The problem of this study was to determine the pupil control ideology—conceptualized as a continuum from custodialism to humanism—of principals and teachers in public elementary schools in the province of Sukhothai, Thailand. The instrument, the Pupil Control Ideology Form (PCI Form), consists of twenty likert-type items. Responses to each statement are indicated on a five-point scale, ranging from "strongly agree" (five points) to "strongly disagree" (one point). Scores derived from the PCI Form were used as indicators of respondents' orientation toward the control of pupils in elementary schools of Sukhothai, Thailand. The reliability coefficient of the PCI Form yielded a Pearson Product Moment Coefficient of .91 and .95 when using the Spearman-Brown formula. The instrument (PCI Form) was translated into Thai, validated by six judges who were selected on the basis of their positions and knowledge of Thai education. The reliability of the revised questionnaire was determined by a pilot study (test-retest technique) which involved twentyteachers and ten principals of public schools in Sukhothai, Thailand. The results of the Pearson Product Moment Coefficient gave the correlation of .87 and .93 using the Spearman-Brown formula.

The problem with which this study is concerned was that of developing an understanding of teacher attitudes toward collective bargaining. The investigation was initiated so that members of school boards, administrators, and those associated with professional organizations could have the needed knowledge to permit them to deal realistically with employer-employee relations. There were two purposes for conducting this study. First, an effort was made to determine the specific attitudes these teachers possess toward collective bargaining. The second purpose was to analyze the teachers' background characteristics to determine whether classifications such as sex, academic degree, experience, assignment level, professional memberships, or age have an impact on these attitudes.

The problem of this study was to determine if educationally, politically, and economically viable alternatives to the single salary schedule for teachers exist in the eight largest school districts in Texas. After a review of the literature, a questionnaire was developed designed to obtain views of superintendents, school board members, randomly selected principals, teachers, and PTA members in the eight school districts on these issues: whether a multi-factor teacher salary schedule should be developed; which factors should be included in such a system; what amount of monetary compensation should be awarded for each factor; and if teacher job performance is a factor, what criteria should be used to evaluate teachers and who would conduct the evaluations. Analyses of the data were conducted according to the following demographic variables: school district; position, sex, and ethnicity of the respondents; whether the respondents owned homes in the school districts; and whether the respondents had children enrolled in the district schools. The results were presented for the respondents as a whole and according to the various demographic variables.

The purposes of this study were to assess the organizational climate of selected elementary and secondary attendance centers in Texas and to determine if there is a relationship between certain variables and the openness of the climate in these attendance centers. The variables considered in this study were: 1. the length of a principal's incumbency; 2. the age of a principal; 3. the size of the professional staff; 4. the departments of instruction in secondary attendance centers; 5. the grade levels of instruction in the elementary attendance centers. All public school districts in Texas with an average daily attendance of 5,000 or more were included. Random selection was used to determine the sample of districts to be included. A stratified sample of seventy-five attendance centers was then chosen. The Organizational Climate Description Questionnaire was administered. A correlational study design was used utilizing pearson-product moment statistical techniques.

The problem of this study was to answer the question, of whether or not there is congruence between Texas elementary school counselors' and elementary principals' perceptions of the role of Texas elementary school counselors. Research questions were formulated to carry out the purpose of this study. A review of related literature revealed that only two studies of the role of the elementary school counselor had been conducted in Texas. Both studies polled only elementary school counselors; therefore, Texas elementary principals' perception of the role of the elementary counselor was unknown. Christian's Elementary Counselor Inventory (ECI) was the instrument used in this study. The ECI contains 60 items describing tasks likely to be part of the counselor's role. Respondents were asked to consider each task twice; once according to the ideal role (should this be part of the counselor's role?), and once according to the actual role (is the elementary school counselor actually performing this function?).

The purposes of this study were to determine whether school board presidents' perceptions regarding competency-based testing in Texas were related to the (1) size of the school district represented by those surveyed, and (2) length of service of the board presidents. The dissertation includes an introductory chapter, a review of related literature, the procedures for collection and treatment of data, the presentation of data, and the summary, conclusions, and recommendations.

The problem of this study was to determine if pre-training of volunteers working in special education classes for orthopedically handicapped and multihandicapped students makes a difference in their classroom effectiveness. The purposes of this study were two-fold. The first was to develop a training program for volunteers working in special education classes for orthopedically handicapped and multihandicapped students. The second was to determine the effectiveness of the training program.

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.

The problem of this study was to examine the current practices and evaluations of the uses of minimum competency testing as perceived by the representatives of thirty large city school districts of the nation. In order to conduct this study, a questionnaire was developed and validated by panels. Members of the two five-member panels included various level personnel. The survey instrument was mailed to the superintendent of thirty large-city school districts. Twenty-nine were returned representing 96.67 percent of the population surveyed.