An Investigation of Teachers' Perceptions of Their Principals'"Delegation" and "Relationships" Behavior.

This study assessed teachers' perceptions of school principals, examining how teachers perceived their principals in demonstrating delegation and relationships skills. Principals were categorized according to various demographic variables, and data were examined to identify principals perceived as exhibiting stronger delegation and relationships skills. Participants were teachers enrolled in evening courses to become certified as school administrators or who were completing requirements for a master's degree in administration and supervision. Participants completed the Principal Profile survey. Data analysis indicated that principals who differed in age also differed in how well they delegated responsibilities. Younger principals were perceived to be more willing to delegate authority and responsibilities among faculty, and they were seen as demonstrating characteristics leading to better relationships with faculty. Female principals were perceived as having stronger delegation skills than males, though their relationships skills were not significantly stronger. School principals did not differ in their demonstration of relationships and delegation skills according to the school level in which they worked. School enrollment did not affect relationships and delegation skills. Overall, age was the most significant variable in determining whether principals were perceived to engage in relationships and delegation activities. The survey is appended. (Contains 18 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. o AN INVESTIGATION OF TEACHERS' PERCEPTIONS OF THEIR PRINCIPALS' L14 "DELEGATION" AND "RELATIONSHIPS" BEHAVIOR 1 Dr. Otis LoVette, Professor Educational Leadership University of Louisiana at Monroe Susie Watts Graduate Student in Educational Leadership Louisiana Educational Consortium Joanne Hood Graduate Student in Educational Leadership Louisiana Educational Consortium Mid-South Educational Research Association Annual Meeting Bowling Green, Kentucky U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS November 15-17, 2000 EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as 0 Ife. --fite. received from the person or organization originating it. BEST COPY AVAILABLE Minor changes have been improve made to r ve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. An Investigation of Teachers' Perceptions of their Principals' "Delegation" and "Relationships" Behavior Introduction Student academic performance in our country's schools continues to be a major concern to parents, the business world, and politicians at all levels. Various types of reform measures are in place and continue to be implemented, often without benefit of "buy-in" by those who must carry out the reform, namely teachers and administrators. The desired improvement sought has most often been translated into a need to produce higher test scores which will compare favorably with those of students in other countries, but the concern does not end there; our publics are insisting this improvement be accomplished in a short period of time. They are demanding that schools be accountable for improving student academic performance and various state testing programs have been initiated that evoke undesirable consequences for poor school performance. Are there reasons why the intense efforts to improve student academic performance are not producing the desired results? Even with the expanded use and availability of technology, improvements in teacher-training programs, an increase in the quantity and quality of staff development, and the implementation of programs designed to remediate or punish educators and schools who do not "produce," efforts to improve student performance continue to be disappointing. It should be noted that the various reforms that are being implemented are invariably imposed in a "top-down" fashion and educators at all levels are seldom included in decisions that directly impact them. Consequently, these educators may be less receptive to reform initiatives than had they otherwise been involved in the process and able to develop a sense of ownership of