{"id":{"repo_id":"drake","oai_identifier":"oai:escholarshare.drake.edu:2092/595"},"canonical_url":"https://search.dev.ndltd.org/etd/drake/oai:escholarshare.drake.edu:2092/595","repository":{"repo_id":"drake","name":"Drake University","base_url":"https://escholarshare.drake.edu/server/oai/request"},"display":{"title":"Elementary Principals' Perceptions of Instructional Leadership Tasks","abstract":"Research Question: The effective schools literature indicates that effective schools must have effective principals. The literature also points out the importance of the principal's sole as the instructional leader of the building. The primary research question is What do elementary principals believe are the most important instructional leadership tasks? Research Hypothesis: The primary research hypothesis is Elementary principals will perceive administrative rather than teacher/student-centered tasks as the most important components of instructional leadership, Design of the Study: This study was conducted through a non-experimental survey. The survey was developed from the literature on instructional leadership. The population for this study was all elementary principals in the Grant Wood Area Education Agency #10 geographic region. Analysis of the Data: Elementary principals selected instructional leadership tasks that could be termed administrative in nature as the most important. Elementary principals did not believe that they spent sufficient time on instructional leadership tasks and cited time spent on other tasks as the main barrier. More time and better time management were thought to be the main solutions to spending a sufficient amount of time on instructional leadership. Summary and Recommendations: This study indicates a need for further investigation into the tasks which comprise instructional leadership. The study also indicates the need for inservice for elementary principals in the areas of mission/vision/goal setting and time management.","abstract_html":"Research Question: The effective schools literature indicates that effective schools must have effective principals. The literature also points out the importance of the principal's sole as the instructional leader of the building. The primary research question is What do elementary principals believe are the most important instructional leadership tasks? Research Hypothesis: The primary research hypothesis is Elementary principals will perceive administrative rather than teacher/student-centered tasks as the most important components of instructional leadership, Design of the Study: This study was conducted through a non-experimental survey. The survey was developed from the literature on instructional leadership. The population for this study was all elementary principals in the Grant Wood Area Education Agency #10 geographic region. Analysis of the Data: Elementary principals selected instructional leadership tasks that could be termed administrative in nature as the most important. Elementary principals did not believe that they spent sufficient time on instructional leadership tasks and cited time spent on other tasks as the main barrier. More time and better time management were thought to be the main solutions to spending a sufficient amount of time on instructional leadership. Summary and Recommendations: This study indicates a need for further investigation into the tasks which comprise instructional leadership. The study also indicates the need for inservice for elementary principals in the areas of mission/vision/goal setting and time management.","abstract_has_math":false,"creators":["Hooley, Michael"],"institution":"Drake University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987-12","date_published":"1987-12","updated_at":"2026-07-27T19:18:21Z","subjects":["Elementary school principals--Instruction and study","Elementary school principals--Leadership"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1987 .H664"],"render_values":[{"text":"1987 .H664","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2092/595","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hooley, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2007-07-17T20:51:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2007-07-17T20:51:03Z"]},{"key":"dc:date.issued","label":"Date","values":["1987-12"]},{"key":"dc:publisher","label":"Institution","values":["Drake University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary school principals--Instruction and study","Elementary school principals--Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1987 .H664"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2092/595"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["i,33, [2] leaves. Advisor: James Halvorsen"]},{"key":"dc:description.abstract","label":"Abstract","values":["Research Question: The effective schools literature indicates that effective schools must have effective principals. The literature also points out the importance of the principal's sole as the instructional leader of the building. The primary research question is What do elementary principals believe are the most important instructional leadership tasks? Research Hypothesis: The primary research hypothesis is Elementary principals will perceive administrative rather than teacher/student-centered tasks as the most important components of instructional leadership, Design of the Study: This study was conducted through a non-experimental survey. The survey was developed from the literature on instructional leadership. The population for this study was all elementary principals in the Grant Wood Area Education Agency #10 geographic region. Analysis of the Data: Elementary principals selected instructional leadership tasks that could be termed administrative in nature as the most important. Elementary principals did not believe that they spent sufficient time on instructional leadership tasks and cited time spent on other tasks as the main barrier. More time and better time management were thought to be the main solutions to spending a sufficient amount of time on instructional leadership. Summary and Recommendations: This study indicates a need for further investigation into the tasks which comprise instructional leadership. The study also indicates the need for inservice for elementary principals in the areas of mission/vision/goal setting and time management."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Elementary Principals' Perceptions of Instructional Leadership Tasks"]}]}],"canonical_facts":{"dc:creator":["Hooley, Michael"],"dc:date.accessioned":["2007-07-17T20:51:03Z"],"dc:date.available":["2007-07-17T20:51:03Z"],"dc:date.issued":["1987-12"],"dc:description":["i,33, [2] leaves. Advisor: James Halvorsen"],"dc:description.abstract":["Research Question: The effective schools literature indicates that effective schools must have effective principals. The literature also points out the importance of the principal's sole as the instructional leader of the building. The primary research question is What do elementary principals believe are the most important instructional leadership tasks? Research Hypothesis: The primary research hypothesis is Elementary principals will perceive administrative rather than teacher/student-centered tasks as the most important components of instructional leadership, Design of the Study: This study was conducted through a non-experimental survey. The survey was developed from the literature on instructional leadership. The population for this study was all elementary principals in the Grant Wood Area Education Agency #10 geographic region. Analysis of the Data: Elementary principals selected instructional leadership tasks that could be termed administrative in nature as the most important. Elementary principals did not believe that they spent sufficient time on instructional leadership tasks and cited time spent on other tasks as the main barrier. More time and better time management were thought to be the main solutions to spending a sufficient amount of time on instructional leadership. Summary and Recommendations: This study indicates a need for further investigation into the tasks which comprise instructional leadership. The study also indicates the need for inservice for elementary principals in the areas of mission/vision/goal setting and time management."],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["1987 .H664"],"dc:identifier.uri":["http://hdl.handle.net/2092/595"],"dc:language.iso":["en_US"],"dc:publisher":["Drake University"],"dc:subject":["Elementary school principals--Instruction and study","Elementary school principals--Leadership"],"dc:title":["Elementary Principals' Perceptions of Instructional Leadership Tasks"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T19:18:21Z"}