THE ELEMENTARY SCHOOL PRINCIPALSHIP IN ISRAEL

This study seeks to examine the status, role and authority of the elementary school principalship. A short theoretical discussion of the central topics is followed by a presentation of research findings based on an attitudes questionnaire that was administered to a sample of school system personnel and elementary school inspectors. The school principal is perceived as determining the character of the institution more than any other factor in the system, and must be autonomous to a large extent in performing his tasks. He is expected to devote much of his time to organization and administration, but must not allow his occupation with questions of finance and maintenance to come at the expense of his other activities. Guiding teachers in their work, keeping informed of both teachers' and pupils' performance, and maintaining discipline in the school are perceived, in this order, and the most important pedagogical functions of the principal. The principal's most important source of authority is his intimate knowledge of his school, and his successful experience as a teacher. An extension of his authority at “the expense” of the Ministry is supported by respondents, while its extension at the expense of his subordinates is not. A principal is regarded suitable for his position as long as he generally gets along with his staff. He should be given greater authority in the adaptation of the curriculum to the needs of his school, in the flexibility he can exercise in the allocation of class hours and budget, and in the interpretation of Ministry of Education instructions to suit his school's special requirements.