{"id":862,"date":"2016-02-15T15:00:47","date_gmt":"2016-02-15T21:00:47","guid":{"rendered":"http:\/\/blogs.mlc-wels.edu\/wels-educator\/?p=862"},"modified":"2016-02-11T09:24:08","modified_gmt":"2016-02-11T15:24:08","slug":"are-the-claims-about-wels-principals-true","status":"publish","type":"post","link":"https:\/\/blogs.mlc-wels.edu\/wels-educator\/2016\/02\/15\/are-the-claims-about-wels-principals-true\/","title":{"rendered":"Are the Claims About WELS Principals True?"},"content":{"rendered":"

Written by Dr. John Meyer <\/em><\/p>\n

Recent reports claim that pressures on WELS principals are threatening the position\u2019s viability and contributing to a personnel shortage. For example, a 2015 synod convention report stated that inadequate compensation may \u201cinfluence strongly . . . the difficulty the synod is having in filling principal vacancies\u201d (Ad Hoc Commission II, 2015, p. 187). Similarly, the 2013 synod convention reported that \u201cnearly 40 percent of our principals would prefer not to be principals,\u201d adding \u201cthat if WELS had an improved model of principal training as well as the necessary time resources to fulfill the role well, that a greater number of our men would be more receptive to the idea of entering into and remaining in the principalship\u201d (Task Force on Lutheran Schools, 2013, p. 55). Are these claims actually true?<\/p>\n

Last fall, a survey was sent to all K-12 WELS principals and teachers to find out how time, training, and compensation affect their attitudes toward the principal position. One thousand eighty-two (53.4%) responded, including 245 (74%) principals. This is what they said.<\/p>\n

The WELS principals\u2019 primary concern is having adequate administrative time, but they don\u2019t get enough.<\/em><\/strong> Ninety-two percent of the 245 WELS principals who completed the survey consider release time from teaching an important need, but only 8% said they are given an adequate amount. Nearly two-thirds of the principals claimed that more administrative time is needed than the suggested WELSSA guidelines of 10 hours per week for every 75 students. Importantly, teachers do not feel as strongly about the need for administrative time as their principals do. While 82% of the principals said their administrative time was inadequate, only 67% of non-principals did. These statistically significant differences, t(501) = -4.67, p = 0.000004, imply a faculty tension: When principals claim insufficient time to accomplish their tasks, teachers may hear it as excuses or complaints (figure 1<\/a>).<\/p>\n

There is strong support for increasing the training for principals, but there is little consensus about what that training looks like.<\/em><\/strong> Despite selecting necessary skill as the most important factor determining their interest in being a principal, only 10% of the respondents believe that WELS principals get adequate training (figure 2<\/a>). When asked what principal training might look like, answers ranged from simple teaching experience to getting an administrator\u2019s license (table 3<\/a>). Interestingly, young men were 2 \u00bd times more likely to emphasize a master\u2019s degree than older men. Just 0.75% think a B.S. in Education alone is sufficient training even though assigning new teacher graduates to the position makes this the most common preparation method.<\/p>\n

Both WELS principals and teachers rank issues of compensation lower than other factors, but it\u2019s still important\u2014especially when combined with adequate time and training.<\/em><\/strong> WELS teachers are modest when discussing compensation, perhaps because they take to heart the biblical admonition that church leaders not be a \u201clover of money\u201d (1 Timothy 3:3, NIV 2011). Many (41%) chose to remain neutral on the topic. At the same time, only 17% said that principal compensation is adequate. Ninety-eight percent support the principal being paid more than a teacher, with the most popular compensation (35%) being $5,000 more and many others selecting higher amounts. The greatest influence on a person\u2019s interest in serving as principal is when all three factors – time, training, and compensation – are provided at an adequate level (figure 3<\/a>).<\/p>\n

If adequate levels of time, training, and compensation are provided, there are more than enough existing principals and experienced teachers interested in serving as a WELS principal to meet the synod\u2019s needs.<\/em><\/strong> Seventy-nine percent of existing principals, 39% of male teachers, and 11% of female teachers say they are interested in being a WELS principal (table 1<\/a>). \u00a0Those percentages translate to over 600 people for the 342 K-12 schools. These same groups become more interested if provided adequate time, training, and compensation. For example, of the 43 existing principals who said they have a low interest in being one, 29 (69%) said they would be more interested if time, training, and compensation were adequate (table 2<\/a>). The same is true for 69% of men and 36% of women teachers.<\/p>\n

This study found that the recent reports about the challenges and possible solutions for the WELS principal position are true. Existing WELS principals and teachers agree that principals are not provided enough time or training to properly carry out the position, and the current compensation levels are not commensurate to the responsibilities. Despite these unfair conditions, the WELS can be thankful that so many principals continue to serve conscientiously. Wise stewardship, however, of its called workers and schools suggest that the synod review and revise its current practices. A copy of the entire survey report<\/a> is available online.<\/p>\n

John Meyer, PhD (DMLC ’87) is the director of graduate studies and continuing education at Martin Luther College, New Ulm MN.<\/em><\/p>\n

References<\/em><\/p>\n

Meyer, J., Treptow, E., Rademan, J., Sievert, J., & Brown, E. (2015) The WELS principal position: Time, training, and compensation. Retrieved from http:\/\/blogs.mlc-wels.edu\/wels-educator\/files\/2016\/02\/Principal-Survey-Report-Final2.pdf<\/a><\/p>\n

Voss, J., Buchholz, J., Dunn, H., Ehlke, W., Hein, M., Rodewald, D., & Unke, T. (2015). Ad Hoc Commission 2. Report presented at the 63rd Biennial Convention of the Wisconsin Evangelical Lutheran Synod in the Book of Reports and Memorials. Pp. 185 – 195. Retrieved from http:\/\/synodadmin.welsrc.net\/download-synodadmin\/official-synod-reports\/?wpdmdl=3263&ind=CzvMGrbbXBHEUibu18tUr2MHDITwC-doN67S5v-qRocLuhWDtwjmrwGEZhbhOuY5P8XuTuWIHYeCC-3v9IMnJw<\/a><\/p>\n

Granberg, S., Aswege, D., Huebner, P., Klindworth, R., Martens, L., Mueller, T., Schmudlach, S., Sievert, P. (2013). Task Force on Lutheran Schools. Report presented to the 62rd Biennial Convention of the Wisconsin Evangelical Lutheran Synod in the Book of Reports and Memorials. Pp. 45 – 68.<\/p>\n

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