To locate additional documents related to this or any other topic within the scope of educational management, we invite you to access the In-Process Abstracts section of our website, where you can search for items that have recently been abstracted by our Clearinghouse but have not yet been added to the ERIC database. Each of the identified responsibilities of the principal is assigned to one or two individuals. Teacher teams appear to handle management responsibilities rather successfully, but are not addressing many of the leadership responsibilities of building principals. Teachers at a central California high school operate the school according to a strict, progressive set of principles. The Anzar communication guidelines specify teachers' commitment to communicating well, collective ownership of problems and problem solving, tolerance of differing ideas, individual accountability, dedication to helping and supporting others, and honesty in self-evaluation and peer coaching.
Teachers perceive their own influence as remaining the same and primarily confined to classrooms.
Expectations for principals as teachers of adults are increasing. Data were collected at two rural elementary schools in a midsouthern state that had participated in the Accelerated Schools Project. The project's effectiveness was threatened by frequent principal succession at both schools. An interview protocol of 10 items explored teachers' perceptions regarding the characteristics of the school prior to initiation of the accelerated schools process, and the effects that principal succession had on the process, including teacher leadership. A protocol of five items guided the principal interviews and investigated principals' perceptions about coming to a school already involved in a restructuring process, including what they found to be particularly easy and difficult about assuming the principalship at a school where teachers had been trained in leadership roles.