Abstract
Purpose. The purpose of the study was to examine the role of the curriculum administrator (1) as defined in job descriptions, (2) as perceived by the curriculum administrator, and (3) as performed by the incumbent in the position. Procedure. Data were secured by means of a fifty-two item questionnaire. The sample included all personnel identified as curriculum administrators in the counties of Orange, Riverside, San Bernardino, and San Diego in California. A 72.4 percent return was realized from a mailing of one hundred eighty-one questionnnaires. Data analysis was accomplished through the use of descriptive analysis, the chi-square test for independence, and the McNemar test to assess significant discrepancies. Selected Findings. (1) Significant differences were found between the defined role and the perceived role. (2) Significant differences were found between the defined role and the performed role. (3) No significant differences were found between the performed role and perceived role for thirty-eight of the fifty-two behaviors. (4) Responses were not dependent on years in the present position, nor the age group of the respondent. Responses were dependent on gender for eighteen of the fifty-two behaviors. Selected Conclusions. (1) Data did not lend themselves to generating a role description for the curriculum administrator based on congruence of defined, performed, and perceived roles. A role description was compiled based on performed and perceived roles. (2) Neither role perception nor role performance are determined by job description. (3) Performance and perception of certain role behaviors are dependent on gender. (4) Curriculum administrators perform role behaviors which they perceived should be performed. Selected Recommendations. (1) Job descriptions should be reviewed and revised periodically and related directly to the incumbent's role performance and perception. (2) Research is needed regarding the influence of gender on role performance and perception. (3) There is a need for research on the job satisfaction of curriculum administrators. (4) Evaluation processes and instruments for evaluation should be correlated to job descriptions if performance evaluation is to be relevant.