Abstract

Despite the central role principals play in the effective operation of elementary schools in Liberia, no research has yet been undertaken on their duties and responsibilities. The purpose of this project is to assess the extent to which elementary school principals perform the functions expected of them by the Ministry of Education and by the community. Researchers will establish what principals actually do in carrying out their various functions. They will also assess the extent to which principals' training prepares them for their work.

Post-Project Summary

To determine the officially prescribed roles and tasks of elementary school principals, and how these functions were fulfilled, researchers reviewed documents, and interviewed 15 educators (education field workers and principals). To assess the actual functions of principals, the extent to which the roles were fulfilled, and the adequacy of job training, researchers interviewed and observed 57 educators in three schools. Analysis showed that in general, the principal's official functions included those of a leader, coordinator, evaluator/needs assessor, planner, consultant, guidance counsellor, implementor, and instructional supervisor. Despite a lack of clearly defined roles, data showed a high level of role consistency and conformity in the performance of principals. Areas of discrepancy between these roles and actual duties were identified. Findings showed that school principals perceived themselves as able to cope with their responsibilities based on their level of education, and their own efforts to improve their training through various organized programs and activities. Researchers recommended specific programs for principals; and clarification and revision of their roles. Areas for more research were noted.

Recipient Institution(s)