The problem of this study was to determine if differences existed in the perceptions of selected public school instructional supervisors regarding the amount of actual and ideal time allocated for identified supervisory roles. The study was conducted during the 1986-87 school year in Virginia. A questionnaire, developed by the researcher, was field tested through a six-week pilot study with 100 instructional supervisors in Virginia. Upon validation of the instrument, it was mailed to a randomly selected sample of 363 instructional supervisors in Virginia. A total of 220 respondents (60.6%) returned the questionnaire. Significant differences were found in perceived allocation of actual and ideal time for curriculum development, staff development, program evaluation, providing resources, disseminating information, instructional leadership, and performing administrative duties. Significant differences were also found between supervisory titles and allocation of actual and ideal time for program evaluation and performing administrative duties. In addition, significant differences were found between the perceptions of males and females regarding the amount of actual and ideal time they allocated for program evaluation. Conclusions were based on the findings in this study. It was concluded that instructional supervisors in Virginia are not spending as much time on the selected supervisory roles as they would like. They are spending too much time performing administrative duties. It was also concluded that younger supervisors (30-39) spend more time for staff development, providing resources, and providing instructional leadership than older supervisors. In addition, instructional supervisors with doctorates spend more time for curriculum development, staff development, disseminating information, and instructional leadership than supervisors with other degrees. Furthermore, female supervisors spend more time for curriculum development, staff development, program evaluation, and instructional leadership than male supervisors. Yet, a graduate degree in supervision and a supervisor's gender did not have much influence on the allocation of actual and ideal time for some supervisory roles. Other conclusions relating to the demographic data variables and the allocation of actual and ideal time for the seven identified supervisory roles were drawn.

The purpose of this study was to analyze teacher evaluation instruments in use in Tennessee public school systems relative to type of instrument and content in relation to six school system characteristics. Differences were sought between school systems in relation to participation in teacher contract negotiations, per pupil expenditure, average annual teacher salary, method of selection of superintendents, type of school system, and size of school system in their choice of type of instrument and in the content of their instruments. A content analysis coding sheet was devised for use in the study categorizing the content of teacher evaluation instruments as (1) personal qualities references, (2) professional qualities references, (3) instructional skills references, and (4) classroom management references. Instruments were typed as (1) rating scales, (2) checklists, (3) performance objectives, (4) anecdotal records, (5) combination rating scales and performance objectives, and (6) other. Teacher evaluation instruments from 129 Tennessee public school systems were analyzed and coded for type and content. The chi square test was used to determine differences between school systems in their choice of type of instrument. The Mann-Whitney U test was used to determine differences among school systems in the content of their teacher evaluation instruments. The findings of this study were: (1) The overwhelming majority of Tennessee school systems used some form of rating scale in the evaluation of teachers. (2) A significant difference at the .05 level was found between school systems with average annual teacher salary below and above the median in their choice of type of instrument. (3) A significant difference at the .005 level was found between county and city/special school systems in their choice of type of instrument. (4) A significant difference at the .04 level was found between school systems with average annual teacher salary below and above the median in percentage of instructional skills references on their evaluation instruments. (5) A significant difference at the .008 level was found between county and city/special school systems in the percentage of instructional skills references on their evaluation instruments. The following conclusions were supported by the findings of the study: (1) Teacher salary and type of school system were the two school system characteristics that were related to type and content of instrument. (2) Of the four content categories, only instructional skills references were related to school system characteristics. (3) School systems below the median teacher salary tended to use rating scales. (4) Those above the median teacher salary had more instructional skills references on their instruments. (5) County school systems tended to use rating scales. (6) City/special school systems had more instructional skills references on their evaluation instruments.

This study traces the development of the system of Catholic systemic schools in the Archdiocese of Sydney from early colonial times to the present, and analyses the perceptions and expectations that a sample of secondary school principals in the System had of the systems level administration in 1985. The development of Catholic schools in the penal colony of New South Wales was extremely slow. The first Catholic school was opened in 1817, and from 1833 to the 'free, secular, and compulsory' education act in New South Wales in 1880, denominational schools received some government grants. When 'state-aid' was withdrawn in 1880, the wonder of education history in Australia was that a separate Catholic school 'system' emerged. This was brought about in large measure by the ability of the Bishops and Clergy to activate the Catholic community, which had been generally apathetic religiously and educationally, and by their recruiting teachers who were members of Religious Congregations both from abroad and locally. The Religious carried the Catholic Schools 'system' in Sydney for some seventy-five years (1880-1955). However, the recruiting of Religious teachers declined from the 1950s. This, together with rapid increases in school population, widening of the curriculum, decreased class sizes and lighter teaching loads brought on a crisis of survival for the Catholic schools. It was averted by the reintroduction of 'State-Aid' and the recruiting and training of lay teachers. Following the Karmel Report of 1973, Commonwealth Government grants and programs grew many fold. In order to cope with the new organisational complexities, including both financial and educational accountability requirements of the government, many of the Catholic schools, which had previously been organised on an individual parish or Religious Congregation basis, joined together to form systems. These Catholic Education Office systems (or CEO systems) rapidly developed administrative bureaucracies. The Sydney CEO System is the largest in Australia with nearly 6000 teachers and over 110,000 pupils. In this process of building an organisational system, the vital role of the school principal is changing. This study examines the responses of twenty-four secondary school principals, in the interview situation, to questions on their perceptions and expectations of the systems level administration. The researcher has analysed the data in the light of some of the literature on motivation theory and theories about complex organisations and has suggested some facets of the systems level administration that need to be addressed if the system is to grow in effectiveness.

<p>This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.</p>

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

For the past 100 years the majority of schools in North America have been organized on a graded basis. The classification of children by grades, the common method in Quebec, assumes that if a child is ten years old and in grade five then he should be able to work at the same level as his peers in all the subjects of the curriculum. [...]

<p>This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.</p>

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 155-160) and appendices.

Thesis (Ph. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 9, 2005. Dissertation Committee: Mary Ann Lynn, Kenneth H. Strand (co-chairs), Ronald L. Laymon, Clayton F.Thomas, William F. Stimeling. Includes bibliographical references (leaves 64-67) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 21, 2006. Dissertation Committee: Robert L. Arnold (chair), Robert L. Dean, G. Alan Hickrod, Sally B. Pancrazio, William C. Rau. Includes bibliographical references (leaves 123-132) and abstract. Also available in print.