Options
Principal and teacher perceptions of the principal's instructional leadership role in primary schools
Loading...
Type
Thesis
Author
Juma'at Masdawood
Supervisor
Chong, Keng Choy
Abstract
The study is a survey of the perceptions of principals and teachers in primary schools regarding the principles' performance of the instructional leadership role and the time spent on it. A 34-item questionnaire was utilised to gather data for the study.
Seventy primary school principals who have served in the present schools for at least two years were randomly selected from the list of primary school principals. Thirty-five were in high-achieving schools and another thirty-five, low-achieving schools. From each of these schools, five English-medium teachers who have served in the school for at least two years were randomly selected. A high-achieving school was one with an overall pass rate of 86% or higher in the 1988 Primary School Leaving Examination. Those scoring below 86% were categorised as low-achieving schools. The lowest score recorded for the school population was 60%.
The study had a high response rate of 98.6%. The data was analysed using the Student-t test at the 0.05 level of significance.
The study focused on four aspects of instructional leadership; the difference between the self-perceptions of principals in high-achieving and low-achieving schools, the difference between the teachers' perceptions in high-achieving and low-achieving schools regarding the principal's instructional leadership performance, the extent of disagreement between the perceptions of principals and teachers regarding the principal's performance of instructional leadership in high-achieving schools compared to low-achieving schools, and the time the principals spent on the instructional leadership role.
The data from the study show that:
There was no significant difference between the perceptions of the principals in the high-achieving and low-achieving schools regarding their performance of the instructional leadership role.
Compared to teachers in the low-achieving schools, those in the high-achieving schools had significantly higher perceptions of their principals' performance of the instructional leadership as compared to those in the low-achieving schools. In both high-achieving and low-achieving schools, the principals' self-perceptions were higher than the teachers' perceptions of them.
There was no significant difference between the perceptions of principals and teachers in high-achieving leadership role. However, the difference was significant in the low-achieving schools. The principals were perceived to spend about 50% of their official work time performing the instructional leadership role.
These findings enabled the researcher to draw the following conclusions:
Principals of high-achieving and low-achieving primary schools perceived themselves performing the instructional leadership role frequently.
Teachers in high-achieving schools perceived that their principals performed the instructional leadership role more frequently than teachers in low-achieving schools perceived theirs doing so.
There is significantly less disagreement between principals and teachers in high-achieving schools than in low-achieving schools regarding the principal's performance of the instructional leadership role.
Primary school principals spend about 50% of their official work time performing the instructional leadership role.
Seventy primary school principals who have served in the present schools for at least two years were randomly selected from the list of primary school principals. Thirty-five were in high-achieving schools and another thirty-five, low-achieving schools. From each of these schools, five English-medium teachers who have served in the school for at least two years were randomly selected. A high-achieving school was one with an overall pass rate of 86% or higher in the 1988 Primary School Leaving Examination. Those scoring below 86% were categorised as low-achieving schools. The lowest score recorded for the school population was 60%.
The study had a high response rate of 98.6%. The data was analysed using the Student-t test at the 0.05 level of significance.
The study focused on four aspects of instructional leadership; the difference between the self-perceptions of principals in high-achieving and low-achieving schools, the difference between the teachers' perceptions in high-achieving and low-achieving schools regarding the principal's instructional leadership performance, the extent of disagreement between the perceptions of principals and teachers regarding the principal's performance of instructional leadership in high-achieving schools compared to low-achieving schools, and the time the principals spent on the instructional leadership role.
The data from the study show that:
There was no significant difference between the perceptions of the principals in the high-achieving and low-achieving schools regarding their performance of the instructional leadership role.
Compared to teachers in the low-achieving schools, those in the high-achieving schools had significantly higher perceptions of their principals' performance of the instructional leadership as compared to those in the low-achieving schools. In both high-achieving and low-achieving schools, the principals' self-perceptions were higher than the teachers' perceptions of them.
There was no significant difference between the perceptions of principals and teachers in high-achieving leadership role. However, the difference was significant in the low-achieving schools. The principals were perceived to spend about 50% of their official work time performing the instructional leadership role.
These findings enabled the researcher to draw the following conclusions:
Principals of high-achieving and low-achieving primary schools perceived themselves performing the instructional leadership role frequently.
Teachers in high-achieving schools perceived that their principals performed the instructional leadership role more frequently than teachers in low-achieving schools perceived theirs doing so.
There is significantly less disagreement between principals and teachers in high-achieving schools than in low-achieving schools regarding the principal's performance of the instructional leadership role.
Primary school principals spend about 50% of their official work time performing the instructional leadership role.
Date Issued
1990
Call Number
LB2831.976.S5 Jum
Date Submitted
1990