The Unspecial Place of Special Education in Programs that Prepare School Administrators

1994 ◽  
Vol 4 (6) ◽  
pp. 598-630 ◽  
Author(s):  
Kenneth A. Sirotnik ◽  
Kathy Kimball
Keyword(s):  
High School ◽  
Special Education ◽  
High School Principals ◽  
Educational Administration ◽  
School Principals ◽  
School Administrators ◽  
Contemporary Literature ◽  
National Study ◽  
Principal Preparation Program ◽  
Educational Administration Programs

What is the place of special education in programs that prepare school administrators? In this article, we explore this question by: (1) reviewing selected contemporary literature including recent recommendations for improving educational administration programs; (2) reanalyzing relevant data from a national study; and (3) reporting the results of recent interviews with selected high school principals. The conclusion reached is that special education is treated inadequately (if at all) in programs designed to prepare school administrators. Based upon this body of information collected and our experience with our own principal preparation program, recommendations are discussed concerning why and how special education should have a place in these programs.

scholarly journals General high school administrators’ views about budget management competenciesBütçe yönetimi yeterliklerine ilişkin genel lise müdürlerinin görüşleri

2017 ◽  
Vol 14 (4) ◽  
pp. 4097
Author(s):  
Kasım Karakütük ◽  
Ece Özdoğan Özbal
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals ◽  
School Administrators ◽  
Budget Management ◽  
Management Competencies ◽  
High School Administrators ◽  
Chi Square ◽  
Service Training ◽  
Chi Square Analysis

The purpose of this research is to determine the competencies which the high school principals already have or should have about budget management. Within the scope of research, out 2412 high school principals, which create the population of the research, 332 were counted as a 5% margin of error  and 385 principals were reached out in total. Collection of the research data was conducted via “The Survey of School Principals’ Budget Management Competencies”, which was prepared by researchers. While analyzing the data, frequency tests and chi square analysis were used.  Within the scope of the research, it was found out that the high school principals were not as qualified as they though they should have been about budget planning, budget application and legal regulations about budget. In addition, it was also found out that there was not a huge difference but a visible one in terms of the competencies that high school principals should have and already have in accordance with the education they received. This result shows that there is the need of in-service-training for high school principals in order to raise their level of sufficiency about budget management.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmanın amacı genel lise müdürlerinin bütçe yönetimi konusundaki yeterliklerinin belirlenmesi amaçlamaktadır. Araştırma kapsamında araştırmanın evrenini oluşturan 2412 genel lise müdüründen % 5 kabul edilebilir hata oranı göz önünde bulundurularak 332 genel lise müdürü belirlenmiş, araştırma kapsamında 385 genel lise müdürüne ulaşılmıştır. Araştırma kapsamında verilerin toplanması araştırmacılar tarafından hazırlanan “Okul Yöneticilerinin Bütçe Yönetimi Yeterlikleri Anketi” aracılığı ile gerçekleştirilmiştir. Veriler; yüzde, frekans ve ki kare ile analiz edilmiştir. Bu araştırma sonucunda; genel olarak lise müdürlerinin bütçenin planlanması, bütçenin uygulanması, bütçeyle ilgili hukuksal düzenlemelere ilişkin sahip oldukları yeterliklerin, sahip olunmasını düşündükleri yeterliklere göre daha az olduğu saptanmıştır. Ayrıca araştırmaya katılan lise müdürlerinin bütçe yönetimine ilişkin sahip olunması gereken ve sahip oldukları yeterliklerin bütçe yönetimi konusunda eğitim alma durumlarına göre anlamlı bir farklılık olmasa da ortalamaları açısından farklılaştığı sonucuna ulaşılmıştır. Bu sonuç, okul müdürlerine hizmet içi eğitim verilerek bütçe yönetimi konusundaki yeterliklerinin artırılması gerektiğini ortaya koymaktadır. 

Modeling critical leadership competences for junior high school principals

Kybernetes ◽  
2018 ◽  
Vol 49 (11) ◽  
pp. 2589-2613 ◽  
Author(s):  
Hui-Wen Vivian Tang
Keyword(s):  
High School ◽  
High School Principals ◽  
Junior High School ◽  
Principal Preparation ◽  
Junior High ◽  
School Principals ◽  
School Principal ◽  
Preparation Program ◽  
Content Type ◽  
Principal Preparation Program

Purpose Based on generic reviews of research on school leadership, this study aims to conceptualize an emerging leadership competence model for further prioritizing school leadership training needs by decision-making trial and evaluation laboratory (DEMATEL)-based analytic network process (ANP). Targeting at a specific group of junior high school principals in Taiwan, the synthesized prioritization of core competences and competence indicators computed by DEMATEL-based ANP can be used as a blueprint for systematically developing school principal preparation programs elsewhere based on contextually specific needs and concerns. Design/methodology/approach For the purpose of detecting the priority of competences extracted from a plethora of literature in relation to school leaders’ skills, abilities and knowledge, a hybrid MCDM model, known as DEMATEL-based ANP, is used to snapshot critical leadership competences for tailoring the intended junior high school principal preparation program. Findings Results of global weight computations by DEMATEL-based ANP show that the overall prioritization of the five dimensions in ranking order are “Redesigning the organization,” “Related leadership practices,” “Setting Directions,” “Personal Characteristics” and “Developing People.” Factor-level analysis indicated that “Legality,” “Consensus Building,” “Shared Vision,” “Strategic Management,” “Authoritarianism,” “Modeling Behavior” and “High Performance Emphasis” were prioritized factors to be included in developing the intended school principal preparation program. Research limitations/implications Contextually based findings yielded from DEMATEL-based ANP would only be applicable to the target context under investigation. Generalizing the findings to junior high school principals elsewhere might not be appropriate. Methods introduced in this study are extensible to further studies aiming at shaping leadership trainings in other school settings to achieve maximum impact based on contextually specific needs. Limitations associated with sophisticated mathematical computations involved in performing high-leverage MCDM models would shed light on the importance of interdisciplinary collaborations between scholars, practitioners and methodologists. Practical implications To efficiently deliver training for junior high school principals, the prioritization of core competences and competence indicators solicited by DEMATEL-based ANP can be used as a scenario-based reference for planning the intended school principal preparation program planning, as well as a mechanism for selecting and evaluating potential and incumbent school principals with desired leadership competences. Originality/value This study has used DELATEL-based ANP as a decision-making tool to disclose a plethora of competences extracted from different threads in the literature into a prioritized competence framework that differs from past one-size-fit-all approach to design and plan school principal preparation programs.

High school principals as leaders: styles and sources of power

2016 ◽  
Vol 30 (4) ◽  
Author(s):  
Vasiliki Brinia ◽  
EVA PAPANTONIOU
Keyword(s):  
High School ◽  
Transformational Leadership ◽  
High School Principals ◽  
Leadership Style ◽  
Educational Administration ◽  
Work Experience ◽  
Design Methodology ◽  
School Principals ◽  
Personal Characteristics ◽  
Transformational Leadership Style

Purpose This research presents the characteristics of leadership (style adopted, sources of power exercised and factors affecting leadership) of high school principals in Greece. Design/methodology/approach 235 school principals were surveyed using questionnaires. These questionnaires assessed how often they adopted specific practices while managing their school, in relevance to their educational, managerial and administrative duties. Thus, the researchers were able to assess the leadership style of the principals (transactional or transformational) and the sources of power exercised (reward, punishment, expertise, example and information). Findings The majority of school principals in Greece prefer the transformational leadership style instead of the transactional one and they frequently exercise the power of information. There is a strong positive link between the transformational leadership style and the tendency to exercise the power of information. Furthermore, it is shown that the leadership skills grow with the educational/managerial work experience of a school principal. Research limitations/implications The researchers explored the notion of leadership within the context of a centralized educational system, where most critical decisions are taken by central educational administration (e.g. the Greek Ministry of Education). The findings reveal that being a transformational leader in this educational context is not due to the personal characteristics of the school manager (e.g. age, sex, studies). This fact provides insight on issues related to the recruitment/selection and training/development of school managers. Originality/value Taking into consideration the fact that there is currently a strong debate in Greece on whether school staff should be evaluated or not (and under what kind of criteria), these findings could be very useful to central education authorities as well as the whole educational community. Furthermore, they contribute towards a better understanding on school principals; what their personal characteristics are (education, work experience), what their leadership style is, how they manage their schools and what obstacles they face. Therefore, it is hoped that in the future, better processes could be followed on recruiting, evaluating and promoting managerial staff within school units.

High School Principals' Resources, Knowledge, and Practices regarding the Returning Student with Concussion

2015 ◽  
Vol 166 (3) ◽  
pp. 594-599.e7 ◽  
Author(s):  
Geoffrey L. Heyer ◽  
Kevin D. Weber ◽  
Sean C. Rose ◽  
Sara Q. Perkins ◽  
Caitlin E. Schmittauer
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals

scholarly journals Teaching Certificates Earned Online and Hiring Practices of High School Principals

2016 ◽  
Vol 2 (1) ◽  
pp. 73 ◽  
Author(s):  
Jonathan Adams
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals ◽  
Hiring Practices ◽  
Degree Programs ◽  
Residential Setting ◽  
Job Applicant ◽  
Face To Face ◽  
Type Of Institution

<p>A national survey of United States high school principals (n = 2,187) was used to assess the acceptability of job applicant qualifications that included degrees earned either online, partly online, or in a residential teacher-training program. The applicants with coursework taken in a residential setting were overwhelmingly preferred over applicants holding a degree earned partly or wholly online. Analysis indicated that the type of institution, personal experience and perceived benefits of face-to-face interaction play an important role in the formation of the perceived quality of online degree, programs and courses.</p>

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