Problem. The role of the school principal is paramount in the operation of a school system, and affective behavior is an essential part of that role. It was the purpose of the study to determine if a discrepancy exists between the self-perceptions of principals as affective educators and their actual performance.
Method. Thirty-two school principals, their superintendents, and a sampling of their teachers were studied. The self-perceptions of the principals were identified concerning eight affective traits and eight school-climate factors. The superintendent and teachers evaluated their principal's performance on these traits and factors.
The Charles F. Kettering Foundation \"School Climate Inventory\" and an affective trait questionnaire developed by the researcher were used to measure the principal's performance. Data was analyzed using mean scores, a Chi square analysis, and the Pearson product-moment formula to develop correlation coefficients.
Results. A school principal possessing strong positive self-perceptions on the stated affective traits does not necessarily perform as a professional leader in those areas. A similarity, but no significant relationship, existed between the perceptions of the superintendents and the perceptions of their principals regarding the principals' performances. No similarity or significant relationship existed between principals and their teachers regarding the principals' performances. No similarity, but a significant relationship, existed between the perceptions of the superintendents and the teachers regarding their principal's performance.
Conclusions. Differences exist between the way principals perceive their affective performance and the reality of that performance as evidenced by their superintendents, their teachers, and the building climate within their buildings. Superintendents rate the performances of their principals considerably higher than do the teachers. Principals perceive themselves as strong in the affective domain, but their performance does not support those self-perceptions.
","abstract_html":"<p>Problem. The role of the school principal is paramount in the operation of a school system, and affective behavior is an essential part of that role. It was the purpose of the study to determine if a discrepancy exists between the self-perceptions of principals as affective educators and their actual performance.</p> <p>Method. Thirty-two school principals, their superintendents, and a sampling of their teachers were studied. The self-perceptions of the principals were identified concerning eight affective traits and eight school-climate factors. The superintendent and teachers evaluated their principal's performance on these traits and factors.</p> <p>The Charles F. Kettering Foundation "School Climate Inventory" and an affective trait questionnaire developed by the researcher were used to measure the principal's performance. Data was analyzed using mean scores, a Chi square analysis, and the Pearson product-moment formula to develop correlation coefficients.</p> <p>Results. A school principal possessing strong positive self-perceptions on the stated affective traits does not necessarily perform as a professional leader in those areas. A similarity, but no significant relationship, existed between the perceptions of the superintendents and the perceptions of their principals regarding the principals' performances. No similarity or significant relationship existed between principals and their teachers regarding the principals' performances. No similarity, but a significant relationship, existed between the perceptions of the superintendents and the teachers regarding their principal's performance.</p> <p>Conclusions. Differences exist between the way principals perceive their affective performance and the reality of that performance as evidenced by their superintendents, their teachers, and the building climate within their buildings. Superintendents rate the performances of their principals considerably higher than do the teachers. Principals perceive themselves as strong in the affective domain, but their performance does not support those self-perceptions.</p>","abstract_has_math":false,"creators":["Holtgren, Michael L."],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Higher Education Administration EdD","degree_department":null,"school":null,"contributors":["Bernard M. Lall","Arthur Coetzee","Samuel Harris"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1983,"date_issued":"1983-01-01T08:00:00Z","date_published":"1983-01-01T08:00:00Z","updated_at":"2026-07-24T00:54:03Z","subjects":["Educational Administration and Supervision","Sociology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/449","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bernard M. Lall","Arthur Coetzee","Samuel Harris"]},{"key":"dc:creator","label":"Author","values":["Holtgren, Michael L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Administration EdD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Administration and Supervision","Sociology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/449"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem. The role of the school principal is paramount in the operation of a school system, and affective behavior is an essential part of that role. It was the purpose of the study to determine if a discrepancy exists between the self-perceptions of principals as affective educators and their actual performance.
Method. Thirty-two school principals, their superintendents, and a sampling of their teachers were studied. The self-perceptions of the principals were identified concerning eight affective traits and eight school-climate factors. The superintendent and teachers evaluated their principal's performance on these traits and factors.
The Charles F. Kettering Foundation \"School Climate Inventory\" and an affective trait questionnaire developed by the researcher were used to measure the principal's performance. Data was analyzed using mean scores, a Chi square analysis, and the Pearson product-moment formula to develop correlation coefficients.
Results. A school principal possessing strong positive self-perceptions on the stated affective traits does not necessarily perform as a professional leader in those areas. A similarity, but no significant relationship, existed between the perceptions of the superintendents and the perceptions of their principals regarding the principals' performances. No similarity or significant relationship existed between principals and their teachers regarding the principals' performances. No similarity, but a significant relationship, existed between the perceptions of the superintendents and the teachers regarding their principal's performance.
Conclusions. Differences exist between the way principals perceive their affective performance and the reality of that performance as evidenced by their superintendents, their teachers, and the building climate within their buildings. Superintendents rate the performances of their principals considerably higher than do the teachers. Principals perceive themselves as strong in the affective domain, but their performance does not support those self-perceptions.
"]},{"key":"dc:title","label":"Title","values":["The Self Perceptions of School Principals Compared to Their Actual Performance on Certain Affective Traits"]}]}],"canonical_facts":{"dc:contributor":["Bernard M. Lall","Arthur Coetzee","Samuel Harris"],"dc:creator":["Holtgren, Michael L."],"dc:description.abstract":["Problem. The role of the school principal is paramount in the operation of a school system, and affective behavior is an essential part of that role. It was the purpose of the study to determine if a discrepancy exists between the self-perceptions of principals as affective educators and their actual performance.
Method. Thirty-two school principals, their superintendents, and a sampling of their teachers were studied. The self-perceptions of the principals were identified concerning eight affective traits and eight school-climate factors. The superintendent and teachers evaluated their principal's performance on these traits and factors.
The Charles F. Kettering Foundation \"School Climate Inventory\" and an affective trait questionnaire developed by the researcher were used to measure the principal's performance. Data was analyzed using mean scores, a Chi square analysis, and the Pearson product-moment formula to develop correlation coefficients.
Results. A school principal possessing strong positive self-perceptions on the stated affective traits does not necessarily perform as a professional leader in those areas. A similarity, but no significant relationship, existed between the perceptions of the superintendents and the perceptions of their principals regarding the principals' performances. No similarity or significant relationship existed between principals and their teachers regarding the principals' performances. No similarity, but a significant relationship, existed between the perceptions of the superintendents and the teachers regarding their principal's performance.
Conclusions. Differences exist between the way principals perceive their affective performance and the reality of that performance as evidenced by their superintendents, their teachers, and the building climate within their buildings. Superintendents rate the performances of their principals considerably higher than do the teachers. Principals perceive themselves as strong in the affective domain, but their performance does not support those self-perceptions.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/449"],"dc:subject":["Educational Administration and Supervision","Sociology"],"dc:title":["The Self Perceptions of School Principals Compared to Their Actual Performance on Certain Affective Traits"],"thesis:degree_discipline":["Higher Education Administration EdD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T00:54:03Z"}