What Do Beginning Leaders Need? Aspiring and Practicing Principals' Perceptions of Critical Skills for Novice Administrators.

Autor/inn/en	Daresh, John C.; Playko, Marsha A.
Titel	What Do Beginning Leaders Need? Aspiring and Practicing Principals' Perceptions of Critical Skills for Novice Administrators.
Quelle	(1992), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Administrator Education; Administrator Effectiveness; Administrator Qualifications; Administrator Responsibility; Administrator Role; Educational Administration; Elementary Secondary Education; Job Skills; Leadership Qualities; Leadership Training; Principals; Professional Development + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Produktive Fertigkeit; Führungseigenschaft; Führungslehre; Principal; Schulleiter
Abstract	Findings of a study that examined the needs of beginning school principals are presented in this paper, with a focus on the differences in perceptions of aspiring and experienced principals. A questionnaire was mailed to 420 aspiring school principals in 5 universities in 3 states and to 100 practicing elementary, middle, and secondary principals in 5 states, in which respondents assessed the critical skills needed by beginning and aspiring principals. Findings indicate that discrepancies existed between experienced and aspiring principals with regard to the kinds of skills that they assumed to be important for effective job performance. Specifically, aspiring administrators placed a much higher value on the demonstration of technical managerial skills, while practicing administrators valued socialization skills. Because the ability to demonstrate a personal vision of leadership was identified as one of the most critical skills, universities should include more opportunities for reflective activities and promote different types of field-based learning and mentoring to challenge preparation programs' focus on technical knowledge. Suggestions are offered for improving the nature of professional development at the preservice, induction, and inservice education levels. Two tables are included. Appendices include the survey instrument and list of survey items. (19 references) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01