The training of educational administrators: Perceptions of building principals
Abstract
The purpose of this study was to investigate building principals' perceptions of their graduate level training as it relates to the functional job skills inherent in the principalship. Utilizing the School Administrator Training Project Questionnaire, assessments were made of the importance of specific job skills and the satisfaction with the graduate training in these areas in relation to years of experience in the principalship. The subjects consisted of 135 principals from across the United States. The distribution of the responses was reported and analyzed by the statistical technique of analysis of variance. The responses indicated that: the number of years of experience as a principal led to different levels of perceived importance of specific job skills; the number of years of experience in the principalship was negatively related to the perceived levels of importance of concrete tasks; the number of years of experience in the principalship was positively related to the perceived levels of importance of abstract tasks; and the levels of dissatisfaction with graduate level training were positively related to years of experience in the principalship. Based on the analysis of the responses to the School Administrator Project Questionnaire, each of the hypotheses was confirmed.
Subject Area
School administration
Recommended Citation
Schnur, Stuart Ira, "The training of educational administrators: Perceptions of building principals" (1989). ETD Collection for Fordham University. AAI9007193.
https://research.library.fordham.edu/dissertations/AAI9007193
