Principal Style and Parental Role Research Paper

Principal Style and Parental Role
The role of the principal is being examined here vis a vis parents' involvement, taking into account his/her personality and style of management. Focus is placed on the Israeli education system.
# 50114 | 19,495 words | 47 sources | MLA | 2000 | IL
Published on Mar 28, 2004 in Education (Administration) , Education (Curriculum) , Education (Teaching Methods)

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The phenomena of parents' involvement at their children's schools has intensified over the recent years, and it seems that the tendency will increase in the future. The school principal, because of his role, training, and status, has to lead, determine, and guide the parental cooperation to the proper channels. His role is decisive regarding the quality of the dialogue with the parents. This research examines the connection between the principal's managerial style and personality and his stands and policies regarding parental involvement, in general, and the desirable and actual parental involvement at his school. The research assumption is that principals who employ different managerial styles and possess different personality structures will relate differently to parental involvement. The principal who practices a considerate managerial style or has an extroverted personality will encourage parental involvement, while the task-oriented principal with a "neurotic" or "psychotic" personality structure will oppose parental involvement. In addition, the writer determines that the principal's general attitude towards parental involvement will be more positive than his stand regarding the desired parental involvement in specific areas and the actual parental involvement at his school. The more positive the principal's stand towards parental involvement in specific areas, the more involved are the parents. This paper also includes several tables.

List of Tables
1. The Introduction
2. The Theoretical Background
2.1 The Parental Involvement
2.1.1 The Definition
2.1.2 The Background
2.1.3 Motives of Parental Involvement
2.1.4 The Policy of the Ministry of the Education Regarding Parental Involvement at Schools
2.1.5 The Character of Parental Involvement at School
2.1.6 The Areas of Parental Involvement
2.1.7 Problems Regarding parental Involvement
2.2 The Principal
2.2.1 Managerial Style
2.2.2 The Principal's Personality
2.2.3 The Structure of the Principal's Personality and Parental Involvement
2.2.4 The Principal's Policy Regarding Parental Involvement
2.2.5 Principal-Parents Problems
3. The Research Assumptions
3.1 The Connection between the Principal's Managerial Style and the Parental Involvement
3.2 The Connection between the Structure of the Principal's Personality and Parental Involvement
3.3 The Principal's Stands and the Different Areas of Parental Involvement
4. The Research Format
4.1 The Research Variables and their Definition
4.2 The Sample
4.3 A Description of the Sample of the Principals
4.4 The Research Tool
4.5 Data Processing Methods
5. The Findings
5.1 The Correlation between the Managerial Style and Parental Involvement Assumptions 1-3
5.2 The Correlation between the Principal's Personality Structure and Parental Involvement Assumptions 4-6
5.3 The Correlation between the Independent Variables
5.4 Progress Regression Analysis
5.5 The Interaction between Managerial Styles and the Parental Involvement
6. The Conclusion
6.1 The Discussion
6.2 The Conclusion
6.3 Recommendations for Further Research
7. Bibliography
8. Appendix

From the Paper:

"The phenomena of parental involvement in the Israeli educational system has intensified over the recent years, as is indicated by the daily newspapers, educational and social researches, and by the attempts of the educational institutions to guide the parental involvement into normative channels. One of the factors of the process consists of the meaningful changes in the educational system, the most notable of which is the tendency towards the school's increasing autonomy. (Kamanda, 1985) The educational system was unable to successfully address the variety of educational needs in an increasingly pluralistic society, whose different sectors disagree about the purposes of education. The recognition of the disagreements led to the demand for the decentralization of the educational system. (Inbar, 1987) As the educational system became more decentralized the roles of the functionaries and their authorities had to be redefined, and increased parental involvement became possible."

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