The administrative performance of elementary school principals in the Province of Newfoundland

• Main Author: Ludlow, Wayne Everett
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1968
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/10928/; https://research.library.mun.ca/10928/1/Ludlow_WayneE.pdf

The major purpose of this study was to investigate the administrative performance of elementary school principals in the Province of Newfoundland. Data collected from 128 principals and 206 teachers in schools of six classrooms and over provided the necessary information used in the testing of the various hypotheses. Statistical procedures used to test these hypotheses included 't' tests, 'F' ratios and Chi Square. -- Forty-nine administrative practices, identified mainly from related research, were used in the questionnaire. These were classified under five administrative task areas as follows: (A) School and Community Relationships; (B) Staff Personnel; (C) Pupil Personnel; (D) Curriculum Development and Instructional Leadership; and (E) Organization and Management of the School. Teachers and principals were required to respond to each administrative practice indicating the degree of performance. The response scale for each item of the questionnaire was 4, 3, 2, 1, N and A corresponding respectively to 'this practice is performed to a large degree'; 'to a fair degree'; 'to a very limited degree'; 'not at all'; 'this item is not appropriate'; and 'I do not know•. Personal data such as sex, age, professional preparation, experience, as well as certain environmental factors, assisted in establishing a profile of the elementary school principal in schools of six classrooms and over. -- Results of the analysis of data for the principals revealed that, generally, principals agreed in their performance of those administrative practices relating to the control, evaluation, supervision, promotion, reporting and grouping of pupils. They displayed little consensus in their performance of those practices relating to school board relationships, selection of teachers and teacher evaluation. Principals did not encourage teachers to visit the homes of pupils, did not work with committees in the planning of new schools and did not assist the school board in determining the school budget. -- Principals were classified and ...