This study compared perceptions of principals and assistant principals to examine the skills and traits necessary for one to be successful as an assistant principal. Research on the role of the assistant principal is limited. Over the last several years there have been major reforms in education such as the No Child Left Behind Act of 2001 that constitute a re-examination of all roles in K-12 schools. An online survey was used to gather data from assistant principal and principals in the State of Mississippi.Overall, 9 out of the 10 variables are significant except problem solving in the second MANOVA which reports the results of the comparison of the first year assistant principals and principals. This variable showed no significant difference between assistant principals and principals in regards to problem solving with a significance of .239. In each of these variables assistant principals rated the skills as more important than principals. The results of this study suggest that school districts and state departments of education should consider providing more training for assistant principals and principals about instructional leadership.

Thesis (M.S.)--Boston University

The purpose of this study was to investigate teachers perceptions of administrators who completed Mississippi's Orientation for School Leaders Training (OSL) Module. This study was conducted with an emphasis on determining whether school administrators who have been trained using OSL were implementing the knowledge gained from the training to be deemed effective in the areas of school governance, instructional leadership, and school culture and climate. Participants in this study consisted of a population of 109 teachers from Central Mississippi. This study used a causal comparative research design to examine differences among teachersâ?? perceptions of the principalsâ?? leadership qualities. The instrument used was the Principal Leadership Profile that served to provide current information about Mississippi administratorsâ?? implementation of strategies that coincide with school governance, instructional leadership, and culture and climate. The participantsâ?? responses were recorded and reported in tables in the form of percentages and frequencies. In addition, the t-test and the F-ratio were conducted to determine if differences existed among teachers. The majority of the teachers in this study seemed to have a positive view of their principalsâ?? leadership effectiveness. In each of the individual categories of leadership that were assessed, teachers appeared to have a favorable view of the principals performance. This could be viewed by many as indicative of the efficacy of the OSL training program. A review of the analysis of each of the sections suggests that there is widespread support from the teachers for the performance of the principals as educational leaders.

Thesis advisor: Raquel Muñiz / Schools are complex organizations where teachers and principals must work together toward common goals. Research has established that trust is an essential element for effective relationships and that, without trust, cooperation suffers. Furthermore, a high level of trust within a school has been correlated with higher academic achievement. While studies have shown correlations between principal qualities or behaviors and the trust of teachers, less is known about how teachers and principals understand their interactions with each other or what influences their propensity to trust. The purpose of this qualitative case study was to investigate the ways in which teachers and their principals experience and build trust with each other and to determine what influences their perceptions of each other’s trustworthiness. Findings indicate that teachers and principals may value trust-forming characteristics within their relationships differently, based on their role as a teacher or school leader, and that the perception of the role of the principal may pose a unique barrier to trust formation. Implications of this case study suggest that principals and teachers may value different trust-forming traits based on the vulnerabilities in their roles. In addition, the perception of the principal role may provide a unique barrier to trust in schools and therefore might benefit from further exploration. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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