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• W118272388 abstract "most schools, individual charged with responsibility for overseeing general running of programs and events is principal. According to Lunenberg (1995), the principal's job is to help achieve high level of performance through utilization of its human and material resources. More simply, principal's job is to get things done by working with and through other people (p. 3). this sense, he argued, principals are universal and are essential to schools of all types and sizes wealthy, poor, rural, urban, large, and small. This article argues that principal's tasks, especially those associated with leadership, in meeting needs and concerns of ever-changing schools are numerous, complex, and challenging. this argument, principal's leadership roles, major constraints in role of principal as an leader, and strategies for alleviating are examined. RESUME: Dans la plupart des ecoles, l'individu qui est charge de surveiller deroulement des programmes et des evenements, est principal. Selon Lunenberg (1995), le travail du principal est d'aider les eleves atteindre d'excellents resultats grâce l'utilisation des ressources materielles et humaines de l'ecole. En bref, travail du principal est d'avoir des resultats par travail des et par les autres (p. 3). Ainsi, les principaux sont universels et essentiels pour toutes sortes et toutes tailles d'ecoles, riches ou pauvres, rurales ou urbaines, grandes ou petites. Cet article soutient que les tâches du principal, particulierement celles associees au chef de l'enseignement, repondant aux besoins et aux soucis d'ecoles en perpetuel changement, sont nombreuses, complexes et competitives. Dans ce point developpe, les principales contraintes et les strategies pour soulager les problemes du principal dans son role de chef de l'enseignement, sont examinees. Journal of Educational Thought Vol. 35, No. 3, 2001, 269-295 This content downloaded from 157.55.39.163 on Sun, 20 Nov 2016 04:22:30 UTC All use subject to http://about.jstor.org/terms 270 ZACHARIAH WANZARE and JOSE L. DA COSTA Background Who is principal? According to Lunenburg (1995), a principal is an individual in who is responsible for work performance of one or more persons (p. 3). Also, Drake and Roe (1999) explained that term principal is applied because generally this person is considered the best and most talented or principal teacher (p. 23). Further, as McAdams (1998) put it, the (principal] is ideally teacher's person long respected for his or her teaching ability (p. 10). Other equivalent terms used in literature to refer to principal include headteacher (McAdams, 1998; Ministry of Education, 1994; Murumbasi, 1993), head of school, headmaster, headmistress (Murumbasi, 1993; Ochieng, 1984; Republic of Kenya, 1980, 1988). this paper, term principal and headteacher will be used interchangeably. A review of literature indicates many different roles performed by principal. For example, according to Acheson (1985), principal serves as public relations director, chief health officer, head disciplinarian, social director, and curriculum director. Also, based on Lunenburg's (1995) work, principal is responsible for securing and using inputs to school, transforming them through administrative functions of planning, organizing, leading, and monitoring to produce outputs. Further, principal performs following six major roles: (a) developing curriculum and materials (Garubo & Rothstein, 1998; Ubben & Hughes, 1997); (b) managing finances (Garubo & Rothstein, 1998; Ubben & Hughes, 1997); (c) facilitating public and human relations (Alvy & Robbins, 1998; Gorton & Schneider, 1991); (d) evaluating staff and programs (Gorton & Schneider, 1991); (e) facilitating selection of teachers and support staff (Garubo & Rothstein, 1998; Scriven, 1990); and (f) overseeing utilization and maintenance of building (Garubo & Rothstein, 1998). Additionally, principal is responsible for providing leadership that enables teachers to grow professionally (e.g., Alvy & Robbins, 1998; Andrews, Basom & Basom, 1991; Drake & Roe, 1999; Rossow, 1990; Ubben & Hughes, 1997). The following section provides functional definition of leadership in context. Further, it will be argued that definitions of leadership presented in literature are inadequate, vague, confusing, and problematic. Defining Instructional Leadership A literature search reveals great deal of confusion regarding meaning of phrase instructional leadership. According to This content downloaded from 157.55.39.163 on Sun, 20 Nov 2016 04:22:30 UTC All use subject to http://about.jstor.org/terms RETHINKING INSTRUCTIONAL LEADERSHIP ROLES 271 Ginsberg (1988), leadership is construct and, like psychological constructs such as stress, anxiety, and intelligence, is not something concrete and easily observable, but gets its meaning from certain factors that constitute it. In addition, it is hard to pinpoint exact birth of term leadership (some refer to it as management), but today it is widely discussed (p. 277). Ginsberg further noted that inadequacies in definitions of leadership for principals may be stumbling block to implementing effective plans and that existing definitions are vague and broad, consequently they allow principals to base their behaviors on these definitions without considering whether or not they are actually leaders. He concluded that, It seems safe to assume that we are in infancy of our understanding of principal as leader. Time and further study will probably reduce uncertainty in definition ... as construct definition will never approach complete precision, but more specifics and agreement among scholars is reasonable goal to pursue, (p. 281) Despite confusion regarding meaning of leadership, several writers agree that leadership: (a) is directly related to processes of instruction whereby teachers, learners, and curriculum interact (Acheson, 1985); (b) includes those activities undertaken by principal with object of developing productive and satisfying working environment for teachers and desirable learning conditions and outcomes for students (Greenfield, 1985); (c) consists of those actions that principal takes, or delegates to others to promote growth in student learning (De Devoise, 1984); and (d) consists of the principal's role in providing direction, resources, and support for improvement of teaching and learning in school (Keefe & Jenkins, 1984, cited in Wright, 1991, p. 114). Also, Marsh (1992), whose definition of leadership is based on research focusing on use of innovative administrative training by site administrators, identified two views of principal leadership: process-oriented view, in which principal views leadership only as means of involving teachers in decision making or improvement; and comprehensive view, in which principal has broad view of instruction and uses direct (e.g., developmental supervision) and indirect (e.g., culture) influences on instruction. Further, as explained by Gorton and Schneider (1991), in this form of leadership includes factors and conditions within that affect student learning, such as class size, quantity and quality of curricular materials, and educational This content downloaded from 157.55.39.163 on Sun, 20 Nov 2016 04:22:30 UTC All use subject to http://about.jstor.org/terms 272 ZACHARIAH WANZARE and JOSE L. DA COSTA and sociological characteristics of students. According to them, ultimate goal of leadership should be to improve student learning, but its more immediate objective is to improve program (p. 330). Therefore, leadership focuses on activities and strategies geared toward improvement of teaching and learning for benefit of students. Instructional leadership involves principal's attempts to improve programs, teaching and learning, and student performance by developing conducive working environment; providing direction, needed resources, and desired administrative support; and involving teachers in decision-making processes in school. With leadership thus defined, following section examines principal's leadership roles. The Principal as Instructional Leader The principal is chief leader in (Glickman, Gordon, & Ross-Gordon, 1997; Pfeiffer & Dunlap, 1982; Sergiovanni, 1995). According to Njeri (1984), the principal is traditionally recognized as leader of [school] and is expected to assist teachers with problems (p. 10). Similarly, Acheson (1985), concurring with Gorton and Schneider (1991), noted that even principals themselves regard leadership as their primary responsibility. Further, as concluded by Ginsberg (1988), principal is an leader and potential source for improvement. Additionally, according to Carter and Klotz (1990), effective and high-achieving schools depend most on capable leadership from principals. The ideal of principal as an leader has been highlighted in work of several other writers (e.g., Corbett, 1982; Kasim, 1995; Roger, 1987; Magnus-Brown, 1983; McElwain, 1989; Raphael & Michael, 1990, cited in Boyd, 1996; Wacowich," @default.
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• W118272388 title "Rethinking Instructional Leadership Roles of the School Principle: Challenges and Prospects." @default.
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