The Teachers Perceptions of Principals’ Leadership Capacities of Elementary Schools

The aim of the present study is to examine the elementary school teachers’ perceptions of leadership capacities of principals. The leadership capacities of principals were examined according to ISLLC standards and internal and external dimensions in six contexts including principal’s vision toward school, education, organization, collaboration, ethics and larger political, economic, legal, social and cultural context. The population consisted of 415 elementary school teachers of Songhor in 2013-2014. Among them, 201 teachers were selected as the sample using the Morgan Table (1976). The tool used in this research is Principals’ Leadership Capacities Questionnaire (PLCQ) developed by Luo (2004) to assess the leadership capacities of principals. The face and content validity of the questionnaire was approved by experts and professors of education sciences. A reliability coefficient of 0.89 was calculated by Cronbach s alpha method indicating the high reliability of the measurement tool. The frequency, percentage, mean, standard deviation and univariate t-test were used for statistical analysis. The results showed that the teachers perceived the principals with moderate and relatively good leadership capacities. The principals had better internal leadership capacities than external capacities. In addition, the gender, age, educational level and teaching experience did not affect the teachers perceptions. A significant difference was observed between teachers’ perceptions of principals’ leadership capacities in terms of management experience.

کلیدواژه ها:

Perception ، Principals’ Leadership Capacities ، Internal Capacities ، External Capacities ، ISLLC Standards