ERIC Number: ED315911
Record Type: Non-Journal
Publication Date: 1989
The Principal and Leadership. Elementary Principal Series No. 1.
Buffie, Edward G.
The first of six volumes in the "Elementary Principal Series," this booklet identifies three major components of the building administrator's role (as chief administrator, operations manager, and instructional leader) and concentrates on instructional leadership as the key to educational excellence. Research shows that principals spend most of their time on administrative or managerial tasks. Obstacles to exercising instructional leadership may be overcome by clarifying expectations regarding the knowledge, skills, and beliefs associated with this concept. Today's knowledge base is substantial, thanks to research on effective schools, effective teaching, school improvement, and effective business organizations. Essential instructional leadership skills include envisioning, communicating, developing trust, motivating others, decision-making, planning, and promoting collegiality. Equally important are leaders' belief systems, especially their self-concept and treatment of others. The effective principal blends knowledge, skills, and beliefs when working with teachers and parents to develop an educational philosophy that shapes decisions regarding the school's goals and objectives. The principal is also responsible for fostering a high quality staff development program, a positive school climate, and active community involvement. Principals' greatest leadership challenge will be dealing with a newly restructured teaching force with greater professional autonomy. (13 references) (MLH)
Descriptors: Administrator Role, Beliefs, Educational Improvement, Elementary Education, Instructional Leadership, Leadership Qualities, Principals, Staff Orientation
Publication Sales, Phi Delta Kappa Educational Foundation, 8th and Union, Bloomington, IN 47402 ($2.00).
Publication Type: Reports - Evaluative; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.