Publication Date


Document Type


First Advisor

Fink, A. K.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Education


Elementary school principals


The diversity of the activities that the elementary school principal is allied with, vary in scope and amount of time allocated each. Three divisions were given to the principal's major functions: (1) instructional, (2) non-instructional, and (3) time for planning. An overview was presented in each of these areas. Related research on the topic showed that the principal is involved in nonessentials while areas of prime importance receive inadequate attention. Past research also points out that the principal sees his position in its proper perspective, but is hampered by time consuming administrative functions. One hundred Chicago suburban elementary principals were submitted a questionnaire to determine how their average work week is spent. The study was also limited to schools that had attendance under five hundred pupils. The return of questionnaires amounted to seventy-four per cent. The questionnaires brought to light several significant findings in regards to the elementary principal's average work week. Most noticeable were the following: 1. The principal sees the instructional program as his most important task. 2. The average work week of the principal has lessened from 47.1 hours in 1958 to 43.8 hours in 1964. 3. Eighty-eight per cent of the principals are spending longer hours on the job. Twelve per cent of the principals are spending less at work. 4. Eighty-eight per cent of the principals spend eight hours or more on the job. Twelve per cent of the principals are at work for less than eight hours. 5. Moat principals planned their proportionately between administration and supervision. 6. The principal is spending fifty-one per cent of his time devoted to the instructional program, and forty-nine per cent in the area of administrative duties. 7. Preferred allocations of per cent of time that principals wanted in 1958 research study to a specific function corresponded closely with 1964 results in the areas of teaching, administration, and supervision. The areas that did not correspond were clerical work and public relations.


Includes bibliographical references (pages 44-45)


49 pages




Northern Illinois University

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