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A STUDY OF THE ADMINISTRATIVE SKILLS CONSIDERED IMPORTANT FOR SUPERINTENDENTS BY BOARDS OF EDUCATION IN THE STATE OF NEBRASKA
Abstract
The purposes of this study were to determine the importance of selected administrator skills expected of a superintendent by presidents of boards of education of school districts in total and by selected size categories, and how they felt such skills can be best developed in the areas of personnel management, curriculum development, communications, and policy development. Board presidents of K-12 districts were asked to respond to a questionnaire that permitted a consensus on the level of importance for a pre-determined set of skills and the best method for obtaining these skills. Data were analyzed using the Chi-square test for significance at the .05 level. Over ninety percent of the respondents stated the following nine skills were necessary for a superintendent to possess: (1)formally and informally evaluate the performance of staff members; (2)diagnose and strengthen the quality of instruction for the school; (3)make appropriate decisions concerning retention of probationary teachers and granting of tenure; (4)respect the integrity and ability of the teacher; (5)provide an open line of communication; (6)demonstrate knowledge and skill in interpersonal relations; (7)conduct individual conferences with staff and offer constructive criticisms and recommendations; (8)promote a school environment which encourages voluntary respect for the rights of staff and pupils; and (9)establish lines of communication for information dissemination to all personnel. Respondents identified the effective procedures for developing these skills as course work, internship, and inservice. Internship and course work were most valued for superintendents to gain necessary job skills. Experience was perceived as the single best procedure only for acquiring skills for interviewing and evaluating staff members. Conclusions of the study were: (1)As school districts increase in enrollment size, superintendents delegate more tasks and have greater needs for organizational skills. (2)The skills identified were deemed sufficiently important by presidents of boards of education that superintendents should develop their personal objectives to satisfy these needs. (3)Approximately one-third of school board presidents do not understand the role of curriculum development in the education process. (4)The enrollment of a school district does not affect the relative importance of skill needs of superintendents or the procedures for acquiring them. (5)Most of the skills needed to be a successful superintendent are best acquired under supervision in a formal structure. (6)School officials are sensitive to the relationship between the type of skill needed and the best procedure to acquire it. These conclusions were the basis for recommending: (1)Graduate programs in educational administration should insure the availability of internships and course work to develop the skills needed in the preparation of superintendents. The skills utilized in this study should be considered for inclusion in the programs for developing superintendents, programs for certification of superintendents, the hiring of superintendents, and inservice programs for superintendents. (2)Further research should be conducted concerning the role of skills in school administration in the following areas: (a)a similar study in a different geographical area should be conducted; (b)skills for other administrators should be identified and studied; (c)additional skills from other sources should be included in a similar study to determine levels of importance and procedures for acquiring the skill; and (d)a similar study that would include responses from teachers should be conducted. (3)Educators should study these skills before deciding if they wish to become a superintendent. (4)An evaluation instrument based upon these skills for a superintendent should be developed.
Subject Area
School administration
Recommended Citation
SWANSON, ROLAND RAY, "A STUDY OF THE ADMINISTRATIVE SKILLS CONSIDERED IMPORTANT FOR SUPERINTENDENTS BY BOARDS OF EDUCATION IN THE STATE OF NEBRASKA" (1981). ETD collection for University of Nebraska-Lincoln. AAI8118183.
https://digitalcommons.unl.edu/dissertations/AAI8118183