The Necessary Job Competencies of Secondary School Principals as Perceived by Selected Texas Educators Page: 3
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were (1) organization and administration, (2) curriculum
design and improvement, (3) the instructional process,
(4) business and financial management, (5) student
management, (6) personnel management, (7) facilities,
equipment, and supplies, and (8) communications.
A total of ninety-five competencies was identified
from the literature and from communications with college
professors and practicing school administrators. The six-
member jury panel validated ninety-one competencies for
inclusion on the survey questionnaire. Eighty-eight of
the ninety-one competencies submitted to the educator
sample achieved the criterion level for acceptance. An
analysis of variance procedure revealed that significant
differences among group means appeared at the .01 level on
eleven of the competency statements.
The competency-based preparation and certification
concept appears to be sound and to be in harmony with other
movements in American education. Many operational aspects
need additional refinement; however, the concept holds
considerable promise for improvement upon the traditional
approaches to the preparation and certification of edu-
cators. The movement is widespread and is gaining momentum
rapidly. Competency-based programs are in operation in
colleges and universities in over half of the states.
Certain competencies are common to the various edu-
cator roles. It appears possible to identify those common
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Reference the current page of this Dissertation.
Austin, Joe. The Necessary Job Competencies of Secondary School Principals as Perceived by Selected Texas Educators, dissertation, August 1974; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc501054/m1/3/: accessed March 28, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .