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ERIC Number: ED155321
Record Type: RIE
Publication Date: 1978-Mar-21
Pages: 12
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Assessing Competencies for Administrative Positions.
Neely, Margery A.; Schuley, Marcia
Since 1928 when women represented 55% of all elementary school principals, the number of women in educational administration has been declining. In addition to historical trends which brought more men into the education profession, two factors hinder the promotion of women to administrative positions. The first factor is perceived barriers (internal). Women tend to perceive the probability of moving into educational administration as low and thus do not aspire. These barriers could be overcome by changing women's attitudes, life priorities, and/or capability concept. Other barriers (external) seem to be present in the field of vocational education and would be amendable to some educational efforts and to more formalized affirmative action. A second hindering factor is the method of assessing administrative competencies. Since some women's career patterns are different from those of many men, their skills development may also take shape in different situations. These skills may be difficult to assess in traditional ways. Assessment approaches can include typical essays, paper and pencil tests, group discussions, simulations, work samples, and content analysis. Experiential competencies can be assessed by experience checklists, descriptions of experiences, and documentation of accomplishments. (A list of external and internal barriers rated by a group of vocational education administrators, teachers, and students is included.) (JH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the American Personnel and Guidance Association, National Vocational Guidance Association (Washington, D.C., March 21, 1978); Table on page 6 will not reproduce well due to small print