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Selected roles/functions of Michigan...

Burns, Janet Marie.

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Selected roles/functions of Michigan career-technical administrators: A study of perceived needs for preparation and continuing professional development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Selected roles/functions of Michigan career-technical administrators: A study of perceived needs for preparation and continuing professional development./
作者:	Burns, Janet Marie.
面頁冊數:	172 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-01, Section: A, page: 0156.
Contained By:	Dissertation Abstracts International54-01A.
標題:	Education, Vocational. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9314648

Selected roles/functions of Michigan career-technical administrators: A study of perceived needs for preparation and continuing professional development.
Burns, Janet Marie.

Selected roles/functions of Michigan career-technical administrators: A study of perceived needs for preparation and continuing professional development. - 172 p.

Source: Dissertation Abstracts International, Volume: 54-01, Section: A, page: 0156.

Thesis (Ph.D.)--Michigan State University, 1992.

The researcher's purposes were to identify the roles/functions of Michigan career-technical education (CTE) administrators and to identify their personal needs for further preparation and continuing professional development.Subjects--Topical Terms:

1017499
Education, Vocational.

Selected roles/functions of Michigan career-technical administrators: A study of perceived needs for preparation and continuing professional development.
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245 1 0 $a Selected roles/functions of Michigan career-technical administrators: A study of perceived needs for preparation and continuing professional development.
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500 $a Source: Dissertation Abstracts International, Volume: 54-01, Section: A, page: 0156.
502 $a Thesis (Ph.D.)--Michigan State University, 1992.
520 $a The researcher's purposes were to identify the roles/functions of Michigan career-technical education (CTE) administrators and to identify their personal needs for further preparation and continuing professional development.
520 $a The population for the study consisted of 224 secondary CTE administrators identified in the 1990-91 Michigan Directory of Vocational Education Contact Persons. CTE administrators responded to a 99-item survey questionnaire which described various roles/functions associated with the administration of CTE programs under nine major categories: Program Planning, Development and Evaluation; Instructional Management; Student Services; Personnel Management; Staff Development; Professional Relations and Self-Development; School-Community Relations; Facilities and Equipment Management; and Business and Financial Management. For each role descriptor, respondents were asked to indicate how important it was to their success as a CTE administrator and their personal need for further preparation and continuing professional development.
520 $a All of the nine major categories were perceived to be "moderately important" to "very important" to the CTE administrators' position. However, Professional Relations and Self-Development; Program Planning, Development and Evaluation; and Staff Development were perceived to be the most important categories.
520 $a There were significant differences when respondents were compared by educational background, tenure in position and educational setting, with regard to their perceptions about the importance of their administrative roles/functions within the nine categories.
520 $a CTE administrators expressed a "moderate need" for further preparation in the major categories of roles/functions. The category of Program Planning, Development and Evaluation was identified as the category in which CTE administrators had the highest need for professional development. Staff Development was ranked second, and Professional Relations and Self-Development was ranked third.
520 $a There were no significant differences when respondents were compared by educational background and tenure in position, with regard to their perception of their needs for further preparation within the nine major categories. However, significant differences were found in the categories of Student Services, Facilities and Equipment Management, and Business and Financial Management when CTE administrators were identified by educational setting.
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