The changing role of the principal of the New Zealand urban primary school, of moderate size with special reference to the following: 1. Professional leadership 2. Personal attributes 3. Role as interpreter of the school to the local and wider community

Abstract

This study sets out to look at the changing role of the principal of the New Zealand urban primary school of moderate size. It was carried out during 1974-5 in schools in the Hutt Valley and greater Wellington region. Three questionnaires were administered to S.4 pupils, parents, and teachers in four Hutt Valley schools, chosen as being representative of a wide range of socio-economic home backgrounds. The fourth survey was sent to all principals of schools in the Wellington urban area within the grades of VC - VID. Smaller schools were not considered, as principals of these schools have full class teaching responsibilities, and their circumstances are so different that they are worthy of separate study. Large schools were not included, as principals in these schools have additional responsibilities which place them in a different category. Analysis of the questionnaires and available published material indicates several major problem areas. Firstly, there is an obvious lack, in New Zealand, of critical study and comment on the principal's role. No material appears to have been published by teachers or their professional organization the N.Z.E.I., and principals have little school-based research to assist them to carry out their administrative functions in a competent manner. A second conclusion which emerges is the inadequate inservice training opportunities existing for principals under present arrangements. Facilities for the continuing education of teachers have expanded rapidly during the past decade, but, as yet, the training of principals in school administration techniques has remained somewhat neglected. The principal's role, as far as pupils are concerned, appears to be less authoritarian now than it was twenty years ago. Changing public attitudes towards punishment and discipline, the availability of specialized agencies to support the school, smaller classes, improved teacher training, and a growing professionalism among teachers, have all contributed to a lessening of the image of a principal as a punishment figure, and the ultimate authority in a school. Very few pupils surveyed indicated that they are frightened of their principals. Parents, generally, hold their principals in high regard professionally, and are pleased with the extent of communication between school and home. They consider that relationships between principals and pupils have changed, and that the principal's role is now a combination of administrator and teacher. A majority of parents believe that they should have some say in the formation of school policy on such matters as school aims, punishments, and what is taught. The teachers surveyed indicated that the principal's role is that of a facilitator, responsible for providing an organizational system which allows staff to have aids, equipment and information readily available when needed. Most staff feel that they have freedom to teach and plan in their own individual ways, but they believe that the principal should sometimes teach and observe in classrooms. Principals appear to be approachable, friendly and considerate. Individual differences and reactions to pressures show up in the returns received from some staffs. Nowadays, principals have a more complex role in a changing society, and the Department has given greater powers of discretion to principals over the past ten years. However, little has been done, by means of selection or training, to fit the principal to meet his more varied responsibilities with confidence and success.