The superprincipal has four characteristics--friendliness, fairness, "floatingness," and firmness. (IRT)

Asserts that the principalship is most often filled by self-selection from the teaching ranks, meeting degree requirements, attaining certification, and finding favor in the central office. Proposes eight attributes as representing potential for the role. (WM)

Offers highlights from a national study of the elementary school principal, how the position has changed since 1968, and how the concerns of those in the position have changed. (Author/IRT)

A principal gives his explanation of what leadership is. It is idiosyncratic and involves working of individualization in one's treatment of others, learning which problems are problems, learning to wait, reducing fear, selective risk-taking, and pursuing independence and interdependence. (IRT)

Examines the status of the elementary school principal and his relation to the central office. Considers the effects of administrative decentralization. (Author/DN)

A principal who discusses his problems with his peers (which could lead to some new ideas), does some problemsolving exercises, and identifies some behavior patterns of individuals and groups on the job probably has gained more down-to-earth knowledge about the job than be did in his formal training preparatory to certification. (EA)

The professional preparation of principals requires three equally important components: knowledge/theory, experience, and a disciplined knowledge of self. The omission of any one component does damage to the others. (Author/WM)

Discusses the type of person who becomes principal, the authority-responsibility of the principal, and the nonteaching resocialization of the principal and then offers a six-step model for eliminating the principalship. (Author/IRT)

Describes and compares findings of two studies made a decade apart and in different parts of the country covering role perceptions of elementary school principals -- what they thought their roles actually were and what they thought they should be. (Author)

An analysis of the philosophy, administrative procedures, and personal style of new administrators as an example of what may become a general trend in schools. (JF)

The principal is the key to change and effectiveness, and hence to the health of schools and the educational system in general. (WM)

The principal, as top person in the school hierarchy, should exemplify the characteristics that that institution is expected to develop in others: a moderate level of scholarship, breadth of knowledge, and ability to speak and write accurately and forcefully. (Author/WM)

Examines some of the leadership competencies and personal characteristics necessary for the creation of an effective learning environment, which is the primary goal of educational leadership. (Author/WM)

While women constitute a majority of all professional employees in elementary and secondary education, they are not proportionately represented in administrative positions. (Author)