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This is to certify that the

dissertation entitled

SELECTED ROLES/FUNCTIONS OF
MICHIGAN CAREER-TECHNICAL ADMINISTRATORS:
A STUDY OF PERCEIVED NEEDS FOR PREPARATION

AND CONTINUING PROFESSIONAL DEVELOPMENT

presented by

Janet M. Burns

has been accepted towards fulfillment
of the requirements for

Ph.D. degreein College of Education

 

 

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Major professor

Date November , 199 2

MSU i: an Affirmative Action/Equal Opportunity Institution 0-12771

 

 

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TO AVOID FINES return on or before date due.

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MSU la An Affirmative Action/Equal Opportunity Institutionm

 

 

SELECTED ROLES/FUNCTIONS OF
MICHIGAN CAREER-TECHNICAL ADHINISTRATORS:
A STUDY OF PERCEIVED NEEDS FOR PREPARATION

AND CONTINUING PROFESSIONAL DEVELOPMENT

By

Janet M. Burns

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1992

ABSTRACT

SELECTED ROLES/FUNCTIONS OF
MICHIGAN CAREER-TECHNICAL EDUCATION ADMINISTRATORS:
A STUDY OF PERCEIVED NEEDS FDR PREPARATION
AND CONTINUING PROFESSIONAL DEVELOPMENT

BY

Janet M. Burns

The researcher's purposes were to identify the roles/functions
of Michigan career-technical education (GTE) administrators and to
identify their personal needs for further preparation and continuing
professional development.

The population for the study consisted of 224 secondary CTE
administrators identified in the 1990-91 Michigan Directory of
Vocational Education Contact Persons. CTE administrators responded
to a 99-item survey questionnaire which described various roles/
functions associated with the administration of GTE programs under
nine major categories: Program Planning, Development and
Evaluation; Instructional Management; Student Services; Personnel
Management; Staff Development; Professional Relations and Self-
Development; School-Community Relations; Facilities and Equipment
Management; and Business and Financial Management. For each role

descriptor, respondents were asked to indicate how important it was

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Janet M. Burns

to their success as a CTE administrator and their personal need for
further preparation and continuing professional development.

All of the nine major categories were perceived to be
“moderately important“ to "very important“ to the CTE
administrators' position. However, Professional Relations and
Self-Development; Program Planning, Development and Evaluation; and
Staff Development were perceived to be the most important
categories.

There were significant differences when respondents were
compared by educational background, tenure in position and
educational setting, with regard to their perceptions about the
importance of their administrative roles/functions within the nine
categories.

CTE administrators expressed a "moderate need” for further
preparation in the major categories of roles/functions. The
category of Program Planning, Development and Evaluation was
identified as the category in which GTE administrators had the
highest need for professional development. Staff Development was
ranked second, and Professional Relations and Self-Development was
ranked third.

There were no significant differences when respondents were
compared by educational background and tenure in position, with
regard to their perception of their needs for further preparation

within the nine major categories. However, significant differences

Ec

ac‘

Janet M. Burns

were found in the categories of Student Services, Facilities and
Equipment Management, and Business and Financial Management when CTE

administrators were identified by educational setting.

it

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an.
th.

Adz

ACKNOWLEDGEMENTS

My accomplishments at Michigan State University have been
largely due to the support and guidance shown by faculty, colleagues
and my family. I sincerely appreciate the efforts of these
individuals and want to recognize and thank them for their
encouragement, understanding and assistance.

Special thanks to my major professor and dissertation chairman,
Dr. Cas Heilman, for his guidance and counsel. His friendship and
willingness to offer direction were most appreciated.

Grateful appreciation is extended to my doctoral committee
members, Drs. Richard Gardner, Eldon Nonnamaker, Peggy Riethmiller
and the late Rex Ray, for their helpful suggestions and professional
support.

I also wish to thank Dr. Ernest Bauer, Oakland Schools, for his
invaluable assistance in the development of the survey instrument
and the analysis of the data. His patience was commendable.

Moral support, tidbits of humor and continual encouragement
were greatly appreciated from Drs. Barbara Atkins and Clifford Jump;
and colleagues from the Michigan Council on Vocational Education,
the Michigan Department of Education, the Oakland County Vocational

Administrators Association and the Lake Orion Community Schools.

ii

Lastly, a deep appreciation and heartfelt thanks are extended
to my family for their understanding and support while I pursued my

personal goal. It has been a memorable accomplishment!!!

iii

TABLE OF CONTENTS

Page
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . vii
CHAPTER I: THE PROBLEM . 1
Introduction . 1
Problem Statement 5
Purpose of the Study . 6
Research Questions . . 7
Significance of the Study 7
Delimitations . . 8
Definition of Terms 8
Area Career- Technical Center 8
Career- Technical Education . 9
Continuing Professional Development . 9
Intermediate School District (ISD) 9
Local Education Agency (LEA) 9
Role/Function . 9
Secondary CTE Administrators 9
Vocational- Technical Education 10
Summary 10
CHAPTER II: REVIEW OF LITERATURE . . . . . . . . . . . . 11
Introduction . . . . . . . . . . . . . . . . . 11
Definition of Leadership . . . . . 11
Leadership Development and Professional Development 13
Leadership in Educational Administration . . . . . . 15
Leadership in Vocational- Technical Education
Administration . . . 17
Future Challenges in Vocational- Technical Education 23
Summary . . . . . . . . . . . . . . . . . . . . . . 29

iv

CHAPTER III: RESEARCH DESIGN AND PROCEDURE .

Phase 1: Identification of Role Descriptors for

CTE Administrators .
Phase 2: Development of the Survey Instrument .
Phase 3: Pilot Study of the Survey Instrument .

Phase 4: Data Collection Procedure and Sample Size

Phase 5: Data Analysis
Summary . .

CHAPTER IV: ANALYSIS AND INTERPRETATION OF THE DATA

Characteristics of the Survey Sample .
Results from the Research Questions
Research Question 1 .
Research Question 2 .
Hypothesis 1 .
Hypothesis 2 .
Hypothesis 3 .
Research Question 3 .
Research Question 4 .
Hypothesis 1 .
Hypothesis 2 .
Hypothesis 3 .
Summary . . . . . .

CHAPTER V: SUMMARY, MAJOR FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS .

Summary of Purpose and Methods .
Purpose . . . . . . .
Population
Measures .

Data Collection .
Data Analysis .

Major Findings and Discussidn .
Demographics of Sample Population .
Major Findings Resulting from Research

Questions. . . . . . . .
Research Question 1 .
Research Question 2 .
Research Question 3 .
Research Question 4 .
Summary .

30

31
33
34
35
36
38

40

41
47
47
63
63
64
67
68
84
84
86
86
91

93

94
94
94
95
96
97
97
97

98
99
101
103
105
105

Con
Rec

Ref

APPENDIC
A:

B:

-Conclusions
Recommendations

For College and University Administrator
Preparation Programs

For the Michigan Department of Education

For Local and Intermediate School Districts .

For Future Research .

Reflections
APPENDICES

A: The Survey Instrument

B: Initial Letter to Respondents and Numbered
Postcard .

C: Follow-up Letter to Non-Respondents

D: Rank-Ordered Listing of Important Roles/
Functions as Perceived by CTE Administrators .

E: Rank-Ordered Listing of Perceived Needs for
Further Preparation and Continuing Professional
Development by CTE Administrators

F: Comparison Listing of Important Roles/Functions

and Perceived Needs for Further Preparation and
Continuing Professional Development by CTE
Administrators . .

SELECTED REFERENCES .

vi

107
112

112
113
114
115
115
122

131

133

134

141

148

156

.10

.11

.12

LIST OF TABLES

Distribution of Participants by Gender, Age
Group and Years as a CTE Administrator .

Distribution of Participants by Educational
Setting Where Employed, Location of Educational
Setting and Student Enrollment Range . .

Distribution of Participants by Length of Time
Administering CTE Programs and Type of
Administrative Certification Required for Position

Distribution of Participants by Highest Degree
Held, Undergraduate Program Focus and Graduate
Program Focus

Distribution of Participants by Likelihood of
Leaving CTE in the Next Five Years and the Year

CTE Administrators' Perceptions of the Importance
of Roles/Functions by Major Categories .

CTE Administrators' Perceptions of the Importance
of Program Planning, Development and Evaluation

CTE Administrators' Perceptions of the Importance
of Instructional Management . . . . . .

CTE Administrators' Perceptions of the Importance
of Student Services . . .

CTE Administrators' Perceptions of the Importance
of Personnel Management . .

CTE Administrators' Perceptions of the Importance
of Staff Development . . . .

CTE Administrators' Perceptions of the Importance
of Professional Relations and Self-Development .

vii

Page

42

44

45

46

47

49

50

52

54

55

56

57

4_2

4.24

.13

.14

.15

.16

.17

.18

.19

.20

.21

.22

.23

.24

CTE Administrators' Perceptions of the Importance
of School-Community Relations

CTE Administrators' Perceptions of the Importance
of Facilities and Equipment Management . . . . .

CTE Administrators' Perceptions of the Importance
of Business and Financial Management . . .

One-Way Analysis of Variance for Educational
Background and CTE Administrators' Perceived
Importance of Roles/Functions by Major Categories

One-Way Analysis of Variance for Tenure in
Position and CTE Administrators' Perceived
Importance of Roles/Functions by Major Categories

One-way Analysis of Variance for Educational
Setting and CTE Administrators' Perceived
Importance of Roles/Functions by Major Categories

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Roles/
Functions by Major Categories

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Category of
Program Planning, Development and Evaluation .

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Category of
Instructional Management . . . . . . .

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Category of
Student Services . . . . . . . . . . . . .

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Category of
Personnel Management . . . . . . . . .

CTE Administrators' Perceptions of their Personal

Needs for Further Preparation in the Category of
Staff Development . . . . . . . . .

viii

60

61

62

65

66

69

71

72

74

76

77

78

.25

.26

.27

.28

.29

.30

.31

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Category of
Professional Relations and Self-Development

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Category of
School- -Community Relations . . . . . . .

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Category of
Facilities and Equipment Management . .

CTE Administrators' Perceptions of their Personal
Needs for Further Preparation in the Category of
Business and Financial Management . .

One-Way Analysis of Variance for Educational
Background and CTE Administrators' Perceived
Needs for Professional Development by Major
Categories . . . . . . . . . .

One-Way Analysis of Variance for Tenure in
Position and CTE Administrators' Perceived Needs

for Professional Development by Major Categories .

One-Way Analysis of Variance for Educational
Setting and CTE Administrators' Perceived Needs

for Professional Development by Major Categories .

ix

80

82

83

85

87

88

90

 

C!

at

P:

f0

CHAPTER I

THE PROBLEM

IDEIQQHEEIQD
Since the report A_Ng;19n_fi§_31§k was released in 1983, there

has been continual public demand for accountability in schools
(Gardner, et al., 1983). Most recently, there have been concerns
which have led to detailed examinations of and recommendations for
reform in educational leadership. Various reports (National
Commission on Excellence in Educational Administration, 1987;
Shibles, 1988) have supported major changes to the field. These
reports have echoed the need to establish a clearer definition of
what constitutes good educational leadership. They have suggested
that more relevant preparation programs be developed for
administrators, an improvement made in the administrator selection
process, and the establishment of administrator certification
guidelines. They further suggest that educational agencies and
colleges and universities form better linkages in order to develop
activities leading to further preparation and continuing
professional development. These changes have reinforced the need

for competent persons to guide and direct educational programs.

(.

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el

One such program, which has received increasing visibility,
prepares youth and adults for employment. These programs can be
found in the R-l2 educational system as part of vocational-technical
education, in the community college system as occupational
education, and in the university professional education programs.

In this study, the roles/functions of career-technical
education (synonymous with vocational-technical education) leaders
of such programs at the secondary level in Michigan's public schools
will be explored. Educational leaders at this level include those
professionals who administer programs of career-technical education,
1. e., Directors of Career-Technical Education, Shared-Time
Directors of Career-Technical Education, Regional Career-Technical
Education Administrators and Principals of Area Career-Technical
Education Centers.

The continual challenge for educational institutions is to

recruit persons who can serve in these meaningful leadership roles.

Based on the statistics from the 1286_gnd_12§1_fligh1g§n_£gblig
Sghggl_flg§1;gngn5_figng;§§, there will be significant numbers of

teachers and school administrators who will be eligible for
retirement in 1991. Under the State of Michigan Retirement Plan
(Act 91 of the Public Acts of 1985), a public school employee is
considered eligible for retirement if s/he satisfies the criteria of
age plus experience equal to or greater than 80. The 1987 Report
indicated that 4,199 administrators and 24,238 teachers could be

eligible for retirement under this plan. These figures represent

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601 and 272 of the population of school administrators and teachers
currently employed.

The potential turnover is very unsettling for career-technical
education. The effect could create a significant void in the number
of trained individuals able to assume leadership positions in this
area. For example, teacher preparation institutions must provide a
supply of vocationally certified and qualified teachers and they
must also provide qualified administrators. It is unlikely that the
teacher preparation institutions will be able to meet the demand
since graduate programs, designed specifically for the preparation
of these individuals, have dwindled drastically over the past
decade. The shortage may be attributed to declining enrollments,
faculty retirement, attrition and loss of support. As of Fall 1991,
there will be no doctoral programs in career-technical education in
Michigan. Most Masters and Educational Specialist degree programs
have either been dropped or have been subsumed by general
administration degree programs.

Coupled with the need to have up-to-date preparation programs
for aspiring career-technical administrators is the need to
determine continuing professional development areas for practicing
administrators. Effective July 1, 1988, Public Act 163 required
administrators in Michigan public schools to attain certification as
school administrators. An administrator's certificate is valid for
five years and must be renewed every five years by earning college
credit and/or State Board Continuing Education Units (SB-CEUs).

Appropriate training programs must be designed to meet this new

 

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mandate. To remain certified, a six-semester hour requirement or
its equivalent in SB-CEUs is required over each five year period
(Michigan Department of Education, 1988).

In response to these concerns, the Michigan Department of
Education, Career-Technical Education Service has supported a series
of activities aimed at the existing career-technical administrators
and the recruitment and training of new administrative candidates.

One such activity was the Leadership Development Program
which, until July, 1990, trained future administrative candidates,
particularly those who were female or members of minority groups,
for career-technical leadership positions. For seven years, the
Leadership Development Program, directed first by Michigan State
University and later by Ferris State University, had recruited,
selected, assessed and trained approximately 115 individuals for
anticipated career-technical leadership positions.

Initially, the program design was based upon the 166
administrative competencies identified and nationally validated by
the National Center for Vocational Education (Norton et al., 1977).
The competencies were identified by practicing administrators and
grouped by roles/functions into nine major categories. For example,
the item, Conduct student follow-up studies, is grouped under the
major category of Program Planning, Development and Evaluation.

From the original 166 competencies, Moore and Ray (1985)
conducted a study which determined the competencies ”absolutely
needed” by first-year career-technical education administrators in

Michigan. The study resulted in 67 competencies which were later

 

 

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used to develop the year-long program comprised of an intensive
five-week summer instructional program, an internship experience
with an experienced career-technical administrator/mentor, and
monthly weekend instructional programs. Successful completers of
the Leadership Development Program were given a certificate and were
eligible to be reimbursed as career-technical education
administrators (Michigan Department of Education, 1989). In
addition, participants in the program had the opportunity to obtain
graduate credit toward advanced degrees in administration of career-

technical or occupational education programs.

W

In the last ten years, there have been a number of educational
initiatives that will demand new applications of knowledges and
skills in the area of career-technical education. Some initiatives
have emerged into new legislation which requires emphasizing the
integration of academic and vocational education, providing greater
opportunities for disadvantaged students, evaluating programs based
on performance measures and standards, developing a combined
secondary and post-secondary vocational education program which
leads to an associate degree, and working closely with business and
labor organizations to develop school-to-work transition programs.

There is limited information available on the current
roles/functions of practicing career-technical administrators and
perceived needs for preparation and continuing professional

development.

 

 

Ca

pe

be:

Edu

Given the fact that Michigan has implemented a new
administrator certification program and that an estimated 601 of all
practicing school administrators may retire by 1991, it was
necessary for a benchmark to be determined so that future
career-technical leaders could be prepared for expected
roles/functions. Secondly, it was necessary that information be
available to develop continuing professional development
programs/activities for practicing administrators.

To date, a study has not been conducted to update the 166
administrative competencies identified by the National Center for
Vocational Education (Norton et al., 1977) nor has information been
collected on the continuing professional development needs of

Michigan career-technical education administrators.

W

The primary purposes of the study were to collect and analyze
data to identify the roles/functions of Michigan secondary
career-technical education administrators and to identify their
personal needs for further preparation and continuing professional
development.

In addition, the study addressed the self-perceived differences
between survey respondents according to the independent variables of

educational background, tenure in position and educational setting.

 

 

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new

The following research questions were addressed in this study:

1.

What do career-technical education administrators
perceive to be the range of importance in each of
the selected roles/functions?

What differences exist among career-technical
education administrators regarding their
perceptions about administrator roles/functions,
comparing the variables of educational background,
tenure in position and educational setting?

Three research hypotheses were tested to determine what

differences existed among career-technical education administrators

regarding their perceptions comparing the related variables.

3.

What do career-technical education administrators
perceive to be their degree of need for further
preparation and continuing professional
development in each of the selected
roles/functions?

What differences exist among career-technical
education administrators regarding their
professional development needs, comparing the
variables of educational background, tenure in
position and educational setting?

Three research hypotheses were tested to determine what

differences existed among career-technical education administrators

regarding their perceptions comparing the related variables.

WW

It is anticipated that the findings and analysis from the study

will be useful in supporting the suggested criteria for

administrator certification, gaining reimbursement as a career-

technical administrator, and increasing the awareness of individuals

who are responsible for recruiting career-technical education

 

 

 

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administrators. The information can provide direction for college
and university school administrator preparation programs and assist
professional organizations, colleges and universities and local and
intermediate school districts in designing effective continuing

professional development programs for practicing administrators.

Delimitatiana

This study was delimited to the population of Michigan
secondary career-technical administrators identified in the 1990-91
Michigan Directory of Vocational Education Contact Persons. The
directory was published by the Michigan Department of Education,

P. O. Box 30009, Lansing, Michigan 48909. Educational leaders at
this level included those professionals who administer programs of
career-technical education, i. e., Directors of Career-Technical
Education, Shared-Time Directors of Career-Technical Education,
Regional Career-Technical Education Administrators and Principals of

Area Career-Technical Education Centers.

W

The following terms are defined in the context in which they

are used in this study.

W
A designated facility which is supported by a joint agreement
whereby two or more local educational agencies cooperate in

financing the operation of vocational-technical education programs.

Qarear;technical_fiducatien

Synonymous with vocational-technical education.

99ntinuinx_2:2f2aaiana1_naxelenmen§

Any planned learning activity provided to individuals for the
purpose of improving the performance of such persons. Synonymous
with in-service education, staff development or professional

development.

IntaInediate_§ch921_nis£riat (ISD)

A legal entity representing a group of local educational
agencies, in geographic proximity to each other and organized to
provide technical assistance, leadership and coordination of

services.

Leaal_Educatian_Aasnax (LEA)

A local school district.

Balezrunetisn

A related task or activity to be performed by persons occupying

a specified position within an organization.

Sacandar1_QTE_Adniniatraters

Persons who oversee career-technical education programs in
comprehensive high schools, area career-technical education centers

or within intermediate school districts, 1. e., Directors of

 

 

 

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10

Career-Technical Education, Shared-Time Directors of
Career-Technical Education, Regional Career-Technical Education
Administrators and Principals of Area Career-Technical Education

Centers.

WW
Organized educational programs which are directly related to
the preparation of individuals for employment, or for additional

preparation for a career requiring a baccalaureate or advanced

degree.

Summary

In this study, the researcher examined the perceptions of
Michigan career-technical education administrators in two areas:
(a) the range of importance in their job roles/functions, and (b)
the needs identified for further preparation and continuing

professional development to respond to their job roles/functions.

 

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CHAPTER II

REVIEW OF LITERATURE

W

The importance of professional practice to the function of
society has been well documented. Schon (1983) reminds us that
virtually all of society's business is conducted by professionals
with special training, i. e., training to provide health care,
operate businesses, adjudicate laws, manage cities, design and
construct buildings and teach children. We are faced with providing
leaders who can orchestrate the talents of these professionals so
that patients get well, goods are produced, people receive due
process and students learn. There are questions about what kind of
leadership is appropriate and whether that leadership is universal

for all types of organizations.

WWII:

Defining the term "leadership" is not a modern problem.
Biographers, historians, social scientists and educational
researchers have discussed the concept of leadership for decades.
Bennis (1984, Bennis & Narus, 1985) notes that there are more than
350 definitions for leadership recorded in the literature.

According to Wexley and Yukl (1977), '. . . leadership involves

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12

influencing people to exert more effort in some task or to change
their behavior.” Denmark (1983) maintains that leadership should be
viewed '. . . as an interactive process between the individual and
the characteristics of a given situation---each affecting the other.
Leaders both influence and are influenced by their followers." To
Hersey and Blanchard (1982), leadership is '. . . the process of
influencing the activities of an individual or a group in efforts
toward goal achievement in a given situation. In essence,
leadership involves accomplishing goals with and through people.”
To Terry (1960), "Leadership is the activity of influencing people
to strive willingly for group objectives." According to Tannenbaum,
Weschler and Massarik (1961), leadership is an ”. . . interpersonal
influence exercised in a situation and directed, through the
communication process, toward the attainment of a specialized goal
or goals.” Koontz and O'Donnell (1959) state that '. . . leadership
is influencing people to follow in the achievement of a common
goal.” Lastly, Fleishman (1973) maintains that leadership is ".
attempts at interpersonal influence directed through the
communication process toward the attainment of some goal or goals."
What constantly comes to mind and is stated frequently by these
authors is leadership is an ”influence” and a "process." Influence
implies an interaction between people accompanied by an alteration
in behavior. Process implies activities or a series of actions
leading to some kind of result. Leadership, therefore, is not
unidirectional, but involves interaction, through communication,

with followers in a given situation where cooperation is encouraged

to carr
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to carry out activities that lead to the achievement of a common
goal. It is the quality of leadership that ultimately determines

which organizations prosper and which fail (Bennis, 1984).

 

In order to enhance the probability of successful performance
of a leader in a wide variety of situations, leadership development
is needed to cultivate selected attributes (Bass, 1981). These
attributes are common to leadership behavior in all professional
roles. For example, in education, administrators should have them,
teachers should have them, and counselors should have them. But in
order to perform successfully as administrators or teachers,
individuals need more than the common leadership attributes. They
also need the knowledge and skill attributes that are unique to
their given roles. These are the attributes that distinguish
administrators from teachers, teachers from counselors, counselors
from administrators, and that determines whether individuals can
perform the specific occupational or technical tasks of their
professional roles.

Interviews with leadership trainers and evaluations of
leadership development activities reported in the literature reveal
that some of the characteristics, knowledge and skills common to
successful leaders can be significantly influenced by a reasonable
amount of continual planned education and training (Bass, 1981;
Lester, 1981; Manz & Sims, 1986; Yammarino & Bass, 1988). Thus,

leadership development is only one part of professional development.

Prof
attr

ins

to e
the

in I
tear
beti
higl

193

com
197
of

1m:

as:

dew

is

te;

(E.

C01

14

Professional development consists of cultivating both the leadership
attributes and the attributes that facilitate successful performance
in a particular professional role.

Professional development is not a new term nor a new phenomenon
to educators. It can be traced back, as in-service education, to
the 1850s when teachers received their basic instruction from laymen
in the community, to the 19003, when programs were geared to help
teachers obtain college degrees. The first documented distinction
between pre-service education and in-service education was
highlighted in a major eight-year educational study, that began in
1933, involving universities and 30 school districts (Tyler, 1970).

Recent definitions of in-service education range from "the
continual updating of the practitioner in the classroom" (Meade,
1971) to ”any planned learning opportunities provided to personnel
of the local district or other authorized agency for purposes of
improving the performance of such personnel in already held or
assigned positions“ (Harris, 1980).

In-service education is often used interchangeably with staff
development, continuing education and professional development. It
is further defined as ”any professional development that a person
undertakes, singly or with others, after receiving his/her initial
teaching certificate and after beginning professional practice"
(Edelfelt & Beagle, 1977).

Although there has been considerable literature written on the
continuing professional development of teachers (Cohen, 1981;

Lawrence, 1974; Showers, Joyce, & Bennett 1987; Sparks, 1983;

Spa
bee

163

ado
rer
Sta
tr:
ten
in

De;

dil
as

C01

St.

15

Sparks & Loucks-Horsley, 1989), a recent legislative mandate has
been issued for aspiring and practicing administrators. Public Act
163, effective July 1, 1988, required administrators in Michigan
public schools to attain certification as school administrators. An
administrator's certificate is valid for five years and must be
renewed every five years upon completion of college credit and/or
State Board Continuing Education Units (SB-CEUs). Appropriate
training programs must be designed to meet this new mandate. To
remain certified, a six-semester hour requirement or its equivalent
in SB-CEUs is required over each five year period (Michigan

Department of Education, 1988).

W

The literature often considers administration as something
different from leadership. Little (1970) considers administration
as having two functions---leadership.and management. In his
context, leadership is “living ahead of the institution" and
management is "arranging and operating the institution.”

Weber and Weber (1961) tended to agree with Little when they
state the following.

To refer to educational administration as
leadership is to assign it a much more significant role
than mere management. It is far too limited a view to
conceive of administration in strictly operational
terms. Management is an important part of
administration, but it is only a part; management is
not synonymous with leadership. . . . Leadership, on
the other hand, attaches paramount importance to the
progressive development of a school program which is
the outgrowth of vital intellectual activity by all
those in the community who are concerned with the
growth and development of the young.

 

Ads
in:
the
enc
For
'leaders
Ove
about th
(1985),
what it
noted ch
have dri

leadersh

recommen

|
|
|
I
Educatio!
field inll
c°“Stitul
Preparer
eStablisl
389nc1es

The
(AACTE) 1
inProved

RECOmmenc

 

0f SchoO:
preparat.

StructUr

l6

Administrators may or may not be responsible for the

introduction of new ideas, in fact, in many situations

the administration's leadership role may be that of

encouraging others to make contributions to problems.

For the purpose of this study, the terms ”administration" and
“leadership“ will be synonymous.

Over the past several years, great concern has been expressed
about the preparation of educational administrators. Cunningham
(1985), for example, raised a number of significant questions about
what it may take to provide meaningful leadership preparation. He
noted that in past years ”leaders have often simply emerged; they
have drifted into positions of leadership or been drafted for
leadership roles." Concern has led to detailed examinations of and
recommendations for reform in educational administrator preparation.

A report released by the National Commission on Excellence in
Educational Administration (1987) supported major changes to the
field including establishing a clearer definition of what
constitutes good educational leadership, developing more relevant
preparation programs, improving the administrator selection process,
establishing licensing systems and forming better linkages between
agencies and universities.

The American Association of Colleges for Teacher Education
(AACTE) recently released a report that echoed the need to provide
improved school leadership preparation (Shibles, 1988).
Recommendations developed by AACTE's Subcommittee on the Preparation
of School Administrators focused on the improvement of university
preparation programs in the areas of program content, program

structure, recruitment and selection, instructional approaches,

student
faculty.

As
adrinisth

organize.

received

I
enployne I
system al
college
professi
career-t
technica I
level, w
those pr<

educfitior

Shared-Ti

 

 

Career.T,
Camel-Jr,
Winter:

 

17

student research, professional development programs and university
faculty.

As with all institutional levels of education, there are many
administrative functions. These functions include managing entire
organizations, buildings and programs. One such program, which has
received increasing visibility, prepares youth and adults for
employment. These programs can be found in the K-12 educational
system as part of vocational-technical education, in the community
college system as occupational education, and in the university
professional education programs. For the purpose of this study, the
career-technical education programs (synonymous with vocational-
technical education), in Michigan's public schools at the secondary
level, will be explored. Educational leaders at this level include
those professionals who administer programs of career-technical
education, 1. e., Directors of Career-Technical Education,
Shared-Time Directors of Career-Technical Education, Regional
Career-Technical Education Administrators and Principals of Area
Career-Technical Education Centers. Like their general educational
administrator counterparts, they face similar challenges in terms of

preparing persons who can serve in meaningful leadership roles.

W

The development of leadership personnel through advanced
graduate study was a relatively new undertaking for the
vocational-technical education enterprise. In the past, vocational

leaders emerged into such roles with little or no formal

pre
sei
(w.
1e

V0

wt.

VC

1!

18

preparation, other than specialized training within their respective
service areas, i. e., Home Economics, Business, Marketing and Health
(Wenrich & Wenrich, 1974). The subsequent development of such
leaders consisted mainly of short-term conference, seminar or
workshop attendance, which was not an effective means of providing a
”well-developed and articulated plan" of leadership development
which was sensitive to individual needs (Perazzoli, 1978).

In 1963, the Panel of Consultants on Vocational Education
voiced the need for a new breed of vocational-technical education
leadership that was I'dynamic and forward-looking, and able to adapt
its thinking to the constantly changing situation which it faces,”
in their report. BMW. The former
president of the American Vocational Association made a similar
statement.

Like business and industry, vocational education

is engaged in a struggle to adapt to change---a

struggle to survive. Simply to remain a viable part of

American education, we need astute, creative leaders at

all levels---leaders for the ongoing work of delivering

vocational education to the youth and adults of this

nation, and leaders for our professional associations.

(Edmunds, 1988).

This need was further undergirded as the Vocational Education
Act of 1963 changed and expanded the focus of vocational-technical
education, providing funds to prepare individuals for any recognized
occupation below the baccalaureate degree level.

In 1968, for the first time in the history of vocational-
technical education, national attention was given to the development

of a systematic, long-term program for training vocational

leadership personnel. The Vocational Education Amendments of 1968

anende:
which I
needs,
Vocatid
Leaders
vocatic
sumyi
sectior
vocatio
Specifi

1.

 

Vo
teacher
1dentii
develoI
Provid,
8Demo 1
“can.
1973’ .
pr°8rai

19

amended the Education Professions Development Act (EPDA) of 1965,
which had virtually ignored vocational-technical education personnel
needs, adding Part F, Training and Development Programs for
Vocational Education Personnel. Section 552, Part F, entitled
Leadership Development Awards, provided funding for experienced
vocational-technical educators to pursue full-time advanced graduate
study in vocational-technical education. The purpose of this
section was to ”meet the needs in all the states for qualified
vocational-technical education personnel” (P.L. 90-576, 1968). More
specifically, Section 552 provided funds to:

1. develop a cadre of vocational-technical leadership

personnel which met the needs in all the states
equitably, and

2. encourage the development of comprehensive

programs in vocational-technical education at the
graduate level.

Vocational-technical education administrators, supervisors,
teacher educators, researchers and instructors were specifically
identified in the Act as target populations for the personnel
development program. The original intent of the program was to
provide funding for experienced vocational-technical educators to
spend up to three years in advanced graduate study in
vocational-technical education leading to a doctoral degree. In
1973, the program was changed to a one-year leadership development

program with an emphasis on the development of leadership skills,

rather than completing a doctoral degree. In 1978, the program was

again
552 pr

h
then t
activi
Hichig
began
reimbi
utili:
from 1

l
improi
educai
exist
State
under
dISad
ROn.t

retra

Hichj
Stat‘

20

again modified to reflect its original intent. Funding for the EPDA
552 program was discontinued in 1981.

Most states took advantage of the legislation which allowed
them to use federal funds for personnel and leadership development
activities in vocational-technical education. In Michigan, the
Michigan Department of Education, Career-Technical Education Service
began supporting career-technical leadership training, with
reimbursement to sponsoring school districts and community colleges,
utilizing funds from the EPDA and later program improvement funds
from the Carl D. Perkins Vocational Education Act of 1984.

The Perkins Act legislation assisted states in expanding,
improving, modernizing and developing quality vocational-technical
education programs in order to meet the needs of the nation's
existing and future work force. The legislation also assisted
states in assuring that individuals who were inadequately served
under vocational-technical education programs, especially the
disadvantaged and handicapped, and men and women who were entering
non-traditional occupations and who were in need of training and
retraining (P.L. 98-524, 1984).

Since 1968, three universities--the University of Michigan,
Michigan State University and Ferris State University--received
state and/or federal funds to develop and implement a Leadership
Development Program for career-technical education administrators.
The year-long LDP program utilized the 166 administrative
competencies identified and nationally validated by the National

Center for Vocational Education (Norton, et al., 1977) and later, it

21

used the 67 competencies determined as "absolutely needed” by
first-year career-technical education administrators in Michigan
(Moore & Ray, 1985). Successful completers of the Leadership
Development Program were given a certificate and were eligible to be
reimbursed as career-technical education administrators (Michigan
Department of Education, 1982).

Similar studies have also appeared in the literature (Combrink,
1983; Meyer, 1970; Pope, 1974). These studies utilized the
traditional occupational analysis approach to identify specific
tasks (or competencies) important to success in vocational
administrative positions. The lists of tasks (or competencies) were
typically developed by observation and interview and then surveyed
to determine the representativeness of the listed tasks (or
competencies) in some population of vocational administrators.

meWWmnm
Michigan (Michigan State Board of Education, 1989) states the
qualifications for administrators of career-technical education as
the following.

Eduggtign: Secondary vocational-technical education

administrators shall be graduates of an approved and

accredited college or university with at least a

Master's degree and shall have completed vocational

education preparation in the administration,

supervision and organization of vocational-technical

education programs.

Experience: Secondary vocational administrators shall

have had a minimum of three years of experience in

administration and/or teaching in vocational-technical
education programs.

 

above
coupe

Educ:
expei
The !
Education
'deternim
reimburse]
821511.821
following

Loca
qual

22

Q;hg;_§gndi§ign§: If a candidate does not meet the

above reference qualifications, an evaluation of
competency will be made by the Michigan Department of
Education based upon the combined education and
experience of the individual.

The Michigan Department of Education, Career-Technical

Education Service was also entrusted with the responsibility to

”determine adequacy” of candidates who want to assume a state

reimbursable vocational administrative position. The Administgagiyg

W. R 395-231. Rule 1-(3) states the

following.
Local administrators shall have the following
qualifications:
(a) They shall be graduates of a recognized

(13)

(a)

college or university with a Master's degree
and shall have completed vocational education
courses in the administration, supervision
and organization of vocational education
programs. They shall hold or be eligible to
hold a valid Michigan teachers' certificate.

They shall have had at least three years of
experience in administration and/or teaching
in vocational education programs. They shall
have had at least two years of occupational
experience, other than teaching or
educational administration. In the case of
trade and industry supervisors, they shall
have had three years of occupational
experience, other than teaching or
educational administration.

Under certain circumstances, if a candidate
does not fully qualify, a competency
examination may be arranged. The State Board
of Education, hereinafter referred to as the
State Board, will determine the adequacy of
his combined education and experience as
equivalent to the requirements set forth in
subdivisions (a) and (b) of this sub-rule.

 

l
examir
do not
Leader
adaini
and vs
purpos
admini:

Ir
career-
1988, r
certifh

Educati<

All
on vocat
a great
educatic
°Xaminec

In
initiati
“nation
cuetged

has been

23

Rule l.(3)(c) states that the purpose of a "competency
examination" is to "determine the adequacy" of those applicants who
do not meet the minimum criteria. Since the inception of Michigan's
Leadership Development Program for career-technical education
administrators, public funds have been expended for the development
and validation of a “competency examination” for the eventual
purpose of assisting decision makers to “determine the adequacy" of
administrative applicants (Pratt, 1989).

In addition to becoming eligible for reimbursement as a
career-technical administrator, Public Act 163, effective July 1,
1988, required administrators in Michigan public schools to attain
certification as school administrators (Michigan Department of

Education, 1988).

WWW

Although it is recognized that professional programs focusing
on vocational-technical administrator preparation have accomplished
a great deal, future challenges facing vocational-technical
education dictate that administrator preparation processes be
examined and refined (Finch, Gregson 6 Faulkner, 1989).

In the last ten years, there have been a number of educational
initiatives that will affect the future leadership and delivery of
vocational-technical education. Some of these initiatives have
emerged into new legislation. The most recent federal legislation

has been the new Carl D. Perkins Vocational and Applied Technology

 

Act of 1
present
V0!
occw
Thi.
conc
Pr°l
and
tecl
The
1.6 billi
the skill
advanced
In t
(1992), e
RECUC ins
Education
the Otigi
fOIIOVing
l.
lOb-skill
of “Sing!

EdQCation
literthey r

0f techno}

24

Act of 1990 (commonly called Perkins II). This Act addresses the
present crisis.
To make the United States more competitive in the

world economy by developing more fully the academic and

occupational skills of all segments of the population.

This purpose will principally be achieved through

concentrating resources on improving educational

programs leading to academic, occupational, training

and retraining skill competencies needed to work in a

technologically advanced society. (P.L. 101-392)

The re-authorized Perkins Act enables Congress to spend up to
1.6 billion dollars a year on state and local programs that teach
the skill competencies necessary to work in a technologically
advanced society.

In the Michigan Council on Vocational Education's Working Paper
(1992), entitled "Creating a Seamless Web for Educational Reform by
Reducing the Confusion and Strengthening the Linkages Among
Educational Initiatives,” it describes the new law differences from

the original Carl D. Perkins Vocational Act of 1984 as the

following.

 

ccncccicn. The shift in the new law is away from the specific
job-skills orientation of vocational education to a broader purpose
of using vocational education as a method for developing more fully
academic and occupational skills.

2. Win
tachn212zx_aducatien_f2r_£he_fira£_time. The law defines technology

education as an applied discipline designed to promote technological
literacy which provides knowledge and understanding of the impacts

of technology, including its organizations, techniques, tools and

sk
arc

tr:

re:
56!

thc

ten
lea:
PrOw
teel
art

bull
comn
Cour

emPl

25

skills to solve practical problems and extend human capabilities in
areas such as construction, manufacturing, communication,
transportation, power and energy.

1me
cc_cicncznnccgcc_incixicnnic. Under the new law, states are
required to spend the bulk of their basic state grants on schools
serving the greatest number of poor and handicapped students and
those with limited English-language proficiency.

4. WWW:
xccncicnni_nzcg:cmc. In addition to demonstrating that

disadvantaged individuals have opportunities to participate fully
and equitably in vocational education programs, states must also set
systems for evaluating programs including the development of
performance measures and standards.
1me
ZI2Sh_2I£E_E§QQEEIQD_EIQEIEILZ This new legislation defines the

term as: l) A combined secondary and post-secondary program that
leads to an associate degree or a two-year certificate; 2) A program
providing technical preparation in at least one field of engineering
technology, applied science, mechanical, industrial, or practical
art or trade, or agriculture, health, or business; 3) A program that
builds student competence in mathematics, science, and
communications (including applied academics) through a sequential

course of study; and 4) A program that leads to placement in

employment.

 

or
di

fu

Pe

pa
fO'

is

in!

SCI

rep

PUb

to
Che]

“Edi

Yea:

the

aVai

26

6. W
W- Where Previously

only a state plan had been required, the new law expects local
districts to develop their own plans for using federal Perkins II
funds.

In comparison, some state legislation will have an impact on
Perkins II. In Michigan, for example, Public Act 25 of 1990 was
passed to raise the standards and improve the quality of education
for each student. Its promise to revitalize education in Michigan
is contained in six major changes to the School Code:

1. Expands the technical assistance role of the state's 57
intermediate school districts to provide school improvement support
services addressed in P.A. 25.

2. Requires local districts to prepare an annual educational
report for each school in the district and make it available to the
public at an open meeting and to the State Board of Education.

3. Allows school districts to hire non-certified individuals
to teach computer science, foreign language, mathematics, biology,
chemistry, engineering, physics or robotics in grades 9 through 12
under certain conditions.

4. Requires districts to adopt and implement a three-to-five
year school improvement plan for each school within the district.

5. Requires districts to establish a core curriculum based on
the district mission statement and goals and objectives and make it

available to all students in the district.

 

 

6.
accredi
Th
dissemi
Educati
Studies
Science
Awarene
Th
school
An.
evolved
is the c
Board 01
Michigar
DeveIOpu
identify
“Rd lear
desired
v o m
administ
State 80.
Emma
EXpa
has been

27

6. Requires that each school within a school district be
accredited.

The Michigan Model Core Curriculum Outcomes were developed and
disseminated by the State Board of Education in 1990-91.
Educational outcomes were defined in the following areas: World
Studies, Technology, Physical Education and Health, Mathematics and
Science, Life Management, Language Arts, Cultural and Aesthetic
Awareness, Career and Employability, and the Arts.

The link between Perkins II and P.A. 25 is in the areas of
school improvement and the core curriculum.

Another educational initiative that appears today to have
evolved out of the Career Education Reform Movement, in the 19703,
is the concept of Employability Development Plans (Michigan State
Board of Education, 1975). According to a document developed by the
Michigan Association of Career Education, an Employability
Development Plan (EDP) is a formalized plan which a student uses to
identify a potential career and includes making choices On classes

and learning or work experiences to enable his/her to reach a

desired career goal. The Qnicc_cc_1nnicncncncicn_fc;_finnicyncnc
Qcycicnncnc_£innc assists local districts in designing,
administering and implementing their own EDPs. It expands upon the
State Board of Education's document chc_§cnncncncc_cf_chc
Was (1983).

Expanding upon the use of EDPs. it appears that a requirement
has been added to the Michigan State Aid Bill for a student

portfolio. Section 104 of the Michigan State Aid Act requires that

 

all
nai
in

stu

dis
con
non
res
nat:
pre]

(J01

rent
1985
Lear
app:
Aner
rOle
need
'dev
you:

Scho

v°Ca1

examj

28

all school districts develop a plan during 1992 to provide and
maintain a student portfolio for each student who begins high school
in the fall of 1992. The portfolio, which may be reviewed by the
student's parents, guardian or person in local parentis, shall be
given to each student upon or before graduation or upon leaving the
district, and shall have at least four major chapters or sections
containing: a record of the student's annual academic and
non-academic plans; a record of academic achievement, including
results from state-wide subject matter assessment tests and
nationally or locally normed achievement tests; a record of career
preparation; and a record of recognitions and accomplishments
(Jonker, 1992).

Still another educational initiative that has developed a
renewed interest is the concept of school-to-work transition. In
1989, the U. S. Department of Labor created the Office of Work-Based
Learning to sponsor demonstrations of training models based on
apprenticeship. The report entitled "Work-Based Learning: Training
America's Workers“ culminated a two year effort to determine the
role the apprenticeship concept should play in meeting America's
need for a skilled workforce. It includes a recommendation to
"develop work-based learning alternatives for non-college-bound
youth to assist them in effectively making the transition from
school to a meaningful career path.”

According to Finch, Gregson and Faulkner (1989), "the
vocational education administrator preparation process must be

examined if professionals intend to be prepared for the next decade

an
cc
of

fu

fac

dew

ado

edt

req

CBC

29

and beyond. The process should begin with determining what
constitutes successful administration and extend to the development
of innovative instructional sequences that will help prepare

future-oriented leaders."

Summary.

In this review of literature, the researcher discussed the
factors affecting the preparation and continuing professional
development of school administrators. Considerable attention was
given to the development of vocational-technical education
administrators and future challenges faced by vocational-technical
education. The review included a discussion of Public Act 163,
requiring the certification of school administrators and the
qualifications needed to become state-reimbursed as a vocational-

technical education administrator.

81
It

an

dift

r883

CHAPTER III

RESEARCH DESIGN AND PROCEDURE

This study was designed as descriptive research. Borg and Call
(1983) defined the purpose of descriptive research as to
"characterize a sample . . . on one or more categories.” In this
study, the researcher focused on the identification of
roles/functions of career-technical education (CTE) administrators
and their perceived needs for further preparation and continuing
professional development.

The following research questions were addressed in this study:

1. What do career-technical education administrators

perceive to be the range of importance in each of
the selected roles/functions?

2. What differences exist among career-technical
education administrators regarding their
perceptions about roles/functions, comparing the
variables of educational background, tenure in
position and educational setting?

Three research hypotheses were tested to determine what
differences existed among career-technical education administrators
regarding their perceptions comparing the related variables.

3. What do career-technical education administrators

perceive to be their degree of need for further
preparation and continuing professional

development in each of the selected
roles/functions?

3O

 

d:
S!
ir

in

des
sug
ado
adm.
expE
diff

Cemp

SUI»!

31

4. What differences exist among career-technical
education administrators regarding their
professional development needs, comparing the
variables of educational background, tenure in
position and educational setting?

Three research hypotheses were tested to determine what
differences existed among career-technical education administrators
regarding their perceptions comparing the related variables.

The design of the study consisted of five phases. The first
phase was to conduct a review of literature to identify primary role
descriptors for CTE administrators. The second phase was the
development of the survey instrument. In the third phase, a pilot
study of the survey questionnaire was conducted to test the
instrument itself. The fourth phase consisted of identifying and

implementing a data collection procedure; and in the fifth phase,

data from the survey instruments were analyzed statistically.

WWW
WHEELS.

The first phase of the study was to identify primary role
descriptors for CTE administrators. A review of literature
suggested that the roles of general education administrators and CTE
administrators were more similar than different. Further review of
administrators' job descriptions revealed some differences in
expectations for general education and CTE administrators. These
differences related to educational setting, span of control,
complexity of curriculum and community expectations.

In identifying the role descriptors to be included in the

survey instrument, the researcher reviewed the literature on school

cc
tl‘
f1
pl
Na

we'

De‘
Sc}
Bus
app
197
app

Sue.

Alfie:
Educ

A830

32

effectiveness, educational trends and legislation, administrator
preparation, leadership development, roles and responsibilities of
administrators and professional development needs of administrators.
The researcher reviewed several studies related to the
administration of CTE programs. These included the study conducted
by the National Center for Vocational Education (Norton, et al.,
1977) which identified and nationally validated 166 administrative
competencies; and later a study, conducted by Moore and Ray (1985),
that identified 67 competencies which were ”absolutely needed" by
first-year CTE administrators. The role descriptors were then
placed into nine major categories developed initially by the
National Center for Vocational Education. The major categories
were: Program Planning, Development and Evaluation; Instructional
Management; Student Services; Personnel Management; Staff
Development; Professional Relations and Self-Development;
School-Community Relations; Facilities and Equipment Management; and
Business and Financial Management. Similar studies have also
appeared in the literature (Combrink, 1983; Meyer, 1970; Pope,
1974). These studies utilized the traditional occupational analysis
approach to identify specific tasks (or competencies) important to
success in vocational administrative positions.

In addition, the researcher reviewed publications of the
American Vocational Association, the National Center for Vocational
Education, the Michigan Department of Education, the American

Association of School Administrators and the National Association of

 

CC

su
as.
dc:
to]
the
pro

to?

demc
high
Year
educ.
cm: I
Posit

“Ex:

33

Secondary School Principals related to initial administrator

preparation and continuing professional development.

W

The second phase consisted of two steps. In the first step,
the role descriptors listed under the nine major categories,
resulting from the study conducted by the National Center for
Vocational Education (Norton, et al., 1977), and the role
descriptors identified from the review of literature were used to
construct the initial survey instrument.

The initial survey questionnaire consisted of 200 items. The
survey included 185 items which listed various role descriptors
associated with the administration of CTE programs. For each role
descriptor, respondents were asked to indicate (a) how important the
role/function was to their role as a CTE administrator, and (b)
their personal need for further preparation and continuing
professional development in order to be effective as they would like
to be in each of the roles/functions listed.

The survey questionnaire also included 15 items that provided
demographic information about each respondent, such as gender, age,
highest degree held, focus of undergraduate and graduate programs,
years of experience as a CTE administrator, type and description of
educational setting where employed, percentage of time administering
CTE programs, type of administrative certification needed for
position and the likelihood of retiring or leaving CTE within the

next five years.

 

34

In the second step, the researcher asked a panel of experts,
identified by colleagues of the researcher, to screen the initial
survey instrument for item duplication and item relatedness to a
specific category. In a discussion meeting, a few items were added
and many items were deleted due to lack of clarity or duplication.
The major categories were then reviewed and role descriptors were
then screened for item relatedness to a specific category. This
process produced a list of 99 role descriptors related to the
administration of CTE programs and 13 demographic questions, for a
total of 112 items. The major categories of Program Planning,
Development and Evaluation; Instructional Management; Student
Services; Personnel Management; Staff Development; Professional
Relations and Self-Development; School-Community Relations;
Facilities and Equipment Management; and Business and Financial

Management were retained.

WW3;

In the third phase, the researcher utilized the expertise of
eight practicing CTE administrators, which were representative of
the sample population, to pilot test the survey instrument. Four of
the administrators were from local educational agencies, both urban
and rural; two individuals represented area career-technical
education centers; and two were employed by an intermediate school
district. In conducting the pilot study, the researcher was seeking
to determine whether the survey directions were clear, to discover

approximately how long the survey took to complete, and to determine

 

ad
th1
prc
and
add
1'6 t1
numk
on t
resp.
ins t1
£011c

inst):

to thc

35

clarity of the role descriptors. Data collected from the pilot
testing were not used in the data analysis for the study.

The administrators who participated in the pilot stated that
the survey directions were very clear. Minor revisions were made to
the role descriptors for clarity and a suggestion was made on the
layout of the questionnaire for ease of completion. Pilot
respondents reported that they were able to complete the survey in
approximately 40-45 minutes. A copy of the survey instrument used

in this study is provided in Appendix A.

W

The fourth phase of the study was to ask Michigan secondary CTE
administrators, employed during the 1990-91 school year, to complete
the survey questionnaire. The data collection followed a two-step
procedure. Step one involved mailing an explanatory cover letter
and survey instrument to the population of secondary CTE
administrators. This initial mailing included a stamped,
return-addressed envelope for the survey. It also included a
numbered postcard that was return-addressed and stamped. The number
on the postcard corresponded to a number that was given to each
respondent. Respondents were asked to mail the completed survey
instrument and numbered postcard separately. This procedure was
followed so as to identify those who have returned the survey
instrument and to avoid duplication in a follow-up mailing.

Step two of the procedure involved sending a follow-up letter

to those persons who had not returned the survey instrument within

Ce

ste
ter
and
tn».
Per:
admi

of r

impo,

36

two weeks. The data collection procedures were completed in about
six weeks. Copies of the initial explanatory letter, numbered
postcard and follow-up letter are included in Appendices B and C.
The population for this study consisted of 224 secondary CTE
administrators identified in the 1990-91 Michigan Directory of
Vocational Education Contact Persons. The directory was published
by the Michigan Department of Education, Career-Technical Education
Service, P.O. Box 30009, Lansing, Michigan 48909. Educational.
leaders at this level include those professionals who administer
programs of career-technical education, i. e., Directors of
Career-Technical Education, Shared—Time Directors of
Career-Technical Education, Regional Career-Technical Education
Administrators and Principals of Area Career-Technical Education

Centers.

WW1:

In analyzing the data, the researcher proceeded in two main
steps. In step one, the population, as a whole, was described in
terms of gender, age, highest degree held, focus of undergraduate
and graduate programs, years of experience as a CTE administrator,
type and description of educational setting where employed,
percentage of time administering CTE programs, type of
administrative certification needed for position and the likelihood
of retiring or leaving CTE in the next five years.

Then, the CTE administrators' overall perceptions of the

importance of their roles/functions and needs for further

I:
sc
ca

ch

nee
for
Nee
sCo:
Cate
that

Prof

I"pox

1838

37

professional development were described within nine major categories
and further described as specific items within each category. The
nine major categories were: 1) Program Planning, Development and
Evaluation; 2) Instructional Management; 3) Student Services; 4)
Personnel Management; 5) Staff Development; 6) Professional
Relations and Self-Development; 7) School-Community Relations; 8)
Facilities and Equipment Management; and 9) Business and Financial
Management.

To determine the level of importance, a five-point scale was
used with '1' being "Very Important,” '2' being ”Moderately
Important," '3' being of "Little Importance," "4' being "Not
Important,“ and '5' being ”Not Part of Job/Never Do It." The mean
scores for each major category, and individual items within each
category were then rank ordered to determine the roles/functions
that were perceived to be of most importance.

A second five-point scale was used to determine the perceived
need for further preparation and continuing professional development
for each role descriptor. Respondents indicated a "l" for ”High
Need,” a '3' for ”Moderate Need," or a '5' for ”No Need." The mean
scores for each major category, and individual items within each
category were then rank ordered to determine the roles/functions
that were perceived to be most needed for further preparation and
professional development.

A major category or individual role descriptor was judged
important or a priority need if it received an average rating of

less than a 2.50. To determine the range of importance of a given

 

111

Eda

ins

Vari
PrOg
abou
the n

EValu

38

category, or role/function, and its perceived training needs, the

following scale was used:

1.00 - 2.50 Very Important/High Need
2.51 - 3.50 Little Importance/Moderate Need
3.51+ Not Important/No Need

In the second step, the perceived importance of the
roles/functions and their training needs of the sample were compared
among various categories of independent variables: educational
background, tenure in position and educational setting. To test if
there were any differences among groups of CTE administrators, a
one-way analysis of variance was performed. A Chi Square Analysis
was used to identify the significant roles/functions within each

major category.

mm

The chapter included information on the design of the study.
There were five phases. The first phase was to conduct a review of
literature to identify primary role descriptors for CTE
administrators.

In the second phase, the researcher developed an initial survey
instrument with 200 questions, including 185 items which listed
various role descriptors associated with the administration of CTE
programs and 15 questions that provided demographic information
about each respondent. The role descriptors were organized under
the major categories of Program Planning, Development and

Evaluation; Instructional Management; Student Services; Personnel

de

39

Management; Staff Development; Professional Relations and
Self-Development; School-Community Relations; Facilities and
Equipment Management; and Business and Financial Management.

The initial survey instrument was reviewed by a panel of
experts and later revised to include 112 questions. There were 99
items related to the administration of CTE programs and 13 questions
which provided demographic information about the respondents.

In phase three, the survey instrument was field tested by a
panel of eight practicing administrators for clarity and minor
revisions were made. The survey instrument was disseminated in
phase four and a data collection procedure was implemented. In
phase five, the Statistical Package for the Social Sciences (SPSS)
program was used to analyze the data collected in phase four.

The results from the statistical analysis and a demographic

description of the respondents are presented in Chapter IV.

fl

dif

reg;

CHAPTER IV

ANALYSIS AND INTERPRETATION OF THE DATA

Presented in this chapter are the analysis and interpretation
of the data gathered from the responses of 148 Michigan secondary
career-technical education (CTE) administrators to the survey
instrument that was developed for the study.

The survey instrument included 13 items that described the
sample population and 99 items that described various
roles/functions associated with the administration of CTE programs.
It assessed the range of importance of the roles/functions in CTE
administrative positions and identified the perceived needs for
further preparation and continuing professional development.

The following research questions were addressed in this study:

1. What do career-technical‘education administrators

perceive to be the range of importance in each of
the selected roles/functions?

2. What differences exist among career-technical
education administrators regarding their
perceptions about roles/functions, comparing the
variables of educational background, tenure in
position and educational setting?

Three research hypotheses were tested to determine what

differences existed among career-technical education administrators

regarding their perceptions comparing the related variables.

40

Pc

ed

Ila;

so,

41

3. What do career-technical education administrators
perceive to be their degree of need for further
preparation and continuing professional
development in each of the selected
roles/functions?

4. What differences exist among career-technical
education administrators regarding their
professional development needs, comparing the
variables of educational background, tenure in
position and educational setting?

Three research hypotheses were tested to determine what

differences existed among career-technical education administrators

regarding their perceptions comparing the related variables.

WWW

Two hundred twenty-four secondary career-technical education
(CTE) administrators were sent the survey instrument in November,
1991. Of that number, 148 returned surveys for a response rate of
662.

In Tables 4.1 through 4.5, the sample of secondary CTE
administrators is described in terms of gender, age, highest degree
held, focus of undergraduate and graduate programs, years of
experience as a CTE administrator, type and description of
educational setting where employed, percentage of time administering
CTE programs, type of administrative certification needed for
position and the likelihood of retiring or leaving career-technical
education in the next five years.

As shown in Table 4.1, 75.71 (112) of the respondents were
males and 24.31 (36) were females. The majority of the respondents,

50.72 (75) identified themselves in the range of 41-50 years of age.

 

 

51‘

Ta

Ad

Ce:

Age

Yea

*Due

42

Fifty-eight of the respondents (39.2%) were 51 years of age or
older, and 15 respondents (10.1%) were less than 41 years of age.
It should be noted that there were no respondents who reported they
were 30 years of age or younger. Seventy-four, or 502, of the
respondents reported that they had administered career-technical
education (CTE) programs for 10 years or less and the same number
said 11 or more years. The largest number of administrators (40)

served five years or less in career-technical education.

Table 4.1

Distribution of Participants by Gender, Age Group and Years as a CTE
Administrator

 

finals
1! 1
Gender
Male 112 75.7
Female _1§ 24,1
Totals 148 100.0
Age Group
< 30 years old 0 0.0
31 - 40 15 10.1
41 - 50 75 50.7
51 - 55 33 22.3
over 55 _25 15,2
Totals 148 100.0
Years as a CTE Administrator
< 5 years 40 27.0
6 - 10 34 23.0
11 - 15 23 15.5
16 - 20 24 16.2
over 20 _21 1§,2
Totals 148 99.9*

*Due to rounding

 

 

m

worke
an ar
an in
(3.41)

setti

were
in a
in a
repor

of th

studer
(20.9
IEpor

751 a

repor

amin .

p°sit1

 

43

Sixty-seven of the respondents (45.31) indicated that they
worked in a local education agency, 37 (25.01) said they worked in
an area career-technical center, and 39 (26.42) said they worked in
an intermediate school district. An additional five respondents
(3.42) reported that they worked in some other type of educational
setting (see Table 4.2).

When asked the location of the educational setting where they
were employed, 27.71 (41) of the respondents said they were employed
in a rural-suburban area, 23.62 (35) in a rural area, and 20.91 (31)
in a suburban area. An additional 27 of the respondents (18.2%)
reported they worked in a suburban-urban area, and another 14 (9.51)
of them said they worked in an urban area.

Twenty-two of the respondents (14.91) said that less than 250
students were enrolled in career-technical education programs, 31
(20.91) of them reported between 251 and 500 students, 36 (24.3!)
reported between 501 and 750, and 22 (14.91) of them said between
751 and 1000 students. An additional 36 respondents (24.3%)
reported 1000 or more students in career-technical education.

When asked how much time was spent administering
career-technical education (CTE) programs, half of the respondents,
50.01 (74) indicated 1001 of their time, 12.82 (19) said 751, 16.22
(24) said 501, and 8.82 (13) said 251. Eighteen of the respondents
(12.22) said that they spent less than 251 of their time
administering CTE programs (see Table 4.3).

Over half of the respondents, 54.11 (80) said that their

positions required central office certification and 31.12 (46) of

Table 4 .2

Distribut
Location

 

Educatior
Loca
Area
Inte
0the

Location
Rut:
Rut:
SUbl
Subt
Urbe

Student I
< 2
251
501
751
ove
His

*Due to

\

the! sai
CertifiC
responde

Onl

 

with no:

oraua
39 IESP

4.4).

44

Table 4.2

Distribution of Participants by Educational Setting Where Employed,
Location of Educational Setting and Student Enrollment Range

 

Sample
11 1
Educational Setting
Local Education Agency 67 45.3
Area Career-Technical Center 37 25.0
Intermediate School District 39 26.4
Other __5 3.4
Totals 148 100.1*
Location of Educational Setting
Rural 35 23.6
Rural-suburban 41 27.7
Suburban 31 20.9
Suburban-Urban 27 18.2
Urban _14 2,:
Totals 148 99.9*
Student Enrollment Range
< 250 students 22 14.9
251 - 500 31 20.9
501 - 750 36 24.3
751 - 1000 22 14.9
over 1000 36 24.3
Missing Cases __1 __Q‘1
Totals 148 100.0

*Due to rounding

 

them said only secondary administrator certification. No
certification was needed for positions held by 14.92 (22) of the
respondents.

Only two of the respondents (1.41) held a baccalaureate degree,
with most of the respondents (107) having a Masters degree (33.12)
or a Masters Degree plus 30 graduate hours (39.2%). An additional
39 respondents (26.32) held further advanced degrees (see Table

4.4).

Table 4

Distrib‘
Program
Positio:

Type of

Sec
Ce:
No:

 

 

 

45

Table 4.3

Distribution of Participants by Length of Time Administering CTE
Programs and Type of Administrative Certification Required for
Position

 

Female
11 1
Length of Time
1002 74 50.0
751 19 12.8
501 24 16.2
252 13 8.8
< 251 of time _1§ _12‘2
Totals 148 100.0
Type of Certification
Secondary Administrator 46 31.1
Central Office Administrator 80 54.1
None _22 14.2
Totals 148 100.1*

*Due to rounding

 

Fifty-two percent (77) of the respondents had an undergraduate
program focus in career-technical education, with 30.41 (45) of them
reporting general education, and another 22 (3) reporting special
education. An additional 23 respondents (15.52) said that they had
an undergraduate program focus in some other area.

When compared to their graduate program focus, a similar
comparison appears. A majority of the respondents (53.4%) reported
career-technical education, and 31.81 (47) said general education.
An additional nine respondents (6.12) indicated guidance and
counseling, and another 13 (8.81) reported a graduate program focus

in other areas.

Table 4.

DistribL
Degree I

 

Undergra
Gen
Car
Spe
0th

 

 

 

46

Table 4.4

Distribution of Participants by Highest Degree Held, Undergraduate
Degree Focus and Graduate Program Focus

 

Sample
ll 3.
Highest Degree Held
Baccalaureate Degree 2 1.4
Masters 49 33.1
Masters + 30 hours 58 39.2
Educational Specialist 24 16.2
Doctorate _15 19.1
Totals 148 100.0
Undergraduate Program Focus
General Education 45 30.4
Career-Technical Education 77 52.0
Special Education 3 2.0
Other _23 15.5
Totals 148 99.9*
Graduate Program Focus
General Education 47 31.8
Career-Technical Education 79 53.4
Guidance and Counseling 9 6.1
Other _11 8,8
Totals 148 100.1*

*Due to rounding

 

As shown in Table 4.5, almost half of the respondents (49.31)
indicated that they would not likely retire or leave career-
technical education (CTE) in the next five years. The remaining
respondents indicated very likely (26.4%) or possibly (24.32).

Of the 75 respondents (50.72) who said they may leave career-
technical education, 12 (16.02) of them indicated the year 1996 and
11 (14.71) indicated 1992. The remaining 21 respondents (28.02)

indicated years between 1992 and 1996.

Table 4 .5

Dlstribut
Next Five

’

Likelihoo
Very
Poss
Not

Year
1992
1993
1994
1995
1996
Miss:

Four
the study
restated,

QUEStion,

 

Pete?
Sele<

The (I
”memo:

Tables 4',

 

47

Table 4.5

Distribution of Participants by Likelihood of Leaving CTE in the
Next Five Years and the Year

 

Sample
11 I.
Likelihood of Leaving CTE
Very Likely 39 26.4
Possibly 36 24.3
Not Likely _11 42.3
Totals 148 100.0
Year
1992 11 14.7
1993 9 12.0
1994 5 6.7
1995 7 9.3
1996 12 16.0
Missing Cases _11 41.3
Totals 75 100.0

 

WW

Four research questions were formulated to serve the purpose of
the study. In the following pages, each research question is
restated, followed by a report of the data pertaining to that

question.

W

What do career-technical education administrators
perceive to be the range of importance in each of the
selected roles/functions?

The career-technical education (CTE) administrators'

perceptions of the importance of the roles/functions are shown in

Tables 4.6 through 4.15.

The
of CTE ha
1) Progr
Kanageme
Developme
School-C
and 9) B

Hit
of the v
Inportan
the seal
had I me
lean sco

scores We

 

48

The various roles/functions associated with the administration
of CTE have been organized into the following nine major categories:
1) Program Planning, Development and Evaluation; 2) Instructional
Management; 3) Student Services; 4) Personnel Management; 5) Staff
Development; 6) Professional Relations and Self-Development; 7)
School-Community Relations; 8) Facilities and Equipment Management;
and 9) Business and Financial Management.

Within each major category, the CTE administrators' perceptions
of the various roles/functions ranged in importance from "Very
Important" (1 on the scale) to "Not Part of Job/Never Do It” (5 on
the scale). A given category was considered "Very Important" if it
had a mean score between 1.00 and 2.50, of ”Little Importance” if
mean scores were between 2.51 and 3.50, and ”Not Important" if mean
scores were higher than a 3.50.

As shown in Table 4.6, Professional Relations and
Self-Development, with a mean score of 1.81, was identified as the
most important category; followed by Program Planning, Development
and Evaluation, with a mean score of 1.90; and Staff Development,
with a mean score of 1.95. Based on the criteria identified by the
researcher, all nine categories were perceived to be "Very
Important“ by CTE administrators.

In the category of Program Planning, Development and
Evaluation, the most important individual role as perceived by
career-technical education administrators was Item 3, Direct
course/program planning and development efforts, with a mean score

of 1.38 (see Table 4.7). It was followed by Item 12, Recommend

M ' ' ’ ‘
III'hAIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII;L_E

 

Table 4.

CTE Ads!
by lajor

#

W

Program
and Eval

Instruct
Student
Personae

Staff De‘

Professifi

 

 

49

Table 4.6

CTE Administrators' Perceptions of the Importance of Roles/Functions
by Major Categories

 

WEI-9.: N X SD Real:
Program Planning, Development 148 1.90* 0.62 2
and Evaluation (15 items)

Instructional Management (17 items) 148 2.46* 0.74 9
Student Services (6 items) 148 2.39* 1.05 7
Personnel Management (13 items) 148 2.29* 0.94 6
Staff Development (5 items) 148 1.95* 0.97 3
Professional Relations and 148 1.81* 0.68 1
Self-Development (11 items)

School-Community Relations (10 items) 148 2.00* 0.77 4
Facilities and Equipment 148 2.40* 1.02 8

Management (12 items)

Business and Financial 148 2.05* 0.80 5
Management (10 items)

*Met criteria for "Very Important” category

 

curriculum revisions, with a mean score of 1.59; and Item 7, Comply
with state and/or federal vocational education legislation, with a
mean score of 1.60.

Item 15, Develop supplemental/remedial instructional programs
to meet student needs was viewed as the least important role. It
had a mean score of 2.41. The next role of least importance was

Item 8, Comply with other job training legislation (such as JTPA),

with a mean score of 2.29. Item 14, Contract instructional programs

 

with bus

Based or
this cat
Table 4.
CTE Admi
Planning
1mm
1. Sur

2 Ana

3. Dir.

p131

effc

4. Impj

prod

312111

5 Pre]

for

tecl

6' Pre1

OVe:

7- Com]

fed.

leg

8' COm]

1&3;

9' COm

10, COn<
fol]

11. AsSq

and

50

with business and industry followed with a mean score of 2.24.
Based on the criteria identified by the researcher, all items in

this category were perceived to be important by CTE administrators.

Table 4.7

CTE Administrators' Perceptions of the Importance of Program
Planning, Development and Evaluation

 

W l! X 5.12 Bank
1. Survey student interests 148 1.87* 0.99 9
2. Analyze labor demand data 148 1.82* 1.07 6

3. Direct course/program
planning and development
efforts 147 1.38* 0.81 1

4. Implement strategies to
promote non-traditional
student enrollment 148 2.08* 0.85 12

5. Prepare an annual plan
for delivering vocational-
technical education 148 1.79* 1.03 4

6. Prepare a 3-5 year plan for
overall program improvement 147 1.79* 0.97 4

7. Comply with state and/or
federal vocational education
legislation 148 1.60* 0.91 3

8. Comply with other job training 148 2.29* 1.07 14
legislation (such as JTPA)

9. Conduct course/program reviews 148 1.84* 0.87 8

10. Conduct student
follow-up studies 148 1.96* 1.18 10

ll. Assess student competency 148 2.00* 1.14 11
and grading procedures '

14

15

*Me

rol.
car.
int‘
pro;
1. 53
art;
edm
Sta:

Vitl

the

disc.

3 stL

51

MW

12. Recommend curriculum revisions 148 1.59* 0.91 2

13. Write proposals for the
funding of new programs and
the improvement of existing
programs 147 1.83* 1.11 7

14. Contract instructional
programs with business
and industry 148 2.24* 1.34 13

15. Develop supplemental remedial
instructional programs to
meet student needs 148 2.41* 1.28 15

*Met criteria for ”Very Important" item

 

For the category of Instructional Management, the individual
role with the highest ranking of importance, as perceived by
career-technical administrators, was Item 23, Guide staff in
integrating and articulating the vocational-technical education
program with the total educational program, with a mean score of
1.55 (see Table 4.8). It was followed by Item 30, Guide the
articulation of secondary and post-secondary vocational-technical
education programs, with a mean score of 1.74; and Item 21, Guide
staff in selecting and using effective instructional strategies,
with a mean score of 1.83.

The least important role in this category was Item 29, Direct
the adult and continuing education program, with a mean score of
3.43. The second least important role was Item 18, Provide student
discipline, with a mean score of 3.19; followed by Item 19, Prepare

a student handbook, with a mean score of 2.99. Based on the

CI

pe

Ta‘

17.

18.
19.

20.

21.

22.

23.

24.

25.

52

criteria identified by the researcher, ten out of 17 items were

perceived to be “Very Important” by CTE administrators.

Table 4.8

CTE Administrators' Perceptions of the Importance of Instructional
Management

 

1W1: I! X 512 Rank.

16. Establish instructional
program entry and

completion requirements 145 2.35* 1.14 7
l7. Establish student rules

and policies 148 2.83 1.41 13
18. Provide student discipline 148 3.19 1.50 16
19. Prepare a student handbook 147 2.99 1.49 15

20. Prepare a master schedule
of course/program offerings 148 2.96 1.55 14

21. Guide staff in selecting
and using effective
instructional strategies 148 1.83* 1.06 3

22. Direct the cooperative
education program 148 2.47* 1.42 10

23. Guide staff in integrating and
articulating the vocational-
technical program with the
total educational program 147 1.55* 1.06 1

24. Promote the integration of
vocational student organiza-
tional activities within
the instructional program 147 2.45* 1.31 8

25. Direct the apprenticeship
and training program 147 2.68 1.50 11

26.

27.

28.

29.

30.

31.

32.

*He

th

re

me
8 e
to
lie

'V

53

W

26. Provide technical assistance
in the development of
programs for the special
populations 147 2.21* 1.18 6

27. Provide technical assistance
in the development of
customized training programs
for business and industry 147 2.75 1.52 12

28. Provide technical assistance
in the development of programs
to eliminate sex bias, stereo-
typing and discrimination 147 2.46* 1.17 9

29. Direct the adult and con-
tinuing education program 147 3.43 1.56 17

30. Guide the articulation of
secondary and post-secondary
vocational-technical
education programs 147 1.74* 1.05 2

31. Approve selection of
instructional equipment 147 1.86* 1.10 4

32. Approve selection of instruc-
tional supplies and materials 147 2.10* 1.28 5

*Met criteria for "Very Important" item

 

As shown in Table 4.9, the most important individual role, in
the category of Student Services, was Item 33, Design student
recruitment materials, with a mean score of 1.97. This was followed
by Item 37, Comply with student labor laws and regulations, with a
mean score of 2.12; and Item 35, Oversee student job placement
services, with a mean score of 2.44. The least important individual
role was Item 38, Conduct student orientation activities, with a
mean score of 2.65. Three out of six items were perceived to be

“Very Important" by CTE administrators.

Table

CTE Ad
Servic

w

w

' E |
B U

34.

35.

36.

37.

38.

Cc
ac

 

 

54

Table 4.9

CTE Administrators' Perceptions of the Importance of Student
Services

 

1W3: n x 512 Bank

33. Develop student recruitment
materials 147 1.97* 1.15 1

34. Oversee vocational guidance
and testing services 147 2.62 1.37 5

35. Oversee student job
placement services 147 2.44* 1.38 3

36. Provide for a student
record-keeping system 147 2.51 1.46 4

37. Comply with student labor
laws and regulations 147 2.12* 1.37 2

38. Conduct student orientation
activities 147 2.65 1.40 6

*Met criteria for "Very Important” item

 

For the category of Personnel Management, the most important
individual role identified by career-technical education
administrators was Item 44, Interview potential staff, with a mean
score of 1.68 (see Table 4.10). This was followed by Item 48,
Comply with licensing and certification requirements, with a mean
score of 1.80; and Item 50, Evaluate staff performance, with a mean
score of 1.85.

The least important individual role was Item 40, Negotiate
labor contracts, with a mean score of 3.32. The next least
important role was Item 43, Prepare a personnel handbook, with a

mean score of 3.10; followed by Item 46, Provide for a staff

rec

cri

per

Ta]

E53

39
4O

41

42

43
44
45

46

47

4E

49

5C

51

*M

record-keeping system, with a mean score of 2.85.

Based on the

criteria identified by the researcher, nine out of 17 items were

perceived to be “Very Important“ by CTE administrators.

 

Table 4.10
CTE Administrators' Perceptions of the Importance of Personnel
Management
W n X 5.12 Rank
39. Interpret labor contracts 147 .53 1.53 10
40. Negotiate labor contracts 147 .32 1.53 13
41. Assess program staffing

requirements 147 .04* 1.28 6
42. Prepare job descriptions

and requirements 147 .07* 1.24 7
43. Prepare a personnel handbook 148 .10 1.53 12
44. Interview potential staff 148 .68* 1.18 1
45. Schedule staff work loads 147 .49* 1.47 9
46. Provide for a staff

record-keeping system 148 .85 1.53 11
47. Conduct staff meetings 148 .87* 1.23 4
48. Comply with licensing and

certification requirements 148 .80* 1.18 2
49. Prepare bulletins and other

communications to keep

staff informed 148 .97* 1.14 5
50. Evaluate staff performance 148 .85* 1.41 3
51. Conduct staff orientation

activities 148 .18* 1.40 8

*Met criteria for “Very Important" item

 

 

 

56

As shown in Table 4.11, the most important individual role, in
the category of Staff Development, was Item 54, Arrange for
workshops and inservice programs, with a mean score of 1.75. It was
followed by Item 52, Assess staff development needs, with a mean
score of 1.79; and Item 55, Arrange for staff exchanges with
business and industry, with a mean score of 2.04. The least
important individual role was Item 56, Evaluate staff development
programs, with a mean score of 2.12. Based on the criteria
identified by the researcher, all of the items in this category were
perceived to be "Very Important” by CTE administrators.

For the category of Professional Relations and
Self-Development, the individual role with the highest ranking was

Item 62, Model professional image through personal appearance and

Table 4.11

CTE Administrators' Perceptions of the Importance of Staff
Development

 

W I! X en Bank
52. Assess staff development needs 148 1.79* 1.12 2

53. Conduct workshops and
other inservice programs 148 2.07* 1.32 4

54. Arrange for workshops
and inservice programs 148 1.75* 1.15 1

55. Arrange for staff exchanges
with business and industry 148 2.04* 1.22 3

56. Evaluate staff development
programs 148 2.12* 1.28 5

*Met criteria for "Very Important” item

 

conduct
follove
declslo
Assess
of 1.60
Th
educati
hearing
were It.

and regw

 

V0<

 

57

conduct, with a mean score of 1.50 (see Table 4.12). It was
followed by Item 66, Develop cooperative problem solving and
decision-making skills, with a mean score of 1.57; and Item 67,
Assess personal performance as an administrator, with a mean score
of 1.60.

The least important role, as perceived by career-technical
education administrators was Item 58, Prepare testimony for public
hearings, with a mean score of 2.70. The next least important roles
were Item 63, Participate in the development of legislative rules
and regulations for vocational-technical education, with a mean
score of 2.11; and Item 60, Participate in professional
organizations other than vocational-technical education, with a mean
score of 1.95. Based on the criteria identified by the researcher,
ten out of 11 items were perceived to be "Very Important" by CTE

administrators.

Table 4.12

CTE Administrators' Perceptions of the Importance of Professional
Relations and Self-Development

 

W 11 x 512 Rank

57. Develop effective
interpersonal skills 148 1.62* 0.99 4

58. Prepare testimony for
public hearings 148 2.70 1.24 11

59. Participate in professional

' organizations related to

vocational-technical

education 148 1.71* 0.94 7

61.

 

 

58

Wm

60. Participate in professional
organizations other than
vocational-technical
education 148 1.95* 0.99 9

61. Participate in professional
development activities for
self-improvement 148 1.64* 0.91 5

62. Model professional image
through personal
appearance and conduct 148 1.50* 0.97 l

63. Participate in the development
of legislative rules and
regulations for vocational-
technical education 148 2.11* 1.18 10

64. Apply information from
professional journals,
reports and related materials
for self-improvement 148 1.82* 0.89 8

65. Apply time management
techniques to personal
work assignments 148 1.66* 0.95 6

66. Develop cooperative problem
solving and decision-
making skills 148 1.57* 0.91 2

67. Assess personal performance
as an administrator 148 1.60* 0.98 3

*Met criteria for ”Very Important" item

 

As shown is Table 4.13, the most important individual role, in
the category of School-Community Relations, was Item 74, Make
informational presentations to the public, with a mean score of
1.74. It was followed by Item 70, Participate in community

activities, with a mean score of 1.79; and Item 72, Involve

59

community leaders (political and non-political) in school programs
and activities, with a mean score of 1.82.

The least important individual role in this category was Item
75, Plan for exhibits and displays, with a mean score of 2.31. The
next least important roles were Item 77, Conduct open house
activities, with a mean score of 2.24; and Item 71, Coordinate
vocational-technical education programs with other community job
training programs (such as JTPA), with a mean score of 2.19. Based
on the criteria identified by the researcher, all of the items were
perceived to be ”Very Important” by CTE administrators.

For the category of Facilities and Equipment Management, the
individual role with the highest ranking was Item 85, Comply with
health and safety laws and regulations, with a mean score of 1.85
(see Table 4.14). It was followed by Item 84, Establish a
long-range plan for acquisition of new equipment, with a mean score
of 1.92; and Item 78, Plan space requirements for programs, with a
mean score of 2.07.

The individual role, which was perceived as being the least
important, was Item 88, Schedule facility use by community members,
with a mean score of 3.26. Based on the criteria identified by the
researcher, eight out of 12 items were perceived to be ”Very

Important” by CTE administrators.

Tab

Co:

68

6‘5

60

Table 4.13

CTE Administrators' Perceptions of the Importance of School-
Community Relations

 

W H x 3.12 Bank

68. Develop a marketing plan
for promoting vocational- 148 1.93* 1.12 5
technical education

69. Provide technical assistance
in the establishment of
advisory committees 148 1.85* 1.01 4

70. Participate in community
activities ' 148 1.79* 1.03 2

71. Coordinate vocational-tech-
nical education programs with
other community job training
programs (such as JTPA) 148 2.19* 1.19 8

72. Involve community leaders
(political and non-political)
in school programs and
activities 148 1.82* 1.05 3

73. Conduct recognition programs
for students, staff and

community supporters 148 1.94* 1.06 6
74. Make informational presenta-

tions to the public 148 1.74* 0.96 l
75. Plan for exhibits and displays 148 2.31* 1.14 10
76. Write news releases for

school area media 148 2.15* 1.10 7
77. Conduct open house activities 148 2.24* 1.31 9

*Met criteria for "Very Important” item

 

8‘

8 l

8:

*1-

F1

61

Table 4.14

CTE Administrators' Perceptions of the Importance of Facilities and
Equipment Management

 

W H X so Bank
78. Plan space requirements

for programs 148 2.07* 1.27 3
79. Submit building and equipment

specifications 148 2.30* 1.44 7
80. Analyze building and

contract bids 148 2.68 1.50 9
81. Oversee architectural planning 148 2.85 1.57 11

82. Develop a plan for repair
and maintenance of

equipment and facilities 147 2.25* 1.36 5
83. Maintain an equipment and

supply inventory system 148 2.22* 1.34 4
84. Establish a long-range plan for 148 1.92* 1.18 2

acquisition of new equipment

85. Comply with health and safety
laws and regulations 148 1.85* 1.19 1

86. Direct a safety awareness
program 148 2.29* 1.39 6

87. Establish emergency plans
(such as fire and disaster) 148 2.74 1.65 10

88. Schedule facility use by
community members 148 3.26 1.63 12

89. Prepare renovation and
alternation plans 148 2.39* 1.38 8

*Met criteria for ”Very Important" item

 

The most important role in the category of Business and
Financial Management was Item 93, Administer budgets, with a mean

score of 1.43 (see Table 4.15). It was followed by Item 92, Prepare

93

94

95

96.

97.

93.

99,

*Me t

62

budgets, with a mean score of 1.44; and Item 99, Prepare local,
state and federal reports, with a mean score of 1.64. Of least
importance was Item 91, Establish receiving and shipping procedures,
with a mean score of 3.19. Based on the criteria identified by the
researcher, seven out of 10 items were perceived to be ”Very

Important“ by CTE administrators.

Table 4.15

CTE Administrators' Perceptions of the Importance of Business and
Financial Management

 

We bl X 512 Bank
90. Establish purchasing

and payment procedures 148 2.77 1.61 9
91. Establish receiving and

shipping procedures 147 3.19 1.55 10
92. Prepare budgets 148 1.44* 0.91 2
93. Administer budgets 148 1.43* 0.93 1

94. Adopt an appropriate financial
accounting system 147 2.63 1.60 8

95. Analyze the cost of operating
various instructional programs 148 1.91* 1.18 6

96. Locate sources of funds
for program development
and operation 148 1.76* 1.18 4

97. Approve requisitions .
and work orders 148 1.97* 1.37 7

98. Respond to business
correspondence 148 1.78* 1.01 5

99. Prepare local, state and
federal reports 148 1.64* 1.15 3

*Met criteria for “Very Important" item

 

or
pr
ca
ed

pr

ed.
(11;
ad;
Haj

an

63

A complete ranked order listing of important roles/functions as

perceived by CTE administrators can be found in Appendix D.

W

What differences exist among career-technical
education administrators regarding their perceptions
about administrator roles/functions, comparing the
variables of educational background, tenure in position
and education setting?

To answer this research question, several hypotheses were
tested. Each one is stated, followed by the results of the
statistical analyses for that null hypothesis.

flxngghg§i§_lz There is no difference among
career-technical education administrators regarding

their perceptions about the importance of administrator

roles/functions when compared to educational

background.

To test whether there were any differences, a one-way analysis
of variance was performed. Respondents who said they had a graduate
program focus in career-technical education were placed in the ”CTE"
category; and those who indicated that they had a "general
education,“ ”guidance and counselingf or any ”other" graduate
program focus were placed in the “other" category.

Table 4.16 shows the results of the one-way analysis for
educational background differences. Some educational background
differences emerged. Career-technical education (CTE)
administrators with a graduate program focus in CTE perceived all

major categories to be more important than those administrators with

an educational background in other areas. However, on the basis of

Vi

64

the computed statistic, the null hypothesis was rejected for two
categories: School-Community Relations (p < .05) and Business and
Financial Management (p < .05). CTE administrators having a
graduate program focus in career-technical education tended to
perceive these two categories as more important than those
administrators with an educational background in other areas.

A Chi Square Analysis was used to identify the significant
roles/functions in the School-Community Relations and Business and
Financial Management categories. Item 71, Coordinate
vocational-technical education programs with other community job
training programs (such as JTPA), (p - 0.030); and Item 68, Develop
a marketing plan for promoting vocational-technical education (p -
0.033) were found to be significant at the .05 level.

flyngghg§1§_2: There is no difference among
career-technical education administrators regarding

their perceptions about the importance of administrator

roles/functions when compared to tenure in position.

As shown in Table 4.17, the one-way analysis of variance showed
that career-technical education (CTE) administrators, with 16-20
years of experience, perceived four out of nine categories more
important than any other group of administrators. They perceived
the categories of Professional Relations and Self-Development, with
a mean score of 1.72; Business and Financial Management, with a mean
score of 1.76; School-Community Relations, with a mean score of
1.80; and Facilities and Equipment Management, with a mean score of

2.13 to be most important to their positions. CTE administrators,

with less than 5 years of experience, perceived most of the

 

A

C

Hug

P

D

M

PM

SR

FEM

RPM

*4.

65

categories to be of lesser importance than any other group of

administrators.

Table 4.16

One-Way Analysis of Variance for Educational Background and CTE
Administrators' Perceived Importance of Roles/Functions by Major
Categories

 

Major Educational F-
mm mm 11 x 5.12 Mic
Program Planning,
Development and CTE 79 .87 0.53 0.380
Evaluation Other 69 .93 0.71
Instructional CTE 79 .45 0.71 0.056
Management Other 69 .48 0.78
Student Services CTE 79 .26 0.99 2.379
Other 69 .53 1.09
Personnel CTE 79 .21 0.96 1.092
Management Other 69 .37 0.91
Staff Development CTE 79 .86 0.90 1.695
Other 69 .06 1.05
Professional CTE 79 .77 0.61 0.513
Relations and Other 69 .85 0.75
Self-Development
School-Community CTE 79 .87 0.69 4.404
Relations Other 69 .13 0.83
Facilities and CTE 79 .29 0.94 1.877
Equipment Other 69 .52 1.10
Management
Business and CTE 79 .93 0.79 3.941
Financial Other 69 .19 0.79
Management
*Significant at the .05 level

 

.539

.813

.125

.298

.195

.475

.038*

.173

.049*

 

Stu

Per:

66

When the test of significance was computed, the null hypothesis
was rejected for one category, Program Planning, Development and
Evaluation (p < .05). CTE administrators, with over 20 years of
experience, perceived this category to be more important than any
other group.

A Chi Square Analysis was performed to determine whether any
items in the Program Planning, Development and Evaluation category
were significant. Item 12, Recommend curriculum revisions (p -

0.043) was found to be significant at the .05 level.

Table 4.17

One-Way Analysis of Variance for Tenure in Position and CTE
Administrators' Perceived Importance of Roles/Functions by Major
Categories

 

Major Tenure in F-
W Resins]: H x 5.12 Katie 2
Program Planning, < 5 yrs 40 2.14 0.81
Development and 6-10 34 1.82 0.55
Evaluation 11-15 23 1.90 0.66 2.515 0.044*
16-20 24 1.79 0.46
over 20 27 1.73 0.35
Instructional < 5 yrs 40 2.67 0.90
Management 6-10 34 2.35 0.67
11-15 23 2.38 0.72 1.117 0.351
16-20 24 2.38 0.64
over 20 27 2.45 0.66
Student Services < 5 yrs 40 2.70 1.18
6-10 34 2.14 0.87
11-15 23 2.24 0.86 1.629 0.170
16-20 24 2.26 1.07
over 20 27 2.48 1.10
Personnel Management < 5 yrs 40 2.57 1.13
6-10 '34 2.21 0.90
11-15 23 2.25 1.01 1.779 0.136
16-20 24 1.95 0.50
over 20 27 2.28 0.83

[AHA—a

m

QdL
Car

(IS

67

MW
Staff Development < 5 yrs 40 2.18 1.08
6-10 34 1.94 1.06
11-15 23 1.83 0.77 0.732 0.546
16-20 24 1.86 1.02
over 20 27 1.83 0.79
Professional < 5 yrs 40 1.86 0.87
Relations and 6-10 34 1.83 0.62
Self-Development 11-15 23 1.81 0.79 0.184 0.947
16-20 24 1.72 0.50
over 20 27 1.77 0.46
School-Community < 5 yrs 40 2.16 0.93
Relations 6-10 34 2.05 0.88
11-15 23 1.95 0.67 0.978 0.422
16-20 24 1.80 0.52
over 20 27 1.91 0.57
Facilities and < 5 yrs 40 2.69 1.11
Equipment 6-10 34 2.37 1.01
Management 11-15 23 2.40 1.09 1.412 0.233
16-20 24 2.13 0.98
over 20 27 2.25. 0.81
Business and < 5 yrs 40 2.15 0.86
Financial 6-10 34 2.01 0.83
Management 11-15 23 2.16 0.91 1.142 0.339
16-20 24 1.76 0.62
over 20 27 2.11 0.69

*Significant at the .05 level

 

Hypothg§1§_3: There is no difference among
career-technical education administrators regarding

their perceptions about the importance of administrator
roles/functions when compared to educational setting.

It should be noted that in order to make comparisons between

educational settings of local education agencies (LEA), area

career-technical centers (ACTC) and intermediate school districts

(ISD), the educational setting of ”other” was omitted from the data.

68

This action resulted in the sample population being reduced from 148
to 143 respondents.

Table 4.18 shows that area career-technical center
administrators perceived over half of the categories to be more
important than administrators from other educational settings. When
the test of significance was computed, the null hypothesis was
rejected for one category, Facilities and Equipment Management (p <
.05). CTE administrators, from area career-technical centers,
perceived this category to be more important than any other group.

A Chi Square Analysis was used to identify the significant
roles/functions in the Facilities and Equipment Management category.
Item 79, Submit building and equipment specifications (p - 0.0122);
Item 80, Analyze building and contract bids (p - 0.0262); and Item
78, Plan space requirements for programs were found to be

significant at the .05 level.

W

What do career-technical education administrators
perceive to be their degree of need for further
preparation and continuing professional development in
each of the selected roles/functions?

The career-technical education (CTE) administrators'
perceptions of their degree of need for further preparation and

continuing professional development in each of the selected

roles/functions are shown in Tables 4.19 through 4.28).

Table 4.18

One-Way Analysis of Variance for Educational Setting and CTE

Administrators' Perceived Importance of Roles/Functions by Major

 

Categories

Major Educational F-

m Setting :1 x SD Basin 2

Program Planning, LEA 67 1.96 0.60

Development and ACTC 37 1.85 0.71 0.386 .680

Evaluation ISD 39 1.89 0.59

Instructional LEA 67 2.48 0.68

Management ACTC 37 2.28 0.77 2.777 .066
ISD 39 2.68 0.79

Student Services LEA 67 2.34 0.89
ACTC 37 2.41 1.20 0.419 .658
ISD 39 2.53 1.16

Personnel Management LEA 67 2.46 1.01
ACTC 37 2.04 0.79 2.526 .084
ISD 39 2.31 0.91

Staff Development LEA 67 2.04 1.05
ACTC 37 1.95 1.09 0.415 .661
ISD 39 1.87 0.72

Professional LEA 67 1.91 0.73

Relations ACTC 37 1.73 0.58 1.041 .356

and Self-Development ISD 39 1.76 0.66

School-Community LEA 67 2.08 0.75

Relations ACTC 37 1.87 0.84 0.954 .388
ISD 39 2.04 0.73

Facilities and LEA 67 2.50 1.00

Equipment ACTC 37 2.02 1.00 4.153 .018*

Management ISD 39 2.65 1.04

Business and LEA 67 2.09 0.82

Financial ACTC 37 2.06 0.92 0.068 .934

Management ISD 39 2.03 0.68

*Significant at the .05 level

 

i.

S!
Pr

me

Dr.

V"as

70

The various roles/functions associated with the administration
of CTE have been organized into the following nine major categories:
1) Program Planning, Development and Evaluation; 2) Instructional
Management; 3) Student Services; 4) Personnel Management; 5) Staff
Development; 6) Professional Relations and Self-Development; 7)
School-Community Relations; 8) Facilities and Equipment Management;
and 9) Business and Financial Management.

Within each major category, CTE administrators were asked to
determine their perceived needs for further preparation and
continuing professional development. Their responses ranged from a
"High Need” (1 on the scale) to "No Need” (S on the scale). A given
category was considered of ”High Need” if it had a mean score between
1.00 and 2.50, of ”Moderate Need” if mean scores were between 2.51
and 3.50, and of “No Need” if mean scores were higher than a 3.50.

As shown in Table 4.19, CTE administrators, on the average,
expressed a "moderate need“ for further preparation in the major
categories of roles/functions. Comparing the nine categories of
roles/functions, Program Planning, Development and Evaluation was
identified as the category in which CTE administrators had the
highest need for further preparation, with a mean score of 2.71.
Staff Development was ranked second, with a mean score of 2.76; and
Professional Relations and Self-Development was ranked third, with a
mean score of 2.87.

The category which was ranked as the lowest need for further
preparation was Personnel Management, with a mean score of 3.17. It

was followed secondly by Facilities and Equipment Management, with a

EV;
fur

Ite

ofe

71

mean score of 3.15; and third by Student Services, with a mean score

of 3.09.

Table 4.19

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Roles/Functions by Major Categories

 

Win 1! X 5.12 Rank
Program Planning, Development 148 2.71 0.76 1
and Evaluation (15 items)

Instructional Management (17 items) 148 3.07 0.85 6
Student Services (6 items) 148 3.09 1.02 7
Personnel Management (13 items) 148 3.17 1.07 9
Staff Development (5 items) 148 2.76 1.10 2
Professional Relations and 148 2.87 0.94 3
Self-Development (11 items)

School-Community Relations (10 items) 148 2.96 0.89 4
Facilities and Equipment 148 3.15 1.10 8

Management (12 items)

Business and Financial 148 3.01 1.03 5
Management (10 items)

 

In the category of Program Planning, Development and
Evaluation, the individual role that ranked as the highest need for
further preparation by career-technical education administrators was
Item 7, Comply with state and/or federal vocational education
legislation, with a mean score of 2.28. It was followed by Item 13,
Write proposals for the funding of new programs and the improvement

of existing programs, with a mean score of 2.36; and Item 6, Prepare

72

a 3-5 year plan for overall program improvement, with a mean score
of 2.41 (see Table 4.20).

Item 1, Survey student interests was ranked as the lowest need
for further preparation. It had a mean score of 3.32. The next
lowest need for further preparation was Item 10, Conduct student
follow-up studies, with a mean score of 3.22. Item 4, Implement
strategies to promote non-traditional student enrollment; and Item
15, Develop supplemental/remedial instructional programs to meet
student needs followed with tied mean scores of 2.91. Based on the
criteria identified by the researcher, five out of 15 items were

perceived to be of "High Need” for training by CTE administrators.

Table 4.20

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of Program Planning, Development and
Evaluation

 

 

W N X $.12 Rank
1. Survey student interests 148 3.32 1.20 15
2. Analyze labor demand data 148 2.74 1.28 10
3. Direct course/program planning 147 2.46* 1.24 4
and development efforts

4. Implement strategies to promote 148 2.91 1.11 12
non-traditional student
enrollment

5. Prepare an annual plan 148 2.72 1.35 9

for delivering vocational-
technical education

6. Prepare a 345 year plan for 148 2.41* 1.21 3
overall program improvement

1(

1]

12

l3

14

15

*Mt

hig
int
the
Itm
Voc;
and
inst

4,21

 

73

MW

7. Comply with state and/or federal 148 2.28* 1.27 1

vocational education legislation

8. Comply with other job training 148 2.90 1.23 11

legislation (such as JTPA)

9. Conduct course/program reviews 148 2.71 1.25 8
10. Conduct student follow-up studies 148 3.22 1.27 14
ll. Assess student competency 148 2.66 1.33 7

and grading procedures
12. Recommend curriculum revisions 148 2.47* 1.26 5
13. Write proposals for the funding 147 2.36* 1.35 2

of new programs and the improve-
of existing programs

14. Contract instructional 148 2.65 1.42 6
programs with business
and industry

15. Develop supplemental remedial 148 2.91 1.30 12

instructional programs to meet
student needs

*Met criteria for "High Need" item

 

For the category of Instructional Management, the area of
highest need for further preparation was Item 23, Guide staff in
integrating and articulating the vocational-technical program with
the total education program, with a mean score of 1.97; followed by
Item 30, Guide the articulation of secondary and post-secondary
vocational-technical education programs, with a mean score of 2.33;
and Item 21, Guide staff in selecting and using effective
instructional strategies, with a mean score of 2.46 (see Table

4.21).

74

In this category, the individual roles, in which CTE
administrators perceived they needed the least additional
preparation were Item 18, Provide student discipline, with a mean
score of 3.78; Item 20, Prepare a master schedule of course/program
offerings, with a mean score of 3.72; and Item 29, Direct the adult
and continuing education programs, with a mean score of 3.61. Based
on the criteria identified by the researcher, three out of 17 items
were perceived to be of "High Need" for training by CTE

administrators.

Table 4.21

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of Instructional Management

 

W H X 5.12 Balls

16. Establish instructional 147 2.99 1.31 8
program entry and
completion requirements

17. Establish student rules 148 3.59 1.27 13
and policies

18. Provide student discipline 148 3.78 1.27 17

19. Prepare a student handbook 147 3.60 1.34 14

20. Prepare a master schedule 148 3.72 1.37 16

of course/program offerings

21. Guide staff in selecting 147 2.46* 1.34 3
and using effective
instructional strategies

22. Direct the cooperative 148 3.39 1.34 12
education program

75

Wed

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

Guide staff in integrating
and articulating the voca-
tional-technical program with
the total educational program

Promote the integration of
vocational student organiza-
tional activities within
the instructional program

Direct the apprenticeship and
training program

Provide technical assistance
in the development of programs
for the special populations

Provide technical assistance
in the development of
customized training programs
for business and industry

Provide technical assistance
in the development of programs
to eliminate sex bias,

stereotyping and discrimination

Direct the adult and
continuing education program

Guide the articulation of
secondary and post-secondary
vocational-technical education
programs

Approve selection of
instructional equipment

Approve selection of
instructional supplies
and materials

*Met criteria for "High Need” item

147

147

146

147

146

147

145

146

147

147

.97*

.08

.70

.82

.86

.99

.61

.33*

.97

.24

.22

.36

.48

.23

.46

.14

.48

.35

.33

.35

10

15

11

 

76

As shown in Table 4.22, in the category of Student Services,
the individual role with the highest need for further preparation
was Item 33, Design student recruitment materials, with a mean score
of 2.61. It was followed by Item 37, Comply with student labor laws
and regulations, with a mean score of 2.99; and Item 34, Oversee
vocational guidance and testing services, with a mean score of 3.03.
The individual role with the least need for further preparation was
Item 38, Conduct student orientation activities, with a mean score

of 3.50.

Table 4.22

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of Student Services

 

W E x 5.12 Ban_k

33. Develop student recruitment 147 2.61 1.34 1
materials

34. Oversee vocational guidance and 147 3.03 1.37 3
testing services ‘

35. Oversee student job placement 147 3.22 1.25 5
services

36. Provide for a student 147 3.13 1.37 4

record-keeping system

37. Comply with student labor 147 2.99 1.42 2
laws and regulations

38. Conduct student 147 3.50 1.27 6
orientation activities

 

For the category of Personnel Management, the individual role
in which CTE administrators perceived the most need for further

preparation was Item 50, Evaluate staff performance, with a mean

77

score of 2.65; followed by Item 41, Assess program staffing
requirements, with a mean score of 2.99; and Item 48, Comply with
licensing and certification regulations, with a mean score of 3.00

(see Table 4.23).

Table 4.23

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of Personnel Management

 

1W 1‘! X 5.12 Bank

9. Interpret labor contracts 147 3.12 1.43 6

40. Negotiate labor contracts 146 3.37 1.56 10

41. Assess program staffing 148 2.99 1.35 2
requirements

42. Prepare job descriptions 148 3.11 1.38 5
and requirements

43. Prepare a personnel handbook 145 3.49 1.42 12

44. Interview potential staff 148 3.03 1.44 4

45. Schedule staff work loads 148 3.47 1.38 11

46. Provide for a staff 148 3.57 1.32 13
record-keeping system

47. Conduct staff meetings 148 3.24 1.34 9

48. Comply with licensing and 148 3.00 1.35 3

certification requirements

49. Prepare bulletins and 148 3.16 1.35 8
other communications to
keep staff informed

50. Evaluate staff performance 148 2.65 1.49 1

51. Conduct staff orientation 147 3.13 1.43 7
activities

 

78

In this category, the individual roles that were perceived to
be of least need for additional preparation were Item 46, Provide
for a staff record-keeping system, with a mean score of 3.57; Item
43, Prepare a personnel handbook, with a mean score of 3.49; and
Item 45, Schedule staff work loads, with a mean score of 3.47.

As shown in Table 4.24, in the category of Staff Development,
CTE administrators perceived Item 55, Arrange for staff exchanges
with business and industry, with a mean score of 2.55, as the most
need for further preparation. Ranking in second place was Item 52,
Assess staff development needs, with a mean score of 2.74.

The individual roles with the least need for additional
preparation was Item 56, Evaluate staff development programs, with a
mean score of 2.92; and Item 54, Arrange for workshops and inservice

programs, with a mean score of 2.81.

Table 4.24

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of Staff Development

 

W n X 512 Rank
52. Assess staff development needs 148 2.74 1.37 2
53. Conduct workshops and other 148 2.78 1.36 3

inservice programs

54. Arrange for workshops and 147 2.81 1.41 4
inservice programs

55. Arrange for staff exchanges 148 2.55 1.36 1
with business and industry

56. Evaluate staff development 148 2.92 1.37 5
programs

 

79

As shown in Table 4.25, for the category of Professional
Relations and Self-Development, the individual roles perceived to be
most needed for additional preparation were Item 67, Assess personal
performance as an administrator, with a mean score of 2.40; Item 66,
Develop cooperative problem solving and decision-making skills, with
a mean score of 2.44; and Item 63, Participate in the development of
legislative rules and regulations for vocational-technical
education, with a mean score of 2.55.

The individual roles in which CTE administrators expressed the
least need for further preparation were Item 60, Participate in
professional organizations other than vocational-technical
education, with a mean score of 3.40; Item 62, Model professional
image through personal appearance and conduct, with a mean score of
3.32; and Item 59, Participate in organizations related to
vocational-technical education, with a mean score of 3.22. Based on
the criteria identified by the researcher, two out of 11 items were
perceived to be of "High Need“ for training by CTE administrators.

For the category of School-Community Relations, the area of
highest need for further preparation was Item 68, Develop a
marketing plan for vocational-technical education, with a mean score
of 2.37 (see Table 26). It was followed by Item 72, Involve
community leaders (political and non-political) in school programs
and activities, with a mean score of 2.66; and Item 71, Coordinate
vocational-technical education programs with other community job

training programs (such as JTPA), with a mean score of 2.37.

80

Table 4.25

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of Professional Relations and
Self-Development

 

W H x 5.12 Bank

57. Develop effective 148 2.66 1.37 5
interpersonal skills

58. Prepare testimony for public 148 3.05 1.36 7
hearings

59. Participate in professional 148 3.23 1.45 9

organizations related to
vocational-technical education

60. Participate in professional 148 3.40 1.31 11
organizations other than
vocational-technical education

61. Participate in professional 148 2.85 1.38 6
development activities for
self-improvement

62. Model professional image through 148 3.32 1.38 10
personal appearance and conduct

63. Participate in the develop- 148 2.55 1.31 3
of legislative rules and
regulations for vocational-
technical education

64. Apply information from 148 3.05 1.17 7
professional journals,
reports and related materials
for self-improvement

65. Apply time management 148 2.59 1.27 4
techniques to personal
work assignments

66. Develop cooperative problem 148 2.44* 1.41 2
solving and decision-
making skills

67. Assess personal performance 148 2.40* 1.30 1
as an administrator

*Met criteria for ”High Need" item

 

81

In this category, the individual roles in which CTE
administrators perceived they needed the least additional
preparation were Item 77, Conduct open house activities, with a mean
score of 3.41; Item 70, participate in community activities, with a
mean score of 3.39; and Item 75, Plan for exhibits and displays.
Based on the criteria identified by the researcher, one out of 10
items were perceived to be of "High Need' for training by CTE
administrators.

As shown in Table 4.27, in the category of Facilities and
Equipment Management, the individual role perceived to be of most
need for additional preparation was Item 85, Comply with health and
safety laws and regulations, with a mean score of 2.73. It was
followed by Item 84, Establish a long-range plan for acquisition of
new equipment, with a mean score of 2.85; and Item 79, Submit
building and equipment specifications, with a mean score of 3.00.

The individual roles perceived to be of least need for further
preparation was Item 88, Schedule facility use by community members,
with a mean score of 3.85; Item 81, Oversee architectural planning,
with a mean score of 3.44; and Item 87, Establish emergency plans
(such as fire and disaster), with a mean score of 3.40.

For the category of Business and Financial Management, the
individual roles in which CTE administrators perceived the most need
for further preparation was Item 96, Locate sources of funds for
program development and operation, with a mean score of 2.26; Item

95, Analyze the cost of operating various instructional programs;

82

and Item 99, Prepare local, state and federal reports, with a tied

mean score of 2.59 (see Table 4.28).

Table 4.26

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of School-Community Relations

 

W

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

Develop a marketing plan
for promoting vocational-
technical education

Provide technical assistance
in the establishment of
advisory committees

Participate in community
activities

Coordinate vocational-technical
education programs with other
community job training programs
(such as JTPA)

Involve community leaders
(political and non-political)
in school programs and
activities

Conduct recognition programs
for students, staff and
community supporters

Make informational presenta-
tions to the public

Plan for exhibits and displays

write news releases for school
area media

Conduct open house activities

*Met criteria for "High Need“ item

H
147

148

148

148

148

148

147

148

148

148

X

.93

.39

.82

.66

.89

.01

.24

.90

.41

5.12

.37* 1.23

.28

.25

.29

.22

.20

.29

.22

.34

.29

Bank

10

 

83

Table 4.27

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of Facilities and Equipment Management

 

W

78. Plan space requirements
for programs

79. Submit building and
equipment specifications

80. Analyze building and
contract bids

81. Oversee architectural
planning

82. Develop a plan for repair
and maintenance of
equipment and facilities

83. Maintain an equipment and
supply inventory system

84. Establish a long-range plan for
acquisition of new equipment

85. Comply with health and
safety laws and regulations

86. Direct a safety awareness program

87. Establish emergency plans
(such as fire and disaster)

88. Schedule facility use
by community members

89. Prepare renovation and

alternation plans

H
148

148

148

148

147

148

148

148

148

148

148

147

X

.01

.00

.27

.44

.03

.20

.85

.73

.00

.40

.85

.03

5.12
1.40

1.44

1.46

1.48

1.37

1.52

Rank
5

ll

10

12

 

being least important for additional preparation were Item 91,

The individual roles in which CTE administrators perceived as

Establish receiving and shipping procedures, with a mean score of

84

3.82; Item 97, Approve requisitions and work orders, with a mean
score of 3.51; and Item 90, Establish purchasing and payment
procedures, with a mean score of 3.45. Based on the criteria
identified by the researcher, one out of 10 items were perceived to
be of “High Need” for training by CTE administrators.

A complete ranked order listing of perceived needs for further
preparation and continuing professional development by CTE

administrators can be found in Appendix E.

W .
What differences exist among career-technical

education administrators regarding their professional

development needs, comparing the variables of

educational background, tenure in position and

educational setting?

To answer this research question, several hypotheses were
tested. Each one is stated, followed by the results of the
statistical analyses for that null hypothesis.

flypg;hggig_1: There is no difference among career-

technical education administrators regarding their

perceptions of professional development needs when

compared to educational background.

To test whether there were any differences, a one-way analysis
of variance was performed. Respondents who said they had a graduate
program focus in career-technical education were placed in the "CTE"
category; and those who indicated that they had a "general

education,” ”guidance and counseling" or any "other" graduate

program focus were placed in the "other" category.

85

Table 4.28

CTE Administrators' Perceptions of their Personal Needs for Further
Preparation in the Category of Business and Financial Management ”

 

W I! X 5.12 Bank

90. Establish purchasing and 148 3.45 1.50 8
payment procedures

91. Establish receiving and 147 3.82 1.36 10
shipping procedures

92. Prepare budgets 148 2.64 1.38 4

93. Administer budgets 148 2.74 1.35 5

94. Adopt an appropriate finan- 147 3.14 1.55 6

cial accounting system

95. Analyze the cost of 148 2.59 1.36 2
operating various
instructional programs

96. Locate sources of funds 148 2.26* 1.28 l
for program development
and operation

97. Approve requisitions and 148 3.51 1.38 9
work orders

98. Respond to business 148 3.38 1.29 7
correspondence

99. Prepare local, state and 148 2.59 1.45 2

federal reports

*Met criteria for “High Need” item

 

As shown in Table 4.29, the one-way analysis of variance showed
no statistically significant differences among the two groups of GTE
administrators (p - > .05) with regard to their perception of their
needs for further preparation within the nine major categories.

Thus, the null hypothesis of no significant difference was not

86

rejected at the .05 level. It should noted, however, that the group
of administrators, having a graduate program focus in an area other

than CTE, perceived a higher need for additional preparation in all

categories except School-Community Relations.

Hypothe§1§_2: There is no difference among career-

technical education administrators regarding their

perceptions of professional development needs when

compared to tenure in position.

As shown in Table 4.30, career-technical education (CTE)
administrators, having 10 years or less experience, indicated a
higher need for additional preparation in the category of Business
and Financial Management than those administrators who had 10 or
more years of experience. In contrast, the more experienced
administrators (10 years of more) seemed to have a greater perceived
need for continuing professional development in most of the other
categories.

The one-way analysis of variance showed no statistically
significant differences among the five groups of CTE administrators
(p - > .05) with regard to their perception of their needs for
further preparation within the nine major categories. Thus, the
null hypothesis of no significant difference was retained.

flypgshg§1§_1: There is no difference among career-

technical education administrators regarding their

perceptions of professional development needs when
compared to educational setting.

87

Table 4.29

One-way Analysis of Variance for Educational Background and CTE
Administrators' Perceived Needs for Professional Development by
Major Categories

 

Major Educational F-
m: W31 21 x 5.12 Bans
Program Planning, CTE 79 2.77 0.72 0.800
Development and Other 69 2.65 0.80
Evaluation
Instructional CTE 79 3.18 0.81 2.955
Management Other 69 2.94 0.88
Student Services CTE 79 3.17 0.98 1.091
Other 69 3.00 1.05
Personnel Management CTE 79 3.30 1.06 2.424
Other 69 3.03 1.07
Staff Development CTE 79 2.77 1.02 0.021
Other 69 2.75 1.18
Professional CTE 79 2.95 0.95 1.321
Relations and Other 69 2.77 0.92
Self-Development
School-Community CTE 79 2.95 0.86 0.042
Relations Other 69 2.98 0.93
Facilities and CTE 79 3.21 1.03 0.415
Equipment Other 69 3.09 1.17
Management
Business and CTE 79 3.05 0.99 0.198
Financial Other 69 2.97 1.08

Management

.372

.088

.298

.122

.884

.252

.839

.520

.657

 

88

Table 4.30

One-Way Analysis of Variance for Tenure in Position and CTE
Administrators' Perceived Needs for Professional Development by
Major Categories

 

Major Tenure in F-
W Minn n x :12 Basis 12
Program Planning, < 5 yrs 40 2.66 0.80
Development and 6-10 34 2.85 0.80
Evaluation 11-15 23 2.86 0.58 0.866 .486
16-20 24 2.58 0.63
over 20 27 2.61 0.87
Instructional < 5 yrs 40 3.03 1.01
Management 6-10 34 3.10 0.80
11-15 23 3.14 0.71 0.086 .987
16-20 24 3.08 0.75
over 20 27 3.02 0.88
Student Services < 5 yrs 40 3.03 1.11
6-10 34 3.18 0.89
11-15 23 3.10 1.09 0.297 .879
16-20 24 2.94 0.97
over 20 27 3.20 1.06
Personnel Management < 5 yrs 40 3.03 1.26
6-10 34 3.35 1.05
11-15 23 3.30 0.89 0.839 .503
16-20 24 2.93 1.04
over 20 27 3.26 0.96
Staff Development < 5 yrs 40 2.81 1.18
6-10 34 2.87 1.15
11-15 23 2.58 0.96 0.452 .771
16-20 24 2.87 1.22
over 20 27 2.60 0.92
Professional < 5 yrs 40 2.71 1.09
Relations and 6-10 34 3.04 0.90
Self-Development 11-15 23 3.05 0.91 0.952 .436
16-20 24 2.87 0.86
over 20 27 2.72 0.82
School-Community < 5 yrs 40 2.86 0.93
Relations 6-10 34 3.08 0.87
- 11-15 23 3.08 0.91 0.680 .607
16-20 24 3.05 0.97
over 20 27 2.79 0.77

89

WW

Facilities and < 5 yrs 40 3.18 1.17

Equipment Management 6-10 34 3.24 1.13
11-15 23 3.15 1.06 0.128 0.972
16-20 24 3.04 1.17
over 20 27 3.10 0.97

Business and < 5 yrs 40 2.86 1.13

Financial 6-10 34 3.02 0.94

Management 11-15 23 3.34 0.93 0.828 0.510
16-20 24 3.00 1.10
over 20 27 2.95 1.00

 

It should be noted that in order to make comparisons between
educational settings of local education agencies (LEA), area
career-technical centers (ACTC) and intermediate school districts
(ISD), the educational setting of "other” was omitted from the data.
This action resulted in the sample population being reduced from 148
to 143 respondents.

Table 4.31 shows that statistically significant differences
were found among the three groups of GTE administrators in three
categories. The null hypothesis of no significant difference was
rejected at the .05 level for the categories of Student Services,
Facilities and Equipment Management, and Business and Financial
Management categories.

A Chi Square Analysis was used to identify the significant (p <
.05) roles/functions in each of these categories. In the category
of Student Services, Item 37, Comply with student labor laws and
regulations was found to be significant (p - 0.0039). In the
category of Facilities and Equipment Management, Item 79, Submit

building and equipment specifications (p - 0.0122); Item 78, Plan

Table 4.31

One-way Analysis of Variance for Educational Setting and CTE

 

Administrators' Perceived Needs for Professional Development by Major

Categories

Major Tenure in F-

W Minion n x :12 Basic 2

Program Planning, LEA 67 2.64 0.77

Development and ACTC 37 2.88 0.81 1.216 .300

Evaluation ISD 39 2.69 0.70

Instructional LEA 67 2.96 0.87

Management ACTC 37 3.21 0.91 1.108 .333
ISD 39 3.13 0.80

Student Services LEA 67 2.87 0.99
ACTC 37 3.50 1.01 4.830 .009*
ISD 39 3.08 1.00

Personnel LEA 67 3.09 1.21

Management ACTC 37 3.35 0.94 0.709 .494
ISD 39 3.17 0.98

Staff Development LEA 67 2.64 1.24
ACTC 37 3.01 1.08 1.368 .258
ISD 39 2.73 0.86

Professional LEA 67 2.82 0.96

Relations and ACTC 37 2.98 0.94 0.332 .718

and Self-Development ISD 39 2.86 0.93

School-Community LEA 67 2.82 0.89

Relations ACTC 37 3.18 0.86 2.038 .134
ISD 39 3.01 0.94

Facilities and LEA 67 2.92 1.21

Equipment ACTC 37 3.35 0.93 3.022 .052*

Management ISD 39 3.38 1.02

Business and LEA 67 2.77 1.05

Financial ACTC 37 3.29 1.00 3.581 .030*

Management ISD 39 3.14 1.01

* Significant at the

.05 level

 

91

space requirements for programs (p - 0.0375); and Item 80, Analyze
building and contract bids (p - 0.0262), were found to be
significant.

In the category of Business and Financial Management, Item 96,
Locate sources of funds for program development and operation was

found to be significant (p - 0.0167) at the .05 level.

m

In this chapter, data were presented on characteristics of the
sample of secondary career-technical education (CTE) administrators,
including gender, age, highest degree held, focus of undergraduate
and graduate programs, years of experience as a CTE administrator,
type and description of educational setting where employed,
percentage of time administering CTE programs, type of
administrative certification needed for position and the likelihood
of retiring or leaving career-technical education in the next five
years.

In addition, data for each of the following four research
questions were reported:

1. What do career-technical education administrators

perceive to be the range of importance in each of
the selected roles/functions?

2. What differences exist among career-technical

education administrators regarding their
perceptions about administrator roles/functions,

comparing the variables of educational background,
tenure in position and educational setting?

92

Three research hypotheses were tested to determine what
differences existed among career-technical education administrators
regarding their perceptions comparing the related variables.

3. What do career-technical education administrators
perceive to be their degree of need for further
preparation and continuing professional
development in each of the selected
roles/functions?

4. What differences exist among career-technical
education administrators regarding their
professional development needs, comparing the
variables of educational background, tenure in
position and educational setting?

Three research hypotheses were tested to determine what

differences existed among career-technical education administrators

regarding their perceptions comparing the related variables.

CHAPTER V

SUMMARY, MAJOR FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS

This chapter comprises four major sections: a) summary of
purpose and methods, b) major findings and discussion, c)
conclusions, and d) recommendations.

The following research questions were addressed in this study:

1. What do career-technical education administrators
perceive to be the range of importance in each of
the selected roles/functions?

2. What differences exist among career-technical
education administrators regarding their
perceptions about roles/functions, comparing the
variables of educational background, tenure in
position and educational setting?

Three hypotheses were tested to determine what differences
existed among career-technical education administrators regarding
their perceptions comparing the related variables.

3. What do career-technical education administrators
perceive to be their degree of need for further
preparation and continuing professional
development in each of the selected
roles/functions?

4. What differences exist among career-technical
education administrators regarding their
professional development needs, comparing the
variables of educational background, tenure in
position and educational setting?

93

94

Three hypotheses were tested to determine what differences
existed among career-technical education administrators regarding

their perceptions comparing the related variables.

W
m

The researcher's purposes in this study were to identify the
range and importance of selected roles/functions of Michigan
secondary career-technical education (CTE) administrators and to
identify their personal needs for further preparation and continuing
professional development. The study also addressed the
relationships between these perceptions and needs and selected
factors such as educational background, tenure in position and
educational setting.

The significance of the study comes as a consequence of Public
Act 163, which requires the certification of school administrators
in Michigan. It is anticipated that the results of the study will
be useful in supporting the suggested criteria for administrator
certification, reimbursement as a CTE administrator and increase the
awareness of individuals who are responsible for recruiting CTE

administrators.

insulation

The papulation for the study consisted of 224 secondary CTE
administrators, identified in the 1990-91 Michigan Directory of

Vocational Contact Persons. The directory was published by the

95

Michigan Department of Education, Career-Technical Education

Service, P.O. Box 30009, Lansing, Michigan 48909.

Beams

The survey instrument, developed for this study, included a
l3-item background section that described the sample population in
terms of gender, age, highest degree held, focus of undergraduate
and graduate programs, years of experience as a CTE administrator,
type and description of educational setting where employed,
percentage of time administering CTE programs, type of
administrative certification needed for position and the likelihood
of retiring or leaving CTE in the next five years.

In addition, the instrument included 99 items that described
various roles/functions associated with the administration of GTE.
The roles/functions were organized into the following nine major
categories: Program Planning, Development and Evaluation;
Instructional Management; Student Services; Personnel Management;
Staff Development; Professional Relations and Self-Development;
School-Community Relations; Facilities and Equipment Management; and
Business and Financial Management. For each role descriptor,
respondents were asked to indicate the level of importance to their
role as a CTE administrator, and their perceived need for further
preparation and continuing professional development.

To determine the level of importance, a five-point scale was
used with '1' being ”Very Important,” '2” being "Moderately

Important," '3” being of ”Little Importance,” "4” being ”Not

96

Important,” and '5' being "Not Part of Job/Never Do It." The mean
scores for each major category, and individual items within each
category were then rank ordered to determine the roles/functions
that were perceived to be of most importance.

A second five-point scale was used to determine the perceived
need for further preparation and continuing professional development
for each role descriptor. Respondents indicated a '1' for ”High
Need,” a '3" for “Moderate Need,” or a '5' for "No Need.” The mean
scores for each major category, and individual items within each
category were then rank ordered to determine the roles/functions
that were perceived to be most needed for further preparation and

professional development.

Winn

The data collection followed a two-step procedure. Step one
involved mailing an explanatory cover letter and survey instrument
to the population of secondary CTE administrators. This initial
mailing included a stamped, return-addressed envelope for the
survey. It also included a numbered postcard that was
return-addressed and stamped. The number on the postcard
corresponded to a number that was given to each respondent.
Respondents were asked to mail the completed survey instrument and
numbered postcard separately. This procedure was followed so as to
identify those who have returned the survey instrument and to avoid

duplication in a follow-up mailing.

97

Step two of the procedure involved sending a follow-up letter
to those persons who had not returned the survey instrument within
two weeks. The data collection procedures were completed in about

six weeks.

W

The data gathered from the instrument were analyzed by using
the Statistical Package for the Social Sciences (SPSS) data-analysis
system. Specifically, subprograms in descriptive statistics,

one-way analysis of variance and Chi Square Analysis were used.

W

In this section, the demographics of the sample population are
described, and major findings regarding the issues of this study are

discussed and compared.

WW

Two hundred, twenty-four secondary career-technical education
(CTE) administrators in Michigan were surveyed. Of that number, 148
individuals participated in the study for a response rate of 66X.

Seventy-six percent (112) of the respondents were male, and 242
(36) were females. The majority of the respondents were, 50.72 (75)
between 41 and 50 years of age. Another 39.21 (58) of them were
over 50 years of age. There were no respondents who reported they

were less than 30 years of age.

98

As for their academic preparation and years of experience as a
CTE administrator, most of the respondents (107) had a Masters
degree (33.12) or a Masters degree plus 30 graduate hours (39.2%).
An additional 39 respondents (29.32) held further advanced degrees.
The average years of experience ranged from 0-5 years to 20 or more
years, with almost 27.02 of the respondents (40) administering CTE
programs for less than five years.

When asked about their assignment levels, 67 (45.31) of the
respondents worked in a local education agency, 37 (25.02) said they
worked in an area career-technical center, and 39 (26.41) said they
worked in an intermediate school district. An additional five
respondents (3.41) reported that they worked in some other type of
educational setting. The positions held by 85.22 of the respondents
required either secondary or central office administrator
certification.

As for the likelihood of retiring or leaving career-technical
education, almost half of the respondents (49.31) indicated that
they would not likely retire or leave CTE in the next five years.
The remaining respondents indicated they would very likely (26.42)
or possibly (24.31) leave CTE or retire within the same five year

period.

WWW

Four research questions were formulated to serve the purpose of
the study. In the following pages, each research question is

restated, followed by a discussion of the major findings related to

99

that question. The findings resulted in two types of analyses:

descriptive and comparisons between sample means.

W

What do career-technical education administrators

perceive to be the range of importance in each selected

roles/functions?

The descriptive analysis of the data showed that all nine major
categories of roles/functions were perceived by secondary CTE
administrators to be ”moderately" to ”very” important to their
positions (mean score on each scale was less than a 2.51). However,
when comparing the major categories of roles/functions, the analysis
revealed that Professional Relations and Self-Development was
perceived to be the most important category, followed by Program
Planning, Development and Evaluation, and Staff Development.

The remaining categories were identified as important but to a
lesser degree. This finding may be explained partly by the fact
that many educational agencies employ full-time curriculum/
instructional specialists, personnel directors, business managers,
adult and community education coordinators and building principals,
who either assume the entire responsibility for instructional
management, personnel management, school-community relations,
financial management and student services, or assist the CTE
administrator in these areas. The data showed that only half of the
respondents spent 1001 of their time administering CTE programs.

The other respondents may have had other teaching or administrative

responsibilities.

100

In reviewing the specific items within all nine categories, the

descriptive analysis showed that the ten highest ranked

roles/functions of importance were:

1.

10.
When

important

1.

Direct course/program planning and development
efforts (Item 3)

Administer budgets (Item 93)
Prepare budgets (Item 92)

Model professional image through personal
appearance and conduct (Item 62)

Guide staff in integrating and articulating the
vocational-technical education program with the
total educational program (Item 23)

Develop cooperative problem solving and
decision-making skills (Item 66)

Recommend curriculum revisions (Item 12)

Assess personal performance as an administrator
(Item 67)

Comply with state and/or federal vocational
education legislation (Item 7)

Develop effective interpersonal skills (Item 57)
the nine categories were reviewed for the ten least
roles/functions, the following items were identified:

Direct adult and continuing education programs
(Item 29)

Negotiate labor contracts (Item 40)

Schedule facility use by community members (Item
88)

Establish receiving and shipping procedures (Item
91)

Provide student discipline (Item 18)

Prepare a personnel handbook (Item 43)

101

7. Prepare a student handbook (Item 19)

8. Prepare a master schedule of course/program
offerings (Item 20)

9. Oversee architectural planning (Item 81)

10. Provide for a staff record-keeping system (Item
46)

In comparing the highest and lowest-ranked individual items, it
must be kept in mind that all major categories of roles/functions
were perceived to be "moderately" or ”very" important to CTE
administrators. However, when the mean score of the highest ranked
item (Item 3: Direct course/program planning and development
efforts, mean - 1.39) and the lowest ranked item (Item 29: Direct
the adult and continuing education programs, mean - 3.43) were
compared, a difference of 2.04 was noted.

There were no individual items which were perceived to be "not
important” to their positions (mean score on each scale greater than
a 3.50). A complete rank-ordered listing of the important
roles/functions as perceived by CTE administrators can be found in

Appendix D.

W
What differences exist among career-technical
education administrators regarding their perceptions
about administrator roles/functions, comparing the
variables of educational background, tenure in position
and education setting?
In reviewing the data, some educational background differences

emerged. CTE administrators with a graduate program focus in CTE

perceived all major categories to be more important than those

102

administrators with an educational background in other areas.
However, significant differences were found only for two categories:
School-Community Relations and Business and Financial Management

(p < .05).

As for their perceptions on importance of roles/functions, when
compared to tenure in position, CTE administrators with 16-20 years
of experience perceived four out of nine categories to be more
important than any other group of administrators. The four
categories were: Professional Relations and Self-Development,
Business and Financial Management, School-Community Relations, and
Facilities and Equipment Management. CTE administrators, with 5
years or less experience, perceived most of the categories to be of
least importance to their positions. Only one category, Program
Planning, Development and Evaluation was found to be significant at
the .05 level. CTE administrators, with over 20 years of
experience, perceived this category to be more important than any
other group.

In terms of educational setting, area career-technical center
administrators perceived over half of the categories to be more
important than administrators who responded from other educational
settings. The category of Facilities and Equipment Management was
found to be significant at the .05 level. CTE administrators, from
area career-technical centers, perceived this category to be more
important than administrators from local education agencies and

intermediate school districts.

103

W1

What do career-technical education administrators
perceive to be their degree of need for further

preparation and continuing professional development in

each of the selected roles/functions?

CTE administrators, on the average, expressed a "moderate need”
for further preparation in the major categories of roles/functions
(a mean score on most scales was between a 2.51 and 3.50). The
category of Program Planning, Development and Evaluation was
identified as the category in which CTE administrators had the
highest need for professional development. Staff Development was
ranked second, and Professional Relations and Self-Development was
ranked third. The category which was ranked as the lowest need for
further preparation was Personnel Management.

When examining the individual roles/functions within the major
categories, the ten highest ranked items in terms of need for
further preparation were:

1. Guide staff in integrating and articulating the
vocational-technical program with the total

educational program (Item 23)

2. Locate sources of funds for program development
and operation (Item 96)

3. Comply with state and/or federal vocational
education legislation (Item 7)

4. Guide the articulation of secondary and
post-secondary vocational-technical education
programs (Item 30)

5. Write proposals for the funding of new programs
and the improvement of existing programs (Item 13)

6. Develop a marketing plan for promoting
vocational-technical education (Item 68)

10.

104
Assess personal performance as an administrator
(Item 67)

Prepare a 3-5 year plan for overall program
improvement (Item 6)

Develop cooperative problem solving and
decision-making skills (Item 66)

Direct course/program planning and development
efforts (Item 3)

When the major categories were reviewed further for the ten

lowest-ranked items, the following roles/functions were identified:

1.

9.

10.

Schedule facility use by community members (Item
88)

Establish receiving and shipping procedures (Item
91)

Provide student discipline (Item 18)

Prepare a master schedule of course/program
offerings (Item 20)

Direct the adult and continuing education programs
(Item 29)

Prepare a student handbook (Item 19)
Establish student rules and policies (Item 17)

Provide for a staff record-keeping system (Item
46)

Approve requisitions and work orders (Item 97)

Conduct student orientation activities (Item 38)

In comparing the highest and lowest-ranked individual items, it

must be kept in mind that CTE administrators expressed a ”moderate

need” for further preparation and continuing professional

development in all major categories of roles/functions. However,

when the mean score of the highest ranked item (Item 23: Guide

staff in integrating and articulating the vocational-technical

105

program with the total educational program, mean - 1.98) and the
lowest ranked item (Item 88: Schedule facility use by community
members, mean - 3.85) were compared, a difference of 1.87 was noted.
A complete rank-ordered listing of perceived needs for further
preparation and continuing professional development by CTE

administrators can be found in Appendix E.

W

What differences exist among career-technical

education administrators regarding their professional

development needs, comparing the variables of

educational background, tenure in position

and educational setting?

There were no significant differences, when respondents were
compared by educational background and tenure in position, with
regard to their perception of their needs for further preparation
within the nine major categories. However, when respondents were
compared by educational settings, CTE administrators from local
education agencies perceived their needs to be greater in all major
categories, than administrators from area career-technical centers
and intermediate school districts. Significant differences were
found in the categories of Student Services, Facilities and

Equipment Management, and Business and Financial Management (p <

.05).

5mm:

When the results from the importance and the perceived need

scales were compared with each other, some judgments were made by

106

the researcher to determine the range of importance of a given

category, or role/function, and its perceived training needs. The

following scale was used:
1.00 - 2.50
2.51 - 3.50

3.51 +

Very Important/High Need

Little Importance/Moderate Need

Not Important/No Need

A major category or individual role descriptor was judged

important, and considered a priority need for further preparation

and continuing professional development, if it received an average‘

rating of less than a 2.51 on either scale. The following items

were identified as having met this criteria (see Appendix F).

9332822!

Program Planning, Development
and Evaluation

Instructional Management

12.

13.

21.

Direct course/program
planning and development
efforts

Prepare a 3-5 year plan for
overall program improvement

Comply with state and/or
federal vocational education
legislation

Recommend curriculum
revisions

Write proposals for the
funding of new programs and
the improvement of existing
programs

Guide staff in selecting and
using effective
instructional strategies

107

22. Guide staff in integrating
and articulating the
vocational-technical program
with the total educational
program

30. Guide the articulation of
secondary and post-secondary
vocational-technical
education programs

Professional Relations and 66. Develop cooperative problem
Self-Development solving and decision-making
skills

67. Assess personal performance
as an administrator

School-Community Relations 68. Develop a marketing plan for
vocational-technical
education

Business and Financial 96. Locate sources of funds for

Management program development and
operation

The perceived importance and training needs of the major
categories of roles/functions were then compared among three
independent variables: educational background, tenure in position
and education setting. To test if there were any differences among
groups of GTE administrators, a one-way analysis of variance was
performed. A Chi Square Analysis was later used to identify the

significant roles/functions within each major category.

Missions

In Chapter II, the issues related to educational
administration, vocational educational leadership and professional
development were presented. Limited information was cited as not

being available to support the suggested criteria for administrator

108

certification, reimbursement as a career-technical administrator and
for increasing the awareness of individuals who are responsible for
recruiting career-technical education (CTE) administrators.

This study was undertaken to better understand two areas
related to the administration of career-technical education
programs. They were (a) the perceptions of CTE administrators about
the range and importance of their job roles/functions, and (b) their
identified needs for further preparation and continuing professional

development. The following conclusions are suggested by the

results.
1. There will be a shortage of leaders in career-technical
education.

-- About 401 (58) of the sample population will be retired or
eligible to retire in the next 10 years.

-- The data indicated that 50.7! of the respondents may "very
likely" or ”possibly” leave or retire from
career-technical education within the next five years.
That figure may suggest that at least half of the
secondary CTE administrators will be "new" to their
positions.

-- Due to declining enrollments, faculty retirements and loss
of support for career-technical education, most colleges
and universities have either dropped their graduate
career-technical administrator preparation programs or
have subsumed them into general education administration

degree programs.

109

-- As of July, 1990, there are no state-sponsored leadership
development programs for aspiring CTE administrators. A
highlight of this program was the internship experience
with practicing administrators.

There are expanded administrative roles/functions in CTE based

on emerging educational trends.

-- Half of the respondents spent 1001 of their time
administering CTE programs; whereas, the other half of the
population was assigned job responsibilities in addition
to CTE.

-- A review of literature revealed that new state/federal
legislation will have an impact on the administration of
CTE programs, 1. e., integrating academic and CTE
programs, articulating secondary/ post-secondary CTE
programs, and preparing 3-5 year program improvement
plans.

The roles/functions, identified in this study, have

demonstrated the level of validity for the preparation and

selection of CTE administrators.

-- The roles/functions were identified from a review of
literature, previous studies related to the administration
of CTE and the review of various publications from
national professional organizations and the Michigan

Department of Education.

110

-- The data showed that all nine major categories of
roles/functions were perceived, by practicing
administrators, to be important to their positions.

-- The roles/functions in the major categories of
Professional Relations and Self-Development; Program
Planning, Development and Evaluation; and Staff
Development were perceived to be more important than the
roles/functions found in other categories.

There is a need for continuing professional development

opportunities for practicing administrators.

-- Eighty-five percent of the positions, held by respondents
in the study, required some type of administrator
certification.

-- Public Act 163 of 1988 requires that for each five year
period, school administrators must renew their
administrative certification by earning college credit
and/or State Board Continuing Education Units (SB-CEUs).

-- Career-technical education has been successful in
attracting individuals from other discipline areas for
leadership positions. Almost half of the respondents
(46.72) indicated they had a graduate program focus in an
area outside of CTE. These individuals reported needing
further preparation in all their job responsibilities

related to their positions.

111

Educational background makes very little difference, except in
the categories of School-Community Relations and Business and
Financial Management, in regards to what roles/functions are
important to CTE administrators.

-- CTE administrators having a graduate program focus in
career-technical education tended to perceive these two
categories as more important that those administrators
with an educational background in some other area.

It makes very little difference, except in the category of

Program Planning, Development and Evaluation, whether an

individual is a new administrator or an experienced

administrator, with regard to the roles/functions being
important to their positions.

-- CTE administrators, with over 20 years of experience,
perceived this category to be more important than any
other age group.

Educational setting makes very little difference, except in the

category of Facilities and Equipment Management, in regards to

what roles/functions are important to CTE administrators.

-- CTE administrators, from area career-technical centers,
perceived this category to be more important than
administrators from local education agencies and
intermediate school districts.

It makes very little difference when CTE administrators are

compared with educational background and tenure in position,

112

with regard to their roles/functions and perceived needs for

further preparation.

9. Educational setting makes a difference in regards to what CTE
administrators perceive to be their needs fer further
preparation and continuing professional development.

-- CTE administrators from local education agencies perceived
their professional development needs to be greater in all
major categories, than administrators from area
career-technical centers and intermediate school
districts.

-- The data showed that significant differences (p < .05)
were found in the categories of Student Services,
Facilities and Equipment Management, and Business and

Financial Management.

Recommendations

Based on the results of this study, the following

recommendations are made.

W
W

1. It is recommended that colleges and universities in Michigan
that prepare secondary school administrators develop a
mechanism that will provide for the continual updating and
revision of administrator preparation courses so as to respond

to the identified roles and functions of a CTE administrator.

113

2. It is recommended that colleges and universities that prepare
secondary school administrators formally implement a state-wide
curriculum advisory committee for administrator preparation
programs. Such an advisory committee would seek advice from
practicing CTE administrators, from various educational
settings, on how to integrate CTE roles/functions into
administrator preparation programs.

3. It is recommended that the college/university-based
administrator preparation programs consider and implement
stronger field-based components to provide prospective CTE
administrators with clinical administrative experiences that
furnish a more realistic perspective of GTE leadership
positions.

4. It is recommended that the college/university-based
administrator preparation programs expand opportunities for
continuing professional development for practicing CTE
administrators, based on a needs-assessment model and the

expectations resulting from educational trends.

WW

1. It is recommended that the Michigan Department of Education and
the State Board of Education implement a mechanism to allow for
the involvement of practicing CTE administrators in periodic
review and revision of the Michigan Standards of Quality for

Administrator Preparation. Such a review would include

114

consideration of clinical or field-based experiences, such as
an internship, as a condition of administrator certification.

2. It is recommended that the Michigan Department of Education
provide professional development opportunities to CTE
administrators that focus on the roles/functions of the
position, particularly in the areas of Program Planning,
Development and Evaluation; Instructional Management;
Professional Relations and Self-Development; School-Community
Relations; and Business and Financial Management.

3. It is recommended that the Michigan Department of Education
implement a system of periodic program review for administrator
preparation programs every five years. Such a review should
include the involvement of practicing school administrators and
faculty. Renewal of preparation programs should be based on

this system of periodic program review.

WM:

1. It is recommended that local and intermediate school districts
establish a continuing professional development program for CTE
and other school administrators. Such a program would use a
needs-assessment model and could focus on the nine major
categories of roles/functions addressed in this study.

2. It is recommended that local and intermediate school districts,
in cooperation with college/university administrator
preparation programs, establish a partnership to provide

clinical internships for prospective CTE administrators. Such

115

an internship would allow CTE administrator candidates to have
field-based experiences in the major roles/functions of the

position and bridge the gap between theory and practice.

W

In considering future research as a result of this study, the

researcher makes the following recommendations:

1.

It is recommended that a similar study be conducted in other
states and then compared to the findings of this study.

It is recommended that there be an on-going university—based
research effort to study the changing role expectations for CTE
administrators, as well as their needs for professional
development.

It is recommended that a comparison study be conducted to
compare the results of this study with those of the parallel
studies on elementary school principals (Kuckel, 1990) and
secondary school principals (Austin, 1990).

It is recommended that a similar study be conducted of
practicing Michigan vocational teachers in an effort to
determine their current role expectations and their needs for

continuing professional development.

Reflecting

As the result of conducting this study, a number of issues or

concerns surfaced that captured the attention of the researcher.

116

Some of the issues go beyond the scope of the study and others are
directly related to the study.

First, the researcher asks, “What is an effective school?”
Educational legislation calls for a core curriculum based on
measurable student outcomes, accreditation and a school improvement
plan. Educational research says it begins with an instructional
leader who is “visionary" and can manage others. Business leaders
say that effective schools prepare individuals for employment. They
say that schools should provide students with basic skill training
and skills to seek and hold a job, problem solve, communicate with
others and work in teams. If 75% of all jobs in the year 2000 will
require less than a baccalaureate degree, then why do high schools
increase graduation requirements and encourage students to take
additional years of science, mathematics, English and a foreign
language in order to meet college entrance requirements?

In reality, the majority of students will continue their
education beyond high school. However, only about 20-251 of them
will receive a baccalaureate degree. In most cases, these students
will obtain jobs to finance their postsecondary education and obtain
work after completion. Why not have schools prepare all students
with marketable job skills before leaving high school?

In order for students to gain marketable job skills, they must
be able to access education for employment programs. With the
increasing academic requirements, students are not able to enter
these programs. This results in a declining enrollment in education

for employment programs and the possibility of students leaving high

117

school without employable skills. Shouldn't high schools design
programs which will enable students to gain both academic and
employment-related skills?

What about the adult student who desires to learn a marketable
job skill? The study indicated that directing adult and continuing
education programs was not as important as other roles/functions for
administrators of education for employment programs. These
administrators did not perceive this job function as having a high
need for continuing professional development. Who will serve the
adult population?

There seems to be a mixed reaction from administrators of
education for employment programs and state officials. Some
individuals say that the responsibility lies with secondary career-
technical education since they are preparing students for initial
employment. Others feel that the community college occupational
education programs should service these students since they are more
age-appropriate. Still others feel that the retraining and training
of adults should be conducted by adult and community education
programs and various job training programs under the auspices of
adult education.

The responsibility for various levels (or types) of education
for employment programs is split among numerous departments and
service areas within state government, 1. e., adult education,
secondary education, postsecondary education, vocational

rehabilitation and corrections. This fragmented approach makes it

118

difficult to design programs which meet the needs of all students,
including the adult population.

In past years, federal legislation provided funding to operate
education for employment programs. It also provided funding for
colleges and universities to develop preparation programs for
aspiring career-technical education administrators and provided
financial incentives to school districts who eventually hired these
administrators for their education for employment programs. Based
on certain criteria, school districts could receive salary
reimbursement for eligible program administrators.

More recently, the funding for education for employment
programs has decreased, and the vocational teacher education system
within colleges and universities has weakened in the state of
Michigan. This phenomenon can be attributed to several factors.
First, the overall decline in K-12 student enrollments resulted in a
need for fewer teachers. Colleges and universities cut back
programs when fewer students enrolled in teacher education programs.
It should be noted that the supply of career-technical education
teachers has never been sufficient to supply the demand for some
program areas. The public perception, however, was that there was
an oversupply in all areas of teaching; thus, lower student
enrollment resulted in vocational teacher education.

Career-technical education administrators face a similar
problem when their administrative officials and boards of education?
do not identify education for employment programs as priority

programs. As these administrators retire and are not replaced,

119

their job responsibilities are most likely subsumed by another
administrator.

The study indicated that one-half of the practicing
administrators may leave career-technical education over the next
five years. Who will replace these administrators and what kind of
educational background will they have? The data supported the
general education administrative roles/functions as being important
to practicing career-technical education administrators. The data
also showed that over half of the respondents had graduate program
focus in career-technical education, and the others had a graduate
focus in some other area.

Is it necessary for colleges and universities to have a
specialized preparation program for career-technical education
administrators? Half of the respondents indicated that they spent
1002 of their time administering education for employment programs,
whereas the other half of the population was assigned job
responsibilities in addition to career-technical education. Perhaps
it makes more sense for colleges and universities to make a
commitment to provide career-technical education administrative
experiences within their general administrator preparation programs.

It also makes sense for state officials to have some type of
criteria for determining adequacy of candidates who want to assume
state reimbursable career-technical administrative positions. The
study indicated that there were significant differences, when
respondents were compared by educational background, tenure in

position and educational setting, with regard to their perceptions

120

about the importance of their administrative positions. It should
be noted that persons have an option to take a written test in lieu
of educational qualifications in order to become reimbursed as a
career-technical education administrator. There is no such test for
persons seeking general education administrative positions. Could
this imply that CTE administrator certification guidelines are more
adaptable in meeting the needs of aspiring administrators?

Secondary career6technical education administrators have a
variety of roles/functions to perform. These administrators can be
found to hold positions in local school districts, in intermediate
school districts and within area career-technical education centers.
Does the importance of these roles/functions vary greatly within
each level, in regards to the range in size of educational programs,
number of students enrolled in programs or the number and
roles/functions of other administrators within the educational
setting. The study did not address these questions.

However, the study did support the need for preparation and
continuing professional development of career-technical education
administrators. Effective July 1, 1988, Public Act 163 requires
administrators in Michigan public schools to attain certification as
school administrators. An administrator's certificate is valid for
five years and must be renewed every five years by earning college
credit and/or State Board Continuing Education Units (SB-CEUs). Why
shouldn't these opportunities center on the need for administrators
to experience success as an administrator and improving their

professional competence, rather than a legislative mandate? More

121

specificity is needed in order to design the nature of these
activities. The researcher asks which professional development
activities are to be delivered and in what way. Why couldn't
business and industry assist administrators in continuing their
professional development? It seems the ultimate task of today's
educator is the development of human potential. Present leaders in
career-technical education have a particular responsibility for
developing highly motivated, able leaders with a sense of mission to

improve the field and the skills to accomplish it.

APPENDICES

APPENDIX A

THE SURVEY INSTRUMENT

WEE

PREPARATION AND CONTINUING PFDFESSIONAL DEVELOPMENT NEEDS
OF VOCATIONAL-TECHNICAL EDUCATION (VTE) ADMINISTRATORS

12W: Listed In this survey questionnaire are various roles/functions associated with the
administration of vocationalotechnical education. The major headings for these are:

1) Program Planning, Development and Evaluation;
2) Instructional Management;

3) Student Services;

4) Personnel Management;

5) Staff Development;

6) Professional Relations and Self-Development;
7) School-Community Relations;

8) Facilities and Equipment Management. and

9) Business and Financial Management

For each role descriptor, please provide two pieces of information: 1) IMPORTANCE TO YOUR ROLE
AS A VTE ADMINISTRATOR (Please indicate how important this role/function is to your success as an
administrator. Remember that we are looking for perceptions based on individual situations); and 2)
YOUR PERSONAL NEED FOR FURTHER PREPARATION AND CONTINUING PROFESSIONAL
DEVELOPMENT (Please indicate the degree to which you feel a need for further continuing professional
development in order to be as effective as you would like to be in each of the role/functions listed).
Clrele only am. response for each piece of Information.

 

IMPORTANCE TO ROLE NEED FOR FURTHER PREPARATION
AS A VTE ADMINISTRATOR AND (DNTINUING PROFESSIONAL
DEVELOPMENT
1. Very Important 1. High Need
2. Moderately Important 2.
3. Little Importance 3. Moderate Need
4. Not Important 4.
5. Not Part of Job/ 5. No Need
Never Do It
PROGRAM PLANNING. DEVELOP- Circle only 993 answer. Circle only 933 answer.
MENT AND EVALUATION
1. Surveystudentinterests 1 2 3 4 5 1 2 3 4 5
2. Analyzelabordemanddata 1 2 3 4 5 1 2 3 4 5
3. Direct course/program planning 1 2 3 4 5 1 2 3 4 5
enddevelopment efforts.
4. Implement strategies to pro- 1 2 3 4 5 1 2 3 4 5
mote non-traditional student
enrollment.
5. Prepare an annual plan for 1 2 3 4 5 1 2 3 4 5
delivering vocational-technical
education.

122

123

6. Preparea3-5yearplanlor 1 2 3 4 5 1 2 3 4 5
overall program improvement.

7. Complywithstateandlor 1 2 3 4 5 1 2 3 4 5
lederal vocational education
legislation.

8. Couplywnhotlierjob 1234 5 12 345
training legislation (such as
JT PA).

9. Conduct course/program 1 2 3 4 5 1 2 3 4 5
reviews.

10. Conduct student followbup 1 2 3 4 5 1 2 3 4 5
studies.

11. Assessstudentcompetency 1 2 3 4 5 1 2 3 4 5
and grading procedures.

12. Recommendcurriculum 1 2 3 4 5 1 2 3 4 5
revisions.

13. Writeproposalsforthe 1 2 3 4 5 1 2 3 4 5
funding of new programs and
the improvement of existing
programs.

14. Contractinstructionalpro— 1 2 3 4 5 1 2 3 4 5
gramswithbusiness and
industry.

15. Developsupplementav 1234 5 12 345
remedial instructional pro-
gramsto meet student needs.

INSTRUCTIONAL MANAGEMENT Circle only one answer. Circle only me answer.

16. Establishinstructionalpro- 1 2 3 4 5 1 2 3 4 5
gram entry and completion
requirements.

17. Establishstudentrulesand 1 2 3 4 5 1 2 3 4 5
policies.

18. Provide student discipline. 1 2 3 4 5 1 2 3 4 5

19. Prepareastudenthancbook. 1 2 3 4 5 1 2 3 4 5

20. Prepareamaster schedule 1 2 3 4 5 1 2 3 4 5
of course/program offerings.

21. Guidestallinselectingand 1 2 3 4 5 1 2 3 4 5
using effective instructional
strategies.

22. Directthecooperativeeduca- 1 2 3 4 5 1 2 3 4 5

tionproor-m

 

 

124

23. Guide staff in integrating and 1 2 3 4 5 1 2 3 4 5
articulating the vocational-
technical program with the
total educational program.

24. Promotetheintegration of 1 2 3 4 5 1 2 3 4 5
vocational student organiza-
tional activities within the
instructional program.

25. Direct the apprenticeship and 1 2 3 4 5 1 2 3 4 5
training program.

26. Provide technical assistancein 1 2 3 4 5 1 2 3 4 5

the development of programs
for the special populations.

27. Providetechnicalassistance 1 2 3 4 5 1 2 3 4 5
in the development of customized
training programs for business
and industry.

28. Provide technical assistance 1 2 3 4 5 1 2 3 4 5
in the development of programs
to eliminate sex bias. stereo-
typing and discrimination.

29. Directthe adultandcontinuing 1 2 3 4 5 1 2 3 4 5
education programs.

30. Guidethearticulationofseo- 1 2 3 4 5 1 2 3 4 5

ondary and postsecondary
vocational-technical education

programs.

31. Appreveselectionofinstruc- 1 2 3 4 5 1 2 3 4 5
tional equipment.

32. Approveselectionotinstruc- 1 2 3 4 5 1 2 3 4 5
tional supplies and materials.

STUDENT SERVICES Circle only one answer. Circle only me answer.

33.0eeig'istudentrecniitment1234s 12345
materials.

34. Overseevocationalguidance 1 2 3 4 5 1 2 3 4 5
andtestingservices.

35. Overseestudentiobplace- 1 2 3 4 5 1 2 3 4 5
mentservices.

36. Provideforastudentrecord- 1 2 3 4 5 1 2 3 4 5
keeping system.

37. Couplywithstudentlebor 1234 5 12 345
lawsandregulationa

125

38. Conduct student orientation 1 2 3 4 5 1 2 3 4 5
activities.

PERSDNNEL MANAGEMENT Circle only gm answer. Circle only one answer.

39. Interpret labor contracts. 1 2 3 4 5 1 2 3 4 5

40. Negotiate labor contracts. 1 2 3 4 5 1 2 3 4 5

41. Assess program staffing re- 1 2 3 4 5 1 2 3 4 5
quirements.

42. Prepare job descriptions and 1 2 3 4 5 1 2 3 4 5
requirements.

43. Prepare a personnel handbook. 1 2 3 4 5 1 2 3 4 5

44. Interview potential staff. 1 2 3 4 5 1 2 3 4 5

45. Schedule staff work loads. 1 2 3 4 5 1 2 3 4 5

46. Provide for a stall record- 1 2 3 4 5 1 2 3 4 5
keeping system.

47. Conduct staff meetings. 1 2 3 4 5 1 2 3 4 5

48. Comply with licensing and 1 2 3 4 5 1 2 3 4 5
certification regulations.

49. Prepare bulletins and other 1 2 3 4 5 1 2 3 4 5
communications designed to
keep staff Informed.

50. Evaluate staff performance. 1 2 3 4 5 1 2 3 4 5

51. Conduct staff orientation 1 2 3 4 5 1 2 3 4 5
activities.

STAFF DEVELOPMENT Circle only on: answer. Circle only me answer.

52. Assess staff development 1 2 3 4 5 1 2 3 4 5
needs.

53. Conduct workshops and other 1 2 3 4 5 1 2 3 4 5
inservice programs.

54. Arrange for workshops and 1 2 3 4 5 1 2 3 4 5
inservice programs.

55. Arrange for staff exchanges 1 2 3 4 5 1 2 3 4 5

with business and industry.

56. Evaluate staff development 1 2 3 4 5 1 2 3 4 5
programs.

PFDFESSIONAL RELATIONS AND
SELF-DEVELOPMENT

57.

58.

61.

65.

67.

Develop effective interper-
sonal skills.

Prepare testimony for public
hearings.

Participate in professional
organizations [glam voca-
tional-technical education.

Participate in professional

organizations Man

vocational-technical education.

Participate in professional
development activities for
self-improvement

Model professional image

through personal appearance
and conduct.

Participate in the develop-
ment of legislative rules and
regulations for vocational-
technical education.

Apply information from
professional journals. reports
and related materials for
self-improvement

Apply time management
techniques to personal work
assignments.

Develop cooperative problem
solving and decision-making
skills.

Assess personal performance
as an administrator.

SCHOOL-COMMUNITY RELATIONS

70.

Develop a marketing plan for
promoting vocational-technical
education.

Provide technical assistanm
in the establishment of
advisory committees

Participate in community
activities.

126

Circle only gm answer.

Circle only M answer.

127

71. Coordinatevocationai- 1 2 3 4 5 1 2 3 4 5
technical education programs
with other community job
training programs (such as JTPA).

72. Involve community leaders 1 2 3 4 5 1 2 3 4 5
(political and nonpolitical)
in school programs and

activities.
73. Conduct recognition programs 1 2 3 4 S 1 2 3 4 5
for students. staff and com-
munity supporters.
74. Make intormational 1 2 3 4 5 1 2 3 4 5
presentations to the public.
75. Plan for exhibits and displays. 1 2 3 4 5 1 2 3 4 5
76. Write news releases for school 1 2 3 4 5 1 2 3 4 5

and area media.

77. Conduct open house activities. 1 2 3 4 5 1 2 3 4 5

FACILITIES AND EQUIPMENT Circle only one answer. Circle only one answer.

78. Plan space requirements for 1 2 3 4 5 1 2 3 4 5
programs.

79. Stbmit building and equipment 1 2 3 4 5 1 2 3 4 5
specifications.

80. Analyze building and contract 1 2 3 4 5 1 2 3 4 5
bids.

81. Oversee architectural planning. 1 2 3 4 5 1 2 3 4 5

82. Develop a plan for repair and 1 2 3 4 5 1 2 3 4 5
maintenance of equipment and
facilities.

83. Maintain an equipment and 1 2 3 4 5 1 2 3 4 5
supply inventory system.

84. Establish a long-range plan for 1 2 3 4 5 1 2 3 4 5
acquisition of new equipment.

85. Comply with health and 1 2 3 4 5 1 2 3 4 5
safety laws and regulations.

86. Direct a safety awareness 1 2 3 4 5 1 2 3 4 5
program.

87. Establish emergency plans 1 2 3 4 5 1 2 3 4 5
(such as fire and disaster).

88. Schedule facility use by 1 2 3 4 5 t 2 3 4 5

community members.

128

89. Prepare renovation and alter- 1 2 3 4 5 1 2 3 4 5
ation plans.

BUSINESS AND FINANCIAL Circle only gm answer. Circle only one answer.

MANAGEMENT

90. Establish purchasing and 1 2 3 4 5 1 2 3 4 5
payment procedures.

91. Establish receiving and 1 2 3 4 5 1 2 3 4 5
shipping procedures.

92. Prepare budgets. 1 2 3 4 5 1 2 3 4 5

93. Administer budgets. 1 2 3 4 5 1 2 3 4 5

94. Adoptanappropriate 1 2 3 4 5 1 2 3 4 5
financial accounting system.

95. Analyzethecostofoperating 1 2 3 4 5 1 2 3 4 5
various instructional programs.

96. Locate sources of funds for 1 2 3 4 5 1 2 3 4 5
program development and
operation.

97. Approve requisitions and work 1 2 3 4 5 1 2 3 4 5
orders.

96. Respondtobusinesscorrespon- 1 2 3 4 5 1 2 3 4 5
dance.

99. Prepare local. state and 1 2 3 4 5 1 2 3 4 5
federal reports.

 

100. What is your gender?

l. male

b. female

101. What is your age group?

under 30 years of age
31 to 40 years of age
41 to 50 years of age
51 to 55 years of age
over 55 years of age

9999'.”

102. How long have you been an administrator of vocational-technical education programs?

a. ____ o - 5 years
b. ____ 6 - 10 years
c. ______ 1t - 15 years
d. ____ 16 - 20 years
a. over 20 years

103.

104.

105.

106.

107.

108.

109.

129

At present. from what type of educational setting are you employed?

local school district/comprehensive high school
area vocational center

intermediate school district

other

9.09!”

Is the educational setting considered to be

a. ____ rural

b. ____ rural - suburban
c. ____ suburban

d. ____ suburban - urban
e. urban

What percentage of your time is spent administering vocational-technical education programs?

a. __ 100 percent

b. ___- 75 percent

c. ____ 50 percent

d. _____ 25 percent

e. _ less than 25 percent

How many students were enrolled in state-approved wage-earning and non wage-earning (consumer
home economics) courses/programs last school year?

less than 250 students
251 - 500 students

501 - 750 students

751 - 1000 students
more than 1000 students

9519.01-

What type of administrator certification does your position require?

a ____ secondary administrator certification
b. _____ central office administrator certification
c. none

At present. what is the highest level of education received?

baccalaureate degree
masters degree

masters +30 degree
education specialist degree
doctorate degree

99.0.0.-

What was your major focus of study in your Wm degree program?

general education
‘vmational education
special education
other

999'!"

 

130

110. What was your major focus of study in your graduate, degree program?

general education administration
vocational education administration
special education administration
guidance and counseling

other

9999'.”

111. How likely is it that you will retire, or leave vocational-technical education administration. within
the next five years?

a. ____ very likely
b. -___ possibly
c. ____ not likely

 

112. If your response to #111 is 'very Iikely', please indicate the year you are most likely to retire

 

orleave?

a. ____ 1992
b. ____ 1993
c. ____ 1994
d. ____ 1995
a. 1996

THANK YOU FOR YOUR SUPPORT!!! Please mail your completed survey ”(on December 10, 1991.

APPENDIX B

INITIAL LETTER TO RESPONDENTS

AND NUMBERED POSTCARD

 

November 25. 1991

Dear Colleague:

You have been selected to participate in a research study that I am conducting in order to better
understand the perceptions of practicing Michigan vocational-technical education administrators
about the range and importance of selected roles/functions; and personal needs for further
preparation and continuing professional development.

As the present cadre of vocational-technical education administrators changes. as limited new
positions open and as the current roles/functions are redefined. it is critical that information
exist for State policy makers, those providing direction for college and university school
administrator preparation programs. professional organizations of vocational and other school
administrators. and local school district leaders to design and implement effective preparation
and continuing professional development programs.

To date. a recent study has not been conducted to identify the roles/functions of practicing
vocational-technical education administrators. nor has information been collected on their
continuing professional deveIOpment needs. It is anticipated that the findings and analysis from
the study will be useful in supporting the suggested criteria for administrator certification.
reimbursement as a vocational administrator and increase the awareness of individuals who are
responsible for recruiting trained vocational-technical education administrators.

Although participation in this study is voluntary. I would hope that you would consider taking
approximately 40-45 minutes of your valuable time within the next week to complete the
survey instrument.

Your individual responses to this survey will remain confidential. Please do not sign your
survey. A postcard is enclosed for you to mail mm. but at the same time you mail your
completed survey instrument. This procedure will assist me in knowing that your survey has
been returned and therefore. I will not need to send you a follow-up letter.

Please return the survey instrument in the enclosed. ore-addressed stamped envelope before
December 10, 1991. If you wish to discuss this study with me. I can be reached at my office
(313) 693-5460. or at my home (313) 650-2732. Thank you. in advance. for your
consideration and cooperation.

Sincerely.

Janet M. Burns. Ph.D. Candidate
Adult and Continuing Education
Michigan State University

Enclosures

131

 

132

No.

Please mail this postcard when you have
completed and returned your survey
instrument. By doing so, a follow-up
reminder letter will not be sent to you.

Again, thanks for your assistance.

Janet M. Burns

APPENDIX C

FOLLOW-UP LETTER TO NON-RESPONDENTS

- __,_’\\;

 

1 5' - ' Len...

December 10, 1991

Dear Colleague:

A few weeks ago. you should have received a letter requesting that you voluntarily participate in
a study to better understand the perceptions of practicing vocational-technical education
administrators about the range and importance of selected roles/functions; and personal needs
for further preparation and continuing professional development.

If you have not had the opportunity to complete the survey instrument. please take
approximately 40-45 minutes of uninterrupted time this week to complete and return the
survey instrument. Your individual responses will remain strictly confidential.

If you have already returned your survey instrument. I thank you for your efforts and also your
support for this research project.

Should you want to discuss the study with me. I can be reached at my office (313) 693-5460.
or at home (313) 650-2732.

Thank you for your cooperation.

Sincerely.

Janet M. Burns. Ph.D. Candidate
Adult and Continuing Education '
Michigan State University

133

APPENDIX D

RANK-ORDERED LISTING OF IMPORTANT ROLES/FUNCTIONS

AS PERCEIVED BY CTE ADMINISTRATDRS

 

Flank
as Percei

-Ordered Listing of Important Roles/Functions
ved by Career-Technical Education Administrators

 

 

 

Item if Item Content N X

H 3 Direct course/program planning and 148 1.39
development efforts

l-2 93 Administer budgets 148 1.43

l-3 92 Prepare budgets 148 1.44

M 62 Model professional image through 148 1.50
personal appearance and conduct

l-5 23 Guide staff in integrating and 148 1.56
articulating the vocational-technical
education program with the total
educational program

l-6 66 Develop cooperative problem solving 148 1.57
and decision-making skills

l-7 12 Recommend curriculum revisions 148 1.59

l-7 67 Assess personal performance as an 148 1.59
administrator

l-9 7 Comply with state and/or federal 148 1.60
vocational education legislation

MO 57 DeveIOp effective interpersonal skills 148 1.62

M1 99 Prepare local, state and federal 148 1.64
reports

H1 61 Participate in professional develop- 148 1.64

ment activities for self-improvement

134

0.81

0.93

0.91

0.97

1 .06

0.91

0.91

0.98

0.91

0.99

1.15

0.91

l-13

l-14

I-15

l-16

l-16

l-19

I-20

l-21

l-21

l-21

l-24

I-24

l-26

I-26

65

59

74

30

96

98

52

70

48

135

Apply time management techniques
to personal work assignments

Interview potential staff
Participate in professional organiza-
tions related to vocational-technical

education

Make informational presentations to
the public

Guide the articulation of secondary
and postsecondary vocational-technical
education programs

Arrange for workshops and inservice
programs

Locate sources of funds for program
development and operation

Respond to business correspondence

Prepare an annual plan for delivering
vocational-technical education

Assess staff development needs
Participate in community activities

Prepare a 3-5 year plan for overall
program improvement

Comply with licensing and certifica-
tion regulations

Analyze labor demand data
Apply information from professional

journals. reports and related materials
for self-improvement

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

1.66

1.68

1.71

1.74

1.74

1.75

1.76

1.78

1.79

1.79

1.79

1.80

1.80

1.82

1.82

0.95

0.94

0.96

1 .05

1.15

1.18

1.01

1 .03

1.12

1 .03

0.97

1.18

1 .07

0.89

 

 

[-26

I-29

l-30

I-30

I-32

[-33

I-33

I-35

l-35

l-37

l-38

l-39

I-40

l-41

72

21

13

69

50

85

31

47

95

73

136

Involve community leaders (political
and nonpolitical) in school programs
and activities

Guide staff in selecting and using
effective instmctional strategies

Conduct course/program reviews
Write proposals for the funding of
new programs and the improvement

of existing programs

Provide technical assistance in the
establishment of advisory committees

Evaluate staff performance

Comply with health and safety laws
and regulations

Survey student interests

Approve selection of instructional
equipment

Conduct staff meetings

Analyze the cost of operating various
instructional programs

Establish a long-range plan for
acquisition of new equipment

Develop a marketing plan for
promoting vocational-technical
education

Conduct recognition programs for
students. staff and community
supporters

148

148

148

148

148

148

148

148

148

148

148

148

148

148

1.82

1.83

1.84

1.84

1.84

1.85

1.85

1.86

1.86

1.87

1.91

1.92

1.93

1.94

1.05

1.06

0.87

1.10

1.00

1.41

1.19

0.99

1.10

1 .22

1.18

1.18

1.12

1.06

 

l-42

I-43

I-50

l-53

l-55

l-55

10

49

97

11

41

55

53

42

78

137

Participate in professional organiza-
tions other than vocational-technical
education

Conduct student follow-up studies
Prepare bulletins and other communi-

cations designed to keep staff
informed

Approve requisitions and work orders
Design student recruitment materials

Assess student competency and
grading procedures

Assess program staffing require-
ments

Arrange for staff exchanges with
business and industry

Conduct workshops and other
inservice programs

Prepare job descriptions and
requirements

Plan space requirements for programs

Implement strategies to promote
non-traditional student enrollment

Approve selection of instructional
supplies and materials

Participate in the development of
of legislative rules and regulations
for vocational-technical education

' Evaluate staff development programs

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

1.95

1.96

1.97

1.97

1.97

2.00

2.04

2.04

2.07

2.07

2.07

2.08

2.10

2.11

2.11

0.99

1.18

1.28
1.22
1.32
1.24

1.27

0.85
1.28

1.18

1 .28

 

l-57

l-58

l-59

l-60

l-61

I-61

l-63

I-65

l-66

I-67

I-68

I-69

l-70

I-71

37

76

51

71

26

83

14

82

86

79

75

16

89

138

Comply with student labor laws and

Write news releases for school and
area media

Conduct staff orientation activities
Coordinate vocational-technical
education programs with other
community job training programs
(such as JTPA)

Provide technical assistance in the
development of programs for the
special populations

Maintain an equipment and supply
inventory system

Contract instnictional programs with
business and industry

Conduct open house activities
DeveIOp a plan for repair and
maintenance of equipment and
facilities

Comply with other job training
legislation (such as JT PA)

Direct a safety awareness program

Submit building and equipment
specifications

Plan for exhibits and displays

Establish instmctional program entry
and completion requirements

Prepare renovation and alteration
plans

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

2.13

2.15

2.18

2.19

2.22

2.22

2.24

2.24

2.25

2.28

2.29

2.30

2.31

2.36

2.39

1.37

1.10

1 .40

1.19

1.18

1.34

1.34

1.30

1.35

1.07

1.39

1.44

1.14

1.38

 

I-72

I-73

l-74

I-75

I-76

I-77

l-78

l-79

I-83

l-83

I-85

15

35

24

28

22

45

36'

39

38

80

25

58

139

Develop supplemental/remedial
instructional programs to meet
student needs

Oversee student job placement
services

Promote the integration of
vocational-technical program with
the total education program

Provide technical assistance in the
development of programs to eliminate
sex bias. stereotyping and discrimina-
tion

Direct the cooperative education
program

Schedule staff work loads

Provide for a student recordkeeping
system

Interpret labor contracts

Oversee vocational guidance and
testing services

Adopt an appropriate accounting
system

Conduct student orientation
activities

Analyze building and contract bids

Direct the apprenticeship and training
program

Prepare testimony for public
heanngs

148

148

148

148

148

148

148

148

148

148

148

148

148

148

2.41

2.44

2.45

2.46

2.47

2.49

2.51

2.53

2.62

2.63

2.66

2.68

2.68

2.70

1.28

1.37

1.31

1 .42

1 .47

1 .46

1.53

1.37

1.60

1.39

1.50

1.49

1 .24

l-86

l-87

l-89

l-90

I-91

I-92

I-93

l-95

I-95

l-97

l-98

87

27

17

46

81

20

19

18

91

88

40

29

140

Establish emergency plans (such as
fire and disaster)

Provide technical assistance in the
development of customized training
programs for business and industry

Establish purchasing and payment
procedures

Establish student miss and discipline

Provide for a staff recordkeeping
system

Oversee architectural planning

Prepare a master schedule of course/
program offerings

Prepare a student handbook
Prepare a personnel handbook
Provide student discipline

Establish receiving and shipping
procedures

Schedule facility use by community
members

Negotiate labor contracts

Direct the adult and continuing
education programs

148

148

148

148

148

148

148

148

148

148

148

148

148

148

2.74

2.75

2.77

2.83

2.84

2.85

2.96

2.99

3.09

3.19

3.19

3.26

3.32

3.43

1.65

1.51

1.61

1.41

1.53

1 .57

1.55

1.49

1.53

1 .50

1.55

1.63

1.52

1.51

'l"

-. er-un '1. "m. I

'1'.

 

IT“. ”.v-v .

APPENDIX E

RANK-ORDERED LISTING 0F PERCEIVED NEEDS FOR

FURTHER PREPARATION AND CONTINUING PROFESSIONAL

DEVELOPMENT BY CTE ADHINISTRATORS

Rank-Ordered Listing of Perceived Needs for
Further Preparation and Continuing Professional Development

by Career-Technical Education Administrators

 

Rank

Item if

Item Content

 

N-1

N-4

N-5

N6

23

30

13

68

67

Guide staff in integrating and
articulating the vocational-technical
program with the total educational
program

Locate sources of funds for program
development and operation

Comply with state and/or federal
vocational education legislation

Guide the articulation of secondary
and postsecondary vocational-technical
education programs

Write proposals for the funding of
new programs and the improvement
of existing programs

Develop a marketing plan for
promoting vocational-technical
education

Assess personal performance as an
administrator

Prepare a 3-5 year plan for overall
program improvement

Develop cooperative problem solving
and decision-making skills

141

148

148

148

148

148

148

148

143

148

1.98

2.26

2.28

2.34

2.36

2.37

2.40

2.41

2.44

1.21

1.28

1.27

1.34

1 .35

1 .22

1.30

1.21

1.41

N-10

N-10

N-12

N-13

N-13

N-15

N-15

N-15

N-18

N-19

N-20

N-20

N-22

N-23

N-23

21

12

63

55

65

95

99

33

92

14

50

72

11

57

142

Direct course/program planning and
development efforts

Guide staff in selecting and using
effective instnictional strategies

Recommend curriculum revisions
Participate in the development of
legislative rules and regulations for

vocational-technical education

Arrange for staff exchanges with
business and industry

Apply time management techniques
to personal work assignments

Analyze the cost of operating various
instructional programs

Prepare local. state and federal
reports

Design student recruitment materials
Prepare budgets

Contract instmctional programs with
business and industry

Evaluate staff performance

Involve community leaders (political
and nonpolitical) in school programs
and activities

Participate in professional develop-
ment activities for self-improvement

Develop effective interpersonal
skills

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

2.47

2.47

2.49

2.55

2.55

2.59

2.59

2.59

2.61

2.64

2.65

2.65

2.66

2.66

2.66

1.24

1.33

1.26

1.31

1.36

1.27

1.36

1 .45

1.33

1.38

1.42

1 .49

1 .22

1.32

1.37

 

N-25

N-26

N-27

N-28

N-29

N-29

N-29

N-32

N-36

N-36

25

93

52

53

26

71

61

27

143

Direct the apprenticeship and
training program

Conduct course/program reviews

Prepare an annual plan for delivering
vocational-technical education

Comply with health and safety laws
and regulations

Administer budgets
Analyze labor demand data
Assess staff development needs

Conduct workshops and other
inservice programs

Arrange for workshops and inservice
programs

Provide technical assistance in the
development of programs for the
special populations

Coordinate vocational-technical
education programs with other
community job training programs
(such as JTPA)

Participate in professional develop-
ment activities for self-improvement

Establish a long-range plan for
acquisition of new equipment

Provide technical assistance in the
development of customized training
programs for business and industry

148

148

148

148

148

148

148

148

148

148

148

148

148

148

2.70

2.71

2.72

2.73

2.74

2.74

2.74

2.78

2.81

2.82

2.82

2.84

2.84

2.86

1 .47

1 .25

1.35

1.36

1.35

1 .28

1.37

1.36

1 .40

1 .22

1 .29

1.38

1.39

1.45

 

P-‘?..I. . .‘J‘Ju. Cir-Au : (w

N-39

N-40

N-40

N-42

N-42

N44

N45

N-46

N-47

N-47

N-47

N-47

N-51

N-51

73

76

15

69

31

16

37

41

28

79

144

Conduct recognition programs for
students, staff and community
supporters

Comply with other job training
legislation (such as JT PA)

Write news releases for school and
area media

Develop supplemental/remedial
instmctional programs to meet
student needs

Implement strategies to promote
non-traditional student enrollment

Evaluate staff development programs

Provide technical assistance in the
establishment of advisory committees

Approve selection of instmctional
equipment

Establish instructional program entry
and completion requirements

Comply with student labor laws and

Assess program staffing require-
ments

Provide technical assistance in the
development of programs to eliminate
sex bias. stereotyping and discrimina-
tion

Comply with licensing and certifica-
tion regulations

Submit building and equipment
specifications

148

148

148

148

148

148

148

148

148

148

148

148

148

148

2.89

2.90

2.90

2.91

2.91

2.92

2.93

2.97

2.99

2.99

2.99

2.99

3.00

3.00

1 .20

1.23

1.34

1.30

1.11

1 .37

1 .28

1.33

1.31

1.41

1.35

1.13

1.35

1.44

 

N-51

N-54

N-56

N-56

N-56

N-56

N-60

N-62

N-63

N-64

N-65

N-65

N-67

86

74

78

89

82

58

24

42

39

36

51

145

Direct a safety awareness program

Make informational presentations to
the public

Plan space requirements for programs

Oversee vocational guidance and
testing services

Interview potential staff

Prepare renovation and alteration
plans

Develop a plan for repair and
maintenance of equipment and
facilities

Apply information from professional
journals. reports and related materials
for self-improvement

Prepare testimony for public
hearings

Promote the integration of
vocational-technical program with
the total education program

Prepare job descriptions and require-
ments

Interpret labor contracts

Provide for a student recordkeeping
system

Conduct staff orientation activities

Adopt an appropriate accounting
system

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

3.00

3.01

3.01

3.03

3.03

3.03

3.03

3.05

3.05

3.08

3.11

3.12

3.13

3.13

3.14

1.39

1 .29

1.40

1.36

1.44

1.53

1 .37

1.17

1.36

1.35

1.38

1 .43

1.37

1.43

1.55

 

N-68

N-69

N-70

N-70

N-72

N-73

N-73

N-73

N-76

N-77

N-79

N-80

N-81

N-81

N-81

49

83

10

35

59

32

47

75

80

62

40

98

22

70

87

146

Prepare bulletins and other commun-
ications designed to keep staff
informed

Maintain an equipment and supply
inventory system

Conduct student follow-up studies
Oversee job placement services
Participate in professional organiza-
tions related to vocational-technical

education

Approve selection of instructional
supplies and materials

Conduct staff meetings

Plan for exhibits and displays
Analyze building and contract bids
Survey student interests

Model professional image through
personal appearance and conduct

Negotiate labor contracts
Respond to business correspondence

Direct the cooperative education
program

Participate in community activities

Establish emergency plans (such as
fire and disaster)

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

3.16

3.20

3.22
3.22

3.23

3.24

3.24
3.24
3.27
3.32

3.32

3.36
3.38

3.39

3.39

3.39

1.35

1.44

1.26

1 .25

1 .45

1.35

1.34

1.22

1 .46

1 .20

1.38

1.55

1 .29

1.34

1.25

1.51

 

N-84

N-85

N-86

N-87

N-88

N-89

N-90

N-91

N-92

N-93

N-93

N-95

N-96

N-97

N-98

N-99

60

77

81

45

43

97

46

17

19

29

20

18

91

88

147

Participate in professional organiza-
tions other than vocational-technical
educaflon

Conduct open house activities

Oversee architectural planning

Establish purchasing and payment
procedures

Schedule staff work loads
Prepare a personnel handbook

Conduct student orientation
activities ‘

Approve requisitions and work orders

Provide for a staff recordkeeping
system

Establish student miss and discipline
Prepare a student handbook

Direct the adult and continuing
education programs

Prepare a master schedule of course/
program offerings '

Provide student discipline

Establish receiving and shipping
procedures

Schedule facility use by community
members

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

148

3.40

3.41

3.44

3.45

3.47

3.48

3.49

3.51

3.57

3.59

3.59

3.60

3.72

3.78

3.81

3.85

1.31

1.29

1 .48

1.50

1.38

1.41

1 .26

1.38

1.32

1.27

1.34

1.47

1.37

1 .26

1.35

1.34

 

APPENDIX F

COMPARISON LISTING 0F IMPORTANT ROLES/FUNCTIONS
AND PERCEIVED NEEDS FOR FURTHER PREPARATION AND
CONTINUING PROFESSIONAL DEVELOPMENT BY

CTE ADMINISTRATORS

 

Comparison Listing of Important Roles/Functions
and Perceived Needs for Further Preparation

and Continuing Professional Development

by Career-Technical Education Administrators

 

 

n = 148

Item Category/ Imp. Imp. Need

Number Item Content Mean Rank Mean
PROGRAM PLANNING. DEVELOP-
MENT AND EVALUATION

1. Survey student interests 1.86 35 3.32

2. Analyze labor demand data 1.82 26 2.74

3. Direct course/program planning 1.39 3 2.47
and development efforts

4. Implement strategies to promote 2.08 53 2.91
non-traditional student enrollment

5. Prepare an annual plan for delivering 1.79 21 2.72
vocational-technical education

6. Prepare a 3-5 year plan for overall 1.80 24 2.41
program improvement

7. Comply with state and/or federal 1.60 9 2.28
vocational education legislation

8. Comply with other job training 2.28 66 2.90
legislation (such as JTPA)

9. Conduct course/program reviews 1.84 30 2.71

10. Conduct student follow-up studies 1.96 43 3.22

148

Need
Rank

77

29

10

42

27

4o

26

70

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

23.

149

Assess student competency and
grading procedures

Recommend curriculum revisions

Write proposals for the funding of
new programs and the improvement
of existing programs

Contract instructional programs with
business and industry

Develop supplemental remedial

instmctional programs to meet
student needs

INSTRUCTIONAL MANAGEMENT

Establish instmctional program entry
and completion requirements

Establish student rules and policies
Provide student discipline
Prepare a student handbook

Prepare a master schedule of course/
program offerings

Guide staff in selecting and using
effective instmctional strategies

Direct the cooperative education
program

Guide staff in integrating and
articulating the vocational-technical
program with the total educational

program

2.00

1.59

1.84

2.24

2.41

2.36

2.83

3.19

2.99

2.96

1.83

2.47

1.56

47

30

63

72

70

89

95

93

92

29

76

2.66

2.49

2.36

2.65

2.91

2.99

3.59

3.78

3.59

3.72

2.47

3.39

1.98

23

12

20

42

47

93

97

93

96

10

81

 

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

35.

150

Promote the integration of vocational
student organizational activities
within the instmctional program

Direct the apprenticeship and training
program

Provide technical assistance in the
development of programs for the
special populations

Provide technical assistance in the
development of customized training
programs for business and industry

Provide technical assistance in the
development of programs to eliminate
sex bias. stereotyping and discrimination

Direct the adult and continuing educa-
tion program

Guide the articulation of secondary
and postsecondary vocational-technical
education programs

Approve selection of instmctional
equipment

Approve selection of instructional
supplies and materials

STUDENT SERVICES
Develop student recruitment materials

Oversee vocational guidance and
testing services

Oversee student job placement
services

2.45

2.68

2.22

2.75

2.46

3.43

1.74

1.86

2.10

1.97

2.62

2.44

74

83

61

87

75

99

16

35

80

73

3.08

2.70

2.82

2.86

2.99

3.60

2.34

2.97

3.24

2.61

3.03

3.22

62

25

38

47

95

46

73

18

56

70

#1“?er .125-.1137’. ‘JV "1‘! -

 

36.

37.

38.

39.

40.

41.

42.

43.

45.

46.

47.

48.

49.

50.

51.

151

Provide for a student recordkeeping
system

Comply with student labor laws and
regulations

Conduct student orientation activities
PERSONNEL MANAGEMENT

Interpret labor contracts

Negotiate labor contracts

Assess program staffing requirements

Prepare job descriptions and require-
ments

Prepare a personnel handbook
Interview potential staff
Schedule staff work loads

Provide for a staff recordkeeping
system

Conduct staff meetings

Comply with licensing and certifica-
tion requirements

Prepare bulletins and other communi-
cations to keep staff informed

Evaluate staff performance

Conduct staff orientation activities

2.51

2.13

2.66

2.53

3.32

2.04

2.07

3.09

1 .68

2.49

2.84

1.87

1.80

1.97

1 .85

2.18

78

57

82

79

98

48

50

14

77

90

37

24

44

33

59

3.13

2.99

3.49

3.12

3.36

2.99

3.11

3.48

3.03

3.47

3.57

3.24

3.00

3.16

2.65

3.13

65

47

90

79

47

63

89

56

88

92

73

51

68

20

65

 

52.

53.

55.

56.

57.

58.

59.

60.

61.

62.

63.

152

STAFF DEVELOPMENT
Assess staff development needs

Conduct workshops and other inservice
programs

Arrange for workshops and inservice
programs

Arrange for staff exchanges with
business and industry

Evaluate staff development programs

PROFESSIONAL RELATIONS AND
SELF-DEVELOPMENT

Develop effective interpersonal skills
Prepare testimony for public hearings

Participate in professional organiza-
tions related to vocational-technical
education

Participate in professional organiza-
tions other than vocational-technical
education

Participate in professional develop-
ment activities for self-improvement

Model professional image through
personal appearance and conduct

Participate in the development of
legislative mles and regulations for
vocational-technical education

Apply information from professional
journals. reports and related materials
for self-improvement

1.79

2.07

1.75

2.04

2.11

1.62

2.70

1.71

1.95

1.64

1.50

2.11

1.82

21

50

18

48

55

10

85

15

42

11

55

26

2.74

2.78

2.81

2.55

2.92

2.66

3.05

3.23

3.40

2.84

3.32

2.55

3.05

29

32

33

13

44

23

60

72

84

36

77

60

 

65.

66.

67.

69.

70.

71.

72.

73.

74.

75.

76.

77.

153

Apply time management techniques to
personal work assignments

Develop cooperative problem solving
and decision-making skills

Assess personal performance as an
administrator

SCHOOL-COMMUNITY RELATIONS

Develop a marketing plan for promo-
ting vocational-technical education

Provide technical assistance in the ~
establishment of advisory committees

Participate in community activities

Coordinate vocational-technical
education programs with other
community job training programs
(such as JTPA)

Involve community leaders (political
and nonpolitical) in school programs
and activities

Conduct recognition programs for
students. staff and community
supporters

Make informational presentations to
the public

Plan for exhibits and displays

Write news releases for school area
media

Conduct open house activities

1.66

1.57

1.59

1.93

1.84

1.79

2.19

1.82

1.94

1.74

2.31

2.15

2.24

13

40

32

21

60

26

41

16

69

58

63

2.59

2.44

2.40

2.37

2.93

3.39

2.82

2.66

2.89

3.01

3.24

2.90

3.41

15

45

81

22

39

73

40

85

78.

79.

80.

81.

82.

83.

85.

87.

89.

91.

154

FACILITIES AND EQUIPMENT
MANAGEMENT

Plan space requirements for programs

Submit building and equipment
specifications

Analyze building and contract bids
Oversee architectural planning
Develop a plan for repair and
maintenance of equipment and
facilities

Maintain an equipment and supply
inventory system

Establish a long-range plan for
acquisition of new equipment

Comply with health and safety laws
and regulations

Direct a safety awareness program

Establish emergency plans (such as
fire and disaster)

Schedule facility use by community
members

Prepare renovation and alternation
plans

BUSINESS AND FINANCIAL MANAGEMENT

Establish purchasing and payment
procedures

Establish receiving and shipping
procedures

2.07

2.30

2.68

2.85

2.25

2.22

1 .92

1.85

2.29

2.74

3.26

2.39

2.77

3.19

50

68

83

91

65

61

39

33

67

86

97

71

95

3.01

3.00

3.27

3.44

3.03

3.20

2.84

2.73

3.00

3.39

3.85

3.03

3.45

3.81

54

51

76

86

56

69

36

28

51

81

99

56

87

98

 

92.

93.

94.

95.

97.

98.

99.

155

Prepare budgets
Administer budgets

Adopt an appropriate financial
accounting system

Analyze the cost of operating various
instmctional programs

Locate sources of funds for program
development and operation

Approve requisitions and work orders
Respond to business conespondence

Prepare local, state and federal
reports

1 .44

1.43

2.63

1.91

1 .76

1.97

1.78

1.64

81

38

19

44

20

11

2.64

2.74

3.14

2.59

2.26

3.51

3.38

2.59

19

29

67

15

91

80

15

 

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\

 

Paper submi ted to the
Conference on Psychological Measures and Leadership, San
Antonio.

 

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