ERIC Number: ED227469
Record Type: RIE
Publication Date: 1981-Feb
Reference Count: 0
The Role of the Elementary Principal in Influencing Reading Achievement.
DeGuire, Michael R.
A study surveyed teachers from 10 schools to determine their perceptions about the principal's actual and ideal role in the school's reading program. A 40-item questionnaire was organized for analysis in seven categories: (1) goal and program development, (2) program coordination and delivery, (3) supervision and evaluation, (4) staff development, (5) community relations, (6) principal knowledge, (7) and principal attitude. The principal interview form consisted of an indepth analysis of the same performance responsibilties. Findings showed that all teachers and principals agreed that ideally the principal should express a positive interest in and understanding of the school's reading program, provide fiscal support based on the needs of the entire staff, and conduct periodic schoolwide evaluation of student progress in reading. Schools in which reading achievement declined were for the most part administered by principals who were less involved in a leadership role for the school's program, less aware of the actions necessary to change the program, and more frustrated by limitations of time, personnel, budget, and district requirements. Schools that evidenced growth in reading achievement were noted for their intensive diagnosis and periodic assessment of students' reading, frequent communication among teachers about student needs in reading, cooperative working arrangements among most of the staff, and teachers' positive attitude about the principals' active support. (The 15 role performance statements are appended.) (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Colorado Council of the International Reading Association (14th, Denver, Co, February 5-7, 1981).