Role of principals of vocational-technical centers in Virginia as perceived by incumbents, superintendents, and teachers

The study was conducted to determine congruence in the role of principals of vocational-technical centers in Virginia as perceived by principals, superintendents, and teachers. Twenty-three out of the 24 vocational-technical centers in the state were included in the study. There were 23 superintendents, 23 principals, and 65 teachers from a 20 percent sample who provided usable returns.

Design and method of research. A list of 78 items believed to be the functions of principals of vocational-technical centers was developed from the literature and subjected to a jury of experts. Forty-eight items were included in the final instrument which utilized a Likert-type scale to measure perceptions of the respondents. The mail questionnaire technique was used.

Analysis of data. Means and standard deviations were obtained on each item for each of the three subgroups. Factor analysis of the items resulted in the identification of six factors underlying the 48 functions. A z-test was used to determine the differences between the sample of teachers, and the principals and superintendents on each factor.

Conclusions

1. Principals and their superintendents have congruent perceptions of the role.of principals of vocational-technical centers in Virginia.

2. Teachers view the role of principals differently than do superintendents and principals.

3. Perception of the role of principals of vocational-technical centers by superintendents, principals, and teachers is not related to the size of the vocational-technical center; sex of staff members; years of formal education of staff members; years of experience as a vocational teacher; years of experience as an administrator of vocational programs; nor the years of work experience (in fields other than education) by staff members.

4. The 48 items in the research instrument constituted definite functions of principals of vocational-technical centers in Virginia.

Recommendations

1. Present and prospective principals should be trained to perform the functions identified in the study.

2. Present and prospective staff personnel in role-defining groups should be made cognizant of the functions of the principal which were identified.

3. Teachers and administrators in vocational-technical centers should review the functions of the principal to locate and resolve any incongruences of perception which may prevail.

4. Studies should be conducted to determine specifically the research competencies needed by principals.

5. Research should be conducted to determine the functions of principals of vocational-technical centers which are common to other positions in vocational education.