Research Report: Critical Skills Necessary for Montana Principals.

Autor/in	Cairns, Donald V.
Institution	Montana State Board of Education, Helena.
Titel	Research Report: Critical Skills Necessary for Montana Principals.
Quelle	(1995), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrator Education; Administrator Effectiveness; Administrators; Elementary Secondary Education; Higher Education; Leadership Qualities; Principals; Recruitment; School Administration; School Supervision; Self Evaluation (Individuals); Montana + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Führungseigenschaft; Principal; Schulleiter; Recruiting; Rekrutierung; Schulaufsicht
Abstract	Public schools, like other organizations, are only as effective as the leadership provided. This study was undertaken to gather data that might be useful for long term planning in the recruitment and training of Montana's public school administrators. A survey of 630 principals resulted in 361 responses. The survey results are reported in two parts. Part 1 presents a demographic data about Montana's principals which may be used to develop general policies for the recruitment and training of principals. Part 2 discusses the perceptions held by Montana principals regarding training and preparation. The major areas of concern for practicing administrators fell into several categories: school law and related issues; internships for administrators; closer linkage between theory and practice; improved course work for supervision of teachers and staff; and development of skills to deal with difficult personalities and situations including parents, teachers, and community. Several conclusions are suggested by the findings: (1) universities have done a poor job of keeping administrators abreast of changes in the curriculum for training school administrators; (2) school administrators have not kept abreast of what universities have done to keep the curriculum up to date; and (3) universities have done a good job of training people for the technical side of leadership, but not as good a job with the human side of school organization. Based on these conclusions, recommendations are made which encourage development of a skills or outcome based training program for administrators, closer relationships between the universities and those in the field, and investigation of new methods to train administrators. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC