Development of a list of needed competencies for Tennessee area vocational-technical school superintendents

A survey instrument of 164 task statements taken from the validated list of task statements used in the study by Robert E. Norton and others at Ohio State University was used to solicit data. Superintendents and assistant superintendents returned their answers by mail to prevent interference with daily routines and administrative duties but data from teachers and students were collected personally by the researcher in a workshop-type meeting at the individual schools. Data gathered for the study were grouped and analyzed through the use of the Statistical Package for the Social Sciences computer program at The University of Tennessee Computer Center, Knoxville. One-way analysis of variance was performed to determine significant relationships between responding groups and task categories rated on a four-point Likert-type scale. A modified two-way analysis of variance was then performed, using the Least-Significant Difference and the Modified-Least-Squared tests to produce the F statistic for significant differences at the .05 level.

A Breakdown analysis provided a profile of participants in the study and reflected that the average administrator was a college graduate who had been an administrator for over five years, the average teacher was less than a college graduate who had been teaching for over five years, and the average student was a high school graduate who was between twenty and twenty-nine years of age.

All task statements were considered to be verified as important if they received a median score of 3.0 or higher. The respondents indicated that there were forty-four competencies needed by AVTSS superintendents in performing their administrative role, there were forty-eight competencies needed by AVTSS superintendents in performing their teacher support role, and there were twenty-eight competencies needed by AVTSS superintendents in performing their student support role.

It was concluded that administrators and teachers had a clear understanding of tasks considered important but students did not have a clear understanding of tasks considered important regarding the job of their local superintendent.

Administrators and teachers were in agreement in the evaluation of tasks needed by the local superintendent. Students were in disagreement with administrators regarding tasks needed but were in agreement with teachers regarding tasks performed.

Recommendations included superintendents assigning some tasks to assistants, directing the identification of entry-level requirements for jobs, the making available to teachers the rules and policies established by the State in approving the selection of instructional equipment, the establishing of course offerings based on job requirements, the planning of teachers visiting employers, and the arranging of visits by employers. . The latter would overcome the lack of community involvement in program planning and development. Further research was recommended in identifying the local community's feelings toward AVTSS superintendents.