Abstract
Purpose. The purpose of the study was to describe the self-reported role of the elementary public school principal in the implementation of bilingual education programs and related professional development the principal engaged in. The variables of the principals' demographic data, school demographic data, and the principals' belief and the principals' perception of their communities' beliefs regarding bilingual education were examined to determine if significant differences in the actions of principals existed between groups of principals. Research methodology. Descriptive and ex post facto research were used for this study. A questionnaire was mailed to 133 elementary principals in Orange and San Diego Counties on October 23, 1993. Ninety-eight surveys were returned. Descriptive and inferential statistics were used to analyze the findings. Findings. Principals reported their greatest involvement was in observing classrooms with limited English proficient (LEP) students, evaluating teachers, selecting LEP staff, monitoring the LEP budget, reviewing LEP student progress, and contacting LEP parents for school activities. Half of the principals reported having attended the methodology and culture courses, partial requirements for bilingual education related credentials or certificates. Bilingualism and extensive professional development were variables that were significantly related to the degree of principal involvement in activities to implement a school's bilingual program. A principal's belief or the principal's perception of the community's belief regarding bilingual education were not significantly related to the principal's role in bilingual programs. Conclusions. The activities in which principals choose to become involved to implement their schools' bilingual programs appear to be no different from the routine duties of principals. Principals who are bilingual and have attended to their own professional growth tend to be more involved in their schools' bilingual programs. Recommendations. Further study to determine the relationship of the role of the principal in the implementation of programs for LEP students to academic achievement of LEP students is needed. Identifying the teacher staff development activities in which principals choose to become involved and the criteria that principals use to evaluate teachers of LEP students would be useful to other principals with LEP students.