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 determine whether application forms used in Texas public schools for teachers and administrators were in compliance with federal Equal Employment Opportunity Commission (EEOC) and Texas Human Rights Commission Act (THRCA) regulations regarding preemployment practices. Participating in the study were 740 public school districts in Texas. The study also attempted to determine if these application forms are in violation of EEOC regulations pertaining to pre-employment practices and whether classification based on the districts' size, wealth, student ethnicity and geographical location has a bearing on the degree of compliance with and awareness of EEOC and THRCA regulations. A model employment application form and set of guidelines were developed for school districts to use in securing pre-employment information. Inferential statistics were used through various applicable designs. Three different types of analysis were utilized. These were a Descriptive Analysis, a Goodman- Kruskal Gamma (y) Coefficient—chi-square analysis and a Multiple Regression analysis. The descriptive analysis included the calculation of percentages of the suspect questions appearing on teacher and administrator application forms utilizing the Criteria Used to Determine EEO Compliance and Awareness Among Texas School Districts. The Goodman-Kruskal Gamma (y) Coefficient and the chi-square analysis were employed in order …

The purposes of this study were (1) to determine the perceptions of English teachers and language arts supervisors in the State of Texas with respect to the use of vernacular black English in relation to selected demographic variables, (2) to determine whether their perceptions differed significantly from one another, and (3) to determine whether those who do not work with vernacular black English (VBE) speakers differed significantly in their perceptions from those who work with black-dialect speakers. The factors of subjects' ethnicity, present position of respondents, district size of those surveyed, and degree held by respondents were analyzed in relation to differences in opinion, perceptions of criteria for teaching students who speak VBE, knowledge of VBE, and attitudes of respondents toward VBE. Responses from subjects to an instrument provided the data for testing.

Using a case study approach, this investigation focused on the nature of the relationship between computer related expenditures and student achievement in mathematics, with consideration given to the mediating factors influencing the relationship. Some of these factors included the types of computers and software being used, the objectives of computer instruction, teacher preparation in the use of the computer as an instructional tool, the amount of time individual students had access to a computer during the school year, and the socioeconomic status of pupils. Two of the twenty-five largest school districts in Texas were selected as the subjects for this study. Numerical data were collected from existing documents including general ledgers, bid tabulations, test score tables, and records showing the numbers of students participating in the free and reduced price lunch programs. Specific information regarding the implementations of the instructional programs was gathered through observations and 2 interviews with principals/ teachers, and students in four— teen junior high schools in each of the two school district. The districts exhibited more differences than similarities in the approaches to using computers for instruction in mathematics. One district, for about two hundred dollars per student, purchased a prepared, copyrighted, and patented program consisting …

The problem of this study was to identify a minimum competency-testing framework for the state of Texas, based upon perceptions of superintendents of schools. Additionally, this study attempted to determine whether relationships existed between school district characteristics and the superintendents' perceptions of minimum competency testing. In summary, eight conclusions were reached with regard to minimum competency testing. Two implications have been presented which would direct the application of a minimum competency framework within the state of Texas. Finally, six recommendations have been made. Five recommendations dealt with additional studies, while one recommendation dealt with the Texas Education Agency's use of results from the five recommended studies.

The purpose of this study was to determine the role of high school assistant principals as perceived by principals, assistant principals, and teachers. The population in this study consisted of the principals, assistant principals, and teachers in Class 5A high schools in Texas during the 1985- 86 school year. One hundred and twenty of the Class 5A high schools were randomly selected to participate in the study. One principal, one assistant principal, and one teacher from each school were asked to respond to the survey. A questionnaire was designed to measure the perception of the three groups under study and contained seventy-seven job responsibilities which were divided into six major areas. The six areas were school management, staff personnel, community relations, student activities, curriculum and instruction, and pupil personnel. Eighteen items were eliminated through clarity, appropriateness, and reliability studies. Each respondent was asked to rate the degree of involvement of assistant principals for each job responsibility listed in two columns labeled current and ideal. Five hypotheses were developed for the study. Three hypotheses were tested by a multivariate one-way analysis of variance with repeated measures, and two were tested using a univariate one-way analysis of variance. The .05 level of …

This investigation studied the impact of male student involvement in selected school activities upon grade-point averages, rates of attendance and college entrance examination scores. The main purpose of this study was to provide data for state officials, school administrators, and school boards as they seek to make decisions concerning the activities program and its place in the educational system. The specific purpose was to determine if involvement in selected school activities had any relationship to the variables grade-point average, attendance, and scores on college entrance examinations. The study was carried out in four large Texas high schools with a total student population of 6,456. Male participants in seven major school activities were randomly selected. This process produced a total sample of 280 male students representing participation in seven activities in four high schools. Each activity was represented by a sample of forty male students. The conclusions were drawn that (1) there is a positive relationship between participation in the activities program by male students and attendance rate, grade-point average, and scores on the Scholastic Aptitude Test and (2) there was no negative relationship between participation in the activities program and the participants' ability to receive a high school education.

The problem of this study was the investigation of the development of H.B. 235 and its impact upon the role of the high school principal in Texas, as perceived by high school principals, superintendents, and selected professors of educational administration. The purpose of the study was twofold. First, it analyzed the development and provisions of H.B. 235, and second, it tried to determine the impact of its implementation upon the role of the high school principal in Texas.

The problem of this study was to measure, to compare, and to analyze the amount of stress, as indicated by heartbeat rate, experienced by students during teaching-learning activities in sixth-grade mathematics in a regular classroom. The bases for comparison were the heartbeat rates of selected students as recorded by a cardiotachometer and achievement scores on pretests and posttests dealing with verbal problems. All data were analyzed using the t-tests for the significance of the difference between the means. Findings of the study showed that students did experience increased heartbeat rates while solving verbal problems in sixth-grade mathematics. Also, during the teaching-learning activities, students who solved verbal problems using the realistic approach did not experience more stress than students who solved problems using the standard approach. The standard group did not perform significantly better than the realistic group on the standard pretest-posttest. However, students who were involved in the realistic method achieved better on all types of problems than did students who were taught by the standard method.

This study reports on an investigation of the effects of two methods of teacher evaluation on the attitudes of teachers and principals concerning the method of teacher evaluation in which each subject participated. The data indicate several broad implications. Teachers who were evaluated by the CT method had a significantly more positive feeling that teacher evaluation is more likely to be used for the improvement of instruction than teachers who were evaluated by the ADT method. CT teachers also had a more positive attitude toward their evaluation as a professional process. CT teachers had a generally more positive attitude toward evaluation, Department Chairpersons/Lead Teachers, and the principal as an instructional leader than did the ADT teachers. However, these latter differences were not significant and represented only a general attitude. Principals showed no significant difference in their attitudes as affected by the two methods of teacher evaluation. Principals who had used both methods felt that the CT method provided them more opportunity to provide instructional leadership for their teachers. The findings indicate that, although the method of teacher evaluation may have no major impact on teacher attitudes, administrators who believe that teacher evaluation should be used to improve instruction need to …

The problem of this study was to develop and prepare a data processing system that would report, catalog, and file information pertaining to discipline of students referred to the principal. The purposes of the study were to develop a systematic approach to the reporting of disciplinary incidents, to develop a system of reports that could show what actions were being taken in specified areas and that could provide a cross reference of this information with other data, and to provide a system whereby information concerning disciplinary problems and actions taken could be compiled for a future longitudinal study.

The problem with which this investigation is concerned is that of developing a scale for rating a public school superintendent in Texas in terms of his adherence to selected characteristics of administrative leadership. A secondary problem is to verify the hypothesis that very few schools in Texas, if any, use a rating scale to evaluate the performance of the superintendent. The purpose of this study will be to identify a set of administrative leadership characteristics which are accepted by members of Boards of Trustees, professors of educational leadership, and superintendents.

The purpose of this study was to determine the interrater reliability of the Texas Teacher Appraisal System instrument. The performance indicators, criteria, domains, and total instrument were analyzed for inter rater reliability. Five videotaped teaching episodes were viewed and scored by 557 to 881 school administrators trained to utilize the Texas Teacher Appraisal System. The fifty-five performance indicators were analyzed for simple percentage of agreement. The ten criteria, four performance domains, and) the whole instrument were analyzed utilizing Ruder-Richardson Formula 20. Indicators were judged reliable if there was 75 percent or greater agreement on four of the five videotaped exercises. Criteria, domains, and the whole instrument were judged reliable if they yielded a -Ruder-Richardson Formula 20 score of .75 or greater on four of the Based on the findings of this study, the following conclusions v/ere drawn: 1. Forty-eight of the fifty-five performance indicators were reliable in evaluation teacher performance. 2. Seven of the performance indicators were unreliable in evaluating teacher performance. 3. None of the ten performance criteria appeared to be reliable in evaluating teacher performance. 4. None of the four performance domains appeared to be reliable in evaluating teacher performance. 5. The whole instrument was reliable in evaluating …

The purposes of this study were, 1. To develop a documented history of the founding of the town of Islip. 2. To trace the development of public education within the town and to parallel this development with state-wide developments in the field.

This study develops guidelines and an in-service model for secondary teachers supervising student teachers. The study provides guidelines for developing in-service teacher supervision activities in secondary schools that serve as student teacher centers. The study seeks to determine selection criteria for supervising teachers; to ascertain in-service program activities considered valid by experienced supervising teachers, administrators and college coordinators; to measure professional reaction toward recent co-operative implementation of Senate Bill Eight; and to assess current in-service programs for supervising teachers in the North Texas area and test their conformity with criteria stated by known authorities. The study reviews literature in topical areas considered by known authorities to be those in which secondary-school supervising teachers must function. A questionnaire was developed, validated and mailed to an aggregate of 239 secondary supervising teachers, college co-ordinators, principals and central office administrators in selected public schools, and colleges and universities in the North Texas area. Collection of data resulted in a 73.6 per cent return in a ten-day period. Degrees of differences among the beliefs of participant groups were revealed by the chi-square measure of significance. It was found that the supervising teacher is the most influential feature of the entire student-teaching program and that …

The problem with which this investigation is concerned is that of determining the extent to which the elementary schools in the province of Sukhothai, Thailand, reflect an open or closed organizational climate. This study has two purposes. The first is to identify the organizational climate of elementary schools in the province of Sukhothai, Thailand, as measured by the Organizational Climate Description Questionnaire (OCDQ). The second is to determine the differences between the organizational climate of elementary schools with enrollments of 300 students or less and elementary schools with enrollments of more than 300 students. The conclusions of the study indicated that the climate of the elementary schools in the province of Sukhothai, Thailand tended to be more closed than open. Principals tend to perceive the climate of the school to be more open than do the teachers. Teachers in elementary schools with enrollments of 300 or less perceived the climate of the schools to be more open than do teachers in elementary schools with enrollments of more than 300 students. And when the school size increases the climate is more likely to be closed.

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 concern that prompted this study is the inadequacy of the present system of handling teacher certification information, especially as it involves the movement of information between Texas' teacher-certifying universities, local school districts, and the Texas Education Agency. Since it was found that no computerized certification system presently exists in any state, the primary purpose of this study was to develop a model for a computerized teacher certification information system; a secondary purpose was to determine the major factors involved in regard to the feasibility of such a model. The model is written from an education administration viewpoint and is limited to in-state elementary and secondary teacher certification, 1972 certification standards, and existing computer capabilities.

This study was concerned with analyzing selected Texas school administrators in an attempt to locate intrapersonal patterns of (1) values, (2) leadership traits, (3) personality traits, (4) critical thinking ability, (5) perception, and authoritarianism. A second aspect was correlating these profiles with each other. The study had a threefold purpose. The first was to perform a detailed analysis of school administrators to determine selected intrapersonal patterns. The second was to determine possible relationships between these selected profiles. The third was to generate plausible hypotheses for testing the intrapersonal patterns found and for determining the magnitude of any existing relationships. The case studies revealed the uniqueness of each participant in this study. With the possible exception of one individual, certain weaknesses were evident in each of the participants. Canonical correlation and the Pearson correlation of D matrices determined that a relationship existed between many of the profiles. Eight hypotheses were presented at the close of the study as guides for additional research. The results of this study indicated that further research was justified in these particular areas. The results of this study indicated that intrapersonal patterns existed within school administrators and that these patterns or profiles are related. However, the determination …

This study investigated the relationship of Executive Professional Leadership of principals in the elementary schools of Texas with specific factors which influence the quality of instruction. The primary purpose was to determine the significance to which the level of Executive Professional Leadership correlates with teacher morale, teacher performance, school organizational climate, and selected personal attributes of the elementary school principal. This study concluded that the elementary school principal who is effective in motivating his staff and improving its standards and performance in teaching (1) creates a social climate conducive to the development of high morale in the teachers, (2) sets the standard of behavior expected of his staff, (3) creates the kind of organizational climate conducive to the development of a quality school program, and (4) has the ability to effectively handle delicate situations such as complaints by parents and problems of discipline. Also, this study concluded that (1) experience in elementary teaching, (2) level of self-assessment as an educational leader, (3) internalization of the professional leadership definition, and (4) importance of routine administrative functions have no bearing on the elementary school principal's effectiveness in motivating his staff and improving its standards and performance in teaching.

The problem of this study was to determine teachers' perceptions of their school organizational climate, to determine teachers' perceptions of their principal's leadership behavior, and to ascertain the relationships between teachers' perceptions of school organizational climate and principal's leadership behavior. The study had three major purposes. The first was to determine teachers' perceptions of their school organizational climate as measured by the Organizational Climate Description Questionnaire (OCDQ) across selected variables. The second was to determine teachers' perceptions of their principal's leadership behavior as measured by the Leader Behavior Description Questionnaire (LBDQ) across selected variables. The third was to ascertain whether significant relationships existed between teachers' perceptions of school organizational climate and their principal's leadership behavior. Based on the analyses of data, the conclusions could be drawn that: 1. The school organizational climates as perceived by secondary school teachers tended to fall into the closed end of the open-closed climate continuum. It is interesting to note that teachers with more years of teaching experience perceived their school organizational climates as being open. 2. All of the teachers in this study perceived their principal as an effective leader. 3. There was a significant relationship between organizational climate and principal's leadership behavior; however, …

The findings of this investigation support the following conclusions concerning junior high schools. 1. A positive approach to discipline can be expected to have a significant positive impact on students' opinions of school. 2. A positive approach to discipline can be expected to have a significant positive impact on teachers' opinions of school. 3. A positive approach to discipline can be expected to have a significant positive effect on school atmosphere as evidenced by fewer discipline cases and increased student involvement. 4. A positive approach to discipline will result in increased teacher participation in areas such as sponsorship of student clubs, mini-courses and other extracurricular activities. 5. A school-wide positive approach to discipline will result in increased direct teacher involvement with students. 6. A school-wide positive approach to discipline will result in increased parent-school communication. 7. A school-wide positive approach to discipline will result in fewer truancy problems. 8. A school-wide positive approach to discipline will result in fewer serious behavior problems resulting in Reassignment School or suspension.

This study was concerned with which competencies are considered necessary for success as a Texas public school superintendent, and the results were derived from responses to a questionnaire by practicing school superintendents in Texas during the spring of 1975. Summary of Findings: The literature reviewed and the data obtained from the survey instrument appeared to indicate that school superintendents in Texas do need certain competencies in order to adequately fulfill their role in the educational setting. This study was limited to seventy-five school superintendents in Texas. There were variations in their responses depending on: 1. Size according to pupil population. 2. Wealth according to the amount of taxable value located in the school district subject to taxation backing each pupil enrolled. 3. Experience of the superintendent surveyed. There was no effort to develop historically the concepts related to the competencies necessary for success as a school superintendent in Texas. Only opinions of writers and school superintendents of schools serving in Texas schools were used in this study.

The Texas Assessment of Basic Skills (TABS) student competency testing program was instituted in Texas in 1980. This study determined the impact that test has had on the curricula of participating districts as was perceived by superintendents. A survey instrument was developed, validated, and tested for reliability and was then presented to a random sample of superintendents in five size categories.