Doctoral Dissertations

Date of Award

3-1986

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Robert K. Roney

Committee Members

Dewey H. Stollar, Owen McCullough, David Welborn

Abstract

The purpose of this study was to investigate the perceptions of Tennessee public school principals toward themselves and their environment. The population for this study was all public school principals employed in Tennessee during 1984-85. A random sample of 316 was selected for participation in the study.

The typical Tennessee principal was a married white male almost 45 years of age. Principals had served their current school for almost 8 years and the principalship for 11 years. Almost one-half held a master's degree as their highest degree. Almost three-fourths supported merit pay for administrators, and almost one-half held additional jobs. They also desired additional income for their 53.5 hour work week. The average annual salary was $26,601 with West Tennessee and urban principals receiving the highest salaries.

Principals perceived their current role to be a school manager, but over 80 percent reported their ideal role should be an instructional leader. The most important reason for becoming a principal was to improve income. Almost three-fourths obtained their principal's certification prior to entering the profession.

Approximately 50 percent found little value in their under graduate programs. One-third thought their graduate programs helpful and almost half were indifferent to in-service programs. Almost three-fourths had applied for Career Ladder certification; however, almost one-half reported no system of principal evaluation. Almost two-thirds expressed satisfaction with their own job performance and the quality of education in Tennessee.

Principals exerted their greatest authority in determining extra-curricular activities and the evaluation of instruction. They perceived little authority in the selection and retention of personnel. Chief among the constraints faced by principals were lack of time, lack of financial resources, and the excessive amount of paper work.

The Better Schools Program was perceived to have three major strengths: the Tennessee Instructional Model, bringing public recognition to education, and financial rewards. The major weaknesses were a lack of communication, inconsistency, and burdensome paper work.

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