THE TRAINING OF EDUCATIONAL ADMINISTRATORS: PERCEPTIONS OF BUILDING AND CENTRAL OFFICE ADMINISTRATORS
Abstract
The major purpose of this study was to investigate the perceptions of building and central office administrators of the graduate level training they received as it relates to their current administrative position. More specifically, the intent was to assess their perceptions of the administrative skills believed necessary and the satisfaction with the graduate training they received in these skill areas as indicated on the School Administrator Training Project questionnaire. The subjects consisted of 200 school administrators from across the United States. The distribution of the 59 responses from each respondent was reported and analyzed by using the statistical technique of an analysis of variance. The responses indicated that: (1) There were different perceptions of building and central office administrators in relation to the components thought to be important to graduate level training programs. (2) There were different perceptions of building and central office administrators about the graduate training they received. (3) Building and central office administrators were dissatisfied with the graduate training they received. (4) Building administrators were generally more dissatisfied with their graduate training than were central office administrators. (5) Dissonance occurred when there was an incongruency between the training school administrators received and the demands for certain skills in their current administrative position. In summary, each of the hypotheses were confirmed and supported by the responses on the School Administrator Training Project questionnaire.
Subject Area
School administration
Recommended Citation
MAHER, ROBERT EDWARD, "THE TRAINING OF EDUCATIONAL ADMINISTRATORS: PERCEPTIONS OF BUILDING AND CENTRAL OFFICE ADMINISTRATORS" (1987). ETD Collection for Fordham University. AAI8725680.
https://research.library.fordham.edu/dissertations/AAI8725680
