The secondary principalship : administrators' perceptions of pre- and post-service barriers to effectiveness

Abstract

This research was designed to (1) identify obstacles in the principal?s environment that inhibit the successful discharge of duties; (2) identify demographic, experiential, or educational factors that may serve as indicators to barriers; (3) identify correlations between demographic factors and indicators of effectiveness; (4) identify tasks considered essential to the day-to-day operation of schools; and (5) determine the principal?s level of satisfaction with her or his university-based preparation programs. Survey research was the methodology used and the research design was a blend of descriptive and correlational studies. A three-part survey instrument was used to elicit the perceptions of Pennsylvania high school principals concerning the existence of barriers and to gather information on the emphasis placed on the eight job dimensions of the principalship identified by Smith and Andrew (1989). Leithwood and Montgomery?s 1984 research was used as the basis for development of survey items dealing with barriers. The study was limited to Pennsylvania school districts with one high school. Results of the study indicated that the demographic factors used in the survey do not serve as indicators of barriers and that barriers exist in the principal?s environment regardless of setting, educational, or experiential background. A principal?s attitude toward specific items does appear to serve as an indicator of barriers. Pennsylvania high school principals indicated that pre-service expectations of the principalship match their current duties and that university-based preparation programs did not adequately prepare them for the principalship. Further study is needed to determine the extent of the relationship between barriers and attitude.