A study of 434 Maine principals explored determinants of principals' perceived success. Role clarity was a better predictor of success than time spent involved in 41 activities. Elementary principals felt more successful than secondary principals. Participants were busy managers, but lacked a sense of agency as school leaders. (16 references) (MLH)

Both leadership and management play important roles in school administration, but there are problems with the way educational organizations are being both led and managed. A discussion of those problems, along with some possible solutions, are presented in this paper. It opens with an examination of the principal's role and how such persons must…

Report of the Belmont Conference at which 26 educators were brought together to focus on the critical problems facing the principalship and to explore alternative solutions to them. (Author)

This article focuses on "organizational health, i.e., the health of a school, through redefinition of the role of the school principal". (JC)

Reports exploratory research which made use of representational role orientations to analyze the community-related behavior of school administrators in New York State; interviews were conducted with 146 principals, II superintendents, and eight headquarters staff. (Author/JM)

A study was conducted to examine the relationship between the belief system structure (dogmatism) of principals and media specialists and their role expectations for the media specialist, and whether agreement by principals and media specialists on the role of the media specialist was related to the similarity of their belief system orientations.…

A study examined (1) how teachers in England. Australia, New Zealand, and the United States think others expect them to behave and (2) the amount of divergence existing between these expectations and the teacher's own attitudes. A teacher-questionnaire listed 10 teacher activities (derived from an interview phase of the study) representing…

This study was conducted to: (1) obtain a first approximation reading of the role expectations and performance of administrators in the State Teacher Training Schools of Turkey; (2) explore the relationship between principals and teachers and ministry inspectors for role performance and expectations; and (3) conduct a comparative analysis of the…

The relationship under discussion was tested by quantifying the variables using a rule administration scale, the Executive Professional Leadership instrument, and a Management Behavior Scale. Hypotheses were tested using data derived from a sample of 20 superintendents, 40 principals, and 500 students. The data support the concept that a…

The principal's main role must be that of a change agent who is attempting to improve instruction by improving teaching, and the best way to improve teaching is to change teacher behavior. This improvement is possible only through changes in the instructional pattern of the teacher. Some methods of procedure and discussion of leadership patterns…

Secondary school principals are significant determiners of counsellor role. Principals' expectations of secondary school counsellors include administrative support, information source, effective relationships and delivery of guidance services. It is crucial that principals, counsellors and teachers understand their respective roles through…

Experiences at a junior high school in the ghetto are recounted by a former teacher there to illustrate how the principalship became the focus of a highly personalized power system. (GW)

Describes a study that found differing perceptions of the principal's role in collective negotiations among various educational groups. School board chairmen and superintendents tended to see principals as part of management, while teachers, teacher association leaders, and principals identified principals more closely with teachers. (Author/JG)

The responses indicated considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. (Author)

Surveyed 512 elementary and secondary administrators regarding their perceptions of the time spent by school psychologists in 15 role functions and other duties. Results indicate that administrators desired school psychologists to spend less time in assessment and administrative activities than they were perceived to be spending in these areas.…