http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Developing administrators for the 21st century
critical competencies for Texas high school principals
Developing administrators for the twenty first century
xii, 238 leaves : illustrations ; 28 cm.
The dynamic change promised by the twenty-first century will dramatically impact all American institutions. Education, as one of the foundations of culture in the United States, will be significantly effected. one measure of education's ability to meet and address that change is the professionalism and training of its key leaders. The roles of principal and superintendent will become even more crucial. This study was designed to assess the perceptions held by current high school principals on the competencies most essential to their success. To this end the competencies and domains developed in the basic training model as modified by the Professional Studies Doctoral Program at Texas A&M University were employed and evaluated. Accurate estimates about the opinions held bya the Texas public high school principals was obtained through survey research. Systematic sampling procedures were used to select 400 high school principals from-the Texas School Directory (1992). The process yielded a usable response rate of 76.2%. This research was undertaken in conjunction with three parallel studies which examined the perceptions of Texas elementary school principals, middle school principals, and district superintendents. The states' high school principals considered at least one competency in each of the Models ten domains as essential to their individual success. Comparing these results to those found in attendant studies yields strikingly homogenous opinions. Based on this research it can be concluded that Texas high school principals and their counterparts in other institutions believe that generic rather than detailed, specific competencies and training will best prepare our leadership for the needs of the future. The process yielded a usable response rate of 76.2%. This research was undertaken in conjunction with three parallel studies which examined the perceptions of Texas elementary school principals, middle school principals, and district superintendents. The states' high school principals considered at least one competency in each of the modells ten domains as essential to their individual success. comparing these results to those found in attendant studies yields strikingly homogenous opinions. Based on this research it can be concluded that Texas high school principals and their counterparts in other institutions believe that generic rather than detailed, specific competencies and training will best prepare our leadership for the needs of the future.
"Major subject: Educational Administration".