The qualifications and responsibilities of instructional directors as perceived by teachers and principals on selected high school campuses in Texas Education Service Center, Region 20 /
The purpose of this study was to provide an inventory of suggested primary qualifications and requirements for instructional directors in public high schools. The investigation surveyed and compared the perceptions of public school leaders on selected Texas Education Service Center, Region 20 high...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739623571&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to provide an inventory of suggested primary qualifications and requirements for instructional directors in public high schools. The investigation surveyed and compared the perceptions of public school leaders on selected Texas Education Service Center, Region 20 high school campuses. Items on the survey were selected from responses to a questionnaire developed by the researcher and the leadership qualities presented in the review of the literature. The literature review was organized into information concerning leadership of the administrators, curriculum development, academic standards, improving teaching, and strengthening the instructional directors' responsibilities and qualifications. Thirty-five public high school campuses were selected from public high schools in Texas Education Service Center, Region 20. Fifteen surveys were mailed to each of the selected high school campuses. Following the receipt of the completed surveys, the researcher compiled the responses of the principals and teachers and used descriptive statistics to identify qualifications and responsibilities of high school campus instructional directors. Major research findings indicated that the qualifications that received the recommendations from both teachers and principals included: 1. At least five years' teaching experience. 2. Strong communication skills. 3. Bachelor's degree with additional specialized training or a master's degree in the particular subject area. 4. Knowledge of Texas Teacher Appraisal System and Instructional Leadership Training. The recommended responsibilities included: 1 . Administrative responsibilities--budgeting, department vision, coordinate with other departments. 2. Mentor new teachers. 3. Meet with department members each grading period. 4. Assist in the employment of new teachers. 5. Coordination throughout the grades and campuses. Based on the findings of the study, researcher recommendations include: 1. The instructional director should have a master's degree in the particular subject area, specialized training in Texas Teacher Appraisal System and Instructional Leadership Training, and serve in a position similar to an assistant principal who is responsible for curriculum. 2. Specialized training which will include budgets and report writing may be provided for administrative responsibilities for the instructional directors. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xiii, 152 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 120-128. |