelorsMastersDoctoral

389814

23.868423.367324.4268

.640 .529

117


Hypothesis five stated that there will be significant differences in the


based on year highest degree was earned regarding the proficiency of an effective

elementary school principal as measured by leadership skills, communication

skills, management o f group processes, supervising the development of the

curriculum, supervising instruction, supervising performance, the evaluation

process, organizing the school’s day-to-day functions, fiscal management and

political issues. Table 80 shows the mean scores and the analysis of variance

scores for the total instrument and each section of the research instrument There

was no significant difference in the overall perceptions of the elementary school

administrators and elementary school teachers based on year highest degree was

earned regarding the proficiency of elementary school principals. There was no

significant difference in any o f the ten proficiencies measured. There was

evidence to reject hypothesis five. Hypothesis five was rejected.

Table 80

Differences based on year highest degree was earned

CATEGORY STATUS N MEAN F SIGTotal score Before 1976 9 300.4444 .785 .577

1976-1980 6 318.66671981-1985 7 300.00001986-1990 30 306.83331991-1995 40 311.67501996-2001 41 307.1707

Leadership skills Before 1976 10 47.3000 1.373 .2381976-1980 6 47.33331981-1985 8 43.87501986-1990 32 45.8750


119

1991-19951996-2001

4444

46.295545.9545

Communications Before 1976 9 39.3333 1.009 .415skills 1976-1980 6 42.1667

1981-1985 8 38.75001986-1990 32 40.31251991-1995 43 40.97671996-2001 45 40.6000

Management of Before 1976 10 30.8000 .402 .847group process 1976-1980 6 32.1667

1981-1985 7 30.28571986-1990 33 31.36361991-1995 44 31.63641996-2001 45 31.2444

Supervising the Before 1976 10 34.8000 .827 .532development and 1976-1980 6 37.5000implementation of 1981-1985 8 34.7500the curriculum 1986-1990 33 35.7273

1991-1995 44 36.25001996-2001 44 36.8182

Supervising Before 1976 10 16.7000 1.502 .193instruction 1976-1980 6 18.5000

1981-1985 8 17.37501986-1990 33 17.87881991-1995 44 18.29551996-2001 44 17.7500

Supervising Before 1976 10 26.9000 .496 .779performance 1976-1980 6 28.3333

1981-1985 8 27.12501986-1990 32 26.56251991-1995 43 27.25581996-2001 44 27.1136

Evaluation Before 1976 10 31.4000 .468 .800process 1976-1980 6 33.0000

1981-1985 8 30.75001986-1990 33 31.51521991-1995 44 31.93181996-2001 44 31.5227


120

Organizing the school’s day-today functions

Before 19761976-19801981-19851986-19901991-19951996-2001

1068324344

29.900031.333330.750030.406331.372130.3182

.691 .631

Fiscal Before 1976 10 20.5000 2.058 .074management 1976-1980 6 23.8333

1981-1985 8 21.12501986-1990 33 22.27271991-1995 44 22.84091996-2001 43 22.4651

Political issues Before 1976 10 22.5000 .419 .8351976-1980 6 24.50001981-1985 8 22.50001986-1990 3 23.75001991-1995 43 23.90701996-2001 44 23.6364


121

Summary

An analysis of the data showed the following:

1. There was a significant difference in the overall perceptions of the

elementary school administrators and elementary school teachers regarding the

proficiency of elementary school principals. There was a significant difference in

seven of the ten proficiencies measured: leadership skills, communication skills,


instruction, supervising performance, the evaluation process, and organizing the

day-to-day functions. There was no evidence to reject hypothesis one.

Hypothesis one was accepted.

2. There was no significant difference in the overall perceptions of the

elementary school administrators and elementary school teachers based on gender

regarding the proficiency of elementary school principals. There was a significant

difference based on gender in two of the ten proficiencies measured: leadership

skills and management of the group process. There was evidence to reject

hypothesis two. Hypothesis two was rejected.


elementary school administrators and elementary school teachers based on years

o f experience in the district regarding the proficiency of elementary school

principals. There was no significant difference in any of the ten proficiencies

measured. There was evidence to reject hypothesis three. Hypothesis three was

rejected.


122


elementary school administrators and elementary school teachers based on highest

degree earned regarding the proficiency of elementary school principals. There

was no significant difference in any of the ten proficiencies measured. There was



elementary school administrators and elementary school teachers based on year

highest degree was earned regarding the proficiency of elementary school


measured. There was evidence to reject hypothesis five. Hypothesis five was

rejected. The table below summarizes the results o f the analysis of each

hypothesis.

Table 81

Summary of Analysis of Hypotheses

HYPOTHESIS OUTCOME

1. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers regarding the proficiency of elementary school principals as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.

Accepted

2. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on gender regarding the proficiency of an effective elementary school principal as measured by

Rejected


123

leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-today functions, fiscal management, and political issues.3. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on years of experience in the district regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.

Rejected

4. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on highest degree earned regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.

Rejected

5. There will be significant difference in the perceptions of elementary school administrators and elementary school teachers based on year highest degree was earned regarding the proficiency of an effective elementary school principal as measured by leadership skills, communication skills, management of group processes, supervising the development and implementation of the curriculum, supervising instruction, supervising performance, the evaluation process, organizing the day-to-day functions, fiscal management, and political issues.

Rejected


CHAPTER 5

SUMMARY, CONCLUSIONS, RECOMMENDATIONS

Introduction

This chapter presents a summary of the research study and the conclusions

drawn from the findings. Recommendations of the researcher are included in this

chapter.

Summary



effective elementary school principals and the level of agreement between

principals and teachers regarding those proficiencies. The study provided data that

was used to analyze the perceptions of these two groups and the level of

agreement among the five variables: position, gender, years of experience, highest

degree earned, and year highest degree was earned. This study was limited to

elementary school principals and teachers, in three S t Louis County School

districts.

The sample for the study was randomly selected from a population of 1200

elementary school teachers and 76 administrators from three public school

Districts located in S t Louis County. Three hundred teachers and 60

administrators were selected by means of a random sample reference table.

Completed returns were received from 116 teachers and 40 administrators. The

124


125

rate of return for the teachers was 39% and the rate of return for administrators

was 66%.





Principals (Riggs, 1992).

Descriptive analysis and inferential statistics were used in the study.

Frequency, percent, mean and standard deviation were reported on each of the


concerning the difference between position and principal proficiency. An

independent-samples t test was used to see if there was a significant difference

between the means of the two groups (principals and teachers). The t-test was

used to test the second hypotheses concerning the difference between gender and

principal proficiency. An independent-samples t test was used to see if there was a

significant difference between the means of the two groups. The t test was used to

analyze differences in perceptions of administrators and teachers regarding the

proficiencies of effective principals as measured by the dependent variables,



instruction, supervising performance, the evaluation process, fiscal management,

and political issues.


126

A series o f ANOVA’S were generated to determine the joint effects o f the

independent variables years of experience within the district, highest degree

earned, and year highest degree was earned. These ANOVA’S were used in the

analysis to answer hypotheses three, four and five.

Individuals were asked to indicate their status in the elementary education

system. Teacher was the most frequent response (74.4%) and principal was the

next most frequent response (25.6%). Teachers and principals were asked their

gender. Female was the most frequent response (66.2%) and male was the next

most frequent response (33.8%). Teachers and principals were asked their

experience level in elementary education. More than 10 years was the most

frequent to response (54.2%) and less than 10 years of experience was the next

most frequent response (45.8%). Teachers and principals were asked about the

highest degree they have earned over the years. The most frequent response was a

Masters degree (65.6 %) and Bachelors degree was the next most frequent

response (25.3%). Teachers and principals were asked in what five year span did

they achieve their highest degree. The most frequent response was 1996 to 2001

(30.6%), 1991 to 1995 was the next most frequent response (29.9%).

An analysis of the data showed the following:

1. There was a significant difference in the overall perceptions of the

elementary school administrators and elementary school teachers regarding the

proficiency of elementary school principals. There was a significant difference in

seven o f the ten proficiencies measured: leadership skills, communication skills,


127


instruction, supervising performance, the evaluation process, and organizing the

day-to-day functions. There was no evidence to reject hypothesis one.

Hypothesis one was accepted.


elementary school administrators and elementary school teachers based on gender

regarding the proficiency of elementary school principals. There was a significant

difference based on gender in two of the ten proficiencies measured: leadership

skills and management of the group process. There was evidence to reject

hypothesis two. Hypothesis two was rejected.


elementary school administrators and elementary school teachers based on years

of experience in the district regarding the proficiency of elementary school


measured. There was evidence to reject hypothesis three. Hypothesis three was

rejected.


elementary school administrators and elementary school teachers based on highest

degree earned regarding the proficiency of elementary school principals. There

was no significant difference in any of the ten proficiencies measured. There was



128


elementary school administrators and elementary school teachers based on year

highest degree was earned regarding the proficiency of elementary school


measured. There was evidence to reject hypothesis five. Hypothesis five was

rejected.

Conclusions

1. Elementary school administrators and teachers have different

perceptions of the proficiencies o f an effective elementary school principal.

2. The differences in the perceptions were not based on gender, years of

experience in the district, highest degree earned, or the year the highest degree

was earned.

Recommendations

Many recommendations can be offered to individuals studying leadership

and the elementary school principal. The research study and the analysis of the

data lead to the following recommendations:

1. Elementary school principals should be informed of proficiencies for

principals establish by the National Association of Elementary School Principals

and given training in each of the proficient areas as part of a mentor program for

principal's leadership program.

2. Superintendents, elementary school principals and elementary school

teachers should use the literature and previous research on leadership and


129

effective schools to guide the development of a clear. Written job description for

elementary school principals that accurately reflects the current perception of

leadership, effective schools and proficiencies for effective elementary school

principals.

3. Instruments and procedures currently used to evaluate the effectiveness

of elementary school principals should be reviewed to determine if they

adequately access the performance of effective elementary school principals as

indicated by current literature and recent research on effective elementary school

principals.

4. Personal improvement plans for administrators would be developed by

educational administrators programs close the gap in the perceptions of teachers

and administrators.

a.) Aspiring principals should study the perceptions of leadership and the

differences between teachers and administrators.

b.) Information from this study can be used to update the curriculum used

in school administration programs.

c.) Workshops can be developed to enable administrators and teachers to

compare opinions and identify gaps in proficiency perception at the local level.

5. More research is needed on the perceptions of leadership. Studies of

this nature should be periodically conducted in order to detect shifts in the

perceptions. A study might be conducted to define educational leadership as it

applies to elementary school principals in specific settings.


APPENDIX A

SAINT LOUIS UNIVERSITY

The Graduate School

Dear Participant: September 18, 2000

This letter is to request your assistance in a research study I am conducting in educational administration at Saint Louis University under the guidance of Dr. Ronald Rebore. This study will seek to determine the level of agreement between elementary school principals and elementary school teachers regarding leadership proficiencies you perceive to be characteristic of an effective elementary school principal. Your response to the enclosed survey questionnaire items will provide data to be analyzed. The analysis of your response on the questionnaire will be a part of my doctoral dissertation.

The same questionnaire is being sent to elementary school principals, and elementary school teachers in three public school districts in St. Louis County. I realize it is very difficult to take time out o f your busy schedule, but! would be most appreciative if you would participate in this study. Your participation is very important for me to complete this study which will provide data that will contribute to the existing research relative to leadership proficiencies for elementary school principals.

Please complete and return the questionnaire in the self-addressed envelope provided. The questionnaire should not take more than twenty minutes o f your time. There will be no risks in your participation. All responses will be confidential. Individual responses will not be released and no attempt will be made to identify specific schools, principals or teachers. The code number of the questionnaire is used to allow for follow-up mailings and to supply information regarding the questionnaire if you would like it. Only die researcher will be able to match code numbers. The questionnaire will be destroyed once the response has been recorded.

Your participation is voluntary and you may withdraw at any time. I hope that you will help me. The knowledge I gain from your responses may be helpful to leaders in the future. I am working under a strict deadline and would like your response within two weeks. Thank you very much for your valuable time and assistance.

Sincerely,

Mary Ellen Burford130


APPENDIX B

SAINT LOUIS UNIVERSITY

The Graduate School

Dear Participant: October 30, 2000

A few weeks time ago I sent you a survey questionnaire concerning your opinion of leadership proficiencies characteristic of effective elementary school principals. Your response has not been received. Your opinion is very important to the research I am conducting.

You were randomly selected. Not all principals and teachers will have the opportunity to participate in this research, The information obtained from the survey questionnaire will he held in confidence and no identifiable factors will he included in the study.

I am in education and realize your busy schedule. Please take a few minutes to complete the survey and return it to me in the stamped self-addressed envelope. I will receive it directly if you will complete it and drop it in the nearest mailbox by November 10th.

I am under a strict deadline to complete this research. Thank you very much for your help in determining leadership proficiencies characteristic of effective elementary school principals.

Sincerely,

Mary Ellen Burford

131


APPENDIX B

SURVEY QUESTIONNAIRE

Perceptions of Leadership Proficiencies Characteristic Of Effective Elementary School Principals

ELEMENTARY PRINCIPAL:Please write the name of the school district you work in

Please check gender Male Female. Years of Experience within the District:Less than 10 years More than 10 yearsHighest degree earned_________________Year highest degree was earned_______

ELEMENTARY TEACHER:Please write the name of the school district you work in

Please check gender Male Female____Years of Experience within the District:Less than 10 years More than lOyearsHighest degree earned_________________Year highest degree was earned_______

Please respond to each statement in each category listed in this survey by using the code below. Please use numbers I to 5 to reflect your perceptions of leadership proficiencies characteristic of effective elementary school principals. Please be sure to respond to all items on the questionnaire.

CODE:5-Strongly Agree, 4-Agree, 3-Indifferent, 2- Disagree, 1-Strongly Disagree

I. To be proficient in leadership skills, the principal must:

1 2 3 4 5 Exercise vision in defining and accomplishing the missionof die school

12 3 4 5 Demonstrate a genuine interest in children.12 3 4 5 Inspire all concerned to join in accomplishing the school's

mission.12 3 4 5 Be highly visible throughout the school.123 4 5 Apply effective human relation's skills.12 3 4 5 Encourage the leadership of others.

132


1 2 3 4 5

1 2 3 4 51 2 3 4 5

1 2 3 4 5

n.1 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 5

1 2 3 4 5

m.

1 2 3 4 5

1 2 3 4 51 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

IV.

1 2 3 4 5

1 2 3 4 5

133

Analyze information relative to problems, make decisions, and delegate responsibility as appropriate.Create a strong sense o f togetherness.Apply established principles and strategies of effective leadership.Participate as a member of local, state, and national professional groups.

To be proficient in communication skills, the principal must:

Model the expected behavior of others.Persuasively articulate his or her beliefs and effectively defend his or her decisions.Be trustworthy, conscientious, enthusiastic, and sensitive.Write clearly and concisely so that the intended audience understands the message.Apply facts and data to determine priorities.Be an active listener so as to truly near others.Know his or her verbal and nonverbal communications strengths and weaknesses and their implications.Understand the philosophy, functioning, and practices of mass media.Understand the impact o f his or her personal image and how to make that image an effective one.

To be proficient in management of group processes, the principal must:

Identify — with staff- the decision-making procedures the school will follow.Involve others in setting short and long-term goals.Be aware o f various decision-making techniques and be able to match the appropriate technique to the particular situation.Apply validated principles o f group dynamics and facilitation skills.Understand the process o f consensus building and apply that process both as a leader and as a member of a group.Achieve intended outcomes through the use of principles of motivation.Maintain disciplinary stability throughout the school.

To be proficient in supervising the development and implementation of the curriculum, the principal must:

Understand the communities values and goals and what it wants the curriculum to achieve. Seek appropriate resources o f time, money, and materials to support the curriculum.Set forth, as a continuum, the skills and concepts the curriculum is designed to provide.


1 2 3 4 5

1 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 5

V.

1 2 3 4 5

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

VI.

1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

1 2 3 4 51 2 3 4 5

1 2 3 4 5

vn.

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

134

Be familiar with curriculum materials and their relationship to program goals and objectives.Monitor the curriculum to ensure that the appropriate content and sequence are followed.Demonstrate multicultural and ethnic understanding.Establish an environment conducive to learning.Analyze standardized test scores and other student performance indicators to identify general strengths and weaknesses in the educational program.

To be proficient in supervising instruction, the principals must:Understand and apply effective observation and conferencing skills.Understand and apply principles of child growth and development Apply grouping practices that most effectively meet student needs Regularly assess the teaching methods and strategies being used at the school to ensure that they are appropriate and varied.

To be proficient in supervising performance, the principal must:

Design effective staff and professional development programs that match the goals of both the school and of the participating individuals.Set high expectations for students, staff, parents, and self Recognize and show concern for personal goals o f students and staffEnhance student and staff strengths and remediate weaknesses. Appropriately match specific learning styles with specific teaching styles.Engage in a program of continuing professional development

To be proficient in the evaluation process, the principal must:

Inspire oven the most excellent teachers to acquire new competencies and experiences.Bring about the kind of rapport among students, teachers, staff, parents, and the community that fosters constructive suggestions for making the school program even stronger.Use a variety o f techniques and strategies to assess student performance, individual teacher and staff performance, the achievement of curriculum goals, and the effectiveness o f the total instructional program.Assess progress toward achieving goals established for students, teachers, die principalship, and die involvement o f parents and die


1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Vffl.

1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 5

1 2 3 4 5

DC.

1 2 3 4 51 2 3 4 5

1 2 3 4 51 2 3 4 51 2 3 4 5

X.

1 2 3 4 51 2 3 4 51 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

135community at large.Seek and encourage input from a variety of sources to improve the school’s programDemonstrate a level of human relations skills that make the evaluation process helpful rater then destructive.Develop assistance plans and remediation efforts to improve teaching performance

To be proficient in organizing the school’s day-to-day functions, the principal must:

Develop and implement eq u itab le and effective schedules.Use strategic planning to implement long-range goals.Attract volunteers ana be adept in training them.Manage the operation and maintenance of the physical plant Allocate and organize staff in such a way as to assure accomplishment of the school’s mission.Know education law, including the implication of liability, and keep current with developments.Develop and implement administrative procedures consistent with board policy and contractual agreements.

To be proficient in fiscal management, the principal must:

Manage the school within the allocated resources.Understand the school district budget and its specific implications for his & her school.Plan, prepare, justify, and defend the school budgetUse cost control procedures and institute cost-effective practices.Interpret budget priorities and constraints to the staff and thecommunity.

To be proficient in political issues, the principal must:

Participate in local, state, and federal legislative action programs. Understand the dynamics of local, state and national politics.Be accessible to teachers, students, parents and other members of the community.Develop plans and strategies for helping attract appropriate financial support o f education.Involve the community leaders in the development and support of the school’s program.Identify and apply effective strategies for dealing with political issues and political forces that.


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Bond, G. (1995). Leadership behaviorJHow personality, stress and gender affect leader behavior (Doctoral dissertation, University Of Washington, 1995). Dissertation International Abstracts. 56-07. A4046.

Cascadden, D. (1996). Principals as managers and leaders: A qualitative study of the perspectives of selected elementary school principals (Doctoral dissertation, College Of William And Mary, 1996). Dissertation Abstracts International 57-08. A3333.

Chirichello, M. (1997). A study of the preferred leadership styles of principals and the organizational climates in successful public elementary schools in New Jersey public schools (Doctoral dissertation, Steton Hall University, 1997). Dissertation Abstracts International. 58-03 A0659.

Futhey, G. (1991). A study of principal leadership in applying the change research to school improvement efforts at the K-5 level (Elementary school) (Doctoral dissertation, Loyola University. 1991V Dissertation Abstracts International. 52-04. A1145.

Ginty, E. F. (1993). Perceptions o f the beginning building administrator: The transition from teacher to school administrator. (Doctoral dissertation, 1993) Dissertation Abstracts International. The Unversity of Northern Colorado,Greeley.

Gould, S. (1998). The perceptions of elementary school principals regarding their role in helping teachers increase student learning. (Doctoral dissertation, University of Massachusetts, 1998). Dissertation Abstracts International 59-07. A2267.

Gregg, T. R (1997). A descriptive study of practicing elementary principal’s perceptions of their leadership development needs and effective ways of developing their leadership. (Doctoral dissertation, University of Cincinnati, 1997). Dissertation Abstracts International 58 A2951.


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Hannel-Scalzo, M. (1997). Leadership characteristics for collaboration: Perceptions of elementary school principals. (Doctoral dissertation, University of Dayton, 1997)). Dissertation Abstracts International 59-07, A2269.

Hallinger, P. (1983). Assessing the instructional management behavior of principals. Dissertation Abstracts International. 44 1226 A - 1609.

Harlow, J. (1994). Educational leadership (Doctoral dissertation, Seattle University, 1994). Dissertation Abstracts International. 55-08. A2227.

Maty as, M. (1999). An investigation o f shared leadership traits of effective elementary school principals, (Doctoral dissertation, 1999V Dissertation Abstract International 60-02. A0299.

McCoy, T. (1999). The top ranking internal and external key components needed to be an effective principal in a Saint Louis suburban school district (Doctoral dissertation, Saint Louis, University, 1999). Dissertation Abstracts International 60-08. A2756.

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VTTAAUCTORIS

Mary Ellen Burford was bom November 25 in Hempstead County,

Arkansas where she lived until moving to S t Louis, Missouri as a young girl. She

attended elementary and secondary schools in S t Louis, Missouri. She attended

college at Lincoln University in Jefferson City, Missouri and received a Bachelor

of Science Degree in Elementary Education from the University in 1966.

Mrs. Burford began her teaching career at Douglass Elementary School in

Webster Groves, Missouri. While in Webster Groves, she was a classroom

teacher, an elementary school counselor and a reading specialist for the

elementary grades. Later she was a reading specialist for the middle grades seven

through eighth at Hixson Middle School. She also served as an educational

consultant to the mid west region states where she participated in writing a

manual for educational goals in Missouri schools.

Mrs. Burford studied team teaching and individualized instruction at the

University o f California in Los Angeles and reading strategies for children, at

Washington University in S t Louis. She studied the social sciences at Webster

University in Webster Groves, Missouri. She received her graduate degree in

education in 1972 from Webster University.

In 1994, Mrs. Burford developed and directed a program for students and

parents in Webster Groves, Missouri. The goal of the program was to involve

ISO


151

children and their parents in the improvement of academic achievement and

development and enrichment of their community.

Mrs. Burford remained in the Webster Groves School District until 1996

when she was offered a position as Assistant Head of Chesterfield Day School, a

private independent elementary school, in Chesterfield, Missouri. After the first

year she was appointed to the position of Lower School Head of the White Road

Campus of Chesterfield Day School.

In 1998, Mrs. Burford was offered the position of Director of The Village

Academy in St. Louis, Missouri. Presently she is completing requirements for the

degree of Doctor of Philosophy in Educational Leadership at Saint Louis

University in St. Louis, Missouri.

Mrs. Burford is a member of Phi Delta Kappa of Washington University,

International Training in Communications, Alpha Kappa Alpha Sorority, The

Junior League of St. Louis, Toastmasters International and Altrusa International of

St. Louis, Missouri. As a member of these organizations she participates in civic,

educational, volunteer, and social activities which involve individual and

community projects.

Mrs. Burford is married and is the mother o f one son, Todd. She is a

member of Saint Alphonsus Catholic Church in S t Louis Missouri.


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