The relationship between teaching experience and effective administrative behavior

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Paris Jones (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Robert O'Kane

Abstract: The purpose of this study was to examine the possible relationship between two variables, years of teaching experience and administrative behavior. The common practice of boards of education requiring teaching experience as one of the criteria necessary for employment as principal provided the impetus needed to examine quantitatively this possible correlation. The implications of such a requirement prompted the development of a second phase of the study which qualitatively examined the world of the principalship as perceived by' practicing administrators. As a result of this two-phase study, it was determined that, mainly due to the bureaucratic structure of our public school system, very little leadership behavior is exhibited by the school principal. On the other hand, due to the school structure, the main type of behavior exhibited by principals is administrative. The participating principals indicated that administrative behavior is advocated and promoted by the central administration and local boards of education. Furthermore, it was determined that instructional leadership is considered by the central administration a secondary role of the principal.

Additional Information

Language: English
Date: 1985
School administrators

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