The purpose of this study was to collect data for examination and analysis of school vandalism and to provide a way for better understanding of the problem by examining the various contributors. The purpose of this study was to seek answers to the following: (1) items employed in schools to lessen vandalism, (2) attitudes of school principals concerning vandalism prevention, (3) dollar estimates of vandalism, (4) student absenteeism, and (5) teacher absenteeism. The data for the study were collected by using a three-part instrument. Part one included the questions related to the physical plant characteristics of the survey. The characteristics were selected on the basis of: (1) findings of previous studies, and (2) the judgment of the investigator. Part two included 13 items concerning the principal's opinion of the effectiveness of certain factors related to preventing vandalism. These factors were among those reviewed in the literature. Part three of the survey instrument contained four questions concerning costs and absenteeism. According to the findings of the study, no individual principal reported 100% of the items to lessen vandalism. No record keeping system existed for monitoring vandalism in the schools. The literature offered various ways for dealing with the problem of vandalism in the schools. Opinions of principals concerning vandalism varied with strong support shown for board policy action and internal security devices. The total assessed cost of vandalism was given by those principals responding to approach a million dollars for one school year, which would yield an average of $14,476.68 per school. The percentage of non-tenured teachers in the schools ranged between 15% and 25% of the teachers in the schools surveyed, with an average of 14.7%. The rate of absenteeism among teachers in the schools was lower (3.8%) than that of the students (7.1%) and was consistent with the findings in the literature.

The problem of this study was to determine the prevalence and certain sources of stress among elementary school teachers (grades kindergarten through six), and the relationship of stress to certain selected teacher factors. This study followed the ex post facto design which attempted to determine if certain teacher factors affected the way in which teachers responded to the questionnaire regarding the prevalence and sources of stress perceived. The Teacher Stress Questionnaire was selected to assess the prevalence and certain sources of stress of elementary teachers regarding sex, age, length of time in the teaching profession, length of time in the present teaching position, number of years of formal preparation for the teaching profession, the grade level taught, length of time since taking course work, amount of professional reading accomplished per week, number of hours spent working on school items outside of school hours, and the number of days absent due to illness in the preceding school year. The differences showing significance in the study supported the following conclusions. (1) Rural teachers experienced more stress and different sources of stress than urban teachers in the surveyed geographical area. (2) Grades taught and teaching experience did not appear to be significant factors in the amount or sources of stress reported by teachers. (3) Gender did not appear to be a factor in the amount of stress reported by teachers. However, female teachers tended to perceive one source of stress, time pressures, as more stressful than male teachers. (4) Age did not appear to be a factor in the amount of stress reported by teachers. However, teachers, ages thirty and above, reported Category B, poor working conditions, as more stressful than younger teachers. (5) Professional preparation for the teaching profession and the length of time in the present position did not appear to be significant factors in the amount or sources of stress reported by elementary teachers. (6) The number of hours spent working on school items outside of school hours and the length of time since taking course work did not appear to be significant factors in the amount of stress reported by elementary teachers. (7) The teachers who did more professional reading per week reported significantly less stress than those teachers who accomplished zero through one hour of professional reading per week. (8) Teachers with higher absenteeism due to illness reported more stress than those teachers with lower absenteeism due to illness. (9) Teachers exhibited frequency of physical and mental symptoms of stress comparable to the amount of stress reported. Elementary teachers in the urban and rural areas are experiencing stress in the teaching environment. Urban and rural teachers in the surveyed geographical area do report differences in the amounts and sources of stress. Certain teacher characteristics, such as the amount of professional reading accomplished per week and higher absenteeism due to illness, make a difference in the amount of stress reported by elementary teachers. Teachers also are exhibiting some mental and physical symptoms of stress.

The problem of this study was to determine if differences existed between teachers' perceptions of the actual and ideal level of involvement in decision making in elementary schools. It represents one part of a comprehensive research project conducted simultaneously with two other researchers. The parallel studies examined principals' and parents' involvement in school decision making. The study was conducted during the 1993-94 school year in Tennessee. Significant differences were found between teachers' perception of the actual and ideal levels of involvement in decisions concerning the budgetary process, personnel matters, and curriculum decisions. Teachers also indicated that principals and parents should have significantly more involvement in these three areas. It was concluded that teachers want teachers, principals, and parents to have significantly more involvement in decisions. The parallel studies also indicated strong opinions concerning the amount of involvement that principals and parents should have in decision making.

The problem related to this study was to determine which components of the Tennessee Principal's Administrator Academy are effective and which ineffective in influencing the principal's performance. The purpose of this study was to evaluate the effects of the Principal's Academy that influences the principal's day-to-day job performance at the local school site. The study also attempted to determine if factors such as age, size of school, per pupil expenditure, number of teachers on the respondent's staff, educational level, school setting, years in present position, years attending the academy had any effect on the administrator's perceptions of the academy. Tennessee administrators were given the opportunity to respond to the questionnaire used to determine the effectiveness of the Principal's Academy. Five research questions were answered, and seven hypotheses stated in null form were tested using the Kruskal-Wallis Anova for data involving more than two groups. The Mann-Whitney-Wilcoxan Rank Sum W Test was used to determine if there was any significant difference in the respondent's perceptions of the academy as it related to the year they attended. All null hypotheses were retained except the hypothesis related to the year the respondents attended the academy. In years 1984 and 1985 there as a significant difference in the perceptions of the respondents; thus, the hypothesis was rejected. The key motivating factor other than to meet the state mandate of attendance is self-improvement. The collegiality and social network associated with the Principal's Academy is valuable, and attending the Principal's Academy is a factor in school administrators implementing school improvement strategies. Research should be conducted to develop an evaluation instrument that would be used to evaluate future principal's academies.

The problem of this study was to determine if, in selected counties in Tennessee, differences in the noncompletion rate, the positive termination rate, and the job retention rate existed in categories of participants in the Job Training Partnership Act (JTPA). This study followed the ex-post-facto design. A personal data form was developed for the purpose of gathering data relative to the personal characteristics of participants enrolled in the JTPA on-the-job training program between July 1, 1984 and June 30, 1985. The findings reflect data gathered on all 1,005 participants in the program. The chi-square test was applied to all 27 of the hypotheses. The statistical analysis was intended to determine significant differences in the participants categorized by sex, age, education, public assistance, unemployment compensation, hours trained, and type of training, in Service Delivery Area 2 in Tennessee. The differences showing significance in the study warranted the following conclusions: (1) The age of the participants significantly affected the positive termination rate of participants in selected age categories, and it was determined that the 18-21 age category had more positive termination participants than expected. (2) A comparison of the positive termination rate and the job retention rate by age indicated a difference existed in that there were significantly more job retention rate participants than positive termination rate participants in all four age categories. (3) A significant difference was found in the job retention rate of participants enrolled in the JTPA on-the-job training program. There were significantly more job retention participants who received unemployment compensation than expected and significantly fewer participants who did not receive unemployment compensation than expected. (4) The type of training received does significantly affect the positive termination rate of participants in selected training categories. The manufacturing/factory assembly line category had significantly fewer participants than were expected. However, the sales/service category had significantly more participants observed than were expected.

The problem of this study was to determine whether the ethnic identification of teachers with their school principals affected the teachers' perception of the principals' leadership behavior. This study followed the ex-post-facto design of a co-relational study. Twelve dimensions of the Leader Behavior Description Questionnaire, Form 12 (LBDQ-XII) were selected to assess the perception of teachers belonging to three different ethnic groups of the leadership behavior of principals belonging to the three ethnic groups. The statistical analysis of the data for hypotheses 1 through 7 was intended to determine significant differences in the ratings by white, black, and Spanish language origin (SLO) teachers of the leadership ability of principals from the three ethnic groups. The differences showing significance in the study warranted the following conclusions. (1) Teachers from different ethnic groups do not perceive a difference in the leadership ability of principals when assessing overall leadership behavior. (2) The perception of teachers of effective leadership behavior is different when assessing the overall leadership ability of principals from different ethnic groups. (3) Teachers from different ethnic groups manifest perceptual differences in their assessment of the overall leadership behavior of principals from different ethnic origins. SLO teachers, particularly, perceive a difference in the leadership ability of their principals, with principals from their own ethnic group being considered more effective leaders (higher leader behavior scores). (4) Teachers, without regard for ethnic group membership, have different perceptions of leadership ability in their principals when twelve dimensions of leadership behavior are considered. Teachers give more consideration to some dimensions (higher leader behavior scores) than others. (5) Teachers from different ethnic groups hold different perceptions of leadership ability in principals, when various dimensions of leadership behavior are considered. The differences perceived by teachers lie in the areas of Tolerance of Uncertainty and Tolerance of Freedom, on which white teachers assess their leaders as more capable, and in Production Emphasis, on which principals are considered more effective by SLO and black teachers. (6) The perception of teachers of effective leadership behavior involving various dimensions of leadership is different when assessing the leadership ability of principals from different ethnic groups. Principals are perceived differently by teachers in Production Emphasis, on which SLO principals are considered more capable; in Predictive Accuracy, on which SLO and white principals are considered to have more ability; and, in Integration and Influence with Superiors, on which SLO principals are assessed as possessing a higher leadership capacity. (7) Teachers from different ethnic groups manifest perceptual differences in their assessment of particular dimensions of the leadership ability of principals from different ethnic origins. White principals are considered by white teachers to be more effective on Tolerance of Uncertainty, Tolerance of Freedom, and Predictive Accuracy. Black teachers perceive SLO principals as more able leaders on Influence with Superiors. SLO teachers assess SLO principals as more effective on Consideration, Predictive Accuracy, Production Emphasis, and Integration. Ethnicity does affect the perception of teachers of the leadership ability of principals. Teachers from different ethnic groups evaluate leadership behavior differently, and principals belonging to different ethnic groups are assessed differently on their leadership ability.

Statement of the problem. The central problem of this study was twofold: (1) to determine whether the educational research preparation offered by selected colleges and universities bore out the findings of critics, and (2) to synthesize and synergize opinions and facts regarding educational research, as expressed by men active in the field, into a flexible proposal whereby individual student's programs in research preparation could be "custom-made" to suit their most obvious research needs. (Abstract shortened.)

Purpose of Study. Disagreement was prevalent as American school boards and teacher associations attempted to reach consensus on what items should be negotiated at the collective bargaining table. This struggle to reach consensus clearly suggested an uncompromising need for additional research related to this perplexing problem. The purpose of this study was to identify and analyze those items in educational collective negotiations that Here viewed by Kentucky school board chairpersons and Kentucky teacher association presidents as negotiable items suitable for the negotiation process.(Abstract shortened.)

Purpose. The purpose of this study was to analyze the influence of selected factors on high school seniors' attitudes toward two-year occupational programs as career educational plans. More specifically, the study analyzed the relationship between the students' educational plans and the following selected factors: (1) parents' perceived influence, (2) fathers' occupations, (3) fathers' education, (4) peers' perceived influence, and (5) the schools' perceived influence. (Abstract shortened.)

The problem of this study was to determine if there was a significant difference among the expressed perceptions of selected school board members, principals, and students as related to specific aspects of the student activity program. The sample size of this study consisted of 359 participants in the following groups: school board members, principals, and students. School board members and principals were treated as intact groups while the students were randomly selected and stratified based on sex and rank in class. Each group was described based on demographic data. The t-test for independent samples and analysis of variances were used for statistical analysis. Eleven research questions, with six responses each, were analyzed according to six aspects of student activities: (a) athletics, (b) academic-class related activities, (c) performing arts, (d) student government, (e) career-oriented activities, and (f) social-oriented activities. A mean score for each group on each activity was calculated for test purposes. Significant differences were found between (a) school board members and students as related to academic-class related activities, and (b) school board members and students as related to social-oriented activities. Other important findings included the following: (1) Sixty-seven percent of students lived in the county, not towns or cities. (2) Career-oriented activities were the most popular among students. (3) Middle-ranked students had more favorable perceptions of the student activity program than top-ranked or bottom-ranked students. (4) There is general agreement among school board members, principals, and students concerning the student activity program.