The perceptions of principals and assistant principals in Western Pennsylvania on preparation programs for the role of the assistant principalship.

Abstract

The purpose of this study was to examine the perceptions of western Pennsylvania principals and assistant principals regarding the importance of university training programs in preparation for the role of the assistant principalship. The participants'; perceptions of individual educational administration courses were also surveyed, as were the roles and responsibilities of the principals and assistant principals. Surveys were distributed to 1113 principals and assistant principals in 171 school districts in western Pennsylvania. The study found that principals and assistant principals perceived university certification programs as very important in the preparation of assistant principals. Both principals and assistant principals identified that school law, student discipline, leadership, supervision of instruction, school and community relations, internship and field experience, curriculum development, and personnel administration were very important educational administration courses. Psychology of learning, human growth and development, and foundation of education courses were rated less important. Instructional strategies used in educational administration courses that incorporate interpersonal skills, mentoring programs, stress management, and simulations/role playing were preferable to student presentations and lectures. The role and responsibilities of the principal and assistant principal in western Pennsylvania were investigated. Principals and assistant principals responded in six areas: personnel activities, school/community relations, student activities, student personnel, curriculum and instruction, and school management. The survey results indicated that both principals and assistant principals were included in every aspect of the school's operation. However, they each had duties for which they assumed major responsibility. If the principal had major responsibilities for a duty, the assistant principal's responsibilities for that duty were typically lower and vice versa. This finding was consistent with Austin and Brown's (1970) study of secondary assistant principals. Assistant principals assumed a greater role than principals in the areas of student activities and student personnel. The duties for which the assistant principal assumed major responsibility were discipline, attendance, and hall supervision. Assistant principals also assumed greater responsibility than did principals for supervising teacher and student handbooks, athletic and non-athletic events, cafeterias, student assistant programs, student orientations, alternative education programs, and student transportation.