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A study of professional education competencies and community college administrators

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  • Purposes of the Study: The study had several purposes, the major one being to identify common professional education competencies essential to adequate performance by administrators of vocational education at the community college level. Other purposes of the study were to: (1) determine if significant differences existed in vocational administration competencies among respondents as categorized by state, institution, position held, and proportion of time devoted to teaching; (2) determine the extent of commonality among individual community college administrators of vocational education according to values given the 98 professional education competencies included in the study; (3) formulate implications to be considered in the development of curriculum content, performance objectives, and teaching strategies for the preparation of community college administrators of vocational education; and (4) identify the method recommended by the respondents for preparing individuals to perform each competency included in the study. Procedures: A 98-item mail survey questionnaire was developed through a critical review of literature on professional education competencies in areas of community college, vocational education administration. The questionnaire was designed so that deans and department chairmen could respond to the level of proficiency necessary for each competency in relation to their job. Responses were assigned Likert-type scale values of 5 to 1. The questionnaire also included a checklist designed to reflect the best recommended methods (coursework, on-the-job experience, or a combination of coursework and on-the-job experience) for preparing leadership personnel to perform specific competencies. A total of 48 community colleges from Arizona, California, Colorado, and Washington who met predetermined criteria agreed to cooperate in the research. A randomized sample of 175 deans/directors and department chairmen involved in vocational education was selected from community colleges participating in the study. One hundred forty-three usable questionnaires were returned and analyzed by utilizing analysis of variance and factor analysis analytic techniques. Selected Findings Selected findings were: 1. Except for five competencies, no differences existed between four states represented in the study. 2. Except for five competencies, no differences existed between the 48 community colleges. 3. Twenty-eight competencies were rejected when positions of administrators were compared indicating differences exist. 4. Except for four competencies, no differences existed between respondents in regard to the proportion of time allotted to teaching. 5. A five-factor solution extracted 59 competencies that had factor loadings greater than ± . 50. 6. The combination of on-the-job experience and formal coursework was identified as the preferred method of competency preparation. Conclusions and Recommendations: Fifteen conclusions were presented based on the review of current literature, the questionnaire, and the results of statistical analysis. Five selected conclusions are: 1. The five clusters of competencies identified represent meaningful groups that can form the bases for developing curriculum to prepare community college vocational education administrators. 2. The few differences that occurred between states, community colleges, and teaching responsibilities were attributable to chance. 3. The differences that occurred between positions were interpreted as true differences. Seven competencies were identified as unique to the needs of department chairmen and 21 competencies were identified as unique to the needs of deans. 4. A combination of formal coursework and on-the-job experience is the preferred method of vocational administrator preparation for community colleges. 5. A high degree of similarity exists between the 143 respondents. Six recommendations were offered in view of the findings and conclusions derived from the study. Two selected recommendations are: 1. That behavioral objectives and individualized instructional packages be developed from competencies in the present study and used to prepare community college administrators of vocational education. 2. That a composite data analysis be conducted on the concurrent studies by Baltimore (1972) and Martin (1972), and the individual study by Sundstrom (1972) to ascertain similarity of results. If strong similarities exist between populations, it was recommended that the western states cooperate in establishing vocational leadership programs with a common base.
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