Candidate: Julia K. VanderMolen

Degree of: Doctor of Philosophy

Department: Teaching, Learning, and Leadership

Title: Job Tasks Performed by Career Preparation System Administrators: Implications for Leadership Development

Committee: Dr. Richard Zinser, Chair
Dr. Carl Woloszyk
Dr. Andrea Beach
Dr. Donald Green

Date: Saturday, May 5, 2006 11:00 a.m. – 1:00 p.m.
Room 2008--Grand Rapids, East Beltline Campus

Abstract: This study represents the results of a quantitative survey measuring the importance and frequency of job tasks performed by Michigan’s Career Preparation System (CPS). The census consisted of one hundred-twenty (n=120) CPS administrators. Eighty-six (n=86) or 72% of CPS administrators participate in the study. A mailed survey was used to collect data to determine the importance and frequency of 51 job tasks performed by career and technical education administrators identified by a previous DACUM study for a leadership development program. Quantitative methods were used to seek and improved understanding of the job tasks performed by CPA administrators to inform future leadership development programs. The finding of the descriptive results indicated the job tasks important to CPS administrators: recordkeeping (89.5%), organizational improvement (88.8%), and facilities & equipment management (88.5%), personnel management (87.82%), school-community relations (86.86%), professional and staff development (85.42%), business & financial management (84.6%), instructional management (84.1%), program planning, development & evaluation (82.0%), student services (81.26%), and integrate academic & CTE Programs (71.9%). Significant findings indicate that there was little difference between the job task and the job type of a CPS administrator (local CTE director, shared time CTE director, area center director/principal, and community college dean). Significant finding also indicated that there was little difference between the job task and the number of years of experience of a CPS administrator. The information collected form the literature review and this survey study support the need for structured leadership development programs for CTE administrators.

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