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Role conflict and role ambiguity in relation to principals' perceptions of the importance of tasks
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Type
Thesis
Author
Mok, Siew Ming
Supervisor
Chong, Keng Choy
Abstract
The principal's role in Singapore has undergone fundamental as well as dynamic changes since the establishment of the first school in 1823. New expectations and additional responsibilities have been thrusted upon him. His routine administrative duties have been de-emphasized and his educational leadership roles have gained prominence. So varied and demanding are his tasks that he may have difficulties setting priorities for himself. His tasks are further confounded by differing views on which functions are most critical and should occupy more of his attention and time.
The present study was designed to explore the extent of conflict that may exist among the three roles of secondary school principals namely, the ideal, expected and actual in relation to their perceptions of the relative importance of their tasks. In addition, the study included a comparison between principals' perceptions of their expected role and inspectors' perceptions of the expected role of the principal. The study further intended to establish whether principals face role ambiguity in relation to their role objectives, performance, expectations and role outcomes.
Ten research hypotheses were formulated for the investigation and guided the analyses of the study. Three research instruments were used. The first was a seventy-six item questionnaire developed by the investigator which listed selected tasks of the principal in each of the seven main functional areas of his work. The second was a questionnaire in time allocation to the main areas. The third instrument based on Erez and Goldstein's study consisted of a twenty-three item questionnaire to measure ambiguity.
The analysis of the data were partly inferential and partly descriptive. The one way analysis of variance, the Tukey test, t-test comparison of means, the Product Moment Correlation and Kendall's Rank Correlation were the main inferential statistics employed. Descriptive statistics included cumulative percentages, means and standard deviations.
The data collected and analysed indicated that there were significant differences at 0.05 level, in the secondary school principals' perceptions of the importance of their tasks in the ideal, expected and actual roles. The differences existed in the main functional areas as well as in the specific tasks of the principals' roles. Role conflict as measured by the Task Questionnaire was considered to be present when principals' actual performance of tasks was significantly different from what they perceived to be the ideal or the expected performance. Person-role conflict as measured by the discrepancy between the ideal and the actual was greater than role-overload conflict which was measured by the discrepancy between the principals' perceptions of the expected and actual performance.
However, when role conflict was measured by comparing principals' perceptions of their expected role with that of the inspectors' perceptions of the role of the principal, there were significant differences in only two of the seven main areas. In their actual performance, principals were unable to meet the expectations of the inspectors in three of the seven areas. The differences were mainly found in the pedagogic areas namely instruction and curriculum and in innovation and change.
Analyses of role ambiguity as measured by the Ambiguity Questionnaire, disclosed ambiguity in all the major areas of the principal's work. The highest ambiguity existed in feedback on the principals' performance.
The problems and trends identified in this study are considered useful as guidelines for improving secondary school principalship in Singapore. Principals' pedagogic competencies need to be examined. More specific directions on role expectations as well as regular feedback on role performance would enable the principals to perform their job with greater security and confidence.
The present study was designed to explore the extent of conflict that may exist among the three roles of secondary school principals namely, the ideal, expected and actual in relation to their perceptions of the relative importance of their tasks. In addition, the study included a comparison between principals' perceptions of their expected role and inspectors' perceptions of the expected role of the principal. The study further intended to establish whether principals face role ambiguity in relation to their role objectives, performance, expectations and role outcomes.
Ten research hypotheses were formulated for the investigation and guided the analyses of the study. Three research instruments were used. The first was a seventy-six item questionnaire developed by the investigator which listed selected tasks of the principal in each of the seven main functional areas of his work. The second was a questionnaire in time allocation to the main areas. The third instrument based on Erez and Goldstein's study consisted of a twenty-three item questionnaire to measure ambiguity.
The analysis of the data were partly inferential and partly descriptive. The one way analysis of variance, the Tukey test, t-test comparison of means, the Product Moment Correlation and Kendall's Rank Correlation were the main inferential statistics employed. Descriptive statistics included cumulative percentages, means and standard deviations.
The data collected and analysed indicated that there were significant differences at 0.05 level, in the secondary school principals' perceptions of the importance of their tasks in the ideal, expected and actual roles. The differences existed in the main functional areas as well as in the specific tasks of the principals' roles. Role conflict as measured by the Task Questionnaire was considered to be present when principals' actual performance of tasks was significantly different from what they perceived to be the ideal or the expected performance. Person-role conflict as measured by the discrepancy between the ideal and the actual was greater than role-overload conflict which was measured by the discrepancy between the principals' perceptions of the expected and actual performance.
However, when role conflict was measured by comparing principals' perceptions of their expected role with that of the inspectors' perceptions of the role of the principal, there were significant differences in only two of the seven main areas. In their actual performance, principals were unable to meet the expectations of the inspectors in three of the seven areas. The differences were mainly found in the pedagogic areas namely instruction and curriculum and in innovation and change.
Analyses of role ambiguity as measured by the Ambiguity Questionnaire, disclosed ambiguity in all the major areas of the principal's work. The highest ambiguity existed in feedback on the principals' performance.
The problems and trends identified in this study are considered useful as guidelines for improving secondary school principalship in Singapore. Principals' pedagogic competencies need to be examined. More specific directions on role expectations as well as regular feedback on role performance would enable the principals to perform their job with greater security and confidence.
Date Issued
1985
Call Number
LB2806 Mok
Date Submitted
1985