The instructional leadership responsibilities of assistant principals
The specific purpose of this study was to determine if significant differences in perceptions exist between the principals and assistant principals relating to the assistant principals' responsibilities for instructional leadership. The process of instruction in which teachers, learners, and the instructional leader interact was examined to determine if this process is directly related to the responsibilities of the assistant principal. Significant differences were examined for significance related to age, gender, educational experience, level of education and school enrollment. The criterion measure used was a seventeen-item survey that measured the perceptions of principals and assistant principals by way of rating the perceived extent of involvement of the assistant principals in instructional leadership. The survey used for this study is an adaptation of survey previously developed by Dr. Roy Glenn Josey. The questions composing the questionnaire were validated through literature review and peer review. The surveyed population of this study consisted of principals and assistant principals from secondary high schools housing grades 9–12 in sixth north Alabama counties. The results of this study indicated that instructional leadership, level of education, school enrollment, age, and administrative experience had no significant effect on the perception of principals and assistant principals regarding the responsibilities of the assistant principal in instructional leadership. Gender was the only intervening variable that had a significant effect on the perception of the principals and assistant principals regarding the responsibility of the assistant principal in instructional leadership. More research needs to be done to enhance a balance in this area.
Larry K Matthews,
"The instructional leadership responsibilities of assistant principals"
ETD Collection for Tennessee State University.