Elementary Principals’ Role in Science Instruction

Abstract

This study explores the role elementary school principals play in science education. Specifically, the study employed an online survey of 16 elementary school principals at high-performing campuses in North Texas to explore their perceptions of how they influenced science education on their campuses. The survey used a combination of Likert-type rating scale items and open-ended questions. Responses from elementary principals suggest that the important components of instructional leadership for science included a) collaboration with teachers, b) changing teaching assignments, and c) teacher motivation. emands of state and federal accountability focus attention on the achievement of elementary school students in science. Elementary schools are often rated based on students’ performance, as are elementary school principals in some states. This study explores the role elementary school principals play in science education. Specifically, the study employed an online survey of elementary school principals at high-performing campuses in North Texas to explore their perceptions of how they influenced science education on their campuses. The participants in the study were all principals at recognized or exemplary elementary school campuses in North Texas during the 2007–2008 academic year. For purposes of school accountability ratings in Texas, science was first tested in the fifth grade using the Texas Assessment of Knowledge and Skills (TAKS). To achieve a recognized rating, at least 80% of the students tested must have met the minimum expectations; for an exemplary rating, 90% must have met minimum expectations. The campuses were almost all exemplary, with an overall average of 96% of the fifth graders passing the science exam. Over 67% of the students tested on the selected campuses were individually commended for scoring at 90% or above.