Superintendents\u27 Perceptions Of Competencies Required For The Superintendency

Purposes of the study: There were five purposes to this study. One was to determine the kinds of undergraduate and graduate classes and other types of training most appropriate for the preparation of candidates for superintendents. Another purpose was determine the extent the graduate courses or programs undertaken by superintendents helped them to acquire certain competencies. The third purpose was to analyze the importance of the Ryan Administrative Services Credential competencies in terms of superintendents handling their jobs effectively. Fourthly, this study was to determine which competencies contribute to upward professional mobility. Lastly, the study was to correlate the perceived importance of these competencies on the job preparation with the amount of time spent on these various competencies. Procedures: A questionnaire and cover letter of explanation were mailed out to superintendents and superintendent/principals of 470 randomly selected California public school districts. Geographical distribution, size (by ADA) and type (unified, elementary, high) of school district were taken into account. The questionnaire listed specific classes, preparations, tasks and disciplines to test the-respondents\u27 perceptions-as to the importance and appropriateness of these items according to the above purposes. These items also coincided with the competencies of the Ryan Administrative Services Credential. Follow-up letters were sent out to maximize the percentage of returns. Conclusions: The hypothesis relating to superintendents having a variety of perceptions as to what preparations constitute appropriate competencies for certification so superintendents was accepted. The second part of the hypothesis stating that some types of competencies are more frequently and practically used by superintendents on the job than other preparations and competencies was also accepted. The acceptance of this hyposthesis indicated that some competencies and preparations that were perceived to be decisively more important than others. Competencies that graduate programs helped to develop included general professional knowledge, skills, attitudes, and the ability to conduct research. The ability to resolve·conflicts, make acceptable decisions and organize and coordinate activities and programs received lesser marks for help from graduate schools. Graduate courses and study perceived for the superintendency included: administration, curriculum, humanities and fine arts. Those least important included: literature, adult education, multi-media, including TV, and program budgeting. Superintendents were generally favorable towards Ryan Credential competencies, except special education, in terms of handling their job effectively, the amount of time these competencies were used on the job, and the contribution to upward mobility