The traditional role of the school principal as head teacher, school secretary, janitor and nurse became transformed during the last century in the United States, as growth of the size of city schools required principals to provide supervisory and instructional leadership. By the turn of the century, principals of large urban centres were granted much administrative control over their schools and were relieved of teaching, clerical, janitorial and medical duties so that they could devote their time to inspect classes and manage their staff. As this was the state of the profession in the United States, the purpose of this thesis is to investigate whether or not the same kind of change occurred in Canadian schools, and whether this American trend had any impact on the pace or pattern of change for Canadian school principals. Early school principalship in Vancouver, as it developed from 1886 to 1928, is selected as a case for inquiry. The study profiles the personal and professional background of Vancouver's first principals and describes the nature of their work during this time period. As the various available sources, such as the annual provincial superintendent's reports and school board meeting minutes show, while the profession did undergo similar type of reform, as principals evolved from head teachers to supervisors and managers, the process was hampered by local elements and concerns, as well as decisions made by city and provincial authorities. One can conclude from these findings that, for one Canadian city at least, new models and ideas in school administration from the United States were not quickly or easily transferred and adopted. For Vancouver, the decision to redefine the role of school principals happened only when local needs justified such a move. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this study was to investigate the views of British Columbia principals with regard to the formal evaluation of teaching. Four major concepts were addressed a) the purpose of evaluation; b) the process of evaluation; c) the need for further principal training in evaluation; and, d) obstacles to carrying out evaluation. The sex of principals and years of experience as a principal were identified for further analysis because these variables are absent in the literature on formal evaluation. The data consisted of relevant clauses from all 75 British Columbia school district collective agreements and responses to a survey sent to the members of the British Columbia Principals' and Vice-Principals' Association. The achieved sample is 188 principals. The findings of this study show the conduct of formal evaluation is a responsibility willingly accepted by principals and that it is a function they consider they carry out well. Collective agreements say little about the purpose of evaluation. The majority of principals believe the most important purpose of evaluation is teacher growth and development. Female principals indicate a stronger orientation towards teacher growth and development than males but this difference may also be related to principals' different experience levels. Relatively few evaluations are carried out and only a very small proportion result in "less than satisfactory" reports. Evaluations leading to "satisfactory" and "less than satisfactory" reports are characterised in very different terms by principals. Anecdotal responses support the assertion made in the literature that principals believe they already know who their 'weak' teachers are before conducting an evaluation. British Columbia principals consider time as the primary obstacle to carrying out formal evaluation. Evaluation cycles and site management responsibilities are perceived as the major time consumers. Neither size of staff nor percentage of teaching time were identified as significant time barriers by the respondents. Principals do not label themselves as under-trained for the responsibility of formal evaluator of teaching. Moreover, master's specialty and previous training are not linked to further training needs nor to how well principals believe they do evaluation. Three policy recommendations emerge from this study: (1) to re-assess the role of principal as evaluator in the light of their wider responsibilities; (2) to consider extending the role of formal evaluator to educators other than school-based administrators; and (3) to re-assess the value of formal evaluation as currently practised.

The purpose of this study was to investigate the views of British Columbia principals with regard to the formal evaluation of teaching. Four major concepts were addressed a) the purpose of evaluation; b) the process of evaluation; c) the need for further principal training in evaluation; and, d) obstacles to carrying out evaluation. The sex of principals and years of experience as a principal were identified for further analysis because these variables are absent in the literature on formal evaluation. The data consisted of relevant clauses from all 75 British Columbia school district collective agreements and responses to a survey sent to the members of the British Columbia Principals' and Vice-Principals' Association. The achieved sample is 188 principals. The findings of this study show the conduct of formal evaluation is a responsibility willingly accepted by principals and that it is a function they consider they carry out well. Collective agreements say little about the purpose of evaluation. The majority of principals believe the most important purpose of evaluation is teacher growth and development. Female principals indicate a stronger orientation towards teacher growth and development than males but this difference may also be related to principals' different experience levels. Relatively few evaluations are carried out and only a very small proportion result in "less than satisfactory" reports. Evaluations leading to "satisfactory" and "less than satisfactory" reports are characterised in very different terms by principals. Anecdotal responses support the assertion made in the literature that principals believe they already know who their 'weak' teachers are before conducting an evaluation. British Columbia principals consider time as the primary obstacle to carrying out formal evaluation. Evaluation cycles and site management responsibilities are perceived as the major time consumers. Neither size of staff nor percentage of teaching time were identified as significant time barriers by the respondents. Principals do not label themselves as under-trained for the responsibility of formal evaluator of teaching. Moreover, master's specialty and previous training are not linked to further training needs nor to how well principals believe they do evaluation. Three policy recommendations emerge from this study: (1) to re-assess the role of principal as evaluator in the light of their wider responsibilities; (2) to consider extending the role of formal evaluator to educators other than school-based administrators; and (3) to re-assess the value of formal evaluation as currently practised. / Education, Faculty of / Graduate

The purpose of this study was to investigate administrative stress and coping in British Columbia elementary and secondary public school principals. Three research questions were posed: (1) How does administrative stress affect British Columbia public school principals? (2) What coping strategies do British Columbia school principals use to moderate the effects of stress? and (3) How do personal and environmental variables interact with stress and coping? A three-part questionnaire was mailed to the population of 1455 public school-based principals in B.C.. The questionnaire consisted of the Administrative Stress Index (ASI), the Coping Preference Scale (CPS), and the Demographic and Biographic Inventory. The response rate to the questionnaire was 44.2% (n = 643). The findings show that the typical principal perceives that approximately 80% of his total life stress is job related. Approximately 50% of the respondents have seriously considered leaving school administration. The overall stress level reported by school principals on the ASI is moderate. The greatest sources of stress are found to relate to heavy workload and lack of time, parent/school conflicts, and administering the negotiated contract. When items on the ASI are ranked according to their item means, nine of the top ten stressors identified are the same as those reported in other studies reviewed in the literature. The only exception is that, "administering the negotiated contract," is ranked among the top ten by B.C. principals. There is an inverse relationship between administrative stress and reported use of coping techniques. Principals reporting low stress scores have a significantly greater repertoire of coping techniques than do principals with high stress scores. When items in the CPS are classified according to the seven coping factors, the most popular coping techniques were found to be: keeping a realistic perspective, maintaining a positive attitude, following a good physical health program, and engaging in activities that support intellectual, social, and spiritual growth. Less popular coping strategies include: activities that require increased effort, time management and organization, and withdrawal and recharging techniques. A multiple regression analysis reveals that five of the personal and environmental variables can be combined to predict the total ASI score. Principals who perceive that administrative isolation is a problem for them, who report greater percentages of stress due to their jobs, who have seriously considered leaving school administration, who feel that they are under greater stress than other members of their community, and who report they have other relatives dependent upon them, are more likely to have higher stress scores. The following conclusions were stated: (1) The majority of B.C. school principals are able to deal satisfactorily with their job-related stress. (2) Principals need increased emotional and social support from their colleagues. (3) Managing and working within the constraints of negotiated collective agreements is a major source of stress for B.C. public school principals. (4) If school principals responsibilities are increased while their administrative time and support are not increased proportionately, greater stress for school principals is an inevitable result. (5) Principals who have more extensive coping repertoires are more likely to be in better health and experience lower levels of stress. (6) Person-Environment Fit Theory provides a useful model for investigating administrative stress and coping.

The purpose of this study was to investigate administrative stress and coping in British Columbia elementary and secondary public school principals. Three research questions were posed: (1) How does administrative stress affect British Columbia public school principals? (2) What coping strategies do British Columbia school principals use to moderate the effects of stress? and (3) How do personal and environmental variables interact with stress and coping? A three-part questionnaire was mailed to the population of 1455 public school-based principals in B.C.. The questionnaire consisted of the Administrative Stress Index (ASI), the Coping Preference Scale (CPS), and the Demographic and Biographic Inventory. The response rate to the questionnaire was 44.2% (n = 643). The findings show that the typical principal perceives that approximately 80% of his total life stress is job related. Approximately 50% of the respondents have seriously considered leaving school administration. The overall stress level reported by school principals on the ASI is moderate. The greatest sources of stress are found to relate to heavy workload and lack of time, parent/school conflicts, and administering the negotiated contract. When items on the ASI are ranked according to their item means, nine of the top ten stressors identified are the same as those reported in other studies reviewed in the literature. The only exception is that, "administering the negotiated contract," is ranked among the top ten by B.C. principals. There is an inverse relationship between administrative stress and reported use of coping techniques. Principals reporting low stress scores have a significantly greater repertoire of coping techniques than do principals with high stress scores. When items in the CPS are classified according to the seven coping factors, the most popular coping techniques were found to be: keeping a realistic perspective, maintaining a positive attitude, following a good physical health program, and engaging in activities that support intellectual, social, and spiritual growth. Less popular coping strategies include: activities that require increased effort, time management and organization, and withdrawal and recharging techniques. A multiple regression analysis reveals that five of the personal and environmental variables can be combined to predict the total ASI score. Principals who perceive that administrative isolation is a problem for them, who report greater percentages of stress due to their jobs, who have seriously considered leaving school administration, who feel that they are under greater stress than other members of their community, and who report they have other relatives dependent upon them, are more likely to have higher stress scores. The following conclusions were stated: (1) The majority of B.C. school principals are able to deal satisfactorily with their job-related stress. (2) Principals need increased emotional and social support from their colleagues. (3) Managing and working within the constraints of negotiated collective agreements is a major source of stress for B.C. public school principals. (4) If school principals responsibilities are increased while their administrative time and support are not increased proportionately, greater stress for school principals is an inevitable result. (5) Principals who have more extensive coping repertoires are more likely to be in better health and experience lower levels of stress. (6) Person-Environment Fit Theory provides a useful model for investigating administrative stress and coping. / Education, Faculty of / Graduate