The Jobs of British Primary Headteachers and Texas Elementary Principals

1995 ◽  
Vol 5 (5) ◽  
pp. 418-447
Author(s):  
David A. Erlandson ◽  
Geoffrey Lyons
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Principals ◽  
Elementary Principals ◽  
School Principals ◽  
Personality Characteristics ◽  
England And Wales ◽  
Work Related ◽  
Context Factors ◽  
Related Personality

A study of the jobs of 255 headteachers in England and Wales was replicated with twenty elementary school principals in Texas. These studies examined the most important and most time-consuming tasks of the headteachers’ and principals’ jobs, the context factors of the jobs, and the work-related personality characteristics of the job incumbents. The results of the study have been used as a tool for the professional development of the twenty principals; they also suggest direction for further exploration of comparisons and contrasts between jobs of headteachers and principals.

School Climate and Administrative Power Strategies of Elementary School Principals

1989 ◽  
Vol 65 (3_suppl2) ◽  
pp. 1267-1271 ◽  
Author(s):  
Ann W. Porter ◽  
Donald K. Lemon ◽  
Richard G. Landry
Keyword(s):  
Elementary School ◽  
School Climate ◽  
Elementary Teachers ◽  
North Dakota ◽  
Elementary School Principals ◽  
Elementary Principals ◽  
School Principals ◽  
Teachers Perceptions ◽  
Administrative Power ◽  
Power Strategies

This study examined teachers' perceptions of the use of power tactics by elementary principals. Elementary teachers ( N = 297) in 50 schools in North Dakota and Minnesota reported on the use of power tactics by their principals, using an instrument developed to measure the use of the power strategies of assertiveness, sanctions, ingratiation, rationality, and exchange by school principals. Teachers perceived their principals to use rationality and ingratiation most often and sanctions least often to influence the teachers' behavior.

scholarly journals Work-related stress of elementary school principals in Finland: Coping strategies and support

2021 ◽  
pp. 174114322110103
Author(s):  
Mailis Elomaa ◽  
Sirpa Eskelä-Haapanen ◽  
Eija Pakarinen ◽  
Leena Halttunen ◽  
Marja-Kristiina Lerkkanen
Keyword(s):  
Social Support ◽  
Elementary School ◽  
Coping Strategies ◽  
Elementary School Principals ◽  
School Principals ◽  
Qualitative Content Analysis ◽  
Work Related Stress ◽  
Work Related ◽  
Related Stress ◽  
And Coping

The present study aimed to investigate elementary school principals’ self-reported causes of work-related stress, their coping strategies to deal with stress and the support they need for their leadership. Seventy-six principals filled in the questionnaire, which included open-ended questions. Qualitative content analysis was used to analyse the data. The results showed that the main sources of stress were workload, interpersonal conflicts, a lack of resources and internal pressures. Moreover, principals used emotion-focused, problem-focused and social coping to deal with stress. Additionally, principals reported a need for problem-focused support and social support for their leadership. The results revealed the importance of social support and coping for principals’ occupational wellbeing. A more intimate approach to principals’ perceptions about the causes of occupational stress, their coping strategies and the support they need provides opportunities to consider diverse personal requirements, which may be fundamental in promoting principals’ occupational wellbeing.

scholarly journals The Managerial and Supervisory Competency Levels of Public Elementary School Principals

2021 ◽  
Author(s):  
Nurtanio Agus Purwanto ◽  
Dwi Esti Andriani ◽  
Suyud Suyud
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Principals ◽  
School Principals ◽  
Continuing Professional Development ◽  
School Management ◽  
Management Skills ◽  
Public Elementary School ◽  
Managerial Competency ◽  
Competency Level

The aim of this study was to assess the managerial and supervisory competency levels of public elementary school principals in Daerah Istimewa Yogyakarta Province. A questionnaire was used to collect data from 90 public elementary school principals. The data were analysed using a quantitatve approach. The results showed that the managerial competency level of these school principals was good. Continuing professional development (CPD) programs for principals are needed to further improve their competency levels. In addition, these CPD programs should focus on leadership rather than school management skills as the characteristics of the principal job have changed significantly. Keywords: school principals, principal managerial competency, principal supervisory competency

Characteristics of Elementary School Principals and Their Support for the Physical Education Program

1995 ◽  
Vol 81 (1) ◽  
pp. 307-315
Author(s):  
Robyn S. Lock ◽  
Susan K. Telljohann ◽  
James H. Price
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Elementary School Principals ◽  
Elementary Principals ◽  
Education Program ◽  
School Principals ◽  
Perceived Support ◽  
Physical Education Teachers ◽  
Health And Physical Education ◽  
Elementary Physical Education

The purpose was to describe the characteristics of elementary school principals who support elementary physical education programs. A statewide random sample of 500 elementary school principals and their respective elementary physical education teachers ( n = 500) were mailed questionnaires. A total of 321 principals responded (64%) to a 20-item questionnaire which assessed their physical fitness and their perceptions of elementary physical education. A total of 340 physical education teachers (68%) responded to a 23-item survey assessing their perceptions of their elementary principals' support for the physical education program. The majority of teachers perceived their principals to be supportive of them and the physical education program. A series of l tests showed no significant differences in principals' age, gender, years of experience as a principal, or how important they thought health and physical education was compared to other subjects taught in the elementary school and how supportive of physical education the principals were perceived to be. Finally, a stepwise backward multiple regression analysis indicated that seven variables, including fitness of the principal and body mass index, did not explain more than 13% of the variance in teachers' perceived support by principals.

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