An ethnographic analysis of the mental frameworks of elementary principals: Mexican-American and Anglo perspectives

Abstract

The primary purpose of this research was to identify and analyze the mental frameworks of elementary school principals to determine what they are, and whether their perceptions of educational administration differ on the basis of majority or minority group membership. Ethnographic interviews were conducted with five male informants from each of two ethnic groups (Mexican-American and Anglo) concerning their views of the following: typical duties, role relationships, problems, decision-making, changes, and training.

Findings indicated there were shared perceptions of: the need to become the instructional leader; student discipline and improving unsatisfactory teachers as the most pressing problems; the disparity between the "ideal" and the "real" practice; and, the inadequacy of their formal training. Differences between ethnic groups were noted in the areas of tasks and role relationships, changes and value statements. Most notable was the press Mexican-American principals felt to act as role models.