The purpose of this study was to determine the relationships between the scores of students on the Pre-Professional Skills Test (P-PST) and the scores of students on college aptitude tests, the race of students and the number of college hours that students had completed. The subjects who participated in this study were education students who sought admittance to Texas public colleges and universities and took the P-PST in March, 1984. A total of 642 students participated in the study, 512 White or other, 48 Blacks and 82 Hispanics. P-PST scores, race, number of college hours completed, and college aptitude scores were obtained from the student's college or university as a result of the signed release forms each student completed at the March, 1984 testing date.

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.

This study develops an instrument for evaluating the effectiveness of educational administrative performance in Korea. The purposes of this study are to determine the attitudes of 272 respondent Korean school administrators (elementary, middle, and high school principals and vice principals) toward the purposes of administrative evaluation, the elements of an administrative evaluation system, and the competencies that are needed for successful administrative performance. The survey instrument used is a two-part questionnaire that addresses the purposes and elements of administrative evaluation and administrative competencies. Four research questions are answered both by comparing the responses of position and school groups (utilizing a two-way analysis of variance) and rank ordering each item within each category by position and school groups.

The purpose of this study was to (1) report changes in elementary teachers' and principals' perceptions of organizational climate as climate was perceived by (a) elementary teachers in individual schools, (b) elementary teachers as a total group, (c) elementary principals in individual schools, and (d) elementary principals as a total group. The subjects in the study included 13 elementary principals and 247 elementary teachers. Each principal had a least two years tenure in the elementary school. The Organizational Climate Description Questionnaire (OCDQ) was administered at the beginning of the school year, at midyear, and at the end of the school year.