Middle School Teaching Units

The Principal’s Role in Rural Schools

“Leadership is influence…[and] the ability to obtain followers.” (Cruzeiro & Morgan, 2006, p. 569)

Principals of rural schools spend a large percentage of their time teaching cross-age, multi-grade students (Starr & White, 2008). As recent legislation and litigation continue to place more responsibility on the principal, site level responsibilities challenge the constant, increasing role of the administrator (Cruzeiro & Morgan, 2006).

Most principals in rural schools get little in the way of administrative support, ancillary personnel, and ground staff (Starr & White, 2008). While principals in larger schools are able to delegate and share in management tasks, this is not a luxury afforded to their small rural counterparts (Starr & White, 2008). Regardless of the size of the school, principals still have a moral obligation to comply with federal and state standards. The ethical behavior of educators, write Rude & Whetstone (2008), is a driving force that ensures balance.

Statement of the Problem

A rural school district is classified as such in that all of the schools in that particular district are located in counties with a population density of fewer than 10 persons per square mile and was identified as rural by a governmental agency (Cruzeiro & Morgan, 2006). Due in large part to declining enrollment, loss of resources, and loss of population, most school districts across America, rural schools and district are confronted and faced with continuous challenges (Patterson et al.., 2005). Additional barriers involve resistance to change, economic challenges, and geographic challenges (Cruzeiro & Morgan, 2006).

Principals in rural school districts do not receive funding which assists in overcoming small-school challenges. The problems faced by rural school principals create Continue Reading