| Summary |
This study attempted to determine the relationship between elementary principals' educational training and the teaching methods used in their K-3 classes. More specifically, the study addressed the following questions: 1. Does a principal's educational training impact his/her philosophy about what is developmentally appropriate for young children? 2. Does a principal's educational training effect what K-3 developmental practices are used in his/her school? The survey data reveals that a principal's college training may impact his/her philosophy about what is developmentally appropriate for teaching K-3 children. Fifty percent or more of the surveyed principals believed in the majority of the developmental practices outlined by The National Association for the Education of Young Children. Principals with early childhood and/or elementary education undergraduate and graduate degrees, however, had a higher percentage who believed in specific developmentally appropriate practices for K-3 children. For example, a higher percentage believed K-3 children should learn primarily through active involvement with others and that the K-3 curriculum should be integrated. The data also shows that a principal's educational training may effect what K-3 developmental practices are implemented in his/her school. Fifty percent or more of the surveyed principals had K-3 teachers implementing a majority of the developmentally appropriate practices. Principals with early childhood and/or elementary education degrees had a higher percentage who responded that their K-3 teachers were implementing the deve1opmental1y appropriate practices. For example, 50 percent or more of the principals had K-3 teachers using manipulatives to teach math, as well as, spontaneous play and projects. The study further reveals that 50 percent or more of the 124 principals surveyed believed that all the developmentally appropriate practices applied to kindergarten and first grade. However, several developmentally appropriate practices had less than 50 percent of the principals who believed the practices applied to how second and third grade children should learn. For example, less than 50 percent of the surveyed principals indicated that second and third graders should acquire math skills through spontaneous play and projects and that no letter or number grades should be given. Additionally, 50 percent or more of both principal groups had kindergarten and first grade teachers who were implementing the majority of the developmental practices. Less than 50 percent of the principals, nevertheless, had second and third grade teachers implementing developmentally appropriate practices, such as, a child acquiring skills at his/her own pace and learning through active involvement with others. Most colleges' and universities' administrative graduate programs consist of management and supervisory courses. The 1990's principal, however, is supposed to be an instructional leader. Because this study shows that a correlation may exist between a principal's college training and his/her philosophy about teaching young children and the methodologies used in his/her K-3 classrooms, the need for East Carolina University's Department of Administration and Supervision to reevaluate its administrative graduate program is essential. Schools need principals who are knowledgeable about curriculum and instruction, as well as, management and supervision. |
