Term of Award

2002

Degree Name

Doctor of Education in Educational Administration

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Department

Department of Educational Administration

Committee Chair

T. C. Chan

Committee Member 1

Fred Page

Committee Member 2

Michael Richardson

Committee Member 3

Cathy Jording

Abstract

What are the perceptions of beginning elementary principals in Georgia regarding the level of importance of the following administrative task areas: Curriculum and Instruction, Personnel Duties, School-Community Relations, Management, and Leadership? What administrative tasks do beginning elementary principals in Georgia perceive as being the most and the least important? Do gender, school size, location, and experience make a difference in beginning elementary school principals' perceptions of the importance of administrative task proficiencies? The purpose of this study was to provide answers to these questions by examining the perceptions of beginning elementary principals in Georgia about administrative task proficiencies deemed most important to success during the first year of the principalship. All of the principals in the study had completed their first year as a principal during the 2000-2001 school year. The names of the principals in this study were obtained from The Market Data Retrieval. The list was organized according to the school codes listed in the Georgia Public Schools Directory 2001. The data from each respondent was tabulated and computer input verified. Frequency of responses, means, and standard deviations were used to describe the level of importance of each of the administrative proficiencies. A one-way analysis of variance was used to determine if there was a significant difference at the .05 level of significance in importance of proficiencies by gender, school size, location, and experience. Results of this study indicated that beginning principals in Georgia perceive the following proficiencies as most important during the first year: high visibility, climate of trust and mutual respect, recruitment and selection of personnel, protecting instructional; time, monitoring student progress, classroom observations, supervision of instruction, discipline procedures, framing instructional goals, and positive behavior and attendance. The tasks perceived as least important include: school culture, beliefs, and values, comprehensive student activities program, school-community partnerships, seeking internal/external funding, and effective media relations. No significant relationship was found between the selected characteristics of school size, location, gender, and experience and principals' perceptions of the importance of administrative task proficiencies during the first year in the principalship.

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