This study was undertaken as an attempt to provide an empirical evaluation of the positions of the principal and vice-principal in order to provide some basis for recommendations as to necessary changes in the duties of the positions, and suggestions as to factors to be considered in promotions to these administrative positions. So that the data would not be biased by limited samples, all principals and vice-principals in all B.C. school were surveyed, with the exception of those in schools having an enrolment of less than 150 pupils. Thus, it is thought that the 500 principals and 242 vice-principals included in this study, may be considered to represent the actual administrative population of B.C. schools. In order to facilitate the collection of data, a questionnaire was used, consisting of 60 items selected in part from previous studies and with other items specially devised to seek information pertinent to the present day educational system of British Columbia. The final analysis of the data involved comparisons between the gross groupings of elementary and secondary school. These were in turn subdivided into 3 school sizes based on number of classrooms, and 4 sizes of community based on the general population. From these comparisons it was possible to isolate the major trends concerning the different characteristics of the positions of the principal and vice-principal. Several trends were noted from the analysis of the data, and a number of expectations were confirmed. Differences were noted between the principals and vice-principals with respect to their ages, experience, training and duties. Also, differences were noted between the administrators of the secondary and elementary schools, and between the administrators of the larger schools and communities also with respect to their ages, training and experience. It was also noted that principals and vice-principals are experiencing difficulty in devoting their time to the more important duties because of overcrowding in the schools, and because of lack of clerical assistance. Suggestions have been made regarding certain specific problems which would seem to require further investigation. / Arts, Faculty of / Psychology, Department of / Graduate

This study sought to compare procedures used by school districts in the selection of elementary school principals. Twenty-one criteria deemed relevant to school district selection procedures were developed after an extensive review of the pertinent literature. Each criterion was placed in one of four categories. These were: recruitment and screening; recommendations, ratings, and personal-history blanks; paper and pencil tests; and interviews. A comparison was then made between these criteria and the actual practice of selecting principals-in four urban school districts of British Columbia. In order to make the comparison.it was necessary to determine as completely, as possible the selection procedures used in the districts under investigation. The required data was gathered by interviewing the school superintendents concerned. An interview form was devised for this purpose and contained questions, requiring short, precise responses, together with questions requiring an expression of opinion or an explanation of practice. Two interviews, the first quite brief and the second considerably longer, were held with the superintendent of each district. The interviewer assured the superintendents that their desire for anonymity would be fully respected. It was then necessary to compare the procedures for selecting elementary school principals in each district as indicated by the data collected, with the criteria already established. This comparison was facilitated by devising an appropriate rating scale. Using this scale it was possible to increase the reliability of the rating assigned to each district's procedures in respect of each criterion. Four general conclusions were advanced on the basis of the data considered and the specific conclusions reached. Firstly, procedures for selecting elementary school principals differed considerably between school districts. Secondly, all selection procedures examined were characterized by a high degree of subjectivity: no evidence was found of the use of objective measures of the competencies of candidates other than in length and type of professional experience and in academic qualifications. Thirdly, there seemed to have been very little attempt to define the competencies required in the principalship. Finally, after an intensive examination of the data it was concluded that considerable differences existed between selection procedures in the four urban school districts and criteria developed from the relevant literature. On the basis of the study and its conclusions, seven recommendations for improving school district practice in selecting elementary school principals were advanced. These were as follows: school districts should attempt to define the capabilities that they expect in elementary school principals; school districts should examine and., where possible, improve the selection techniques that they now use; school districts should attempt to reduce subjectivity in evaluating candidates; school districts should experiment with different selection procedures than they presently use; school districts should consider carefully the possibility of including an objective measure in the selection process school districts should scrutinize the effects of lay choice of professional personnel; school districts should view selection as a continuous process rather than as a problem that arises from time to time. / Education, Faculty of / Graduate

Many times the operation of our public schools is referred to as school business. No doubt it is a business, big business. The amount of money involved indicates that. In Florida, with a relatively liberal educational support system, about one-fifth of all state funds are spent on schools. The schools are more than a business involving dollars and cents. They involve a product of human lives, human lives that the schools endeavor to make more useful citizens for the good of themselves as well as their fellowmen. In the sense that schools do deal with a rather intangible product, the exact value in return for the dollars spent may be impossible to determine. However, there are undoubtedly practices that are for the best interest of the schools that deserve attention from the standpoint of financial management. / Typescript. / "July, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Eugene S. Lawler, Professor Directing Paper. / Includes bibliographical references (leaves 65-66).

This qualitative study explores how elementary school principals resolve the role conflict between judging the performance of teachers (summative evaluation) and providing nurturing growth activities (formative evaluation or supervision). Related research questions were these: (1) How does the principal spend time in summative versus formative evaluation? (2) What factors create role conflict for the principal? (3) What elements help the principal approach congruence in dealing with both responsibilities? The Delphi technique, a method for structuring a group communication process, was used to collect data from 12 Oregon elementary principals, recommended by district administrators as having expertise in the area of supervision and evaluation. The process included four rounds of questions regarding how they perceived and handled their summative and formative evaluation responsibilities. Data analysis occurred after each round as well as after all rounds were complete. Analysis of narrative items was done by comparing key elements from written responses. Similar responses were synthesized into consensus statements and presented again to respondents for validation or adjustment in the next round of questioning. Analysis of non-narrative responses was done by using a non-statistical database, disaggregating on several factors, including gender, years of experience as a principal, and school size. Although most principals reported little or no role conflict, women principals felt more conflict than men, particularly those who had less than five years of experience in the principalship and who had had other administrative experience in education before becoming a principal. The degree of trust between principal and teacher was ranked first among ten factors identified as affecting role conflict. Strong consensus indicated that four strategies were most effective in addressing both roles: (1) interacting frequently with teachers, (2) building trust relationships, (3) emphasizing the formative, and (4) observing teachers work. The area identified as most important in precluding or lowering role conflict was the use of strong communication skills. The findings have implications for elementary principals, districts, and universities. The insights into the respondents' management of both roles will assist principals and districts in addressing the dual responsibilities. The results will help districts as well as university training programs provide more appropriate pre- and inservice education for principals.

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