The purpose of this study was to investigate the relationship of bureaucratic structure to communication satisfaction of teachers in a suburban school district in north Texas. This study compared seven components of communication satisfaction of teachers in Authoritarian schools with those of teachers in Professional schools.

The problem of this study was to analyze the utilization of teacher competency testing in the eleven states that originally enacted legislation requiring teacher competency testing. A questionnaire was developed, validated, pretested, and finally submitted to state and local superintendents in eleven states. Thirty-three questionnaires were returned representing 75 percent of the questionnaires mailed. Responses were reported in percentage tables. An analysis of variance program was conducted on all data to determine whether the perceptions of the state and local superintendents were significantly different on each question. An analysis of the findings of this study led to the following conclusions. 1. The benefits of teacher testing to state agencies, schools of education, school districts, and society outweigh the disadvantages of increased budgets and larger educational bureaucracies and the possibility of teacher shortages. 2. Teacher competency testing procedures are used primarily for entrance to and graduation from teacher education programs and for certification purposes. 3. Characteristics of a comprehensive teacher competency testing program include a written assessment of acquired knowledge, procedures for evaluating an applicant during student teaching, a probationary period prior to permanent certification, additional training or assistance for teachers, and provisions for retaking of failed examinations. 4. Evidence indicates …

The purposes of this study were (1) to identify the uses of computers in non-public school administration and (2) to determine what factors affect the usage of computers in non-public school administration. An eight per cent (1525 schools) sampling of all nonpublic secondary and elementary in the United States was sent questionnaires. Eight hundred and seventy two (57 per cent) were returned. Some major findings of this study were that 36 per cent of all non-public schools use computers for administrative purposes. Non-public secondary schools use computers significantly more for administration than do non-public elementary schools. Independent schools, those not associated with any religious body, use computers significantly more for administration than do Parochial schools, those affiliated with some religious body. Within the Parochial classification, there is no significant difference in administrative computer usage between Catholic and Other Parochial schools. Schools with an enrollment larger than 500 students use administrative computers more frequently than do smaller schools. Administrators not using administrative computers perceived that the expense of computers and the lack of trained computer personnel were the major reasons they were not using computers. Administrators using computers for administrative functions listed word processing, general accounting, payroll, grading, attendance monitering and …

The problem of this study was to determine how Nigeria's public education system might be improved through the improvement of the competency of school administrators. The study's four purposes were to identify present administrator levels of competency and present and future competency needs and to suggest training programs to develop present and future competencies needed by Nigerian school administrators. A survey instrument was utilized to assess perceptions of administrators, professors, students, and bureaucrats. A 70 per cent response rate from each of the eight groups studied (totaling 230 persons) was considered acceptable. Analysis of the findings reveals that all groups of respondents perceived all 53 competency areas to be important to highly important for public school administrators to possess at present and in the future. Differences of opinion appeared with respect to present levels of competency, but a fairly high degree of concurrence existed among all eight groups of respondents with regard to 17 areas of lowest present competence among practicing administrators. Respondents suggested very few methods and programs for improving present levels of administrator competency. In those areas in which respondents perceived lower levels of competency among administrators, deficiencies were generally attributed to lack of governmental cooperation. On the …