Abstract
Concepts such as shared decision making and decentralization are prominent in current school reform literature. The attention they are receiving is causing those who prepare and employ principals to reexamine skills required for building-level administration. However, little is known about current perceptions of teachers and principals relative to skill requirements for principals. This dearth of knowledge hinders appropriate considerations relative to professional preparation (long dominated by an emphasis on technical skills), employment decisions, and staff development. This study examined teacher and principal perceptions of skills required for principal effectiveness. Katz's (1955) widely used taxonomy that classifies managerial skills as technical, human, and conceptual served as an organizing framework for the study.
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