This study is an exploration of a set of variables associated with instructional leadership of secondary school principals in Virginia. Four variables--(a) clarity of instructional goals, (b) performance efficacy, (c) autonomy, and (d) instructional expertise--were used to predict the instructional leadership of the principals. Data for the predictor variables were gathered from practicing principals with a mailed questionnaire. A total of 200 questionnaires (64%) were returned; one hundred eighty-four (59%) were usable. The measure of instructional leadership was developed around seven dimensions of leadership commonly found in the literature on effective schools. Data on these dimensions were gathered from teachers in each participating principal's school. A total of 729 questionnaires (69%) were returned by teachers; seven hundred one (66%) were usable. A principal components analysis of the items on the teachers' questionnaire revealed seven components of instructional leadership. Multiple regression analyses were run for total leadership behavior and for each of seven scales derived from the principal components analysis. Three of the analyses produced significant, but small, R-squares: using praise, rewards, and feedback (R² =.05, p<.05); establishing an environment for change (R² =.05, p<.05); and maintaining an orderly environment (R² =.04, p<.05). The partial regression coefficients indicated that the principals' perceptions of autonomy in decision making were positively associated with their use of praise, rewards, and feedback (b=.04, R<.05) and with their establishment of an environment for change (b=.15, R<.05). This study lends some support to those who believe that the provision of increased authority to the local school principal will provide a climate for innovation and change. / Ed. D.

This study described who the department heads of public high schools in Virginia are, what functions they are assigned, the degree of responsibility they hold for each function, and the responsibility it is believed they should be assigned for each function. A descriptive survey method was used in this study. The population consisted of the principal and two department heads selected from each public high school in the Commonwealth of Virginia. From a list of items identified through a search of the literature, as functions performed by department heads, the respondents were asked to describe each relative to importance to instruction, the degree to which each function is assigned to department heads, and the degree to which the function should be assigned to department heads. Descriptive statistics included frequencies, means, medians, ranges, and percentages. It was found that most department heads are experienced white female teachers who have been department heads five years or less. The number and size of departments increased as school size increased and the position of department head is well established in the administrative hierarchies of Virginia's public high schools. Principals believe that all twenty-eight functions studied are important to instruction and department heads reported twenty-six. Principals and department heads agreed that department heads are assigned at least some responsibility for most of the functions studied and that department heads should be assigned at least some responsibility for all of the functions studied. While the status and function of the department heads may be affected by issues related to the administration of schools and empowerment of teachers, this study indicates that the department heads in Virginia's high schools are more of an extension of the principal down than extensions of the teachers up in the administrative ranks of the schools. If the department heads are to assume larger roles in instructional leadership, it is suggested that they should receive more release time and salary supplementation. / Ed. D.

The purpose of this study was to examine the instructional leadership role of the senior high school principal, his administrative staff and the degree to which other individuals assume and perform instructional leadership responsibilities in the senior high schools in Virginia. The descriptive survey method was used to accomplish the objectives of the study. The participants in the study included senior high school principals in Virginia. A thirty-eight item questionnaire was developed from a review of selected literature and administered to all senior high school principals in Virginia. Usable responses were received from 210 of the 256 senior high school principals for a return rate of 82 percent. Responses to the thirty-eight item questionnaire from the principals were analyzed using the statistical analysis system (SAS). Data were reported by means, frequencies, standard deviations and percentages. Major findings of the study were as follows: 1. All of the instructional activities were carried out in most of the schools. There was very little differentiation as a function of size, location, and staff. 2. The principal has the highest mean responsibility for most of the thirty-eight instructional activities identified; the assistant principal had the second highest mean responsibility. Exceptions are in follow-up of students, Instructional material development, Inservice programs, and staff development. 3. For the three variables examined (size, location, and staffing), size and staffing seemed to be the variables which influenced the distribution of responsibilities. Generally, mean scores and primary responsibility assigned to the principal decreased as school size and staffing increased. Conversely, responsibility of the assistant principal increased as school size increased. 4. Formulating school goals and observing instructional techniques were reported most frequently by principals as most important leadership activities carried out in secondary schools. / Doctor of Education

Principals today are faced with more pressure, more change, and more conflict than ever before (Gmelch, 1978). The principal is, by the nature of the job setting and the circumstances which surround it, particularly vulnerable to stress (Landes, 1978). The purpose of this study was to measure, analyze, and compare the degree of stress perceived by public elementary and secondary school principals in Virginia as being related to selected job events. It was hypothesized that: (1) There would be no difference between elementary and secondary principals on the degree of perceived stress; (2) There would be no difference between the various categories of selected demographic variables on the degree of perceived stress; and (3) There would be no interaction between levels of the principalship and the selected demographic variables on the degree of perceived stress. A series of two-way Analysis of Variance procedures were used to test the hypotheses. Data for the study was obtained from 350 elementary and 267 secondary principals in Virginia using the Principals' Stress Inventory (Conley and Hinkle, 1979). It consisted of 39 administrative events which were categorized by the researcher into five sub-scales: (1) Administrative Constraints; (2) Administrative Responsibilities; (3) Interpersonal Relations; (4) Intrapersonal Conflict; and (5) Role Expectations (Swent, 1978). The following conclusions were made based upon the findings: (1) The principalship was more stressful for secondary principals than elementary principals relative to Scales 1 through 4; (2) The demographic variables, race, age, and length of experience in education influenced the degree of stress perceived by principals. It was found that the white, youngest, and least experienced principals in education perceived greater stress relative to Scale 3; (3) The variable, percentage of white student enrollment in school, also influenced the degree of perceived stress. Principals of schools with high percentages of white students enrolled had a low degree of perceived stress relative to Scales 1 and 4; and (4) Events associated with Scale 2 were more stressful for elementary principals with low percentages of white students enrolled in school than for secondary principals with comparable enrollment. / Ed. D.