Ethnographic study of knowledge and skills of elementary principals relevant to development of reading programs.

Abstract

This study examined the self-reported role and responsibility of elementary principals in Oklahoma which were related to the area of reading by means of an opinionnaire providing ten components of reading to be rated on a five-point scale of importance. In addition, the components of reading were rated as to the importance additional information about each component would be for the elementary principals. Administrative experience, classroom teaching experience, college course hours in reading, gender, and interest in further training which related the role of elementary principal to the area of reading provided data which revealed the following: (1) Elementary principals in Oklahoma considered their role and responsibility important with respect to the area of reading, (2) additional information, as well as training, were of importance to elementary principals, (3) the highest ranked components dealt with improvement of instructional quality of reading, and (4) the value assigned components of reading were not significantly affected by college course hours in reading, elementary classroom teaching experience, or gender.