Job tasks performed by Career Preparation System administrators: Implications for leadership development

This study represents the results of a quantitative survey measuring the importance and frequency of job tasks performed by Michigan's Career Preparation System (CPS) administrators. The census consisted of 120 (n = 120) CPS administrators. Eighty-six (n = 86) or 72% of CPS administrators participated in the study. A mailed survey was used to collect data to determine the importance and frequency of 51 job tasks performed by career and technical education (CTE) administrators identified by a previous DACUM study for a leadership development program. Quantitative methods were used to seek an improved understanding of the job tasks performed by CPS administrators. The results of the study will be used to inform future leadership development programs.;The findings of the descriptive results indicated the job tasks important to CPS administrators. The rankings are as follows: Recordkeeping ( M = 3.5); Personnel Management (M = 3.4); School-Community Relations (M = 3.36); Facilities and Equipment ( M = 3.35); Organizational Management (M = 3.33); Business and Financial Management (M = 3.3); Professional and Staff Development (M = 3.26); Instructional Management (M = 3.24); Student Services (M = 3.23); Program Planning, Development and Evaluation (M = 3.15); and Integrating Academic & CTE Programs (M = 2.95). Significant findings indicated that there were few differences between the job task and the job type of a CPS administrator (local CTE directors, shared time CTE directors, area center directors/principals, and community college deans). A significant finding also indicated that there was little difference between the job task and the number of years of experience of a CPS administrator. The information collected from the literature review and this survey study supports the need for structured leadership development programs for CTE administrators.