GUIDELINES FOR THE DEVELOPMENT OF PROGRAMS OF PREPARATION OF SCHOOL ADMINISTRATORS IN EGYP

The major question of this study was: what are the content and structural models, categorizations, or schemes which have been used to conceptualize needs in preparation of school administrators which may be used in the Egyptian context? The study is intended to provide information and raise the issues useful to future decisions about the appropriate content and structure of preparatory programs in Egypt.;The descriptive method of research is applied in this study. It is assumed that the study of the literature on preparatory programs for school administrators in selected countries could lead to general guidelines which could be modified to accomodate the conditions in Egypt.;The study attempted to answer the research question through analysis of essentially secondary sources. These include books, articles and monographs of which school administration is the subject. Several publications and reports of the Ministry of Education in Egypt, UNESCO, ALESCO, and professional organizations such as UCEA were utilized.;Findings of the study are reported in five chapters. The study concluded that there are three models or structures of training programs: (1) the preservice model; (2) the inservice model; and (3) a combination of the two. The third model is judged to be the most appropriate one for Egypt.;The study develops guidelines for a design of preparation plan. It covers five areas: structure; content; instructional methods; selection, recruitment and evaluation of participants in the program; and program management. The case for development of a comprehensive plan for training in Egypt is made. The plan would allow for specialization in specific as well as general areas of administration; differentiate among administrative levels; provide continuous training; meeting specific standards; and make its programs flexible to meet the changing needs.;The study suggests that more research to develop information to make decisions as to the appropriate content and instructional methods for training programs in Egypt is needed. Of particular importance is a study of roles and tasks actually performed by administrators at various levels and in different school situations.;Since Egypt is a centralized country the study suggests that the French model for management training programs, with the National Institute of Academic Administration attached to the Ministry of Education, may be modified and applied in Egypt. However, if the trend toward decentralization continues, training of administrators may have to be planned and managed at the local or regional level.;The study suggests possible roles of universities and Ministry of Education agencies in the development and implementation of training programs. Other areas of research and study to provide the information needed for training school administrators in Egypt are recommended in the study.