Abstract
The purpose of this study was to determine which of the many competencies needed by the junior high principal are most critical as perceived by California junior high principals. Two research questions formed the focus for this study: (1) In the perceptions of the junior high principals, what were the priorities of selected competencies required for a junior high principal to be effective? (2) What observable agreement or disagreement was there when the priorities were grouped by: (a) size of school; (b) female or male principals; (c) age of principal; (d) principal's educational level, and (e) experience as a junior high principal. The literature review included a history of the junior high school and related research on principal competencies. The survey instrument contained competency statements divided into six categories and an open-ended section where principals could list additional competencies. The population included all California 7-8 principals of public schools with an A.D.A. of at least 100. The questionnaire was mailed to 399 principals and 282 were returned, representing a 71% response rate. The data were analyzed by using one-way analysis of variance and Tukey's LSD Post Hoc Test. Significant differences were identified at the .05 confidence level. All 45 competencies were considered important. The first fifteen priority competencies were considered critical. They dealt with the importance of communication, interaction with individuals and groups, strong leadership, and motivation. The most critical competency area identified was develop a discipline program that leads to responsible student behavior. The least critical competencies dealt with budgeting, laws, external forces, and maintenance skills. The least critical competency was demonstrate knowledge of district and state budgeting. Human relations ability was identified as the most critical competency category, followed closely by leadership and instructional leadership. All of the variables except age had a significant effect on at least one of the competency areas; however, the overall effect was minimal. The open-ended section produced 185 comments from 90 respondents. Further research is recommended to gather data from other populations of middle-level principals (5-8, 6-8, 7-9) and from principals of other geographical regions.