Abstract
Purpose. The purpose of this study was to determine the perceived usefulness of knowledge and skills acquired through the unique requirement of on-the-job field experience, directly linked to classroom instruction, for the respondents in their current administrative positions. Methodology. An ex post facto comparison was completed with perceptions from 155 respondents who had qualified for the new Second Tier Credential. The survey reflected variations in completing the on-the-job field experience. The instrument addressed the following: continuity of supervision; sequence of coursework and related field experience; participative involvement in planning field experiences; usefulness of both classroom content and field experience for each of the eight competency areas; source of credit for field experience; the respondent's gender, and their current full-time position. Findings. On-the-job field experience and classroom content courses were not taken by fifteen percent of the respondents in Fiscal Management and by eleven percent in Cultural and Economic Diversity. Greater usefulness to job occurred when there was continuity of supervision and shared involvement by the individual, college instructor, and district representative, in planning the field experience. There was no significant difference in usefulness of field experience to their present job based upon the location where the credit was earned. In seven of the eight competency areas, males perceived more benefit from field experiences than did females. Recommendations. Study results suggest the need to: (1) Establish systems to assure all competencies are addressed; (2) Maintain continuity of theory to application by using the same instructor for classroom content and field experience courses; (3) Include all three participants in developing and coaching the field experience; (4) Investigate the State Administrative Training Center program which received high regard within the comments; (5) Explore reasons why males perceived greater usefulness; (6) Clarify, for both universities and candidates, the rationale for the competency areas required at both levels of the credentialling system; and (7) Assure incorporation of all elements of andragogy.