Abstract
This study was designed to ascertain the training individuals had received for the position of chief school business official (CSBO) in a California school district. Investigated were the setting--business or education--in which individuals had been trained, the most frequent delivery modes of training, and which modes were most useful. The researcher looked for significant differences (1) in levels of usefulness among delivery modes, (2) in levels of usefulness between training received in a business setting versus an educational setting, and (3) between more experienced and less experienced CSBOs in the topics, primary modes, usefulness, and setting. The study determined what critical skills CSBOs feel will be most important in the next ten years. A descriptive survey instrument was developed. A random sample of 100 CSBOs was taken from the 1991 California Public School Directory. Of 100 questionnaires sent, 83 were returned; 78 were completed properly and used. The findings were: (1) Ninety percent or more of the CSBO's had training in all categories except creative financing and management practices. (2) On-the-job training was the most frequent primary mode of training. (3) CSBO's received most of their training in the educational setting. (4) Fifty-nine of the sixty-three topics were rated at a usefulness level of 3 or 4 (4 = high). (5) The business setting was found most useful. (6) CSBO's with less experience were most likely trained in the business setting; more experienced in the educational setting. (7) Written and verbal communication skills are the most critical topic for CSBO's to possess in the next ten years. The recommendations were: (1) Topics identified should serve as a checklist for superintendents and school boards in defining job specifications. (2) A coalition should be built between business and education to share their experience and insights to provide a candidate pool from both fields. (3) Universities should create a curriculum for CSBO's using both business and education departments. (4) The California State Department of Education should use the findings as a guideline when investigating the certification process. (5) Inservices should be given to professors of educational administration to communicate knowledge and skills needed by CSBO's. (6) School-business partnerships should be created for on-the-job training of CSBO's.