Perceptions and Evaluations of University Principal Preparation Programs by Michigan Public School Principals
Total Page：16
File Type：pdf, Size：1020Kb
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 12-1989 Perceptions and Evaluations of University Principal Preparation Programs by Michigan Public School Principals Linda Berk Voit Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons, and the Educational Leadership Commons Recommended Citation Voit, Linda Berk, "Perceptions and Evaluations of University Principal Preparation Programs by Michigan Public School Principals" (1989). Dissertations. 2143. https://scholarworks.wmich.edu/dissertations/2143 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. PERCEPTIONS AND EVALUATIONS OF UNIVERSITY PRINCIPAL PREPARATION PROGRAMS BY MICHIGAN PUBLIC SCHOOL PRINCIPALS by Linda Berk Voit A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Education Department of Educational Leadership Western Michigan University Kalamazoo, Michigan December 1989 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. PERCEPTIONS AND EVALUATIONS OF UNIVERSITY PRINCIPAL PREPARATION PROGRAMS BY MICHIGAN PUBLIC SCHOOL PRINCIPALS Linda Berk Voit, Ed.D. Western Michigan University, 1989 In this study, Michigan public school principals reported their evaluative perceptions regarding: (a) the degree to which 9 of the 12 generic skills were developed in their university administrator programs, (b) the frequency and effectiveness of the instructional modes used to develop these generic skills, and (c) the ideal in structional modes which are most effective for developing these skills. Both this replicated study with revisions and the completed Texas A&M University project (Witters-Churchill, 1988) were based upon recommendations made by the National Association of Secondary School Principals' Performance-Based Consortium. The population of this study, 3,202 principals from Michigan public schools, were potential participants for a survey used to gather the data. A stratified sampling procedure was used to select 347 practicing public school administrators. The number of surveys mailed out were 116, 116, and 115 (n = 347) on surveys A, B, and C, respectively. For the purposes of validation, a follow-up telephone interview of 10% of the actual respondents was conducted. This "informed Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. subsample" verified and provided a reliability check of the data obtained from the sample, as well as enriching written data. The low return rate (48%) was a source of concern for the interpretation of findings. Data were analyzed and the patterns of responses were similar to the Witters-Churchill (1988) study. The findings are reported but should be interpreted with caution. Principals reported moderate development of four of the nine generic skills (judgment, leadership, organizational ability, and problem analysis). Three skills were slightly developed (decisive ness, sensitivity, and written communication). Principals perceived two skill areas (oral communication and stress tolerance) as not developed. Lecture and discussion was the most frequently used instruc tional mode. Most of the rated instructional modes used were re ported as moderately effective. Principals preferred the internship as the ideal instructional mode. The respondents recommended an improved and increased require ment of field-based experiences (internship, externship, and cohort opportunities). Respondents also asked for a practical curriculum delivered by professors having credible, first-hand, educational knowledge and experience. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INFORMATION TO USERS The most advanced technology has been used to photo graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re produced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. These are also available as one exposure on a standard 35mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Order Number 9015285 Perceptions and evaluations of university principal preparation programs by Michigan public school principals Voit, Linda Berk, Ed.D. Western Michigan University, 1989 UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION To my parents, Arthur and Doris Berk, my first teachers, and to my husband, Larry, and step-daughter, Sara, I dedicate this work. Because of their encouragement, support, understanding, and love, I was able to complete this project. Linda Berk Voit Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS To my doctoral committee chairperson, Dr. Edgar A. Kelley, for his diagnosis and guidance of my strengths. Dr. Kelley continues to be a mentor, professional resource, and friend and is responsible for introducing me to: NASSP Performance-Based Consortium; Dr. Laurie Witters-Churchill, Texas A&M University, who designed the original study and assisted me; and mirrors— so all I have to do is look to myself for the answers. To Drs. George DePillo and David Cowden, members of my doctoral committee, for their guidance and support in this project. To my cohorts at Western Michigan University and Chippewa Valley Schools for their continued help, encouragement, and friendship. To Dr. Thomas Coleman, Wayne State University, who led and encouraged me in 1981 to continue to "become." Linda Berk Voit ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS................................................ ii LIST OF T A B L E S ................................................ ix CHAPTER I. INTRODUCTION .......................................... 1 Premise ............................................ 1 Purpose of Study .................................... 3 Conceptual Definitions ............................. 3 Methods and Procedures ............................. 4 Population ...................................... 5 Instrumentation .................................. 5 Procedures ...................................... 6 Assumptions, Strengths, and Limitations of the Design .............................................. 8 Assumptions ...................................... 8 Strengths........................................ 9 Limitations...................................... 10 II. REVIEW OF THE L I T E R A T U R E ............................. 14 Literature Overview ............................... 14 Selection Practices ............................. 17 Theoretical Elements for Principals ............. 18 Strengths and Limitations of Theories .......... 21 Administrative Development ..................... 22 Principal Selection ............................. 24 iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents— Continued CHAPTER Generic Skills and Assessment ................... 27 Certification and State Agencies ............... 33 III. M E T H O D S ................................................ 35 Population and S a m p l e ............................. 35 D e s i g n .......................................... 38 Obtaining the Generic Skills ................... 39 Questionnaires ...................................... 41 Instrumentation