The perceptions of role of principals in traditional and outcome-based school environments

This paper is based on a study to investigate, compare and contrast the perceptions of the role of the high school principalship as identified by school board presidents, school superintendents and high school principals in two different school settings; traditional and outcome-based environments. The study involved the North Central Member High Schools in Wyoming. Two different sets of instruments were utilized: one reflecting the role of the principalship in the traditional school environment, and the other reflecting the principalship role in the outcome-based school environment. The study argued that in order for the high school principal to provide his school with effective leadership and a complete learning atmosphere for students, it is important for the school board members, school superintendents and the principals to agree on the roles that the principal is expected to perform. The study revealed that the size of the school and the principals’ experience did not influence the way in which they understood their role. Furthermore, superintendents and high school principals in the Wyoming North Central Accredited High Schools appear to highly favour an outcome-based role for the principal.