NDLI: The Impact of a District-Wide Staff Development Effort on Secondary School Principals' Perceptions of Their Role.

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The Impact of a District-Wide Staff Development Effort on Secondary School Principals' Perceptions of Their Role.

Content Provider	Semantic Scholar
Author	DeFigio, Nicholas F. Hughes, Sean
Copyright Year	1987
Abstract	ABSTRACT Increasingly, principals are being viewed as instructional leaders, professional educators active in initiating and planning teacher development programs. While most principals consider instructional leadership a high priority, they spend much of their time solving routine problems and confronting minor crises. Immediate, short-term responses take precedence over long-term instructional perspectives. School districts are establishing inservice programs to help principals move into new role expectations. This paper investigates the impact of a staff development process, designed for both teachers and principals, on 12 male secondary principals in a large urban school district. The principals had experience ranging from 5 to 21 years and had already undergone a district-operated program of training to become instructional leaders. Respondents' perceptions of the program and its impact on their role were explored by a structured interview process organized around five areas: expectations, time requirements, support and training received, unexpected outcomes, and additional comments. Principals' comments and concerns were classified according to the school of thought or management style represented. Scientific management and organizational development dominated the principals' effectiveness focus, suggesting that principals' concerns were related to control and efficiency and to communications and teamwork. These and other results are discussed at length. Most principals favored the immediate and "do-able" task, realized their organizational linking role, and believed that the staff development program increased their workload and stress. Included are 2 tables and 25 references. (MLH)
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/ED286267.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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