The establishment of criteria for standards of principal performance /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1988.
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| Subjects: | |
| Online Access: | Link to ProQuest copy Link to OAKTrust copy ProQuest, Abstract |
| Abstract: | The purpose of this study was to define functions and roles the principal must fulfill as the educational leader and the contexts in which he fulfills them. Criteria for judging principal performance in terms of function and context were established. Evaluation standards were defined and clarified. The objectives were: 1. To extract criteria from examples of principal behavior which determine significant performance in the functions and substantive areas defined by the N.A.S.S.P. National Commission on Standards for the Principalship; 2. To determine roles that operate in performing the functions of management in the various substantive areas; 3. To validate these criteria as they are applied to examples of principal performance; In January, 1988, forty eight Texas principals were designated to generate specific examples of principal performance for each of the functions (Administration, Technical Professional, Influence/Control, Persuasion, Training/Development, Forecasting/Planning) of the Management Profile, in each of the substantive areas ( I n s t ruction, Business/Finance, Parent/Community Relations, Professional Personnel, Educational Program/Curriculum, Auxiliary Services, Student Affairs, Government/Legal/Policy) of principal performance. The examples were generated and validated by the 48 principals, two panels of exemplary Texas and other state principals at a three day conference held at Texas A&M University, and 80 additional exemplary principals from across the nation. The roles that operate in performing the functions of management were evidenced to include Motivator, Director, and Evaluator. The criteria for the performance of functions in the eight substantive areas are as followed 1. Relationship to overall mission of the school 2. Impact on school effectiveness and/or operation 3. Scope: limited vs. comprehensive 4. Level of competence or skill required for completion of the task 5. Duration of the task - short term vs. long term 6. Nature of the task - simple vs. complex This research provides the National Commission on Standards for the Principalship with the basis for assessment of the actual on-the-job behavior of principals, the final stage in a three tiered design for national board certification similar to that which exists in the medical profession. |
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| Item Description: | "Major subject: Educational Administration." Typescript (photocopy). Vita. |
| Physical Description: | xx, 322 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 288-316). |