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 purposes of this study were to identify the procedures and criteria used for conducting teacher performance evaluation in Texas public schools, to determine the degree to which teacher performance evaluation procedures and instruments reflect the stated evaluation policies of Texas public schools, and to determine the degree to which teacher performance evaluation instruments used in Texas public schools reflect presage criteria (teacher characteristics) as opposed to process criteria (teacher behavior) as opposed to product criteria (student change or gain) as opposed to general job performance requirements (job expectations). The main findings include the following. (1) Teacher performance evaluation is required in all Texas public school districts and is often performed several times a year by more than one observer. The building principal is the key person involved in this process. (2) Although all school districts stated the supervisory function of the improvement of instruction as the major purpose of their teacher performance evaluation policy, a large number of school districts utilize teacher performance evaluation for the administration functions of serving as a basis for retention or dismissal. (3) If in reality teacher performance evaluation were construed as the improvement of instruction or teaching performance, it should be predictable that process criteria (teacher behavior) would account for the majority of items in the evaluation instruments. However, these items accounted for only about one-fourth of the total number. At the same time, items relating to general job requirements accounted for over 50 percent of the items. This exhibits a maintenance rather than teaching thrust. (4) The data gathered on current teacher performance evaluation instruments appear to be highly pertinent to maintaining the school as an organization and appear to be helpful in making personnel decisions. (5) Teacher performance evaluation instruments in Texas public schools are much more heavily weighted toward assessing …
The main purpose of this study was to determine the effect of Texas House Bill 72 on equalization of finances in the public school districts of Texas. House Bill 72 is a finance reform bill which was passed by the Texas Legislature during the Summer of 1984. This study involves basically three steps. First, current criteria for equity as defined by school finance "experts" and recent definitive court decisions were determined. Second, financial data from the Texas Education Agency were statistically analyzed for the 1984-1985 school year. Third, the statistical analysis was used to determine if the current Texas school finance plan meets the current criteria for equity. The population used in the study was 1,068 school districts. Based on the findings of this study the following conclusions were drawn. 1. The use of a per capita flat grant by the Texas Public School Finance System contributes to the unequalizing of financial resources available to school districts. 2. School districts with greater property index values are required to exercise very little effort toward the support of their public schools. 3. School districts with high property index values tend to have lower effective tax rates and high per-pupil expenditures. 4. School districts of least wealth exercised substantially more local tax effort in support of educational programs in their schools than more wealthy school districts. 5. School districts with low property index values are almost entirely dependent upon the Foundation School Program monies to provide the educational opportunities available within the school district. 6. The disparities in local tax effort, per-pupil expenditures, and revenues are attributable primarily to the school district's heavy reliance on local property wealth. 7. A completely perfect system of equalization would be full state funding with monies distributed to districts on an educational needs basis.
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 purpose of this study was to determine if there are personal and demographic characteristics which can predict the most accurate teacher appraisers. The demographics were limited to the following: campus-level job assignment, employing district size, sex, race, number of years of experience as an administrator, previous level of teaching experience, and curriculum area taught by the appraiser. The 622 subjects were school administrators trained to utilize the Texas Teacher Appraisal System. The data were analyzed using multiple linear regression. Where an independent variable was significant (.05), a follow-up ANOVA and Tukey's multiple comparison were employed. Based on the findings of this study the following conclusions were drawn: 1. A summary data set indicated there was little evidence that any of the demographic variables was a significant predictor of accuracy in the evaluation process. 2. Six different data sets indicated that varying instructional settings and methodologies can influence evaluator accuracy. The campus assignment, years of experience, content area taught, race, and sex of the appraisers were all identified in at least one of the exercise sets as having significance. Except for sex and race, none of the variables was found to be significant when the overall prediction equation with all demographic variables was evaluated. 3. In the prediction equations of this study the percent of variance was so minute that social significance could not be established. 4. The Texas Teacher Appraisal System can be used by appraisers with various backgrounds and experiences without a reduction of accuracy. 5. School boards can appoint appraisers with various backgrounds and experiences without a reduction of accuracy in the process.
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 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 problem of this study is to identify and describe specific bureaucratic/organizational barriers that inhibit needed curricular and instructional flexibility and freedom in an urban school system and to determine if means exist by which the barriers can be overcome. The purposes of this study include the identification, description, and assessment of the barriers identified and the development of a process model which addresses identified barriers. The study includes samples of parents, teachers, principals, and central administrators. Questionnaires were administered to parents and teachers. Structured interviews were conducted with all administrators. The survey instruments were validated through means of pilot tests and jury panels.
Effective relationships among the levels of educational administrators will support the emphasis on academic excellence at national, state, and local levels. Recognizing the factors involved and understanding the interactions of those factors is a complex process. This study examined the bureaucratic leadership style of a superintendent in the organizational structure and the social interaction between the superintendent and campus principals in that organization as perceived by the principals. Quantitative data were collected by using two instruments: (1) the Administration Organi zationa1 Inventory to define the superintendent's bureaucratic leadership style and (2) the Perceived Social Interaction Questionnaire to determine the degree of social interaction between the superintendent and the campus principals. The study included the superintendent and the forty-three principals of a Texas suburban public school. Data analysis examined the leadership style and its relationship to the social interaction and both style and social interaction in relationship to age, sex, elementary or secondary level, and years of experience as a principal. Results of the study did not clearly define the superintendent's leadership style in a bureaucratic organization and indicated no significant difference between the style and social interaction and the four biographical variables. However, analysis of the data revealed that more principals perceived the superintendent as a Professional with a high degree of expertise and low degree of authority when biographical data were considered. Principals who perceived the superintendent as having a high degree of expertise also indicated they had a warm and friendly social relationship with the superintendent. Further analysis revealed that older, male, secondary principals with more than ten years of experience had a warm and friendly social interaction with the superintendent. This study attempted to provide greater knowledge of the organizational structures and the inward workings of a school system so that other administrators might better understand essential …
The purpose of this study was to determine the direction and strength of the relationships that exist among teachers between bureaucratic orientation (the criterion) and each of the five human need variables that include security, social, esteem, autonomy, self—actualization, and four demographic factors that include sex, experience, educational level, and age. This study was also concerned with determining if the bureaucratic orientation of teachers is affected by deficiencies in their human needs and by their demographic differences. Determination of these relationships was accomplished by using an intercorrelation matrix of product-moment correlations and stepwise multiple regression.
The purposes of this study were to determine the predominant career paths of superintendents within the State of Texas and to determine the most important professional positions and areas of professional development as perceived by superintendents and educational experts. The study also compares actual experience and professional development of superintendents with those perceived as most important.
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.
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 problem of this study was to describe inservice education programs for members of local boards of trustees and to assess the knowledge and attitude toward inservice of participating and non-participating board members. The major purposes of this study were to describe training programs carried on in selected school districts, and to assess and compare the knowledge and attitudes toward inservice education of board members who do and do not participate in those training programs. The project involved the identification of skill areas necessary for board members, the development of instruments to measure knowledge and attitudes toward inservice, the selection of boards of trustees from six school districts for an experimental and a control group, the description of inservice education programs in operation in districts comprising the experimental group, and the assessment of knowledge and attitudes of members of the experimental and control groups.
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.
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.
The purpose of this study was to develop a valid and reliable assessment instrument. This instrument is to be used by school administrators to assess the organizational structure and administrative effectiveness of state high school interscholastic activities associations. This study proceeded through four phases. The first phase was for developing criteria items and included a review of the literature. The second phase was for the purpose of item validation and consisted of submitting a questionnaire to an advisory panel of five persons. The third phase of the study was for the purpose of validation by content validity. The questionnaire was submitted to a randomly selected group of state interscholastic activities associations' directors and presidents of the state superintendents associations and the state high school principals associations. In the fourth phase of the study the reliability of the instrument was established through a questionnaire survey using a similar population as the validity survey.
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 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 with which this investigation is concerned is that of identifying and assessing degrees of influence of environmental conditions and actors which influenced the passage of House Bill 72 by the Texas legislature. The two methods used to collect this data were personal interviews of key actors in the legislative process and a questionnaire administered to all members of the 68th Texas legislature.
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.
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 was conducted to measure the effects of classroom instruction entitled Citizenship curriculum Training on high school discipline. Data for this study were collected and analyzed for fifty-eight ninth-grade students who had been referred to the principal's office three or more times the semester prior to the experimental treatment. An experimental group of twenty-nine students received citizenship curriculum instruction. The control group of twenty-nine students received only the school's traditional curriculum during second period class. Two teachers presented the citizenship curriculum training which included instructional units on beliefs, attitudes, emotions, anger, decision-making, communications, confrontation, positive attention, stress, peer pressure, authority figures, getting along in school, and the society game. Data were collected relative to grade-point average, absences, discipline referrals, and attitude toward high school as measured by the Remitters High School Attitude Scale. T-tests for correlated samples and analysis of covariance examined the effects of the Citizenship Curriculum Training on the four variables measured. The .05 level of significance was used to test the four hypotheses. The results of the study indicate that Citizenship Curriculum Training does not improve the students' gradepoint averages, absentee rate, lower the number of discipline referrals, and does not improve students' attitude as measured by the Remitters High School Attitude Scale. It is recommended that similar studies be conducted to address the problems of grade-point average, number of discipline referrals to the office, high absentee rate, and attitudes toward high school by teaching discipline students in small classes with a curriculum that aims at improving these specific problems. Future studies should collect the posttest data the first grading period following the experimental treatment to test for immediate results.
This study analyzed a random sample of thirty-six collective bargaining contracts between teachers and their respective boards of education in Wisconsin, New York, Tennessee, and California. The contracts were studied to assess the effect that collective bargaining has had upon the powers of principals over time. This was done by comparing each contract to a comprehensive list of traditional powers that were available to principals prior to collective bargaining (Pre-Collective Bargaining Power Profile of Principals). This analysis of contracts was a two-phase process. The first step was to identify whether or not the profile statements in the Pre-Collective Bargaining Power Profile were referred to in each contract. The second step was to describe how the presence of references to these statements affected the Power Profile of Principals. The principal's power was reported as being affected in three ways: deleted, constrained, or authorized. The general conclusion of this study was that the effect of teacher collective bargaining upon the powers of principals has been marginal. The data from the analysis of the contracts revealed that the majority (66 percent) of the statements in the Pre-Collective Bargaining Power Profile were not referred to in the collective bargaining contracts. The effects of the references to the statements that were identified were mixed. In the role areas of personnel management, pupil personnel management, and instructional leadership, the negotiation process authorized more power to principals than it deleted. In the role area of business and plant management, the principals' powers were deleted much more than authorized. This was due solely to the inclusion into the contracts of two items (i.e., the power to control building space and the power to control who may and may not enter the building). In the role area of community relations, the frequency of references was so small that the …
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 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.
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.
This study investigated the effects of selected spelling teaching methods on spelling mastery of upper-elementary, learning disabled students. It also examined the value of assessing learning disabled students' modality preferences for diagnostic/prescriptive purposes.The study's significance is that it sought to (a) determine whether students classified as learning disabled can identify their preferred learning modes; (b) determine whether matching modes of instruction to students' modality reference(s) results in greater achievement; and (c) identify a systematic way of prescribing instruction for learning disabled students.
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 purpose of this study was three-fold: 1. To determine the amount and direction of changes in sources of funding for the Regional Education Service Centers from 1979 to 1984. 2. To determine the percent of change in programming expenditures of the Regional Education Service Centers from 1979 to 1984. 3. To rate the changes in quality of programming as perceived by the superintendents of the local school districts receiving services from 1979 to 1984. A review of the literature and a brief history of the Regional Education Service Centers of Texas were followed by tabular and narrative descriptions of the findings. Deflated data, to account for inflation, were derived by applying Bureau of Labor statistics formulas to dollar amounts supplied by the Regional Education Service Centers. Each of the five Education Service Centers included in the study experienced a decrease in total funds, due chiefly to a cut in federal and state support. Although local contributions increased in four out of five of the Regions during the five-year period, the net result to the Centers was a decrease in funding ranging from 23.2 percent to 51.8 percent. The impact on programming was severe. Of the nine major services on which data was gathered—media services, data processing, counseling/guidance, special education, migrant education, bus driver training, staff development, drug education/crime prevention, and bilingual education— two had been eliminated in all of the Regions included in the study by 19 84, and some of the Regions had discontinued services in other areas as well. Surveys for rating the services of the Education Service Centers were sent to 126 current superintendents who held the same position in 1979. The results indicated that although fewer dollars had been expended and some services had been eliminated, the quality of programming had not diminished from 1979 …
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 investigate the relationship between principal job satisfaction and the principal perception of superintendent leadership style in six school districts located in North Central Texas.
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 purposes of this study were to identify factors commonly used in teacher merit pay plans, to compare perceptions of administrators and teachers concerning these factors, and to determine the elements that should be used in a teacher merit pay plan. A review of the literature was conducted to identify factors commonly used in teacher merit pay plans. A questionnaire was utilized to gather data pertaining to the perceptions of administrators and teachers concerning these factors.
The problem of this study was to determine the perceived impact of the Texas Career Ladder Plan upon the motivational levels of teachers. The purposes were to determine: the impact of the Texas Career Ladder Plan as an incentive for improved job performance; the strengths and weaknesses of the current Texas Career Ladder Plan; the types of incentives that teachers believe would motivate them to perform better; and the suggestions that teachers have to modify the current Texas Career Ladder Plan. An opinionnaire was developed to obtain data pertinent to the perceived impact of the Texas Career Ladder Plan in providing incentives for improved job performance. A random sample of 500 elementary school teachers and 500 secondary school teachers was selected from the personnel rosters of the participating schools. Data from 92 percent of the subjects sampled was achieved. A descriptive analysis was used to interpret data collected in this study. The findings indicated that the Texas Career Ladder Plan has had no impact or a perceived negative impact upon the motivational levels of teachers as indicated by 14 of the opinionnaire items surveyed. There was a perceived positive impact upon the motivational levels of teachers as indicated by eight of the opinionnaire items surveyed. The most frequent suggestion as an incentive to motivate teachers was monetary and the most frequent suggestion to improve the Texas Career Ladder Plan was to improve the teacher appraisal system. It is suggested that further research be done to determine the perceived impact of the Texas Career Ladder Plan upon the motivational levels of all teachers in the state of Texas and the characteristics of the teachers that were perceived to be positively impacted.
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 basis of the findings, it was recommended that on-site performance evaluations be conducted to gain empirical data concerning present administrator competency. A permanent joint practitioner-government-university panel should be formed in each state to determine administrators' competency levels and needs and to design programs to meet those needs. Present university curricula for administrator preparation and training should be carefully reviewed in light of the competencies identified in this study, and in-service training sessions should be held to assist administrators in upgrading competencies. Finally, a mechanism should be established whereby all echelons of Nigeria's public school system can begin working together to …
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 of this study was to determine the extent of agreement or disagreement by public school principals in the State of Texas with fifty selected court decisions. The population of the study consisted of all the public school principals in the State of Texas. From this population, a subject of 600 potential respondents was chosen for participation in the study upon the recommendation of the doctoral advisory committee using a random sampling technique. The instrument used in this study was a law questionnaire that was developed in conjunction with Dr. Roosevelt Washington of North Texas State University. The first part of the law questionnaire requested background information from the respondents which was used for the independent variables of the study. The second part of the law questionnaire contained fifty summarized court decisions to which principals were asked to indicate their level of agreement or disagreement.
Nigeria's educational environment has witnessed rapid and wide-spread changes within the last five years to the extent that enormous pressures are being put upon the practitioners. The introduction of universal free primary education in 1976 and the establishment of the national policy on education in 1977 are two of the major reasons for these changes. Educational critics have discussed issues affecting education in Nigeria generally and in Oyo State particularly. The practitioners have continuously come under severe attack for the apparent shortcomings brought by these changes. It was viewed that principals could speak out regarding the seriousness of such educational issues which the critics have repeatedly emphasized. The two purposes of this study were to determine the perceptions of secondary school principals regarding the seriousness of selected educational issues; and to determine whether there were significant differences in the perceptions that could be ascribed to zonal location of schools, age of principals, enrollment, and years of experience as principals.
The problems of this study, using secondary teachers in selected schools in Region X, Texas, was to determine (a) How teachers perceived the climate in their school using the Organizational Climate Description Questionnaire (OCDQ); (b) how teachers perceived factors of motivation to work using the Educational Work Components Study questionnaire (EWCS); (c) whether or not teachers who perceived the climate similarly had different perceptions concerning factors of motivation to work. A sample of 600 secondary teachers in Service Center Region X, Texas, was selected to participate, of which 422 completed and returned the two questionnaires (Organizational Climate Description Questionnaire and Educational Work Components Study).
The problem of this study was to determine if there are differences in the perceptions of elementary principals and special education administrators across selected variables toward their expected and actual, role responsibilities in implementing specific provisions of P.L. 94-142. Data were collected from elementary principals and special education administrators in Texas. As a measure of perceptions, the Special Education Responsibilities Questionnaire (SERQ) was completed by all elementary principals as it applied to their schools, and special education administrators as applied to their school districts. Data were analyzed using Chi-square test of independence, t-test for correlated samples, and one-way analysis of variance.
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 Data," and "Summary, Conclusions, and Recommendations." The Appendix includes a sample of the instrument used, the overall mean scores on each individual item for teachers, principals, and all respondents combined, and the total mean scores.
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, (2, superintendents and teachers view the program as more adequate than legislators, (3) legislators and superintendents view the program as more fair than teachers; (4) superintendents and teachers are more positive than legislators concerning the use of the results; (5, legislators and superintendents more than teachers feel that the program has a greater impact; (6) legislators and superintendents are more positive about the public relations aspect of the testing program than are teachers; and (7) all three groups differ concerning improvements needed in the program.
This study was conducted to gauge the perceptions of various groups regarding the elementary principal1s role in the public schools. The hypotheses for the study were the following. 1. There will be no significant difference between the role perception ratings given by the elementary school principal and the business representative regarding their perception of the role of the elementary principal. 2. There will be no significant difference between the role perception ratings given by elementary principals and public school board members regarding their perception of the role of the elementary principal. 3. There will be no significant difference between the role perception ratings given by business representatives and public school board members regarding their perception of the role of the elementary principal. 4. There will be no significant difference between the role perception ratings of elementary principals, business representatives, and public school board members regarding their perception of the role of the elementary principal relative to the age of the respondent, the sex of the respondent, number of years in present position, number of years residing in district, and educational level of the respondent. 5. There will be no significant difference among the role perception ratings of elementary principals regarding their perception of their role relative to sex of the respondent, number of years in the present school district, and number of years as an elementary principal.
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.
The problem of this study was to identify professional development needs of elementary school principals who are implementing site-based management. The purpose was to develop a prioritized list of developmental needs of principals participating in site-based management in the evaluation of teacher performance, instructional knowledge, behavioral life styles, and other needs as identified by a decentralized decision-making questionnaire. The population for this study was the sixty-one elementary school principals in a large urban school district. The principals were encouraged by the central administrative staff to assume the responsibility of site-based managers during the 1981-1982 school year. Three priority areas involving decision making at the school site evolved. These three areas were personnel, instruction, and budgeting. During the three succeeding years, additional areas of decision making have been added, such as building-level staff development, implementation of flexible student schedules, and provisions for specialized summer programs. Findings of the study showed that there was normality in the assessment of teaching skills by principals, that a significant correlation existed between principals' knowledge of instruction and principals' teacher evaluation scores and that a significant correlation existed between principals' teacher evaluation scores, female principals being more consistent. The findings showed that no correlation existed between evaluation scores and training and age, that there was normality of principals' scores in instructional knowledge, and that there was not a relationship between knowledge of instruction and experience or training. It is recommended that staff development be provided to principals on the philosophy of site-based management and on the role of the principal and that this staff development be given for one to two years prior to implementing site-based management. It is recommended that specific training be provided principals in improving their instructional knowledge, understanding of the authority, and an understanding of the responsibilities that accompany site-based management.
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 to determine differences in compliance and awareness based on the districts' size, wealth, student ethnicity and geographical location. The GAMTAU. ASC Computer Program was used to test the Gamma values, with a standard z-score. The Multiple Regression analysis was employed to determine to what extent variation in the use of total suspect questions correlated with size, wealth, ethnicity and geographical location. The results of the data analyzed reveal that the size and ethnicity of the school district had a weak but significant correlation with EEO compliance and awareness based on employment application forms for teachers and administrators and that school …
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 of mini-computers and sixteen terminal remote labs used exclusively for the remediation of students two or more years behind in achievement in mathematics. The other district purchased microcomputers at a cost of about ten dollars per student and introduced a three to six weeks unit on computer programming into the eighth grade mathematics curriculum. Although neither district demonstrated clear patterns of increased achievement, tendencies did emerge which would suggest some linkage between concentration of the program and achievement. Other factors emerging from the fortythree taped interviews indicated that achievement test scores of students should not be the only measure of …
The problem investigated by this study was that of understanding types of behaviors exhibited by participants in negotiations processes and impact of behaviors on collective bargaining in Nigeria. The study's three purposes were to describe the nature and extent of interpersonal conflict that occurs in collective bargaining, to determine the consequences that stem from such conflict, and to suggest the behaviors and performances during the face-to-face negotiations that should exist to enhance labor-management relations in Nigerian public education. This study examined behavior in negotiations by using simulation, i.e., a quasiexperimental method. Four outcomes of negotiations--time required to reach agreement, terms of agreements, verbal behavior exhibited during negotiations, and satisfaction derived by negotiators in negotiations—were examined.
The purpose of this study was to determine the relationship between the leadership style of high school principals and their faculties' level of communication satisfaction. The study was also concerned with the relationship of the respondents' biographical data with leadership style and communication satisfaction. Subjects were selected from a population that consisted of thirty—two high schools in the North Central Texas Area. Each school that participated in the study had its faculty respond to the Communication Satisfaction Questionnaire and a teacher biographical data survey. Each school's principal responded to the Least Preferred Co—Worker Scale, principals' Communication Satisfaction Questionnaire, and a biographical data survey. The results were then analyzed using simple and multiple regression.
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