THE PERCEIVED LEVEL OF COMPETENCE BASED ON EXPERIENCE AND GENDER OF THE ADMINISTRATIVE STAFF OF PRIMARY EDUCATION IN GREECE AND THE NEED FOR TRAINING
Keywords:Competence(s), Administrative staff, Primary school, Experience, Gender
The ideas of ‘competence’ and ‘competencies’ have become central in the last decades in education, as experts have focused their interest on the importance of setting learning objectives in order to help students familiarise themselves with the learning process. In the present study, it is examined whether there is a difference in the perceptions of the administrative staff (both principals and vice-principals) on their level of competence as far as their experience (experienced or novice - inexperienced) and a common personal characteristic, such as their gender (male or female), are concerned. A total of 412 administrative staff that is 261 principals 151 vice-principals responded to a five-point Likert-scale questionnaire. The statistical comparison was performed by applying the 2-factor analysis of variation (ANOVA). This analysis was preceded by check for equality of variance between the respective groups (Levene’s test). Based on the findings concerning experience and gender correlation, it is revealed that the greatest need for training seems to concern novice female primary school administrative staff, while on the contrary, the least need for training concerns the experienced male ones. Training programme designers should take this fact very seriously when creating educational courses.
• Cheng, Y. C. (2005). New paradigm for re-engineering education: Globalization, localization and individualization. Dordrecht, Netherlands: Springer.
• Davies, B., & Ellison, L. (1997). School leadership for the 21st century: A competency and knowledge approach (1st ed.). London, England and New York, USA: Routledge Falmer.
• Deal, T., & Peterson, K. (2010). Shaping school culture: The heart of leadership (1st ed.). San Francisco, USA: Jossey-Bass.
• Derek, E. (2013). Competences for school managers. London, Philadelphia: Kogan Page Limited.
• Dipaola, M., & Forsyth, P. (2011). Leading research in educational administration: A festschrift for Wayne K. Hoy. Charlotte, North Carolina, USA: Information Age Publishing.
• Dyrda, B., & Przybylska, I. (2008). Dimensions of the role of the head teacher in the educational system in Poland. The New Educational Review, 16(3/4), 127-135.
• Foot, M., & Hook, C. (2008). Introducing human resource management (5th ed.). Australia: Prentice Hall.
• McAndrew, D. (2005). Literacy leadership: Six strategies for people work. Indiana, USA: International Reading Association.
• Petroselli, C. (2008). Science education issues and developments. New York, USA: Nova Science Pub Inc.
• Robotham, D., & Jubb, R. (1996). Competences: Measuring the unmeasurable. Management Development Review, 9(5), 25-29. doi.org/10.1108/09622519610131545
• Vilkinas, T., & Cartan, G. (1993). Competences of Australian women in management. Women in Management Review, 8(3), 31-35. doi.org/10.1108/09649429310037652
• Wilburn, K., & Summers, I. (1983). The continuing education of administrators: Identifying competences, the critical first step. Paper presented at the Annual Meeting of the American Education Research Association (pp. 1-35). New Orleans: LA, USA, 23-27 April 1984.
• Wilson, J. (2005). Human resource development: Learning & training for individuals and organizations (2nd ed.). London, England: Kogan Page.
• Winterton, J., & Winterton, R. (1999). Developing managerial confidence (1st ed.). London, England: Routledge.
• Zuzelo, P. R. (2010). The clinical nurse specialist handbook (2nd ed.). Sudbury, Massachusetts, USA: Jones and Bartlett.