Abstract
Research problem. The effectiveness of an elementary school has been shown to be determined by the instructional leadership of the principal. However, there is a lack of research of the middle/junior high school principal's instructional leadership role. This study investigated from the perspective of the middle/junior high school principals the problem: What do these middle/junior high school principals and assistant superintendents of curriculum and instruction perceive to be the role of the principal as an instructional leader. The areas of instructional leadership studied were: (1) Instructional Mission and Goal Setting, (2) School Climate, (3) Curriculum, (4) Instruction, (5) Student Performance, and (6) Professional Development. Methodology. Descriptive research was used. A questionnaire-based study was conducted. All school principals from the 105 schools throughout California involved in the Middle Grade Network of the California Middle Grade Task Force on Caught in the Middle were chosen along with 45 other school principals from school districts throughout the East San Gabriel Valley. A total of 150 school principals were surveyed. The rate of return was 62 percent. Fifty assistant superintendents working with middle school principals and on curriculum and instruction were chosen. The rate of return was 62 percent. The responses were analyzed by means of descriptive statistics for aggregate categories. Significant differences were tested with t-tests for independent samples. Major findings. Of the actual instructional leadership behavior patterns for principals, Professional Development showed as the top priority with Student Performance placing last. Of the ideal instructional leadership behavior concerns for principals, Instructional Mission and Goal setting placed first with Instruction and Curriculum placing last in importance. The assistant superintendents rated Instructional Mission and Goal Setting as number one in importance with Instruction and Curriculum as last of the ideal behaviors. No significant differences were found between the perceptions of the assistant superintendents and principals about the ideal behaviors; however, significant differences were found between the principals' ideal and actual behaviors. Conclusions. The findings indicated a significant difference between the ideal perceptions and actual practices of the principals. (Abstract shortened with permission of author.).