TABLE OF CONTENTS
Acknowledgments
Introduction - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0001
[elementary school principals, suburban school districts, authority system, superordinate status]
This introductory chapter discusses the contents of this volume which is about elementary school principals in suburban school districts in the U.S. The data used in this study are the result of face-to-face interviews with principals in the Chicago, Illinois area conducted in 1980 and a telephone follow-up in 1988. The specific topics explored in this volume include the authority system in which elementary principals occupy both subordinate and superordinate statuses, the positive and negative sentiments of principals about their work, and changes in the profession that may affect the future work of elementary school principals. (pages 1 - 6)
This chapter is available at:
https://academic.oup.com/chica...
The Setting - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0002
[elementary school principals, suburban grade schools, social composition]
This chapter explains the setting of the study of elementary school principals in the U.S. on which this volume is based. It discusses the historical setting and provides background information about the suburban schools studied. This information includes size, environmental turbulence and social composition of the schools. This chapter also mentions that the 1980s were relatively harder for principals in the suburban grade schools compared to with the explosive decades prior to the study. (pages 7 - 20)
This chapter is available at:
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The Early Career - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0003
[elementary school principals, teachers, career steps, social composition]
This chapter describes the early career of elementary school principals in the U.S. during the 1980s. It mentions the fact that only teachers can become principals and examines the extent to which principals reflect the social composition of the teaching force. This chapter also discusses the career steps involved in becoming a suburban elementary school principal and how individuals are selected for the position. (pages 21 - 44)
This chapter is available at:
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Looking Up - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0004
[elementary school principals, subordinate officials, controls, authority]
This chapter examines the situation of elementary school principals in the U.S. as subordinate officials in a vertical system of authority. It reviews the public context of principals' work and the formal structure within which it is carried out and describes the extensive system of controls exercised over principals by those above them. This chapter also discusses the expectations of principals from their bosses and looks into the ways in which respondents frame their relationship with those above them. (pages 45 - 72)
This chapter is available at:
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On Being in Charge - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0005
[elementary school principals, authority, teachers, core relationship, authority resources]
This chapter examines the role of elementary school principals in the U.S. as bosses and the authority that principals exercise over others. It argues that the role of the principal vis-à-vis teachers comes closest to being the core relationship among those persons with whom the principal interacts regularly. This chapter explores how principals think and act in response to the challenges that emerge in their relationship with their subordinates. It also discusses authority resources and how principals use them in relating to teachers. (pages 73 - 92)
This chapter is available at:
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The Rewards - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0006
[rewards, elementary school principals, school administrators, performance]
This chapter focuses on the rewards and other positive things involved in the work of elementary school principals in the U.S. It cites the result of a survey indicating that school administrators are among the most satisfied with their jobs and explains that performing well in work that serves others is doubly rewarding. This chapter also explores how principals assess their own performance and highlights the difficulties that occur when they try to do so. (pages 93 - 118)
This chapter is available at:
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Complications and Complexities - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0007
[elementary school principals, school safety, parent-teacher conflicts, organizational life]
This chapter examines the complications and problems in the work of elementary school principals in the U.S. It identifies the conditions that complicate the day, tasks that principals dislike, and problems that can arise as they go about doing their work. These include scarcity of time, work interruption, maintenance of order and safety in school, and dealing with parent-teacher conflicts. The result of the analysis indicates that it is not surprising that school principals are not inclined to extol the essential functions and benefits of conflict in organizational life. (pages 119 - 144)
This chapter is available at:
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Careers and Satisfaction - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0008
[elementary school principals, careers, job satisfaction, promotion, demotion, status stability, financial rewards, school management, elementary education]
This chapter examines the careers and job satisfaction of elementary school principals in the U.S. It considers the issues of promotion, demotion and status stability and analyzes the interplay between objective events and how principals respond to them. This chapter highlights the discontent principals express toward their financial rewards and discusses a handful of special factors in school management that have effects on careers in elementary education. (pages 145 - 166)
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Reality and Response - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0009
[elementary school principals, managers, public prominence, financial autonomy, knowledge base]
This chapter investigates how the work of elementary school principals in the U.S. differs from the work of other managers. In comparison with other executives, elementary school principals have an unusual relationship with subordinate rank and public prominence, since they lack policy-setting and financial autonomy. This chapter highlights the fact that principals work in an emotionally charged setting and explains that school work is marked by considerable uncertainty in the knowledge base on which its managers must work. (pages 167 - 186)
This chapter is available at:
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An Uncertain Future - Dan C. Lortie
DOI: 10.7208/chicago/9780226493503.003.0010
[elementary school principals, differentiated programs, computers, competition, mandated testing, management]
This chapter analyzes the trends that may affect the work of future elementary school principals in the U.S. It discusses the changes that occurred between two studies in Chicago and Iowa and the national findings released in 1998. This chapter identifies the trends that could potentially affect the management of elementary schools in the future, which include differentiated programs, the expanded use of computers, and greater competition for students. It also considers high stakes and mandated testing and their potential effects on schools and principals. (pages 187 - 212)
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Appendix A: The Interview, the Fact Sheet, and the Sample
Appendix B: The Iowa Data and Community Diff erences
Notes
Bibliography
Index
