Effective high school principals' perceptions of the importance of the competencies and related skills in the "Guidelines for the Preparation of School Administrators"

Abstract

The purpose of this study was to survey and analyze two groups of high school principals' perceptions of the importance of the competencies and related skills of the AASA "Guidelines for the Preparation of School Administrators." One group of high school principals represented a random sample. The other group was selected to represent an effective sample of high school principals. The selection was based on the fact that their school was selected as an exemplary school in the U.S. Department of Education's Secondary School Recognition Program. The random sample of high school principals consisted of 508 principals selected from the National Association of Secondary School Principals' mailing list. Of this group 321 returned the questionnaire. The "effective sample" was 158 high school principals. Of this group 100 returned the questionnaire. The Guidelines were considered by both groups to be important to their success as administrators. The perception of the effective group revealed that there were very few significant differences accounted for by size of school, racial composition of the school, location, age of the principal or highest degree received. The effective principals indicated that their greatest strength was in the competency area of school climate improvement. The competencies of least strength included curriculum design and staff development. The principals from both groups revealed that the levels of preparedness when they first became a principal were between poorly prepared and adequately prepared. Both groups also agreed that they were least well prepared in using research and research design. The random sample of principals indicated that they were best prepared for allocating resources. The effective principals indicated that they were best prepared in designing, implementing and evaluating a school climate improvement program. Additional studies might include the perceptions of elementary principals and central office administrator's perceptions of the importance of the guidelines to their success.