The purpose of this study was to identify the perceptions held by junior high school principals, their spouses, and school counselors regarding occupational stressors of the junior high school principals in the State of Texas. The occupational stressors center around five areas of concern: (1) administrative constraints, (2) administrative responsibilities, (3) interpersonal relations, (4) intrapersonal conflicts, and (5) role expectations. A randomly selected sample of 300 junior high school principals were sent questionnaires for themselves, their spouses, and their school counselors. Descriptive statistical methods were employed to calculate means and standard deviations of the principals', spouses', and counselors' perceptions of the occupational stressors of the principals. T-test and one-way analysis of variance were used to analyze the data.

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 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.

Before the 1981 enactment of the Term Contract Nonrenewal Act in Texas, term contract teachers were entitled to a hearing only when the employment contract was terminated during the contract period or when the cause for nonrenewal was made public and had a stigmatizing effect on the reputational rights of the teacher. This new act has the effect of bridging the gap between what has been legal and what many would consider to be fundamentally fair in employment practices. The immediate impact of this law has left educators with the need to investigate the adequacy of the procedure used by the Texas Education Agency in implementing the hearings and appeals process regarding nonrenewal of term contracts. This, then, is the problem of this study.

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.

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 …

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 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.

The problem of this study was to compare the perceptions o£ Kansas state legislators, superintendents, and teachers toward the Arkansas Student Assessment Program. The purpose was to generate data which would benefit educational planners in Arkansas. Hypotheses which focused on current national issues in the statewide testing movement and on issues pertinent to the Arkansas program were constructed, and a questionnaire was developed to test the hypotheses. The questionnaire was mailed to all Arkansas state legislators and to the superintendent and a fourth-grade teacher in 100 randomly selected Arkansas school districts. Responses were received selected Arkansas school districts. 70 percent of superintendent from 50 percent of legislators, 70 per dents, and 74 per cent of teachers. The chi-square statistic was applied to individual questions in test for significance of difference between the groups, the Kruskal-Wallace one-way analysis of variance by ranks was applied to the hypotheses to test for significant differences between groups. In examining individual questions relating to legislators, superintendents, and teachers, significant differences were found on twenty three of the forty items on the questionnaire. A significant difference was found on each of the seven hypotheses, as follows: (1) superintendents and teachers understand the program better than legislators, …

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 …