Influence-gaining behaviors of principals in schools of varying levels of instructional effectiveness

Although there has been a purported decline in the formal authority of principals to provide leadership in schools, certain sources of influence are available, which if used, would enable principals to increase their leadership. This descriptive field study attempted to classify and describe sources of principal influence in behavioral form using French and Raven's (1959) bases of social power plus the research of Leithwood and Montgomery (1982) and Ross (1980). This study examined behaviors of three principals (one middle and two elementary) in high-achieving schools and six principals (two middle and four elementary) in other (lower achieving) schools. Questionnaires, interviews/observations and surveys provided data to study differences in the behaviors of the two groups of principals.

Findings showed that principals in high-achieving schools employ ed referent, expert, enabler, coercer, legitimate authority, and norm setter behaviors to a significantly (p ≤ 05) greater extent than did principals in the other schools. These same principals rated referent, expert, enabler, coercer, legitimate authority, and norm setter significantly (p ≤ 05) more positive in influence with teachers than did principals in other schools. Teachers in high-achieving schools rated referent, expert, enabler, coercer, legitimate authority, and norm setter significantly (p ≤ 05) more positive influence than did teachers in other schools. All teachers ranked expert, legitimate authority, norm setter, and referent behaviors potentially most influential; coercer the least. All principals ranked expert, involver, legitimate authority and enabler behaviors potentially most influential with their teachers. Principals have at their disposal potential sources of influence which would allow them to increase their leadership.

Principals must develop expertise in some aspect of schooling which teachers value, utilize the authority of their position in the organization, set professional norms through modeling, and demonstrate the ability to work with people. Preparation programs should focus on the conceptualization, simulation, and use of the potential sources of influence described in this study.