The principals of our city schools have for two years been carrying on a
series of monthly evening meetings which have proved to be highly
interesting and instructive. The topics chosen have been along lines
that directly affected the work they are doing.
One of the meetings was devoted to the subject "How the Principal Can
Help the Teacher." The topic was assigned to two principals, who
prepared questionnaires which were sent to all the teachers in the city.
The questions asked were along three lines: (1) What can the principal
do to help the teacher in a professional way? (2) What can the principal
do to help the teacher in an administrative way? (3) What can the
principal do in making his personal relationship to the teacher more
effective?
Replies were received from about fifty per cent of the teachers and were
classified as follows. Percentages indicate the number of teachers
giving the replies which they follow:
I. In a professional way.
1. Assistance with the exceptional child, 37%.
2. Interpretation of the course of study, 29%.
3. As a professional leader, 20%.
a. The recommendation of good professional literature, 18%.
b. Sound advice, 11%.
c. Assistance by teaching, 6%.
II. In an administrative way.
1. Furnishing supplies and equipment, 50%.
2. Definite directions, 28%.
3. Distribution of building load, 13%.
4. Regime so planned that interruption of classroom instruction is
minimized, 9%.
5. Management of halls, basements, and playgrounds, and of
difficult disciplinary cases, 12%.
6. Teachers' meetings, 5%.
III. In personal relationships.
1. The higher human qualities, 60%.
2. Constructive criticism, 16%.
3. Poise, 7%.
4. Helping teachers in self-analysis and mannerisms, 1%.
I shall discuss briefly some of the main suggestions made by the
teachers.