Public secondary school administrators reactions to the Trump model for secondary school principals

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Authors
Baker, Rex G. (Rex Gene), 1934-
Advisor
Snyder, Jack F.
Issue Date
1972
Keyword
Degree
Thesis (D. Ed.)
Department
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Abstract

The primary purpose of the study was to determine the degree of acceptance of the Trump model by secondary school principals and superintendents. A secondary purpose was to identify from the literature the different roles, responsibilities, duties and expectations for the future public secondary school principal.A questionnaire was designed to determine the degree of acceptance of the Trump model for secondary school principals by selected public secondary school principals and superintendents. The questionnaire was composed of twenty-five multiple choice items. Each item had three possible answers, a concept advanced by Trump and two alternative concepts derived from a review of the literature.The population consisted of all principals of public secondary schools in Indiana with an enrollment of 300 or more, and all superintendents of school districts containing at least one high school with an enrollment of 300 or more. Usable responses were received from 419, or 82.8 percent, of the population.The following conclusions were derived from the findings in the study:1. The principals and superintendents accepted the concepts advanced by Trump more readily than the alternative concepts. Seven Trump concepts were found to have "very high acceptance" among the principals and five Trump concepts were found to have "very high acceptance" among the superintendents. Only one alternative concept was found to have "very high acceptance".2. The principals and superintendents rejected the alternative concepts more readily than the Trump concepts.3. The principals and superintendents tended to agree concerning the future role of the secondary school principal. A significant difference in the responses of the principals and superintendents was found for seven of the twenty-five questionnaire items.4. Principals and superintendents agree that a secondary school principal should give highest priority to the improvement of teaching and learning. However, there is disagreement among principals as well as among superintendents concerning the amount of time that will be devoted to this task by secondary school principals. Nearly as many principals indicated that thirty percent of the time of the principal will be devoted to the task as indicated the seventy-five percent proposed by Trump. Responses of superintendents were distributed in a similar manner.5. Principals and superintendents tended to disagree with the Trump concepts concerning the duties, responsibilities, and training of managerial assistants. Generally, principals and superintendents would not delegate as much authority and as many responsibilities to managerial assistants as Trump proposed. Also, principals and superintendents would require managerial assistants to have training as a principal rather than the unique background of preparation and experience that Trump proposed.The following recommendations were made as a result of the findings:1. Principals and superintendents need to become aware of the value and necessity of special institutes, courses, and workshops which last for several weeks during the school year. Such in-service training should enable principals to work more effectively toward the improvement of instruction and curriculum, to keep abreast of new methods and trends in education, and to learn more effective techniques to long-range educational planning. Professional organizations, colleges, and universities will need to do a more effective job in the future of educating school boards, principals, and superintendents to the need for such in-service training if the principal is to be a knowledgeable instructional leader.2. In the future principals will need to delegate more authority to various assistants in order to have time to function effectively as instructional leaders.