The purpose of this study was to investigate the relationship between principal job satisfaction and the principal perception of superintendent leadership style in six school districts located in North Central Texas.

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.

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.

Using a case study approach, this investigation focused on the decision-making processes involved in developing budgets in two Texas school districts following a tax limitation, or rollback, election. Factors influencing the decision-making processes included the rollback election's outcome in each district, the participants, the perceptions participants held of themselves, the perceptions participants held of others in the district and community, the decisions made, and the factors influencing participants' decisions. Two Texas school districts were selected as subjects of this study which used qualitative data collection methods. In one school district, the rollback election passed. In the other, it failed. Data collection included observations of school board meetings and budget workshops. Structured interviews of school board members and administrators, pro- and antirollback proponents, and newspaper editors were conducted. Questions focused on the budgetary decision-making processes before and after the rollback elections. They also solicited information fromsubjects regarding rollback elections, the factors precipitating the rollback elections and the impact of the rollback election campaign upon each school district. Document analyses were triangulated with the observations and interviews to identify the factors influencing the budgetary decision-making process. Following the rollback elections, school officials in both districts adopted a conservative approach to budgetary decision-making. …

The study was designed to determine and compare the perceptions of various groups with regard to the most and the last important characteristics and behaviors of effective teachers. The population for the study included (a) four groups of high school graduates selected at five year intervals beginning with 1980, (b) four groups of high school dropouts selected from the same five year intervals, (c) high school teachers, (d) high school principals and central office administrators, and (f) teacher educators. The instrument used to determine perceptions was a 28 item Q-sort. The items of the Q-sort were developed from a review of the literature on teacher effectiveness and from a review of the criteria for the evaluation of teacher effectiveness as used by the school district in which the study was conducted. The Q-sort items were deemed valid by a panel of teacher educators.

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 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.

The purpose of this study was to determine the relationships between the scores of students on the Pre-Professional Skills Test (P-PST) and the scores of students on college aptitude tests, the race of students and the number of college hours that students had completed. The subjects who participated in this study were education students who sought admittance to Texas public colleges and universities and took the P-PST in March, 1984. A total of 642 students participated in the study, 512 White or other, 48 Blacks and 82 Hispanics. P-PST scores, race, number of college hours completed, and college aptitude scores were obtained from the student's college or university as a result of the signed release forms each student completed at the March, 1984 testing date.

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.

The purpose of this study was to determine the stress factors which create the most difficulty for the superintendent; to determine which, if any, groups are most responsible for generating these stress factors? to determine if variables in the personal life of the individual superintendent are related to the amount of stress felt by him; and to suggest ways in which the amount of stress may be reduced. The population of this study was the school superintendents in Texas. The instrument used in this study was a two-part questionnaire consisting of thirty-five items designed to elicit perceptions of superintendents toward those situations that were most bothersome on their job.

The problem of this study was to determine the perceived needs of selected Texas public school administrators in the areas of competence addressed in the PEEL (Performance Evaluation of the Educational Leader) definition of administrative competence. The conclusions included the following: 1. Between levels of administrative activity, differences were indicated in the high indexes of perceived need on the competency statements between the superintendency-level staff members (superintendent and his advisory staff who hold "line" positions) and the building-level administrators (elementary principals, junior high principals, and senior high principals). 2. Superintendency-level staff members tend to exhibit higher perceived needs on the competency statements relating to instruction and student-oriented responsibilities than do building-level administrators. 3. The size of a school district in which an administrator is employed, the number of years that an administrator has in educational administration, and the highest degree earned by an administrator cause no significant differences to appear in the manner in which an administrator assesses his perceived need on a particular competency statement.

The problem of this study was the perceptions of Texas public school teachers and principals regarding recommendations for educational reform made in April, 1983, by the National Commission on Excellence in Education. Purposes included determining those perceptions and investigating differences between them, differences among teachers1 perceptions, and differences among principals' perceptions relative to specific categories of recommendations and specific biographic variables. A random sample of 460 teachers and 180 principals, stratified equally among the state's twenty education regions, was selected from the population of public school teachers and principals on computer at the Texas Education Agency, Austin, Texas. The actual number of respondents included 224 teachers and 91 principals, or 49 percent and 51 percent respectively. The instrument used was an attitude scale developed by the investigator. The thirty-nine original recommendations made by the Commission were converted into 118 specific recommendations, more precise and easier to read according to a jury of experts. An. analysis of variance was calculated for hypotheses one, two, five, and six, and t values were calculated for hypotheses three and four. The study was organized into five chapters including the "Introduction," "Review of the Related Literature," "Procedures for Collection and Analysis of Data," "Analysis of …

The primary purpose of the study was to determine if the funding and revenue conditions which existed prior to the passage of the Tax Relief Amendment of 1978 continued after the enactment of public school finance legislation by the Sixty-Sixth and Sixty-Seventh Texas Legislatures. Analyses of four research questions were used to accomplish the purpose of the study.

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.

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 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 with which this study was concerned was that of determining which of the "Goals for Public School Education in Texas" were perceived as appropriate by local educators and students in smaller school districts and to determine the degree to which each of these goals was being implemented. This study had a two-fold purpose. The first was to compare the differences between appropriateness and implementation as perceived by senior students, teachers, administrators, and the composite group. A comparison between the three groups regarding both appropriateness and implementation was also made. The second purpose of the study was to determine if sex, ethnic background, and geographic location were factors when comparing perceptions concerning the appropriateness and implementation of the "Goals for Public School Education in Texas." The comparison between students, teachers, and administrators revealed a significant difference between the groups on each, of the eighteen goals regarding appropriateness. With regard to implementation, there was a significant difference between groups on eight of the goals. Differences were generally between students and teachers and students and administrators. The comparison between male and female students revealed that the female students perceived the goals to be more appropriate than did the male students. There …

The problem of this study was to compare schools that utilize individualized instruction with schools that utilize a traditional or group-oriented approach to instruction. Comparisons were made relative to student perceptions of the schools' environmental climates, expectancy for school success, and promotion and non-promotion practices. The sources of data included a review of the literature related to traditional elementary education, the history and development of individualized instruction, humanistic aspects of individualized instruction, and the role of school personnel expectancy in individualized instruction. The Elementary School Environment Survey was used to collect the perceptions of 1,600 fifth-grade students about their school environments. A teacher self-report questionnaire, as well as a principal self-report questionnaire, provided data pertaining to expectancy for school success and non-promotion practices. Sixty-two fifth-grade teachers and twenty elementary principals responded to the questionnaire. The data gathered in this study indicated that fifth-grade students have similar perceptions of their school climate related to involvement, independence, morale, equity, and resources. Students in the traditional or group-oriented schools perceived their schools as being more humanistic. Elementary principals and teachers in individualized instruction schools and in traditional group-oriented schools do not differ in their expectations for school success. Schools utilizing individualized instruction non-promote …

The problem of this study is that of discerning the board positions, the roles, and the perceptions of Black elected public school board members in Mississippi as perceptions relate to racial discrimination, interpersonal relationships, and primary education interests. Major problems in education as perceived ranged from "racism" to "finances." Major contributions to education in Mississippi in the last five years as perceived ranged from "court decisions" to "election of Blacks to education positions." General conclusions are that less racial discrimination exists in school systems with Blacks represented on school boards; however, some racism is still perceived by Black board members.

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 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 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 purpose of this study was to examine the relationships between principals' leader behavior and teacher morale in the private secondary schools of Bangkok, Thailand. This study also determined whether significant relationships based upon the factors of age, sex, educational level, years of teaching experience, salary, and size of school existed between the morale of teachers and their perceptions of the principals' leader behavior. The sample of the study was comprised of 400 teachers in private"secondary schools in Bangkok, Thailand. Each teacher was asked to complete the Purdue Teacher Opinionaire (PTO), an instrument designed an instrument designed to identify a principal's leader behavior which consists of two dimensions: initiating structure and consideration. Of the 400 returned questionnaires, 399 were usable. The statistical treatments applied to the data thus obtained included the Pearson product moment, Multiple regression, and Canonical correlation. A .05 level of significance was the criterion for accepting or rejecting each hypothesis.