A Comparative Analysis of the Professional Competencies Needed by Superintendents of Public Schools Perceived to Be Most Desirable for Successful Employment by School Board Members and Superintendents in South Dakota.

Autor/in	Haugland, Maurice
Titel	A Comparative Analysis of the Professional Competencies Needed by Superintendents of Public Schools Perceived to Be Most Desirable for Successful Employment by School Board Members and Superintendents in South Dakota.
Quelle	(1987), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Evaluation; Administrators; Board Administrator Relationship; Boards of Education; Collective Bargaining; Competence; Curriculum Development; Educational Finance; Elementary Secondary Education; Evaluation Criteria; Job Performance; Personnel Management; Policy Formation; Public Relations; Public Schools; School Construction; Superintendents; South Dakota + Suchen Sie Ihr Suchwort? Ausschuss; Tarifverhandlung; Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsfonds; Work performance; Arbeitsleistung; Personalmanagement; Politische Betätigung; Public relation work; Öffentlichkeitsarbeit; Public school; Öffentliche Schule; Schulbau; Schulrat; South-Dakota
Abstract	This paper, which highlights the findings of a recently completed doctoral dissertation, attempts to: (1) identify the desirable professional competencies of superintendents as perceived by South Dakota school board members and superintendents, themselves; and (2) determine which competencies, when performed unsatisfactorily, are the most common bases for nonrenewal of the superintendents' contracts. Data for the investigation were collected by means of two similar questionnaires completed by public school superintendents and school board members. Board members returned 655 questionnaires, and superintendents returned 178. Competencies ranked included: (1) public relations, (2) school finance, (3) personnel management, (4) curriculum development, (5) policy formulation, (6) school construction, (7) accomplish goals set by board, (8) superintendent/board relations, and (9) collective bargaining. School board members ranked: (1) personnel management, (2) school finance, and (3) curriculum development as the most important competencies. Superintendents ranked: (1) superintendent/board relations, (2) personnel management, and (3) public relations as the most important. Board members perceived personnel management, and superintendents perceived superintendent/board relations, as the most prevalent competencies resulting in dismissal, nonrenewal, or requested resignation of a superintendent. Recommendations include superintendent awareness of school board members' perception of desirable competencies, development of effective personnel management techniques, and better communication between superintendents and board members. (WTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC