No description available.

No description available.

No description available.

The purpose of the study was to examine factors related to identification with organizational goals in two Centres of re-education in Quebec. The personnel of these Centres are semiprofessionals with specialized training related to re-education. In a pretest it was found that identification of educators with the organizational goals was similar in both Centres in spite of a greater number of role conflicts in one Centre. This result was contrary to what could be expected. Therefore the question raised was what additional factors enter into the relationship between the organizational goals and educators. / Factors examined in this study are based on Mintzberg's management roles descriptors, and substitutes for hierarchical leadership identified in the literature. Substitutes for leadership tested fall in three general domains: personal, job, and organizational characteristics. The following questions were examined: do the substitutes for hierarchical leaders differ in the two Centres; is the performance of management roles perceived as different in the two Centres. / Data were obtained from questionnaires submitted to educators and managers in the two Centres. Results show significant differences in identification with the profession, intrinsic feedback from the task itself, perceived organizational formalization, and cohesiveness of the work group. / These findings suggest that the educators in one Centre identified with the goals of the organization primarily through identification with the profession. Educators in the second Centre identified with the goals of the organization primarily through the task itself and the cohesive work group. / These findings suggests that the educators in one Centre identified with the goals of the organization primarily through identification with the profession. Educators in the second Centre identified with the goals of the organization primarily through the task itself and the cohesive work group.

No description available.

The purpose of this study was to describe the process used to select elementary school principals in Quebec. / The results of the study indicated that the majority of school boards do not have written selection policies and procedures to guide the selection of elementary school principals. In addition, the majority of school boards do not have written job descriptions, written selection criteria or written selection techniques. / Although there was an absence of written job descriptions, respondents considered educational leadership as the main expectation for elementary school principals. / In the absence of written selection criteria, it was noted that respondents had criteria that they felt were important for the elementary school principalship. The three most important personal selection criteria were decision-making skills, human relations skills and communication skills. / The results of this study indicated that the director-general and the director of human resources were the main participants in the selection committee. However, the final employment decision was primarily the responsibility of the school commissioners. / The interview was the most common technique used by respondents in this study. / Respondents were satisfied with their selection process and do not plan to revise this process. (Abstract shortened by UMI.)

No description available.

The purpose of this study is to describe and provide a critical review of a program called peer mediation currently adapted by a Montreal Area Anglophone School Board or MAASB. This program was implemented to address the growing incidence of violence and conflict within MAASB high schools. This study focuses on the objectives that the MAASB established in addressing the problem of violence in their high schools and the peer mediation programs' ability to meet these objectives based on the claims it purports to. Described and examined in this study is the setting in which peer mediation becomes a suitable "response" to conflict and violence in high schools and including: the role and responsibilities of schools; some of the sources and causes of violence; some of the challenges facing adolescents; and the links between violence as the problem, peer mediation as a possible solution, and the role schools play to make this happen. Of specific interest and addressed in this study is whether or not the peer mediation program is resolving violence and conflict at the source, or if the program serves primarily as problem management. Following a qualitative approach to research, observation and interviews were conducted using semi-structured and open-ended methods. This study also includes some recommendations for further research.

No description available.

No description available.