The assistant principalship and instructional leadership in Clayton County public schools
The purpose of this study was to investigate the instructional leadership tasks that are performed by assistant principals in Clayton County Public Schools. This study tested ten null hypotheses to determine if statistically significant relationships existed between the assistant principalship and K...
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| Format: | Others |
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DigitalCommons@Robert W. Woodruff Library, Atlanta University Center
2000
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| Online Access: | http://digitalcommons.auctr.edu/dissertations/103 http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=1651&context=dissertations |
| Summary: | The purpose of this study was to investigate the instructional leadership tasks that are performed by assistant principals in Clayton County Public Schools. This study tested ten null hypotheses to determine if statistically significant relationships existed between the assistant principalship and Krug’s instructional leadership tasks. A modified questionnaire was used to obtain responses to address the research questions posed in this study. Questionnaires were mailed to every elementary, middle and high school assistant principal in the Clayton County Public School System. The questionnaire asked respondents to identify what instructional leadership tasks they performed. Results of the questionnaires were compiled and coded for the purpose of statistical analyses. Descriptive statistics were used to facilitate a more basic and comprehensive analysis and presentation of data. To explore the relationship between variables, the Pearson r was used. The findings indicated that there were no significant relationships between defining the mission, managing curriculum, supervising teaching, monitoring student progress, and promoting the instructional climate and the assistant principalship. Also, the findings indicated that there were no significant relationships between defining the mission, managing curriculum, supervising teaching, monitoring student progress and promoting the instructional climate and the assistant principalship as they relate to age, educational level, race, gender and school type. Assistant principals’ roles should not be one of chief disciplinarian. As the instructional role of the assistant principal continues to unfold under the current reform efforts, it is essential that principals assign tasks to assistant principals that are directly related to instruction. |
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