NotesFAQContact Us
Search Tips
ERIC Number: ED401630
Record Type: Non-Journal
Publication Date: 1996-Aug
Pages: 12
Abstractor: N/A
Reference Count: N/A
What Portion of the Knowledge Base Do Practicing Administrators Utilize?
Wildman, Louis
There is a lack of empirical evidence describing the actual problems encountered by school leaders and the knowledge that they use to find solutions to those problems. This paper presents findings of a study that explored the problems faced by members of a graduate educational-administration class. The participants, 22 practicing public school administrators, first recorded the decisions and problems that they had faced over the span of one week. They then analyzed the problems according to 17 knowledge-base domains, as outlined by the 1993 Yearbook of the National Council of Professors of Educational Administration. The study sought to identify which portion of the educational-administration knowledge base that practicing administrators utilized. The findings show that vice principals spent more of their time on student problems than did principals, and that principals spent more of their time on student problems than did district-level administrators. On the other hand, district administrators spent more time with school-routine-related decisions than did principals, and principals spent more time with these decisions than did assistant principals. Principals and assistant principals dealt primarily with concerns related to student services and human relations, while district administrators were involved most frequently with personnel and education-management decisions. Overall, the participants felt that they had a considerable degree of control over their decisions, and that they encountered well-structured problems on a repeated basis. In general, they were able to relate the problems to their school districts' and schools' visions. (Contains seven end notes.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A