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Access Type
WSU Access
Date of Award
1-1-2003
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Educational Leadership and Policy
First Advisor
Roger DeMont
Abstract
The purpose of this study is to determine if perceptions of teachers in schools with assistant principals differ from teachers in schools without assistant principals regarding the extent to which their principals are using the performance components of the Interstate School Leaders Licensure Consortium (ISLLC) standards and the importance of these performance components in their schools. A nonexperimental, descriptive research design was used to measure the extent to which principals are using the performance components of the ISLLC standards and the importance of these performance components will be used in this study. Of the 325 surveys that were distributed to teachers in elementary schools with and without assistant principals, 227 were returned for a response rate of 69.8%. The instrument used to collect data for this study was developed by Thorns (2002) to measure the extent to which the performance activities associated with each of the six ISLLC standards were practiced by principals, and the importance that teachers placed upon each of the activities as part of the principals' job performance. Statistically significant correlations in a positive direction were found for vision, school culture, management, community relations, and political, social, economic, legal cultural context. Time as a teacher in the school district was a significant predictor of vision of learning, instructional program, and management, indicating their principals used activities associated with the ISLLC standards more than teachers with less time in the school district. Time in current position was a statistically significant predictor of teachers' perceptions of the importance of vision of learning and instructional programs. Being in a school with an assistant principal was a significant predictor of school culture. Time as a teacher in the school district was a significant predictor of community relations. Teachers in schools without assistant principals, time in education, and educational level of the teachers were statistically significant predictors of teachers' perceptions of the importance of integrity, fairness, and ethics. The researcher concluded that teachers in schools with assistant principals were more likely to indicate that their principals practiced the activities associated with the six ISLLC standards than teachers in school without assistant principals.
Recommended Citation
Pope, Maurice Ed.D., "A comparison of teachers' perceptions of the practice of interstate school leadership licensure consortium standards between teachers in schools with and without assistant principals" (2003). Wayne State University Dissertations. 3348.
https://digitalcommons.wayne.edu/oa_dissertations/3348