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Administration of Agricultural Schools as Perceived by the Superintendents and the Principals.
Dissertation Abstract:
The study sought to determine: the perception of the principals and superintendents of the latter’s role in decision-making in school administration, the degree of congruency of opinions between the two groups regarding the official functions performed by the supplement, the extent of agreement of the perceptions of the two groups as to the superintendent’s administrative ability, and the degree of the authority delegated by the superintendents to the principal.
The study included 23 superintendents and 79 principals of 90 agricultural schools and colleges under the Bureau of Vocational Education. A questionnaire composed of four major parts was used to gather the desired data. Measures of central tendency, t-test and chi-square test were employed in data analysis.
The superintendents perceived about 46% of their time as being spent in school administration, about 42% in instructional improvement and about 30% in public service. On the other hand, the principals’ perceptions of the superintendents’ time were about 45% for administration, 33% for instructional improvement, and 27% for public service.
Both groups of respondents concurred that decision-making in school administration is a shared responsibility, that the superintendent is directly responsible for school administration and should perform both administrative and supervisory functions, but the latter to be given priority in the improvement of instruction.
There was also a consensus among the respondents with respect to selected administrative practices and activities in the areas of planning. Organizing, staffing, directing, coordinating, reporting, and budgeting.
The study tended to support the idea that there are no purely autocratic nor democratic school administrators, but there are overlapping characteristics of each type to a certain degree.
