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• W59388831 abstract "WHAT do you expect? He used to be a coach! This comment ought not to shock any one with an assumption that it has never been heard before. Moreover, it can be in terpreted as negative or positive, depending upon how one perceives the situation. Per haps the real question is: Are there any real differences between the ex-coach adminis trator and the non-coach administrator? First, one acknowledges that coaches do become administrators. In a recent survey of experiential background in New Mexico, 55 percent (322) of the 582 respondents (77 percent of the current administrators) were ex-coaches. To describe the responding sam ple, Table 1, Characteristics of Adminis trators by Role, is presented. An assumption is made, for purposes of analysis, that these characteristics are typical for administrators. Sidelights to these data that lend credence to the representativeness of the sample include the fact that 46 percent of the ex-coaches are employed in the less than 5,000 popu lation communities, and 32 percent of the ex-coaches are in the over 20,000 sized communities. Moreover, the superinten dents' of experience range from 2 to 39 years, and the principals' range from 1 to 40 years of experience. If these data describe the administra tors in the public schools, what one can ex pect of the administrator may rest upon the values the educational leaders profess and the skills which they possess. These admin istrators were asked to select the most im portant in administration and to designate the highest level pos sessed. If these reports were exactly parallel and if there were no differences between the ex-coach and non-coach administrators, one could assume that not much can be said about the responses. It is in the differences that pertinent information emerges. To delimit the range of potential re sponses, the administrators were given six choices of administrative functions from which to select. Five were named and the sixth choice was open to description by the respondent. The named choices were: (a) supervision of teacher's instruction; (b) con structing curriculum; (c) community public relations; (d) financial management; and (e) teacher, board, administrative arbitra tion. These same task categories were used for both the most needed and the skill possessed responses. In Table 2, Needed and Skills Possessed by Administrative Role. the re sponses of administrators are presented in terms of the educational assignment. It is quite clear that what the job demands of the" @default.
• W59388831 created "2016-06-24" @default.
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• W59388831 date "1970-01-01" @default.
• W59388831 modified "2023-09-24" @default.
• W59388831 title "Experiential Background and Administrative Values." @default.
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