dc.contributor.author	Fisher, Catherine Seaman	en
dc.contributor.committeechair	Parks, David J.	en
dc.contributor.department	Educational Leadership and Policy Studies	en
dc.date.accessioned	2014-03-14T20:11:01Z	en
dc.date.adate	2001-05-03	en
dc.date.available	2014-03-14T20:11:01Z	en
dc.date.issued	2001-02-21	en
dc.date.rdate	2002-05-03	en
dc.date.sdate	2001-04-27	en
dc.description.abstract	The characteristics of career-threatened principals in Virginia as identified by Virginia superintendents were examined. All superintendents of operating school divisions in Virginia were selected as the population for this study. A survey was used to generate data on demographic characteristics of career-threatened principals, their scores on administrative competencies, sources of information about these principals, interventions initiated by superintendents to assist career-threatened principals, and final career outcomes for these principals. Relationships among demographic variables and all other variables were analyzed. A limited demographic profile of Virginia superintendents was generated. Data were analyzed using analysis of variance, t-test, and chi square analysis. An alpha level of .05 was used for all analyses. Findings The career-threatened principals were generally male and were principals of high schools. Most were assistant principals within their school divisions immediately before becoming principals. They served an average of four years as principals with an average of two years under career-threatening conditions. Principals who experienced career-threatening problems were unlikely to retain their jobs, with only 14.7% remaining in their principalships. Female principals were more likely dismissed from their principalships than males, and male principals were more likely to receive verbal reprimands as an intervention strategy than female principals. Those competencies receiving the lowest mean scores for these career-threatened principals were solving problems, making decisions, flexibility, delegating responsibilities, developing positive community relations, and developing positive school climate. Superintendents' personal observations were the primary source of information about these principals and the primary intervention was individual conference.	en
dc.description.degree	Ed. D.	en
dc.identifier.other	etd-04272001-085009	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-04272001-085009/	en
dc.identifier.uri	http://hdl.handle.net/10919/27351	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	Table_of_contents_Cover_She.pdf	en
dc.relation.haspart	Dedication_Acknowledgement.pdf	en
dc.relation.haspart	Model_2.pdf	en
dc.relation.haspart	September_2000.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Superintendents	en
dc.subject	Career-Threatened Principals	en
dc.subject	Virginia	en
dc.title	Career-Threatened Principals: Virginia Superintendents' Views	en
dc.type	Dissertation	en
thesis.degree.discipline	Educational Leadership and Policy Studies	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Doctor of Education	en

Career-Threatened Principals: Virginia Superintendents' Views

Files

Original bundle

Collections