Teachers' Perceptions of Instructional Leader NATURE OF THE STUDY Introduction A

As administrator, a school principal is required to play several roles, one of which is that of instructional leader/supervisor (Maehr, 1990). However, there has been very little research examining teachers' perceptions of principals' instructional leadership behavior that covers a comprehensive set of supervisory instructional behaviors and that is set in a non-public religious school (Greenfield, 1991).

The proposed study attempts to provide such an exploration by examining religious school teachers' perceptions of the instructional leadership of their principles for 50 discrete supervisory instructional behaviors. In addition, the study will examine for whether these perceptions vary as a function of several selected teacher demographics (gender, race, age, number of years working at present schools, total number of years teaching experience).

Instructional effectiveness is directly related to student achievement such that the higher the effectiveness levels, the higher are the student achievement levels (Klausmeier, 1985). Moreover, Bloom (1980) reports that instructional effectiveness is apt to be higher when principals take strong instructional roles. While there has been some examination of the extent to which public school teachers perceive principals as taking strong instructional roles (e.g. Cunard, 1990; Kanpol & Weisz, 1990), there has been virtually no research examining these variables in private religious schools.

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conduct and application of the pupils, the management and methods of the teacher, and the fitness and conduction of the premises. (p. ) However, by the early 1900s, efficiency in the educational setting and organization became more of a focus; and with it the role of the supervisor expanded to include that of on-the-job teacher training. The supervisor was seen as a sort of curriculum specialist (Bobbitt,1913) who developed curricula based on activity analysis and directed the teacher in its proper execution. Between 1910 and 1920, nationwide public school expenditure for instruction increased by nearly two and a half times (Tyack (1967) and preparation of the school supervisor became a concern of those interested in advancing the profession. The focus began to shift from efficacy to democratic leadership. The historical role of the school and supervision has undergone many changes over the years. In terms of the school itself, traditional education was considered to be for the few, schools were private or parochial, religious instruction was mandatory, and education was focused on preserving class and social distinctions. The contemporary perspective characterizes education for all and both private and public schooling b

Category: Psychology - T