Perceptions of selected junior/community college administrators regarding the relevancy of the competencies and related skills of the Guidelines for the Preparation of School Administrators

Abstract

The primary purpose of this study was to determine whether or not the competencies and related skills in the Guidelines for the Preparation of School Administrators are relevant to Texas junior/community college administrators and whether or not common elements of management exist among these administrators. The population of this study consisted of 62 chief executive officers, 58 chief business officers, and 61 chief academic officers in Texas junior/community colleges. Eighty-eight percent of the population returned the questionnaire in usable form. Analysis of the data was conducted using the programs from the Statistical Analysis System (SAS) on the "WYLBUR" Computer System at Texas A&M. Findings: (1) This study found no significant differences within each group of administrators--chief executive, chief business, and chief academic officers--concerning the relevancy of the guidelines to their position. (2) Significant differences were found among the three groups of administrators concerning the relevancy of the guidelines to their respective position. (3) No significant differences were found in the perceptions of those trained in a formal educational administration program versus those not trained in such a program. (4) Respondents provided only five comments relative to any changes in the competencies or related skills. Conclusions: Junior/community college administrators perceive the AASA Guidelines to be relevant to their position. Although not statistically confirmed, common elements of management do exist among junior/community college administrators. Preparation in a formal educational administration training program does not affect the perceptions of junior/community college administrators toward competencies and skills needed in their jobs.