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The Guardianship Journal

Abstract

This research study explored the effects of district size and region on the roles of principal supervisors. Key factors examined include district region, span of control, and allocation of time for support and development by principal supervisors. The researcher compared principals’ perceptions of support they receive from their principal supervisor across different school district sizes and district types (regions) in Georgia, framed within the sociocultural learning theory. Participants selected currently serve as principals in Georgia’s rural, urban, and suburban school districts. A total of seventy-five principals agreed to participate in this study. Data were collected through a survey instrument. Descriptive statistics was used to summarize the data. The one–way ANOVA test was used to analyze the research questions. Findings yielded no significant difference in principal supervisor support to district principals regarding district size and region. There were no significant differences in the roles and support provided by principal supervisors across varying district types (rural, urban, suburban) and sizes (small, medium, large). This suggests that the approaches to supervision may be more standardized than previously thought, which may contrast with existing literature that often highlights the unique challenges and needs of different district contexts. This study provides insight into the frequency of engagement in principal supervisory practices to support district principals. It is recommended that professional development programs be tailored to address the specific needs of principal supervisors.

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