ADMINISTRATIVE CANDIDACY: A PROCESS OF NEW ROLE LEARNING—PART 2
Date | 01 February 1977 |
DOI | https://doi.org/10.1108/eb009773 |
Published date | 01 February 1977 |
Pages | 170-193 |
Author | WILLIAM D.JR. GREENFIELD |
Subject Matter | Education |
THE JOURNAL OF EDUCATIONAL ADMINISTRATION
VOLUME XV, NUMBER 2 OCTOBER, 1977
ADMINISTRATIVE CANDIDACY: A PROCESS OF NEW
ROLE LEARNING—PART 2
WILLIAM D. GREENFIELD, JR.
Part One of this initial report of a longitudinal study of the organizational socialization
of educational administrators offered an analysis of data ordered by the GASing construct
and the two related concepts of anticipatory socialization and interpersonal orientation.
The data to be analyzed here are ordered using the concepts of situational adjustment
and organizational space. A theoretical model interrelating major individual and
organizational variables influencing the socialization of administrators during the
candidacy portion of their career then builds upon the hypotheses proposed in Part One
and Part Two. The paper concludes with a brief discussion of the implications these
data portend for both training programs and public school systems, calling special
attention to the uniqueness of the long-term serial character of the socialization of
educators as an occupational group.
SITUATIONAL ADJUSTMENT
The concept of "situational adjustment"22 is useful in interrelating
inter-individual differences in behavior dispositions and the structural
context of the situation in which learning occurs. In addition to noting
the importance of the socialization setting for learning new roles, Brim
posits that:
there are three things a person requires before he is able to perform
satisfactorily in a role. He must know what is expected of him (both in
behavior and values), must be able to meet the role requirements, and must
desire to practice the behavior and pursue the appropriate ends.23
The way in which candidates with different interpersonal orientations
adjust to the situation of candidacy was analyzed to determine what
candidate perspectives evolved. The researcher then examined the manner
in which perspective towards the process of candidacy was related to the
fullness of administrative perspective achieved.
Situational adjustment is a process "in which individuals take on the
characteristics required by the situation (in which) they participate".24
WILLIAM D. GREENFIELD, JR. is Assistant Professor and Director of the Center for
Research in Educational Administration at Syracuse University. He holds the degrees of
B.A. (Miami) and Ph.D.(New Mexico). Part 1 of Dr. Greenfield's article appeared in the
May 1977 edition of the Journal (pp.30-48).
Administrative
Candidacy
171
As the individual moves through a variety of social situations, he learns
the requirements of continuing in the situation, and of being successful
in it. "If he has a strong desire to continue, the ability to assess accurately
what is required, and can deliver the required performance"," then the
individual exhibits the behaviors the situation demands.
Different abilities to adjust would appear to have some effect on both
the process and the outcome of candidacy. Becker26 posits that a person
acquires perspective as a result of adjustment to specific situations.
Two perspectives appear to be related to the situation of candidacy.
The first, discussed as an outcome of GASing and the process of
anticipatory socialization, concerns the fullness of administrative per-
spective achieved. The second, to be discussed next, concerns candidate
perspective towards the process of candidacy
itself.
The two perspectives
seem to be related to one another.
Perspective Towards Candidacy
Analysis of the interview content revealed that the situation of
candidacy is extremely ambiguous. The setting appeared to be loosely
structured to the extent that few candidate behaviors were formally
prescribed by the organization. There was no formal structure defining
how a candidate should behave except that he must (1) enroll in
university coursework and become qualified for administrative
certification, and (2) apply to the district office to become formally
eligible for appointment to an administrative position. Beyond these two
formally prescribed behaviors, candidates faced a situation which pres-
ented no clear definition of how one should behave. Number Four
suggested the nature of the situation to which candidates must adjust
if they expect to continue and be successful in their bid for administrative
appointment:
It is very unclear. You know why it is unclear? I think it is because there
definitely is a game-plan to acquiring an administrative position. I don't know
what it is. If I did, I'd be playing the game.
In another portion of the interview, Number Four indicated what she
planned to do to find out what the game-plan was:
In the future I'd like to talk to some of the people—probably you would
be a good one, or maybe the Activities Director at High
School:
someone
who can give me an idea of just what the game-plan should be to acquiring
an administrative position.
Although phrased differently by others, these comments by Number Four
are representative of the manner in which candidates appear to find out
how to behave during candidacy. They talk with, listen to, or observe
other persons who are currently engaging in or have already been through
the same situation.
While Number Four had been a candidate for less than a year, and
did not appear to know how one should behave, the interview content
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