The Assistant Principal

Paper Summary:

This paper explains that, in recent years, there is a problem with leadership in many schools throughout the country; therefore, the intent of this study is to evaluate if there is a statistically significant difference between the perceptions of the superintendents, principals, and assistant principals in selected high and low achieving high schools in New Jersey regarding the actual and desired instructional leadership duties and responsibilities of the assistant principal. The author points out that distributive leadership involves not allowing just one person to run everything but rather passes the responsibility for leadership to several individuals as a team effort. The paper reports that the quantitative sources of data for this study will be the responses made by the participants on the Assistant Principal Instructional Leadership Questionnaire (APILQ).

Table of Contents
Introduction
Background
Problem Statement
Purpose of Study
Significance of the Study
Scope of the Study
Theoretical Rationale
Limitations of the Study
Reliability and Validity of the Data
Research Questions
Sub Questions
Definition of Terms
Instructional Leadership Behavior
Organization and Overview
Review and Discussion of Related Literature
Role Theory
Change and Improvement in Educational Reform
The Historical Foundation of Instructional Leadership and the Evolution
of the Policies which Developed the Duties of the Assistant Principal
The Assistant Principal's Perspective of the Duties
Actual Duties of Assistant Principals: Rankings and Percentages
Assistant Principals' Rankings of Their Duties for Degree of Importance
Changes in the Position of the Assistant Principal
Duties of the Assistant Principal as a Partner in the Administrative Team
Distributive Leadership Theory
The Relationship between the Duties of the Assistant Principal and the Total School Organization
Assigned Versus Desired Instructional Leadership
Duties of the Assistant Principal
The Complexity of Measuring the Effect of Instructional Leadership
Standards-Based Context for Instructional Leadership
Methodology
Research Design
Population
Data Collection
Instrumentation
Analysis of the Data
Summary of the Methodology

From the Paper:

"The impact of No Child Left Behind has put more pressure on the public education system to increase student achievement for all students. The newly reauthorized ESEA both reflects and reinforces a major shift in thinking about the roles and responsibilities of school board members, district superintendents, and principals. As a result, administrators are expected to adjust their leadership focus from a traditional management-orientation to a performance orientation that guarantees high achievement for all students. Curricular and instructional issues are areas ranked by the National Policy Board for Educational Administration (1990) as those most critical for improving student achievement in schools."

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