The study was designed to (1) identify perceptions of teachers about actual and desired level of need fulfillment; (2) identify deficiency of need fulfillment of teachers; (3) examine the leader behavior of principals as perceived by teachers; and (4) investigate the relationship between teacher perceptions of principal leader behavior and teacher perceptions of deficiencies in need fulfillment.Two questionnaires were used in the study. The Leader Behavior Description Questionnaire--Form XII was utilized to obtain teacher perceptions of principal leader behavior. Four of the twelve subscales of the Leader Behavior Description Questionnaire--Form XII were used: Tolerance of Uncertainty, Tolerance of Freedom, Consideration, and Initiating Structure. Teacher perceptions of actual and desired level of need fulfillment were obtained by use of a questionnaire developed by Porter for industrial research and adapted by Sergiovanni for use in schools. The difference between desired level of need fulfillment and actual level of need fulfillment provided a score for deficiency of need fulfillment. Statements on the questionnaire assessing need levels were grouped according to an adaption of the Maslow Hierarchy. Need categories represented on the questionnaire were: Security, Social, Esteem, Autonomy, and SelfActualization.The population of teachers for the study was middle/junior high teachers in schools in East Central Indiana with enrollments between 150 and 500 students per grade. A random sample of twenty schools was obtained for use in the study. Teachers in the selected schools completed both questionnaires. Twelve questionnaires were randomly selected from the group of returned questionnaires from each school. Only nineteen schools were represented in the final sample because fewer than twelve questionnaires were returned by the teachers of one school.Twenty null hypotheses were generated for the study. Each hypothesis was concerned with the relationship between a leader behavior and the deficiency of need fulfillment of a need category. Hypotheses were tested statistically by use of Pearson Product-Moment Correlations. Decisions about significance were made at the .05 level.Among the teachers in the sample, Social needs were most satisfied. Security needs were next in order of satisfaction. Esteem needs were least satisfied. Autonomy and Self -Actualization needs were found to be rated closer to the low satisfaction level given Esteem needs than to the rating given Security needs.The range of mean scores of actual need fulfillment was greater than the range of mean scores for desired need fulfillment. Greater agreement existed among teachers in the sample about desired level of need fulfillment than the level of actual need fulfillment.Correlations significant beyond the .05 level were found between teacher perceptions of principal leader behavior in each of four areas --Consideration, Tolerance of Freedom, Tolerance of Uncertainty, and Initiation of Structure--and teacher satisfaction in each of four need categories--Security, Esteem, Autonomy, and Self-Actualization. No significant correlation was found between teacher satisfaction of Social needs and teacher perceptions of principal leader behavior.The set of principal leader behaviors was found to be predictive of teacher satisfaction of Security, Esteem, Autonomy, and Self-Actualization needs. Including Tolerance of Freedom in the predictive equation resulted in a statistically significant increase in the multiple R between the set of principal leader behaviors and teacher satisfaction of Security and Autonomy needs. Including Consideration in the predictive equation resulted in a statistically significant increase in the multiple R between the set of principal leader behaviors and teacher satisfaction of Esteem needs. The person-oriented principal exhibiting behaviors perceived by teachers as Considerate and Tolerant of Freedom may be most effective in bringing about teacher satisfaction of higher order needs and thus creating a high level of staff motivation.

This study was designed to investigate whether and to what extent middle school principals are reading nationally circulated scholarly educational literature that calls for curriculum change. A second purpose of the study was to investigate how that reading influenced their leadership in curriculum decisions. By comparing the responses of principals from two samples, one group representing middle schools recognized for educational excellence by the United States Department of Education (N=43) and the second group representing a random sample of middle schools (N=237), a difference in the principals' reading practices was investigated.The following conclusions were drawn from the study:1. Principals are not doing significant professional reading in nationally circulated scholarly educational literature.2. Compared to principals of randomly sampled middle schools, principals of middle schools recognized for excellence are not generally more knowledgeable about the contents of nationally circulated scholarly educational reports.3. Contents of national reports were viewed as valuable by those middle school principals who read the reports, but the impact of the various reports has remained low because, in general, middle school principals are not reading the reports.4. The merit of the contents of the national reports for curriculum change is recognized by middle school principals.5. Reading completed by middle school principals does not focus expressly on the concerns unique to the middle school.6. Middle school principals have time to do professional reading.7. Most middle school principals have been influenced by professional literature in educational publications.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 215-223). Available also in a digital version from Dissertation Abstracts.

The purpose of this study was to examine the relationships among (1) the perceived imposed role, (2)the desired role, (3)the perceived performance, and (4)the job satisfaction of the junior high/middle school principal. The major problem was to ascertain whether the perceived imposed role was compatible, or in conflict, with the desired role of the junior high/middle school principal; in addition, to ascertain whether any discrepancy had a significant relationship with the levels of perceived performance and job satisfaction of the junior high/middle school principal. For the purpose of this study, a questionnaire was piloted with selected junior high/middle school principals in Tucson, Arizona. It was then submitted to 115 junior high/middel school principals in Arizona. The questionnaire consisted of 14 components of the junior high/middle school principal's role. Each administrator was asked to respond to each component according to (1) how important that component was in his/her present role, (2)how important that component should be in his/her role, (3)the level of his/her performance on that component, and (4)his/her level of job satisfaction associated with that component. Sixty-five percent of the junior high/middle school principals in Arizona responded to the questionnaire. The findings of the study were: (1)There was no significant difference between the perceived imposed role and the desired role of the junior high/middle school principal; (2)there was no significant relationship between the lack of conflict found between the perceived imposed role and the desired role, and the level of performance as perceived by the junior high/middle school principal; (3)there was a significant negative relationship between the lack of conflict found between the perceived imposed role and the desired role, and the level of job satisfaction of the junior high/middle school principal; (4)there was a significant relationship between the perceived imposed role and the desired role of the junior high/middle school principal; (5)there was a significant relationship between the level of performance experienced by the junior high/middle school principal and the level of job satisfaction, (6)there were significant corelations between 12 of the components of the perceived imposed role and the corresponding components of the desired role of the junior high/middle school principal. The two components that showed no correlation were building school climate and selecting and orientating staff; (7)there were significant correlations between all of the components of perceived imposed role and the corresponding components of job satisfaction of the junior high/middle school principal. The findings imply that (1)the junior high/middle school principals in Arizona are performing their role as they desire; (2)perceptions of role conflict or compatibility do not have an effect on how a principal rates his/her performance; (3)as the discrepancy between the perceived imposed role and the desired role becomes larger, job satisfaction goes down, or as the job satisfaction goes down, the discrepancy gets larger; (4)a significant relationship exists between the perceived imposed role and the desired role of the junior high/middle school principal; and (5)a significant relationship exists between the level of perceived performance and the level of job satisfaction.

The major purpose of the study was to determine duties of selected junior high school principals in Indiana to accomplish identified responsibilities for instructional evaluation and improvement, staff evaluation, and public relations.Methods and procedures used to determine the duties of junior high school principals in the identified areas involved construction of a focused interview guide based on the survey of research for the study. The population to be interviewed included six junior high school principals, ten teachers and ten students from each of the six selected junior high schools. The responses were then organized by area and presented in three categories, responses of principals, perceptions of teachers, and perceptions of students relative to the duties performed by the principals.Conclusions were drawn from the findings of the study, and research reviewed as part of the study, and the experiences gained in conducting the study.Instructional Evaluation and Improvement1. Principals in general spent little time on program evaluation and improvement.2. Much of the responsibility for evaluation and improvement of the school program rested with the department chairmen.3. Teachers were involved mainly through the individual departments.4. The larger the school the less time the principal had time to devote to the program.5. It appeared principals delegated the responsibility for evaluation to department chairmen and relied on the judgment and evaluation recommended.6. Classroom visitation by the principal was limited to a few brief periods of time.7. The leadership function of the principal in motivating staff self-evaluation and improvement rested primarily on suggestions to the teachers rather than in-service programs.8. Orientation programs were classified by principals as in-service training.9. Principals did attempt to improve personal abilities and understandings of new approaches in education.10. Staff and students were seldom utilized in evaluation and changing the curriculum.11. Staff and students perceived the principal as involved in improving in instruction.Staff Evaluation and Improvement1. Teachers perceived the principal as one who would help with problems when requested.2. Teachers perceived principals as undertaking the necessary duties for staff evaluation including limited classroom observation, written evaluations, and conferences.3. Teachers perceived principals as utilizing department chairmen in the evaluation process.4. Teachers viewed the principal as available to aid the teacher in educational problems.Public Relations1. Principals did little to utilize the staff or students in a specific public relations program for the school.2. The staff and students perceived the principal as doing an adequate job in creating a favorable public relations attitude toward the school.3. Principals were perceived as providing a communication system within the school.4. Parent contact with the school was limited to infrequent visits.5. Principals were active within the community civic organizations.Recommendation for Further StudyRecommendations for further study were gained from the limitations placed on the present study.1. Expand the present study to include more schools to achieve a broader view of the duties undertaken by the principal.2. Study the differences between what the authorities in the field of educational administration advocate relative to the duties of the principal and what duties principals actually do.3. Study the causes and reasons why principals are not completing the tasks indicated by the authorities in the field of educational administration which principals should be doing.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 142-145). Available also in a digital version from Dissertation Abstracts.

This purpose of this research study was to investigate the role of effective principals and how that role relates to the improvement of adolescent reading skills. This research study identified three strategies that were utilized by principals in an effort to develop effective reading skills in adolescent students which are: (1) effective program implementation of research-based reading practices, (2) data utilization and analysis to direct instruction, and (3) professional development for teachers. Instructional improvement ranks among the most important role of effective leaders. Instruction is the center effective curriculum improvement and implementation. The single most important strategy that can contribute to an effective curriculum is ongoing professional development. Successful staff development requires skill, sophistication, and persistence of effort according to Fullan (1991, 1993). The target population in this research study was comprised of a purposive sample of seventy-two principals from junior high and senior high schools across the state of Indiana. The sample was selected by using a nonrandom, non-probability sampling method which did not allow for the specification of each sample selected. The data from the sample population of principals who completed the survey were used to report, correlate, and analyze data collected from the Education Survey and the pre-Lexile reading scores and post- Lexile reading scores. A review of all collected data indicated the following:  Schools that utilize a scientifically based reading program were more likely to submit scores than those schools that utilize a reading program embedded in the subject content areas.  The t test data reflected a t score of 3.121 which was sufficient to reject the null hypothesis - The principal’s role has no effect on the improvement of adolescent reading skills. In rejecting the null hypothesis, it is reasonable to accept the hypothesis that the statistical difference between the pre- and post- Lexile scores is related to the role of the principal.  There is a statistical significance which would indicate that the relationship between the staff and the principal is important in predicting effective reading instruction for adolescents at the high school and/or middle high school level.  Based on the data taken from the Education Survey and the growth between pre- and post- Lexile scores, there is an indication that as effective curriculum leadership increases the predictive value of effective reading instruction decreases.  There is a statistical significance between how principal rated themselves on providing opportunities for teachers’ professional development and the growth between the pre- and post- Lexile reading scores. / Department of Educational Leadership

The purpose of this study was to identify the perceptions held by junior high school principals, their spouses, and school counselors regarding occupational stressors of the junior high school principals in the State of Texas. The occupational stressors center around five areas of concern: (1) administrative constraints, (2) administrative responsibilities, (3) interpersonal relations, (4) intrapersonal conflicts, and (5) role expectations. A randomly selected sample of 300 junior high school principals were sent questionnaires for themselves, their spouses, and their school counselors. Descriptive statistical methods were employed to calculate means and standard deviations of the principals', spouses', and counselors' perceptions of the occupational stressors of the principals. T-test and one-way analysis of variance were used to analyze the data.

Thesis (M. Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 92-94).

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 92-94). Also available in print.