Educational administration professors' perceptions of the importance of the competencies and related skills in the "Guidelines for the Preparation of School Administrators"

Abstract

The primary purpose of this study was to determine how important the competencies and related skills contained within the AASA "Guidelines for the Preparation of School Administrators" are to the NCPEA Professors and the UCEA Department Heads. The population of this study consisted of 234 EDAD professors who are also members of the National Conference of Professors of Educational Administration (NCPEA) and the 45 University Council of Educational Administration (UCEA) Department Heads. Sixty-two percent of the population returned the questionnaire. The data were then analyzed using the programs from the Statistical Analysis System (SAS) on the "Wylbur" system at Texas A&M University. Findings. The responses given by the professors and department heads indicated the following: (1) The professors and department heads gave strong support to the importance of the guidelines. The overall perceptions about the importance were similar. (2) The size of the department, according to the number of professors or students, had no significant effect on the perceptions of the guidelines. (3) The degrees offered and the professorial expertise had very little effect on the rating of the guidelines. (4) The department heads and professors reported that their departments are presently meeting 75% of the guidelines and could meet 100% in approximately two and one-half years. Conclusions. Professors of educational administration gave strong endorsement to the importance of the guidelines. Based upon these findings, department size, specialization of faculty or types of programs offered had little or no effect on how the professors viewed the importance of the guidelines. Professors of educational administration also felt their departments were presently meeting 75% of the competencies and related skills and could implement all within two and one-half years.