Date of Award

4-1986

Degree Name

Doctor of Education

Department

Educational Leadership, Research and Technology

First Advisor

Dr. Larry Schlack

Second Advisor

Dr. Uldis Smidchens

Third Advisor

Dr. Michael Moskovis

Abstract

Purpose. Capable management of a school system requires the manipulation of massive and ever-growing amounts of information. As the information burden increases, school administrators have the availability of new technological tools. Using the computer competencies developed by Mims (1983), this study examines the knowledge and skills and the degree of training school administrators need to meet the challange of this new technology. Once identified, these competencies and the degree of training necessary to effectively perform them could be helpful to universities, colleges, and all persons involved in the preparation and in-service of school administrators.

Methods and Procedure. In this research study, 270 randomly selected superintendents and secondary, middle, elementary, and vocational center principals in Michigan were surveyed to rate and determine the importance of and the degree of training necessary to effectively perform, computer competencies.

Data from the administrative respondents were analyzed to: (1) Determine the importance of 42 computer competencies for selected public school administrators in Michigan. (2) Validate the importance of the 42 computer competencies identified by Mims (1983). (3) Determine which computer competencies are appropriate for the administrators. (4) Determine the degree of training needed to effectively perform each of the administrative computer competencies.

Results and Conclusions. Analysis of data collected resulted in the following conclusions: (1) Thirty-eight of 42 computer competencies surveyed were rated above medium importance by school administrators. (2) Competencies means reported by Mims (1983) could not be supported in 29 of the 42 competencies. (3) Competencies requiring the ability to apply computer technology in educational settings, computer experience, or evaluation skills were ranked far below more general competencies of justifying the cost of, and determining the elements of a plan for, educational computing. (4) Programming skills for administrators are considered least important competency area for school administrators. (5) The importance of computer competencies for school administrators is changing. (6) Some significant differences on the importance of administrative computer competencies exist among the levels of school administrative groups. (7) A general agreement exists among administrative groups of the degree of training necessary to effectively perform specific computer competencies.

Access Setting

Dissertation-Open Access

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