Abstract

This study investigated the value of selected leadership competencies of elementary principals as perceived by superintendents, supervising principals, teaching principals, teachers under supervising principals, and teachers under teaching principals. A questionnaire of 54 items covered three areas of administrative skill: technical, conceptual, and human. Differences were found between groups on 29 of the 54 items, with the major differences appearing in the human skill area. The findings include: (I) teaching principals are in closer agreement with their teachers than are supervising principals; (2) the values of educators change as individuals move from active classroom work to active involvement with adminstrative tasks.

How to Cite:

Burgess, J. S. & Dermott, R. A., (1983) “Elementary School Principals and Leadership Development”, Journal of Research in Rural Education 2(1), 15–20.

Rights: Copyright