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Perceptions of ideal competencies of a head-of-department and perceptions of role overload, role ambiguity, work role involvement and job satisfaction of a head-of-department
Author
Sharifah Fairuz Alsagoff
Supervisor
Lee, Ong Kim
Abstract
The purpose of the study was to (1) identify competencies considered essential to the ideal role of the primary school head-of department (2) to determine the extent of agreement between the perceptions of department heads and principals/vice-principal concerning the importance of the competencies. (3) The perceptions of heads-of-departments on role ambiguity, role overload, work role involvement and job satisfaction.
This study investigated the perceptions of the principles, vice principals and heads-of-department in the East 4 (E4) cluster schools on the importance of role competencies of heads-of-departments. The role competencies are supervisory leadership and administrative leadership.
The investigator developed the survey instrument, a questionnaire, which included a list of 44 competencies applicable to the role of a primary school head-of-department. The competencies were drawn from Sergiovanni's Self Evaluation Checklist and from the job descriptions of primary school department heads. The data were collected by conducting a survey on 27 English, Mathematics and Science heads-of-departments and 18 principals and vice-principals in 9 schools in E4 cluster. To describe the population sample, demographic data were collected from department heads and principals and vice-principals.
Participants were asked to indicate the extent to which they perceived each item to be essential to the effectiveness of the ideal role of a department head. A 5-1 rating scale was used (5-very Important, 4-important, 3-Moderately Important, 2-Of Little Importance, and 1-Not Important. The survey was conducted in November 2000. The questionnaire return were 81.5% for the department heads and 72.2% for the principals and vice-principals.
Analyses were done using both the non-linearised scores and the linearised scores obtained from the two parameter Rasch Model which is based on the Item Response Theory. Quantitative analyses revealed that department heads and principals/vice-principals strongly supported competencies of department heads related to curriculum an improvement. These competencies included working with teachers to set departmental instructional goals, determining the scope and sequence, and balance of present materials and making recommendations for their approved use, and encouraging the development and implementation of innovative programs to improve curriculum.
In addition department heads and principals/vice-principals strongly supported the competency of demonstrating outstanding abilities as a master teacher and subject specialist. Thus they thought that a department head should be committed to his/her role as a classroom teacher. There are no significant differences between the heads-of-department and principal/vice-principals on their perception of supervisory and administrative functions. Generally, the department heads experience role overload and have some second thoughts on taking on the same job if given the opportunity to decide all over again.
This study investigated the perceptions of the principles, vice principals and heads-of-department in the East 4 (E4) cluster schools on the importance of role competencies of heads-of-departments. The role competencies are supervisory leadership and administrative leadership.
The investigator developed the survey instrument, a questionnaire, which included a list of 44 competencies applicable to the role of a primary school head-of-department. The competencies were drawn from Sergiovanni's Self Evaluation Checklist and from the job descriptions of primary school department heads. The data were collected by conducting a survey on 27 English, Mathematics and Science heads-of-departments and 18 principals and vice-principals in 9 schools in E4 cluster. To describe the population sample, demographic data were collected from department heads and principals and vice-principals.
Participants were asked to indicate the extent to which they perceived each item to be essential to the effectiveness of the ideal role of a department head. A 5-1 rating scale was used (5-very Important, 4-important, 3-Moderately Important, 2-Of Little Importance, and 1-Not Important. The survey was conducted in November 2000. The questionnaire return were 81.5% for the department heads and 72.2% for the principals and vice-principals.
Analyses were done using both the non-linearised scores and the linearised scores obtained from the two parameter Rasch Model which is based on the Item Response Theory. Quantitative analyses revealed that department heads and principals/vice-principals strongly supported competencies of department heads related to curriculum an improvement. These competencies included working with teachers to set departmental instructional goals, determining the scope and sequence, and balance of present materials and making recommendations for their approved use, and encouraging the development and implementation of innovative programs to improve curriculum.
In addition department heads and principals/vice-principals strongly supported the competency of demonstrating outstanding abilities as a master teacher and subject specialist. Thus they thought that a department head should be committed to his/her role as a classroom teacher. There are no significant differences between the heads-of-department and principal/vice-principals on their perception of supervisory and administrative functions. Generally, the department heads experience role overload and have some second thoughts on taking on the same job if given the opportunity to decide all over again.
Date Issued
2001
Call Number
LB2822.3.S55 Sha
Date Submitted
2001