School principal effectiveness: Contrasting Mexicano and Non -Mexicano parent perception utilizing knowledge and skill base identified by National Policy Board for Educational Administration
Abstract
The primary purpose of the study was to identify the knowledge and skills that comprise the components of the Functional, Programmatic, Interpersonal, and Contextual Performance Domains (NPBEA, 1993) in the “ideal” elementary principal, as perceived by Mexicano and Non-Mexicano parents of elementary aged students. The survey instrument was administered to 50 participants (25 per parent type). There was no difference in parent perception of principal effectiveness when the four domains were analyzed as a grouped variable nor when analyzed as four single variables. There was a difference in parent perception of principal effectiveness based on the competencies within the Functional, Interpersonal and Contextual domains. Specifically, Competency 6—Implementation, Competency 17—Written Expression and Competency 18—Philosophical and Cultural Values. The findings provide research-based knowledge of the differences in parent perception of principal effectiveness between the rapidly growing Mexicano parent community and the Non-Mexicano parent base. This study is an important addition to the literature as it informs administrator-training institutions as they seek to modify, adapt and evolve educational leadership curriculum.
Degree
Ph.D.
Advisors
Kline, Purdue University.
Subject Area
School administration|Bilingual education|Multicultural education
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