The Administrative Management Capacity of the Physical Education Teacher as a School Principal

Abstract

Introduction: The purpose of the present paper is to investigate the performance of the Physical Education Teachers (PET) as school principals, in relation to administrative management capacity leading to school efficacy, according to the teachers' perceptions. Methodology: Making use of a questionnaire (Principal Instructional Management Rating Scale-PIMRS) adapted to the Greek reality, a total number of 460 of 32 schools of the Regional Administration of Primary and Secondary Education of Central Macedonia run by Physical Education Teachers (PET) participated. The gap analysis technique applied revealed statistically significant results in all the items comprised in the measurement tool. Results and conclusions: Most administrative capacity factors exhibited few differences between what consider significant and what is eventually applied to their school by the Principal - Physical Education Teacher, which allows for supporting that, according to the teachers' perception, the Physical Education Teacher is considered an effective Principal. More specifically, the following were established: The Principal's Reliability & Responsibility exhibited a mean difference of 0.17 (t(458)=3.675; p=0.000); School climate a mean difference of 0.18(t (457)=4.655; p=0.000); Professional development of teachers a mean difference of 0.19 (t(458)=3.415; p=0.000); Monitoring and assessing the students' progress exhibited a mean difference of 0.23 (t(458)=4.884; p=0.000); Principal's Training a mean difference of 0.24(t(458)=5.330; p=0.000), Educational Mission & Targeting a mean difference of 0.38 (t(458)=10.947; p=0.000); Monitoring and improving the learning process a mean difference of 0.40 (t (458) = 10.362 p = 0.000) and Parents involvement' a mean difference of 0.52(t (455)=12.811; p=0.000).