ERIC Number: ED334691
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
An Analysis of School Administration Using Schema Theory.
The use of a schema analysis, or hierarchical classification system, to identify problem-solving approaches among principals with different levels of experience is examined in this paper. Forty-one students in Ontario--10 undergraduate teacher preparation students, 8 teachers with principal qualifications, and 23 principals grouped according to 3 levels of job experience--participated in a fact-finding exercise, thinking-aloud session, and discussion of a case study. Findings demonstrate the existence of interpretable differences between inexperienced and experienced principals. Higher scorers recognized the link between the case study and school climate issues. Both high and low scorers shared several features: a reflection of experience; reliance on outside resource people; search for further data; and awareness of the importance of promoting staff self-esteem. Conclusions are that the schema analysis is useful for the systematic dissection of complex cases and is applicable to broader problem-solving areas and studies with larger sample sizes. Appendices contain the case study, analytic schema, and four tables. (6 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).