Adding Value: Principals' Perceptions of the Role of the Teacher-Librarian

Abstract

This paper reports on a study into principals' perceptions of the role of the teacher-librarian. Nine principals in Australia were interviewed about the role of the teacher-librarian and library in their school. The findings indicated a range of ways in which the teacher-librarian adds value to the school, including in their role as teacher, providing the principal with a broad perspective on the workings of the school, providing advice and ideas, and providing leadership in the use of information and communications technology (ICT) at the school. It also identified a number of personal qualities valued by principals.

“What Library?”

“…Blakeney (2014) found that principals in an urban Alabama school district expressed appreciation for the importance of teacher librarians, especially regarding reading motivation and skills, and found that these administrators had a good understanding of school librarianship. An Australian study also showed school principals' appreciation for teacher librarians, although administrators valued their roles as teachers above their roles as librarians, which may have repercussions for school library programs (Lupton, 2016). While this research shows that teachers and school administrators are generally supportive of their school libraries, it has not ensured universally adequate funding and staffing.…”

The Influence of Teacher Librarians' Personal Attributes and Relationship with the School Community in Developing a School Library Programme

“…Working with people and forming good relationships are important for the teacher librarian, therefore he/she must possess strong interpersonal skills as teacher librarians are expected to relate well to the principal, teachers, students and the wider school community. This has been supported in the literature by Lupton (2016) whose study looked at principal's perceptions of the role of the teacher-librarian. The principals were asked to describe the qualities they would look for if they were to recruit a new teacher-librarian and the responses included interpersonal skills such as being collegial and a 'people person.'…”

“…A library-minded principal, one whose interest goes far beyond the fulfilment of prescribed standards, who sees the need for library service closely integrated with the entire teaching programme, will stimulate both the library and teaching staffs to make the library an important factor in education (p.611). Many issues facing school libraries is as a result of the fact that some principals do not understand the teacher librarian's role (e.g., Church, 2008) and think that the teacher librarian should be playing the role of a teacher more than a librarian as they can employ any library assistant to deal with library administration (Lupton, 2016). In a study of principals' perceptions of the role of the teacher-librarian in Australia, Lupton (2016), found that principal's views varied on the role of the teacher librarian based on personality and expertise of the individual teacher librarian.…”

“…Many issues facing school libraries is as a result of the fact that some principals do not understand the teacher librarian's role (e.g., Church, 2008) and think that the teacher librarian should be playing the role of a teacher more than a librarian as they can employ any library assistant to deal with library administration (Lupton, 2016). In a study of principals' perceptions of the role of the teacher-librarian in Australia, Lupton (2016), found that principal's views varied on the role of the teacher librarian based on personality and expertise of the individual teacher librarian. Several of the principals thought the teacher librarian's primary role is that of a teacher and the funding that they have is needed for teaching as once again they feel that they can hire a library assistant to maintain library functionality.…”