ERIC Number: ED333583
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Experience and Expertise in Administrative Problem Solving.
Allison, Patricia A.; Allison, Derek J.
Findings from a study to identify and compare differences between expert and novice administrators in problem-solving approaches and perceptions are reported in this paper. The 7 paper and pencil instruments completed by 32 elementary school principals and 10 preservice educational administration students are described in detail. Of the instruments, three were developed for the study and four were derived from the literature. Instruments included: (1) value orientation; (2) problem-solving orientation; (3) worries; (4) least preferred coworker; (5) the Ghiselli Self-Description Inventory; (6) role components; and (7) personal profile. Purposes of the pencil and paper battery were to generate quantitative data for hypothesis testing, improve triangulation, and control background variables. No significant relationship was found to exist between experience and professional orientation or between expertise and experience in the principalship. Complex relationships among personality variables and problem-solving behaviors were identified. A conclusion is that differences in problem-solving approaches may be due to differences in principal certification requirements. An implication is that if on-the-job experience does not necessarily contribute to expertise, the validity of mentoring and internship training programs is called into question. Seven tables are included. (7 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).