Selected educators' perceptions about the performance responsibilities of curriculum specialists
The purpose of this study was to determine the perceptions of middle grades (6-8th grade) principals, teachers and school-level curriculum specialists about the performance responsibilities of curriculum specialists. The study was done to assess the extent to which these educators' perceptions...
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| Format: | Others |
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DigitalCommons@Robert W. Woodruff Library, Atlanta University Center
1995
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| Online Access: | http://digitalcommons.auctr.edu/dissertations/637 http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=2172&context=dissertations |
| Summary: | The purpose of this study was to determine the perceptions of middle grades (6-8th grade) principals, teachers and school-level curriculum specialists about the performance responsibilities of curriculum specialists. The study was done to assess the extent to which these educators' perceptions correlated and differed on the specific roles and responsibilities of school-level curriculum specialists on job performance. Statistical analyses showed that the responses of principals and curriculum specialists were similar on all twelve performance responsibility items, while the perceptions of teachers were significantly different from principals and curriculum specialists. There were statistical differences between responses of teachers as compared to principals and curriculum specialists based on levels of educational degrees earned. As a result of this research, the following recommendations are suggested. 1. There is a need for further research to clarify and define job descriptions that are communicated to teachers and administrators. 2. School district training should give more attention to the fact that degrees of specialization (curriculum instruction and supervision) need to be more clearly defined and functions of curriculum leadership need to be clarified. The district should offer staff development for all school personnel on how the curriculum specialist can provide assistance and resources to the total school program. 3. In order to be more effective, curriculum specialists must have training in curriculum planning and development. This should lead to certification in the area of curriculum. 4. Functions of curriculum specialists or instructional supervisors must be maintained because their role is critical in curriculum integrity, curriculum development and making teachers a part of the whole decision making process. |
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