The perceptions of principals, superintendents, teachers, and professors of education administration concerning administrator characteristics identified from the literature

The purpose for conducting this study was to identify a recommended list of administrator characteristics of high school principals which should be used in the evaluation of the high school principal. The survey population for this research study consisted of four groups. Those Superintendents of Nebraska public school districts who did not serve as the high school principal and who\u27s district operate one or more high schools comprised one population. The second population was composed of one high school principal from each school district that was included in the study. A third population consisted of one high school teacher from school districts included in the study. The faculties of the departments of education administration at the various Nebraska State Colleges and the University of Nebraska system constituted the fourth population. Each participant received a questionnaire containing a list of 69 statements of administrator characteristics that were taken from the literature. Participants selected the response that best represented their belief concerning the level of importance of each administrator characteristic\u27s use in the formal evaluation process of high school principals. The administrator characteristics were divided into six areas: goal setting, instruction and curriculum, resource allocation and acquisition, school and community relations, student orientation, and leadership. An ANOVA was used to analyze the data. Significant differences were found between the four groups in their rankings of the level of importance of the the administrator characteristics. A recommended list of administrator characteristics of high school principals which should be used in the evaluation of the high school principal was developed