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 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.

The problem of this study was an investigation of the functions of school attorneys in selected Texas public schools and the methods by which they were selected, as perceived by the school superintendents. The purposes of this study were to determine the extent to which Texas public school districts utilized school attorneys, the procedures used by school districts in employing school attorneys, the functions of school attorneys, and the ideal relationship between the school attorney and the school district.

The problem of this study is to determine if school climate perceptions are stable among the departmental subgroups of the high school. In addition, the study seeks to determine if the subject area of the department or patterns of leadership behavior of the department head (as perceived by teachers in the department) have a significant relationship to how teachers within a department perceive the climate of their school.

This study sought to determine the effectiveness of an instructional program for developing creative thinking, a positive self-concept, and leadership among intellectually and academically gifted elementary students in grades four, five, and six. The purposes of the study were to determine the effect of experimental treatment on test scores measuring creativity, self-concept, and leadership; to compare the performance of the moderately intellectually gifted with that of the highly intellectually gifted; to determine whether boys or girls benefited more from instruction; and to determine whether fourth-, fifth-, or sixth-grade students achieved greater test gains after experimental treatment.

The problem of this study was to determine specific competencies associated with the superintendent's role in public relations and to determine the relationship between school district size and public relations competencies needed by the superintendent. Conclusions of the study were Public relations competencies for superintendents can be identified in seven competency areas with specific competencies within each area. The seventy-seven specific public relations competencies identified in this study are all needed by practicing superintendents. There is a priority of importance among the seventy seven specific competencies with the competency area of "Relations With the Board of Education" receiving top priority and the competency area of "Personality Traits" receiving second priority. Superintendents from differing size school districts generally do not vary in their perceptions of the competency areas. Differences do exist between perceptions of superintendents of different size schools to specific competencies within competency areas.

The purposes of this study were to determine, based on the perceptions of teachers and principals, during the first year of operation in new elementary schools: (1) the extent of change in organizational climate, (2) the extent of change in principal leadership behavior, (3) the difference between teachers' and principals' perceptions of climate and principal leadership behavior, and (4) the relationship between the openness factor of climate and the principal leadership behavior factors of consideration and structure. The major findings of the study included: 1) Both teachers' and principals' perceptions of the organizational climate in the school changed during the course of the school year. 2) Both teachers' and principals' perceptions of principal leadership behavior changed during the course of the school year. 3) The differences in teachers' and principals' perceptions of climate and principal leadership behavior as measured by the openness score of the OCDQ and the two dimension scores of the SBD were not statistically significant. 4) For the scores for the total group of subjects, the calculated correlation coefficients for the relationship between openness and consideration were all positive.

This study sought to investigate the secondary school principal's leadership behavior as perceived by secondary school teachers and principals in Nakorn Pathom, Thailand. The study had two purposes: to determine whether significant differences existed between teachers' perceptions of principal leadership behavior based on the variables of sex, years of teaching experience, educational level, and size of school; and to determine whether significant differences existed between the perceptions of principals and teachers with regard to the principal's leadership behavior.

The problem of this study was to determine if the mathematics achievement of selected second and third grade students is significantly improved by having had instruction in the Chisanbop technique. The purposes of this study were as follows: 1. To determine if the Chisanbop technique, when used in conjunction with a regular program of instruction, can significantly improve the mathematics performance of selected second and third grade students. 2. To determine if instruction by the Chisanbop technique is more effective with above average academic, average academic, or below average academic second and third grade students in improving mathematics performance. 3. To extend the body of knowledge with regard to the teaching of mathematics at the elementary school level.

This study is concerned with the problem of identifying the nature of and the similarities and differences among the attitudes of three ethnic groups (Mexican-Americans, Blacks, and Anglos) toward vocational education.The purposes of the study were threefold. The first was to determine the attitudes toward vocational education that prevail among Mexican-American, Black, and Anglo students who attend a vocational/technical high school. Secondly, the purpose was to determine the attitudes toward vocational education that prevail among Mexican-American, Black, and Anglo students who attend regular academic schools. The third purpose was to compare the attitudes toward vocational education of students who attend a vocational/technical high school with those of students who attend regular academic high schools.

The purpose of this study was to identify the existing relationships of the elementary school principals' and teachers' perceptions of the elementary school principal's role behavior in Ubon Province, Thailand. This study answers four questions: Are there significant differences in perceptions of teachers in each of the thirty-four surveyed schools of the principal's role behavior; Are there significant differences in perceptions of all teachers among the thirty-four surveyed schools of the principal's role behavior; Are there significant differences in perceptions of all principals of the principal's role behavior; Are there significant differences in perceptions of all teachers and principals of the principal's role behavior?