The problem with which this study is concerned is to determine the attitudes of teachers toward female public school administrators in the province of Phisanulok, Thailand. The purposes of this study are (a) to identify the attitudes of public school teachers on the elementary and secondary levels toward women in administrative positions; (b) to identify whether or not there are significant differences between the attitudes of men teachers toward women in public school administrative positions and the attitudes of women teachers toward women in public school administrative positions according to age, level of education, years of experience, marital status, and previous experience working for a woman administrator; and (c) to identify whether or not there are significant differences between the attitudes of elementary school teachers toward women in public school administrative positions and the attitudes of secondary school teachers toward women in public school administrative positions according to age, level of education, years of experience, marital status, and previous experience working for a woman administrator.

The problem with which this investigation was concerned was that of gaining a better understanding of factors which promote public school teachers' job satisfaction and the determination of the degree of impact of two specific organizational factors upon such job satisfaction. The two organizational factors are those of involvement in the decision-making process of the school district and the locus of control construct. This study had two purposes. The first was to determine if the direct involvement of classroom teachers in the decision-making process of a public school district affected their perceptions of job satisfaction. The second was to determine the relationship of locus of control on job satisfaction when teachers were directly involved in the decision-making process of a public school district.

This study provided administrators in a large southern metropolitan public school district an opportunity to participate in a stress-related research study. The questionnaire contained such stress-related probe areas as spiritual beliefs, preferred and imposed (perceived) orders of major-life emphasis areas, professional environment, personal-social environment, and probes into the ethical positions held by the administrators. The professional environment section contained subsets of internal (on-the-job) probes, external (political) probes, as well as personal (incentive) probes.The personal-social environment section was sub-divided into five Maslow hierarchy-of-need related probes such as physiological needs, safety-security needs, social needs, esteem needs, and self-fulfillment needs. The final section of the instrument sampled the administrators' responses to probes concerning their concepts of God, their concepts of the Bible arid their positions on eight ethical statements.

This study surveys a sample of second-, fourth-, and sixth-grade teachers' proficiencies in three areas of standardized achievement test information—knowledge of standardized test terminology, interpretation of standardized tests, and application of standardized test results in program planning. A comparison is also made of teacher knowledge of standardized tests and public school administrators' expectations of teachers' skills. The purposes of the study were to determine elementary teachers' knowledge of standardized achievement test terminology, interpretation and application of test score information. This determination was made across the three variables, grade level taught, highest degree earned, and the number of years teaching experience.

The purpose of this study was to compare per pupil receipts for operation in most school districts in Texas based on the changes in State funding provided for by three major finance bills and to analyze the effects of federal monies provided by Title I of the Elementary and Secondary Education Act of 1965 to determine the degree of equity in the State's school finance structure. The population consisted of 973 public school districts reporting all data for 1974-75, 1976-77, and 1977-78. The districts were grouped into ten wealth deciles based on School Tax Assessment Practices Board assessed property value per student in average daily attendance. A weighted mean value for each decile for each category and year of funding was computed. Correlation coefficients were computed to provide an index of relationship between the categories of dollars available per pupil for operations. Coefficients of variation were determined to express the magnitude of variation relative to the average value for each additive category for each decile.