Comparison of the Actual and Ideal Administrative Priorities of Assistant Principals

Abstract

The problem. What do assistant principals see as their actual and ideal administrative priorities? What do the teachers see as the actual and ideal administrative priorities of the assistant principals? What relationship is there among the assistant principals' and the teachers' actual and ideal administrative priorities of the assistant principals? Procedure. Four secondary assistant principals and 50 classroom teachers at Fort Dodge Senior High, Fort Dodge, Iowa, were asked to respond to what degree the secondary assistant principals were actively involved in thirteen administrative priorities and to what degree the assistant principals should be involved in the various duties and responsibilities. Findings. Six areas were identified by the teachers as needing significant increase in emphasis: instructional development, curriculum development, general supervision, teacher evaluation, community relations and student conduct. While the assistant principals agreed with the teachers in the need to decrease emphasis on special programs and administration, they also wanted to decrease the emphasis on general supervision and student conduct. They did agree with the teachers that the two priorities requiring the greatest increase in emphasis should be instructional development and curriculum development. Conclusions. The principal must consider the needs and perceptions to best utilize the talents of the assistant principals to result in an effective school. The results of each area of the study could be used as a basis for discussion to develop and implement plans that affect effective schools. Recommendations. Additional studies in this school and others are necessary to replicate the results of the study. The results of the research in other schools, however, would be contingent on the situation.