A MODEL FOR INSERVICE PROFESSIONAL DEVELOPMENT OF EDUCATIONAL ADMINISTRATORS
| Date | 01 February 1984 |
| Published date | 01 February 1984 |
| DOI | https://doi.org/10.1108/eb009896 |
| Pages | 247-261 |
| Author | PROFITHAN HASHIM,HAROLD W. BOLES |
| Subject Matter | Education |
THE JOURNAL OF EDUCATIONAL ADMINISTRATION
VOLUME XXII, NUMBER 2 SUMMER, 1984
A MODEL FOR INSERVICE PROFESSIONAL DEVELOPMENT
OF EDUCATIONAL ADMINISTRATORS
PROFITHAN HASHIM AND HAROLD W. BOLES
The purposes of this study were twofold. The first was to develop a model and the
second was to propose a set of task descriptions appropriate and necessary for im-
plementing the model. The model developed has three crucial stages, i.e., Planning,
Implementing, and Evaluating. Within each stage are four common steps, i.e.,
Analyzing, Developing, Operating, and Evaluating. The three stages and the four
steps within each stage were derived from an exploration of various schools of
thought represented in the literature on inservice projects and models. Several
extant models were discovered, and two in particular influenced the development of
this one, but all were perceived to have certain deficiencies. This new model was
designed to incorporate the best features of the others, while eliminating their defi-
ciencies. Since the development of the model was based on the advocacy and valid-
ity of stages and steps as established in the literature, the model was judged to be
theoretically and philosophically valid.
The purposes of this article are to: (1) indicate, by citing some authorities in
the field, the need for a model for inservice professional development of
educational administrators, (2) describe how planning for such develop-
ment can be done, (3) discuss the rationale for a new model, (4) present
the model, and (5) discuss the validation of the model and the tasks
involved in implementing it.
THE NEED FOR INSERVICE PROFESSIONAL DEVELOPMENT
With their roles and functions yearly (if not more often) taking on different
dimensions, educational administrators currently hold a wide range of
responsibilities — from maintaining pupil discipline to managing the entire
organization, and from motivating community support to the accomplish-
ment of ultimate educational aims. In addition to these roles and functions,
the administrators are confronted with ever-changing social forces and
trends which demand or portend changes for the educational program.
Years ago, Herrick admonished that "ignoring these forces in our cur-
riculum planning and teaching can only lead to inadequate and dangerous
educational programs for our society".1 The phenomena of change in the
1960's included such developments as the scientific and technological
HAROLD W. BOLES is Professor Emeritus of Education, Western Michigan University,
Kalamazoo, 49008. After completing her doctorate in education at W.M.V. ROF1THAH
HASHIM returned
to
Malaysia where she
is an
officer
in
the Department of the Prime Minister.
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