Abstract
Purpose. The purpose of this study was to identify and to compare the perceptions of elementary classroom teachers and elementary principals regarding the impact of selected principal actions/activities designed to improve teacher performance in the classroom. The study further sought to determine whether the teachers' perceptions were influenced by the grade level taught, the years of teaching experience, and their gender. Methodology. The study used a descriptive research approach. The population consisted of elementary teachers and principals in the public schools in Sacramento County. Two 24-item surveys were designed to gather data regarding perceptions of principal actions/activities, one for teachers and one for principals. Their purpose was to gather data to answer four research questions. Mean scores were figured for each of the items. An analysis of Variance, t-test, and the Duncan's Multiple Range Test of Difference were used to analyze the data and answer the research questions. Findings. (1) Classroom teachers reported significant differences in how they felt regarding the impact of selected principal actions on teacher performance. (2) Two of the three principal actions/activities rated highest by the teachers, "maintaining high standards of student conduct" and "maintaining consistent discipline procedures" dealt with the supervision of students and school climate. The other action/activity in the top three was "keeping interruptions to a minimum," which also deals with school environment. (3) The responses of the teachers and the principals in the study were significantly different. (4) The responses of the teachers and the principals were similar in terms of the rank order given of impact the selected principal actions/activities had on teachers. (5) The years of experience that a teacher has influences the way that they perceive the impact of principals' actions/activities on teacher performance. (6) Teachers, regardless of their years of experience, value most those principal actions/activities which provide an orderly environment and support teachers. Conclusions and recommendations. Teachers' responses to principal actions/activities are different. Teachers, like students, are diverse. They have different skills, abilities, and interests. Principals should take this into consideration when they are planning interventions with individual staff members. Teachers appeared to value those actions/activities of principals which were supportive and less directive in terms of the interactions principals choose to impact classroom instruction. Principal responses were significantly different from those of teachers. The differences are likely the result of the unique perspective of both positions on the overall educational plan at the school. Principals have a broader perspective than teachers. Teachers' gender and grade level taught did not impact their perception regarding the impact of principal actions/activities. The years of experience of teachers did impact the responses. Teachers with less experience valued the actions of principals more than did those with more experience. It is recommended that data on principal influence on classroom instruction should be part of all administrative training curriculum; current principals should be exposed on a regular basis, to the data regarding their potential impact on the teacher in the classroom; the data from this study should be integrated into the evaluation and selection systems for principals.