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The purpose of this research was to explore the role of the school principal in St. Lucia in staff development. It also explored whether the role corresponded with the expectations of school teachers. / Data was obtained through questionnaires administered to school principals and to school teachers respectively. For the most part, the data was analysed quantitatively. However, a small part of the data was analysed qualitatively using content analysis. / The findings show that generally, school principals play a positive role in staff development and this matches the expectations of teachers. This role takes the form of conducting orientation sessions for new staff, advising staff on teaching techniques, encouraging staff to pursue further studies, inviting their input in school related matters and preparing effective professional development day sessions.

No description available.

School vice-principals never aroused so much the interest of educational researchers. The studies done were mostly of a descriptive nature and only a very small number were in a formal, theoretical context. A tendency is emerging in education and consists of recognizing more and more the importance of the vice-principal's role in the schools, specially from the perspective of educational change. / The purpose of the study was to assess the level of internal motivation for a sample of school vice-principals and examine the vice principals job using the Job Characteristic Theory developed by Hackman and Oldham (1980) as a theoretical base, in an effort to identify specific aspects of the job that might be improved. / The Job Diagnostic Survey was used to obtain data from a sample of 131 vice-principals in francophone public schools across the province of Quebec. One way analysis of variance and t-test were used to identify significant differences within groupings and between levels of independent variables: gender, age, years of experiences in education, as vice principals, types of schools, size of schools and willingness to be promoted. / The sample of school vice-principals reported moderately high levels of internal motivation. Examination of the specific job characteristics showed high levels of skill variety and only low to moderate levels of autonomy and job feedback. Finally job incumbents reported moderate levels of satisfaction with conditions of employment, although there were a number of differences within groupings by independent variables indicating low level of general satisfaction and satisfaction with salary.

ABSTRACT There is increasing recognition in Manitoba, as in many other jurisdictions, of an impending shortage of teacher leaders to fill vacant administrative positions. Thus, an interest in finding how best to attract, support, and guide novice principals has emerged. The purpose of this study was to examine the challenges identified by selected novice elementary school principals working in an urban, western Canadian public school setting who completed their first year as a school principal, and the extent to which they believed that some form of a formal mentorship program for new principals would have assisted them in meeting these challenges. Specifically, the study addressed the following questions: (1) what key challenges (socialization, technical skills, self-awareness) did new elementary school principals identify in their first year in the position; (2) did new elementary school principals believe that a formal mentorship would be valuable in assisting them to respond effectively to some or all of these challenges; and (3 ) if new elementary school principals believe that a formal mentorship program would be of value, what would be the key elements of such a program and was there agreement among the principals on these features? Daresh’s (2002) framework, in which he categorizes the challenges encountered by novice elementary principals into three: technical, socialization, and self-awareness was, utilized in this study. Qualitative research methodology was used in this study. Participants were four elementary school principals, who in the 2006-2007 year were in their second year of appointment as principals of elementary schools. All four novice elementary principals were individually interviewed as well as participated in a focus group session. The results clearly outlined that the challenges identified could be easily organized into technical, socialization and self-awareness categories, each area clearly of importance to the novice elementary principal. The study further suggests that Daresh's formulation identifying the categories of technical skills, socialization, and self-awareness was useful in identifying ten themes that represented challenges for the Winnipeg area novice elementary principals. These themes were: (i) communication issues, (ii) the budget and staffing processes, (iii) building management, and (iv) planning (each fitting into Daresh's category of technical skills); (v) adapting to the new role of principal; (vi) brevity, variety and fragmentation of their workload; and, (vii) change and the existing school culture (Daresh's socialization category); and, (viii) recognizing one's newfound authority as principal, (ix) confidence and delegation, and (x) balance in one's professional and private lives (Daresh's category of self-awareness). The findings in this study also concluded that all of the novice elementary principals though a mentorship program would be valuable in assisting them in meeting a number of challenges. The participants in the study established and agreed that a major goal of the program was to assist new administrators in successfully filling their leadership roles in their respective schools. Some of the key agreed upon elements of a formal mentorship program included: (i) the program would be voluntary; (ii) novice principals have the opportunity to choose a mentor; (iii) protégés have an opportunity to 'opt' out of the program; and (iv) principals would be in the program for one full year. As no Winnipeg area school division currently has any formal mentorship program for novice school principals, this study recommends that school divisions in Winnipeg meet with novice administrators to discuss the merits of implementing a formal mentorship program within the existing divisions and identify what the key elements of such a program, if supported, would be. It is also recommended that Manitoba Education, Citizenship and Youth in consultation with the council of school Leaders continue to explore how best to prepare candidates that move into administration positions across the province, and the role that some form of formal mentorship program might play in such a process.

The purpose of this study was to clarify the thoughts of five population groups concerning the selection and evaluation of a secondary school principal, in Indiana. The following four questions were used as a basis for the study.1. Is there a difference of opinion between what the superintendent and the school board members look for in an applicant's credentials, and the qualifications a teacher perceives as necessary for the position of principal?2. Is there a clear-cut pattern of undergraduate majors among the group of principals?3. Do the five population groups studied agree or disagree concerning what is important when evaluating a principal?4. Is there a difference of opinion regarding the principals most important function as seen by the five groups questioned?The randomly selected participants, which included students, teachers, principals, superintendents, and school board members, were chosen from the eight counties in East Central Indiana as follows: Blackford, Delaware, Grant, Henry, Jay, Madison, Randolph, and Wayne.The study was conducted entirely by mail. The potential school board members, superintendents, and principals were asked to take part in the study. In addition,, principals were asked to select a teacher and a student who would be representative of the faculty and student body.At this point, pre-tested questionnaires were sent out to each of the five populations. No attempt was made to identify the individual respondents; however, the questionnaires were separated into one of five responding categories. First, answers to questions were compared within the various occupational categories to determine if a consensus of opinion existed among those persons within that group. For example, do the school board members agree on items which are important in selecting a principal. Second, the responses were compared between groups. For example, do teachers and superintendents agree or disagree on those items of importance in principal evaluation.In order that a comparison could be made, the multiple-choice answers were assigned a numerical value of one-to-four. Questions having mean scores of one were considered very important in the selection or evaluation process.All five populations participated in principal evaluation, but the student category was not asked to answer questions on principal selection. After all mean scores were figured, a composite, using all categories, was developed using the most important and least important items in principal selection as seen by all responding groups. The same procedure was used to develop a composite for principal evaluation.Items which were seen as important in the selection of a principal are given in the paragraphs which follow. Respondents rated the applicant's willingness to work with assistants and other subordinates now in the system as extremely important when selecting a principal. Also receiving a high rating was the applicant's awareness of current educational trends and ideas.Sincerity and a pleasing personality received high marks, as did an understanding of community problems. Completion of a one-year principal internship program received a 1.4 composite score, as did the applicant's ability to emphasize a total school program. A mean score of 1.5 was given to the applicant's plans and steps for improving the school.The paragraphs which follow summarize those points that are considered to be of least importance when selecting a principal.Being a native of the city was definitely not considered important in a principal's selection. In addition, two rather unrelated items, being interested in advancement beyond the principalship, and having previous experience as a coach received a low rating of (3.9). The marital status of the applicant seemed to be of little concern with a composite mean score of (3.3).Four items received equally low scores of 3.2, they are as follows: The applicant's position on the salary scale was not important. Is the applicant presently an assistant in the system? Has the applicant written articles for professional journals?Has the candidate been a member of a teacher union?Findings concerning the question of principal evaluation follow.A principal is expected to know his job and have the confidence and respect of his subordinates. He should be a self-starter who is able to complete his work with a minimum of supervision. The principal must have an interest in the student body. He is expected to have a friendly, well-informed office staff.The principal is expected to keep conversations confidential while being firm and fair in his decisions. He should have a positive attitude. Finally, he should encourage his teachers to continue educational growth beyond the minimum requirements needed for the job.Those items which were not considered of significance in evaluating a principal included: dressing in the latest styles, and holding each of the departmental budgets to the same amount as was spent the previous year.Two points were clearly important to those questioned with regard to principal selection. First, an applicant should have demonstrated his leadership ability. Second, he should have a well-rounded personality which can help in working with various groups he will meet as a school principal.No definite pattern of undergraduate major appears to have existed in this study; however, it is interesting to examine the high percentage of principals having either a social studies or physical education background.The educational leadership, skill in public relations, coordination of school activities, and reception to new ideas were all considered important in principal evaluation. Finally, all groups placed performance in meeting requirements of the job high on the list of priorities for a principal.

ABSTRACT There is increasing recognition in Manitoba, as in many other jurisdictions, of an impending shortage of teacher leaders to fill vacant administrative positions. Thus, an interest in finding how best to attract, support, and guide novice principals has emerged. The purpose of this study was to examine the challenges identified by selected novice elementary school principals working in an urban, western Canadian public school setting who completed their first year as a school principal, and the extent to which they believed that some form of a formal mentorship program for new principals would have assisted them in meeting these challenges. Specifically, the study addressed the following questions: (1) what key challenges (socialization, technical skills, self-awareness) did new elementary school principals identify in their first year in the position; (2) did new elementary school principals believe that a formal mentorship would be valuable in assisting them to respond effectively to some or all of these challenges; and (3 ) if new elementary school principals believe that a formal mentorship program would be of value, what would be the key elements of such a program and was there agreement among the principals on these features? Daresh’s (2002) framework, in which he categorizes the challenges encountered by novice elementary principals into three: technical, socialization, and self-awareness was, utilized in this study. Qualitative research methodology was used in this study. Participants were four elementary school principals, who in the 2006-2007 year were in their second year of appointment as principals of elementary schools. All four novice elementary principals were individually interviewed as well as participated in a focus group session. The results clearly outlined that the challenges identified could be easily organized into technical, socialization and self-awareness categories, each area clearly of importance to the novice elementary principal. The study further suggests that Daresh's formulation identifying the categories of technical skills, socialization, and self-awareness was useful in identifying ten themes that represented challenges for the Winnipeg area novice elementary principals. These themes were: (i) communication issues, (ii) the budget and staffing processes, (iii) building management, and (iv) planning (each fitting into Daresh's category of technical skills); (v) adapting to the new role of principal; (vi) brevity, variety and fragmentation of their workload; and, (vii) change and the existing school culture (Daresh's socialization category); and, (viii) recognizing one's newfound authority as principal, (ix) confidence and delegation, and (x) balance in one's professional and private lives (Daresh's category of self-awareness). The findings in this study also concluded that all of the novice elementary principals though a mentorship program would be valuable in assisting them in meeting a number of challenges. The participants in the study established and agreed that a major goal of the program was to assist new administrators in successfully filling their leadership roles in their respective schools. Some of the key agreed upon elements of a formal mentorship program included: (i) the program would be voluntary; (ii) novice principals have the opportunity to choose a mentor; (iii) protégés have an opportunity to 'opt' out of the program; and (iv) principals would be in the program for one full year. As no Winnipeg area school division currently has any formal mentorship program for novice school principals, this study recommends that school divisions in Winnipeg meet with novice administrators to discuss the merits of implementing a formal mentorship program within the existing divisions and identify what the key elements of such a program, if supported, would be. It is also recommended that Manitoba Education, Citizenship and Youth in consultation with the council of school Leaders continue to explore how best to prepare candidates that move into administration positions across the province, and the role that some form of formal mentorship program might play in such a process.