DEVELOPING AN EMPIRICALLY-BASED CONCEPTUAL SCHEME FOR EVALUATING ELEMENTARY SCHOOL ADMINISTRATORS

SALLY JO INGLEMAN-DOWNHAM, Purdue University

Abstract

This investigation classified the features of an evaluation system for school administrators and examined the extent to which other school personnel perceive the importance of those features. The elementary school principal was the focus role and superintendents, central office staff, teachers, school board members, and school patrons made up the related role set (n = 88; 92% return). The Nelson Skill-Strategy Matrix of Administrative Function was the conceptual model used for the purpose of classifying the operational items. The resulting 80-item structured Q Sort instrument was used for reporting perceived values as they relate to administrative effectiveness. A Pearson Product-Moment Correlation procedure compared each participant's sort of the items with every other person's sort. These correlation coefficients were subjected to factor analysis with verimax rotation to identify principal component factors evidencing similar value patterns. The item scores were weighted by the factor loading with which each person was most strongly associated. The weighted scores were summed across each item creating item arrays of weighted scores, which were converted to standard (Z) scores. Items with standard scores of +1.0 by most groups were considered to be core items to be included in an evaluation process. The results of this study revealed six different value groups. The first three represented 70% of the sample and the last three only 30%, but each expressed differing belief patterns for some skill-strategy items. The following conclusions drawn from the study indicate that it is possible to: (1) identify and classify task items (skills and strategies) which are considered appropriate to the function of elementary principals; (2) identify distinct groups of people within the role set of elementary principals who held different belief patterns regarding the importance of tasks and functions; (3) identify core items which were highly valued across groups to be included in an evaluation instrument; (4) determine the different value or weight given to items by individuals as they see items relating to effectiveness of function; and (5) delineate value groups within the sample which tended to cluster around position responsibilities.

Degree

Ph.D.

Subject Area

School administration

COinS