This study was undertaken to determine whether economy of scale and cost assumptions were used implicitly in the state-level allocation formula of appropriated funds to 28 community colleges in Florida. A formula reflects assumptions about the functions of organizations and organizational commitments. Analysis of the assumptions underlying a state-level funding formula is essential. The purposes of the study were: to determine whether there were significantly different unit costs among instructional programs in Florida's public community colleges; to determine if economies of scale were evident in unit expenditures for instructional and support programs; and to develop groupings of community colleges with similar costs. / This study was carried out in three phases with data collected from the Management Information System of the Florida Department of Education's Division of Community colleges. A relational cost analysis strategy employing multivariate statistics was followed. / The results of the first phase of the study led to the conclusions that: significant variation can be found between instructional discipline costs; the assumption of economies of scale must be rejected; and an inflation effect can be found in some aggregate cases but not in each discipline. / The conclusion of the second phase of the study was that the variation in unit cost between institutions cannot be traced in some strong linear way either to such factors as size of institution, inflation, or to other unique institutional attributes identified in the study. / In the third phase of the study, groupings of community colleges with similar unit costs for the instructional program, support program and total per unit expenditures were developed. / The overall conclusion of the study was that the state's formula funding system did not accurately reflect the character of costs in Florida's 28 public community colleges; however, the colleges can be grouped by like cost configurations. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2397. / Thesis (Ph.D.)--The Florida State University, 1981.

A survey study was carried out on recent graduates of the master's degree programs in adult education to identify (i) the tasks performed by these graduates in their positions of employment; (ii) the proficiencies required to fulfill these tasks; (iii) their opinions of the usefulness of these proficiencies in their positions of employment; and (iv) the extent to which the master's program of study provided them with the learning experiences necessary for the development of these proficiencies. / A questionnaire consisting of twenty knowledge and twenty skill proficiencies was the survey instrument which utilized, by cluster sampling, 267 recipients of the master's degree of adult education during the period 1972-1977. A fifty-one percent reply rate or a total number of 137 returned questionnaires supplied the data. The respondents were categorized as either teachers or administrators according to the tasks performed. Percentage distributions, median scores, rank order and upper quartile ratings were the statistical measures utilized in the analysis of the data. The Spearman Rank Correlation Coefficient was also applied to measure the degree of associated between the ratings of the respondents. / Neither the teachers nor the administrators found significant relationships between the proficiencies which were most useful in their present positions of employment and those for which they were adequately prepared by the learning experiences in their master's program of studies. The teachers identified that fifty-five percent of the proficiencies were adequately provided for in graduate programs of study when compared to their usefulness after graduation, while the administrators only identified twenty-seven percent of the proficiencies similarly. / In general, both appeared to be satisfied with their master's programs of studies as most of the proficiencies were rated at the high end of the scale. The study did however reveal that although the proficiencies were useful to both groups of respondents, the needs of each group were certainly not the same in terms of skill and knowledge required. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2379. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to investigate leadership styles of selected female and male Florida elementary public school principals as perceived by the principals and by samples of female and male subordinates utilizing Hersey and Blanchard's Leadership Effectiveness and Adaptability Description (LEAD SELF and LEAD OTHER). / Through the use of Hersey and Blanchard's Leadership Effectiveness Adaptability Description (LEAD SELF and LEAD OTHER) and a demographic data sheet, data were collected from a sample of 28 elementary public school principals (15 females and 13 males). The subordinates (teachers) sample of each of the selected principals included 6 teachers--3 females and 3 males. A Chi-square analysis at the .05 level and a Multiple Correlation Coefficient at the .01 level of significance were used to answer the research questions. / This study indicated that the largest number of principals (15) perceived their leadership behavior as High Relationship, Low Task (Style 3). A comparison of principal perceptions of their leadership styles with those of their subordinates showed that subordinates did not consistently see principal leadership behavior in the same manner as principals themselves. Analysis, however, did not reveal a statistically significant difference at the .05 level of probability between principal perceptions and those of their subordinates. / The frequency distribution of LEAD OTHER scores of subordinates of female principals by sex indicated that the largest number of female subordinates (23.75) perceived female principal leadership behavior as High Relationship, Low Task (Style 3), however; male subordinates (24.75) saw female principals placing greater emphasis on task behaviors (High Task, High Relationship {Style 2}). No statistically significant difference was found with the Chi-square test. / The frequency distribution of LEAD OTHER scores of subordinates of male principals by sex showed that an equal number of female subordinates (14.5) perceived the male principal leadership behavior as falling in two styles: High Task, High Relationship (Style 2) and High Relationship, Low Task (Style 3), however; the largest number of male subordinates (18.83) saw the style of male principals as High Task, High Relationship (Style 2). Chi-square analysis of data did not reveal any statistically significant relationship at the .05 probability level between LEAD OTHER scores given male principals by female subordinates and by male subordinates. / A Multiple Correlation Coefficient at the .01 level was used to determine if there was a significant relationship between the demographic variables and leadership styles. A significant weak to moderate positive relationship (.342) was found between LEAD OTHER scores of subordinates of female principals and the variable experience. No other relationships were found significant at the .01 level of probability between demographic variables and leadership styles. / Recommendations for further research studies included replication with a larger sample to determine if a significant difference in perception of dominant leadership style by male and by female principals exists and a cultural study of representative ethnic groups of school leaders (e.g., black, Hispanic) to determine whether dominant styles of leadership can be identified which are culturally related. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2391. / Thesis (Ph.D.)--The Florida State University, 1981.

Research was conducted exploring the relationship between non-academic and academic variables to scores earned on the four subtests of the Florida Teacher Certification Examination. The 2,858 subjects were categorized by race, sex, highest degree earned, age, years of teaching experience, academic training, state awarding bachelor's degree, and Florida teacher training institution. / Five hypotheses were tested at the .05 level of significance using Student's t test when two variables were compared and an analysis of variance when multiple variables were analyzed. / The following conclusions ensued: (1) Whites earned substantially higher scores than other races on each subtest. (2) Females excelled males in Writing, Reading, and Professional Education while males surpassed females in Mathematics. (3) Each level of higher degree resulted in higher scores. (4) The age group Under 22 surpassed remaining groups. The 26-35 and 36-45 groups excelled the 22-25, 46-55, and Over 55 groups. (5) More years of teaching experience resulted in higher scores. (6) Graduates of NCATE/state approved teacher education programs from states outside Florida excelled similar graduates from Florida. The slightly higher scores earned by the Other States group were attributed to non-academic factors and higher degrees. (7) No differences existed between NCATE/state approved graduates and graduates who satisfied education requirements through a course-by-course evaluation. (8) In the Writing and Mathematics subtests no differences occurred between the Teacher Trained and Not Teacher Trained groups; however, in the Reading subtest the Not Teacher Trained group excelled and in the Professional Education subtest the Teacher trained group prevailed. (9) Substantial differences existed among graduates of Florida state approved programs based on the degree-granting institution. (10) Large discrepancies resulted with respect to the state in which the bachelor's degree was earned. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4215. / Thesis (Educat.D.)--The Florida State University, 1981.

The problem addressed by this study was to determine if significant relationships existed between the leadership style of the principal and the kinds and severity of administrative problems, including disciplinary problems, found in the school. / Subjects of this study included 30 Florida middle school principals and 450 Florida middle school students. The Leader Behavior Description Questionnaire--Form XII Self instrument and a demographic information sheet were used to collect data from the principals and the School Problem Area Survey: Students Questionnaire to collect data from the students. / The canonical correlational analysis was used to determine if a significant relationship at the .05 level existed between the leadership style of the principals and identified school problems. / The findings of the study indicated the following: (1) Student respondents perceived discipline as the most severe problem area existing in the schools. Students identified profanity; cheating; theft; and violence or threats of violence as the most severe concerns. Student respondents also identified major administrative problems in the areas of school attractiveness; student characteristics and relationships; teacher-student relationships; teacher characteristics and relationships; and principal-student relationships. (2) The principals identified consideration and initiation of structure as their dominant traits and, in contrast, predictive accuracy and demand reconciliation as their weakest traits. (3) The canonical analysis revealed that a high interrelationship of .97 existed between the leadership behavior of middle school principals and identified administrative problems at the .05 level of significance; and that representation, consideration, production emphasis, and initiation of structure made the strongest contribution to this significant interrelationship. / Source: Dissertation Abstracts International, Volume: 42-11, Section: A, page: 4680. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this research was to determine the attitudes of vocational instructors within the state of Florida regarding innovation and change in the educational setting. The study was also designed to identify those vocational educators who are flexible and innovative as well as the relationship between the demographic factors which are associated with the vocational educator who is most likely to be innovative. / The objectives of this study were accomplished through the administration of a three-part questionnaire. Part one solicited demographic information from the respondent. Part two measured each individual respondent's innovativeness and flexibility. Part three assessed the respondent's attitude toward innovation in the school environment. / The instrument was mailed to a stratified random sample of 400 Florida vocational educators representing all vocational service areas; i.e., Business and Office Education, Agribusiness and Natural Resources, Industrial Arts, Industrial Education, Health and Public Service, Home Economics, Marketing and Distributive Education, and Diversified Occupations. / Several statistical techniques were used to accomplish the objectives of this study. Specifically, a one-way analysis of variance was used to determine any differences in educator's attitude toward innovation, flexibility, and innovativeness. Regression was used to determine the predictiveness of demographics on the variables of attitude toward innovation, flexibility, and innovativeness. Also a Pearson Product Moment Correlation analysis was used to determine the relationship between variables. / Results indicate that vocational educators are flexible, receptive to change, and have a favorable attitude toward innovation. A relationship was found between the flexibility, innovativeness, and attitude toward innovation measures. Also a selected group of demographic variables were found to be indicators of flexibility, innovativeness, and attitude toward innovation; however, few individual demographic variables were found to be predictors of flexibility, innovativeness, or attitude toward innovation. It was revealed that there are relationships between demographic characteristics of Florida vocational educators. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0030. / Thesis (Ph.D.)--The Florida State University, 1984.

The purpose of this study was to conduct a technological, economic, and political feasibility analysis of an Office Information Network for the Venezuelan Ministry of Education. Systems analysis concepts and techniques were used throughout the study for the conceptualization of the system, and the design and evaluation of the prototype model. / The evaluation procedure involved the selection of a panel of Venezuelan experts and the use of Delphi cross-impact techniques to analyze the problem, and achieve consensus on the subject examined. A main computer program was used to refine the expers' opinions and to conduct sensitivity operations. / The study presented conclusions regarding the feasibility assessment, and recommended a strategy for the successful implementation of the model. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0026. / Thesis (Ph.D.)--The Florida State University, 1984.

This study sought to determine whether the "Leaders for the 80's" program--a professional development program for women in two-year colleges--met its stated objectives, what were the most beneficial aspects of the program, and how the program contributed to the professional advancement of its participants. The population for this study consisted of 248 Leaders (program participants) who completed the program during 1981-1983. The data for the study were survey responses of Leaders and their mentors. One questionnaire collected information from Leaders concerning demographic data, career experiences, programmatic activities, networking experiences, mentor-protege experiences, and perceptions of least and most beneficial aspects of program participation. The second questionnaire collected information from mentors concerning their perceptions of the value of their experience, modes of assistance provided to protege, and perceptions of proteges' professional growth. / The primary findings of the study were the following: Leaders experienced moderate career advancement, assuming both advanced mid- and senior-level policy making positions, and experienced significant salary increases. Leaders perceived as adequate the programmatic activities designed to enhance their power in the organization; participants reported using the network primarily as a support system, and are sharing job vacancy information at a moderate rate. Mentors perceived that the program does contribute to Leaders' becoming more "empowered," and reported providing career-enhancing assistance. / Leaders indicated the most beneficial aspects of program participation as (a) increased self-confidence, (b) networking activities, and (c) presentations at regional and national conferences. The findings strongly indicate that the "Leaders for the 80's" program is meeting its stated objectives, and that the program is contributing to the professional advancement of its participants. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0031. / Thesis (Ph.D.)--The Florida State University, 1984.

The management and utilization of time by four first year principals was studied over an eleven month period of their first year on the job. A naturalistic research design was utilized to provide an extensive description of the experiences of the first year principals; the specific type of methodology chosen was a phenomenological research design. Three methods were used to collect data to provide for triangulation, as suggested by Jick (1979); direct observation, interviews, and review of documents. / The results provided an extensive description of the phenomena that were observed by the researcher and of the phenomena that were perceived by the principals to have had an effect on their time utilization and management. The data suggested that the principals' management and utilization of time was strongly influenced by several intrinsic and extrinsic factors. The intrinsic factors included the principals' lack of experience, their lack of specialized knowledge about the organization, and their personalities. The extrinsic factors included the nature of managerial work and the principalship and the demands and constraints of their environments. Both types of factors had adverse effects upon the principals' abilities to manage and utilize their time throughout the year; it appeared, however, that intrinsic factors had had more of an adverse effect. At the beginning of the year, a lack of specialized knowledge about their organizations appeared to be the most significant intrinsic factor, but, as the year progressed, the principals' personalities appeared to most strongly influence their ability to establish some control over the large number of extrinsic factors and to manage their time effectively. Other findings included: (1) Many time management techniques would be very difficult for first year principals to utilize. The effective use of many techniques required that the principals possess specialized knowledge about the organization, which was learned on the job over a period of time, rather than on possessing generic managerial competencies and skills. (2) Principals had the time and the flexibility in their schedules to emphasize selected roles. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0864. / Thesis (Ph.D.)--The Florida State University, 1985.

This study explored the notion that selected organizational structure characteristics are associated with problems at the branch campus of single university multicampus institutions. The study tested the hypothesis that conditions such as univeristy size, position level of the branch campus administrator, and the level of branch campus dependency are associated with this phenomenon. / Sixty-four (64) branch campus administrators and eighteen (18) main campus administrators were surveyed. Associations between branch campus problems and problem origin were determined using Pearson and contingency coefficients as were associations between (1) university size and (a) organizational patterns, (b) problem occurrences, and (c) problem origin; (2) campus dependency level and (a) organizational patterns, (b) problem occurrences, and (c) problem origin; (3) position level of the branch campus administrator and (a) organizational patterns, (b) problem occurrences, and (c) problem origin. The t-test and ANOVA were used to determine differences in responses by type of campus adminstrator, and university size. / It was found that problems pertaining to decision making, status and prestige, domain and resources were associated with organizational patterns, locus of authority, control patterns, and communication flow respectively. Major problems were related to status and prestige, decision making and resources respectively. Problems pertaining to domain more than any of the other categories were perceived to be non or rarely occurrent. Main and branch campus administrators did not differ significantly in their perceptions about the frequency of problems or the problem origin. / Organizational patterns associated more with the position level of the branch campus administrator then campus dependency level or university size. The frequency of problem occurrences associated with those variables in a similar manner. Problem origin associated moderately with all three variables. / It can be concluded that problems of branch campuses are associated with some organizational structure characteristics more the others. The campus status within the organizational hierarchy is an important consideration in these matters. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0858. / Thesis (Ph.D.)--The Florida State University, 1985.