THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS

Abstract

This is a qualitative study designed to investigate how principals and selected staff members perceive the principal as an instructional leader. Specifically, it attempted to ascertain whether there was any divergence between the perceptions of the teachers and the principals. The focal group comprising the sample of thirty-five constituted five principals, five vice-principals and twenty-five classroom teachers. The demographic composition of the sample has been summarized in table 3.1 according to variables relating to gender, teaching experience, qualifications and professional status. The study was guided by the following four research questions: 1. To what extent do principals in selected primary schools engage in tasks that constitute instructional leadership? 2. What is the nature of the tasks relating to instructional leadership in which the principals engage? 3. What are some of the activities mitigating the effectiveness of the principal in executing his/her role as an instructional leader? 4. In what ways does the school benefit from the role of the principal as an instructional leader? The main data collecting instruments involved questionnaires, interviews and observation schedule. A table of alignment illustrated the relationship between the four major research questions and the items in the interview and questionnaires. The results indicated divergence between the view of the principals and those of the teachers relative to the role of the principals as instructional leaders. The findings carry important educational implications for the administration of schools and the delivery of instruction.