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.

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.

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.

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.

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 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?

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.

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 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.

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.

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 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 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 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 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 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.

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 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.

This study was concerned with the comparative relationship of attendance to grade point average. The first of five purposes was to determine if there was a relationship between adequate attendance and grade point average. The second and third purposes concerned the relationship between attendance and grade point average among students from different localities. The fourth and fifth purposes were to determine if there was a relationship between attendance and grade point average among students of different sex.

This study's purpose (May, 1980) was to determine nursing career preferences of twelfth-grade students in health occupation courses in Texas. Super's theory of career development provided the theoretical framework. Data collected via researcher-developed Nursing Career Survey (NCS) administered to students and a teacher questionnaire concerning course content were analyzed and reported by frequencies and percentages. The population (n=379): females, ethnic groups (Whites, Blacks, and Mexican-Americans), all levels of social classes (I/II, III, and IV/V), and preferrers of VN, ADN, Diploma, and BSN nursing programs.

This study was undertaken in order to assess the effects of elementary school grade retention on the academic achievement of pupils. For each analysis in the study, norm-referenced standardized achievement tests were used as the dependent variable. Percentile rank score means in reading, language, and mathematics served as achievement indicators.

The problem of this study is to determine whether or not Texas public schools lost revenue when constitutionally mandated tax relief measures were implemented. The study also traces the evolution of tax relief legislation in Texas from 1969 to 1980. Superintendents from randomly selected school districts identified educational program adjustments required if revenues were reduced. Superintendents also identified educational and property tax issues of concern to district constituents.