Doctoral Dissertations

Joyce Wogoman

Date of Award

8-1997

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Human Ecology

Major Professor

Gregory Petty

Committee Members

Randal Pierce, Peter Dean, George Harris

Abstract

The primary purpose of this study was to examine the relationship between schools' Kentucky Instructional Results Information System (KIRIS) scores and the principals' instructional leadership. The Bossert, Dwyer, Rowan, and Lee (1982) theoretical model was adapted for this study. This model expresses the importance of the principal as the instructional leader of a school.

A survey instrument was used to collect the data. The population consisted of 65 area technology center principals, under both state and local control, and 212 high school principals of grades 9 through 12, in the state of Kentucky. Therefore, the total population was 277. Of these 242 responded, producing a response rate of 87.36% on the two-part instrument. Part one contained statements pertaining to the various aspects of the Kentucky Education Reform Act (KERA) and KIRIS. The principals were asked to rank these statements on a 5-point Likert scale. Part two consisted of two sections: section one contained demographics as they related to the principal, and section two contained demographics as they related to the school/center.

Parametric statistics were used to analyze the data. An analysis of variance (ANOVA) was used to determine significant differences and Pearson's r was used to determine significant relationships. The major findings revealed:

  1. There were differences found in: (a) the principals' perception of the importance of the KERA goals; (b) the KIRIS mean scores of the schools/centers.
  2. There were no differences found in: (a) the principals' perception of the importance of the KIRIS rating scores; (b) the importance of the goals of KERA of the principals in regard to their demographics; (c) the perceived importance of the goals of KERA and the academic expectations of the principals in regard to location in the state and enrollment of the school/center.
  3. There were no relationships found in the principals' perceived importance of the goals of KERA in regard to the schools/centers KIRIS scores.

The conclusions of this study were based on the statistical analyses of the data provided by the principals.

  1. The school/center in which the principal works is an indicator of the perceived importance of KERA and its goals.
  2. Principals, regardless of where they work, believe that KIRIS rating scores are important. Their demographics in relation to highest degree earned, years in administration, and years in present position are reflected in their responses.
  3. The principals who believe KERA is important were not reflected in the school/center KIRIS scores. Also, the high schools and area technology centers KIRIS scores were different.

Implications of the study are the following: 1. Professional development needs to continue to be provided to the principals to encourage their leadership development. 2. Principals should be knowledgable of instructional leadership and how the influence of the individual's leadership affects the school/center. 3. The ultimate responsibility of the instructional leadership of a school/center rests on the shoulders of the principal.

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