IDEAL LEADER BEHAVIOR OF THE ELEMENTARY SCHOOL PRINCIPAL: EXPECTATIONS OF DISTRICT ADMINISTRATORS, TEACHERS, AND PRINCIPALS

Problem. This study sought to answer the following research questions: (1) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Initiating Structure of the elementary school principal? (2) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Consideration of the elementary school principal? Procedures. Forty-five elementary school principals, forty-five teachers, and forty-five district administrators constituted the sample for the study. The Ideal Leader Behavior Description Questionnaire developed at Ohio State University was utilized to gather data. The research instrument yielded scores for each respondent along two subscales or dimensions, namely, Initiating Structure and Consideration. The statistical technique of one-way analysis of variance was used with the .05 level of significance selected upon which to evaluate the results. In addition, items were ranked according to importance as indicated by the responses of individuals in each group. Findings. (1) District administrators, teachers, and principals did not differ significantly in their expectations concerning the ideal leader behavior dimensions of Initiating Structure or Consideration of the elementary school principal. (2) District administrators, teachers, and principals expected the ideal principal to exhibit moderately high levels of Initiating Structure and Consideration. (3) Examination of item responses revealed dissimilarities as well as similarities between the expectations of the groups concerning the ideal principal. Recommendations. Research could be conducted to determine: (1) if moderately high Initiating Structure and Consideration behaviors are actually being exhibited by the principals as is expected by the reference groups, (2) the degree of relationship existing between the expectations of teachers and the principal in school centers, (3) if teachers in particular situational environments have different expectations for the ideal principal than do teachers in other environments, (4) if principals with particular leader behavior preferences are observed as being more effective in certain situations, and (5) why respondents expect the principal to behave in certain ways.