The purpose of this investigation is to review the first four years of municipal government operation under the Administrator-Director form of government in Fort Smith, Arkansas. The basis of this investigation is the reconstruction and review of the political forces and circumstances operating in Fort Smith, Arkansas, and their impact on the Administrator-Director form of government. In addition to the above, an examination of the progress made by the current Administrator-Director form of government will be undertaken.

Industry, business, military and other government agencies are increasingly recognizing the significance of human factors in the productivity of complex organizations. Educational institutions are no exception to this fact. It is assumed that morale and productivity are related to the managerial style of the supervisor. Leaders are faced with the challenge of directing the work group toward the target of increased productivity while at the same time maximizing member satisfaction. The basic research problem of this study was to investigate the relationship between leadership style of high school principals (in terms of their Concern for Production and Concern for People) and certain dimensions of teacher morale. The null hypothesis which guided this study was that there was no significant relationship between teacher perceptions of administrative behavior and teacher morale. A stratified random sampling technique was used to select 132 teachers from ten high schools in the state of Oregon. The results are based on 126 returns, 90 male and 36 female respondents. Principal Leadership Style Questionnaire was used to measure two dimensions (Concern for People and Concern for Production) of administrative behavior. Purdue Teacher Opinionaire was used to measure ten factors of teacher morale. All hypotheses were tested at .05 level of confidence. The first primary hypothesis asserting that there would be no partial correlation between administrative dimensions and Teacher Rapport with Principal was rejected. The second primary hypothesis that there would be no partial correlation between administrative dimensions and Satisfaction with Teaching was accepted. Partial correlation was 4ppliedto analyze the primary hypotheses by eliminating the effects of secondary hypotheses (Rapport Among Teachers, Teacher Salary, Teacher Load, Curriculum Issues, Teacher Status, Community Support of Education, School Facilities, Community Pressures, Age and Sex). T-test based on regression coefficients was applied to analyze the secondary hypotheses. Out of 20 secondary hypotheses tested, five of them were rejected. Analysis of the primary and secondary hypotheses concluded that Curriculum Issues, Rapport with Principal and Teacher Salary are positively related to both the dimensions of administrative behavior. Rapport Among Teachers was positively related to Concern for People but not Production. Satisfaction with Teaching, Teacher Load, Teacher Status, Community Support of Education, School Facilities and Services, Community Pressures, Age and Sex of the teachers are not related to the perceived leadership style of the principal. Teachers Satisfaction with Teaching is probably related mostly to those things that happen directly with pupils inside the classroom over which principals have little influence. Results of the two administrative dimensions indicated that a principal's leadership behavior is perceived by his faculty in various ways. However, on the average, administrators were rated high on both the "Production" and "People" dimensions of administrative behavior and perceived as having a "6,7" or "7,8" leadership style as described by Blake and Mouton (1964). Analysis of this research further suggest that educational administrators investigated in this study seem to have above average skills in the eyes of their faculty in promoting both goal achievement and member satisfaction. It is recommended that the design of this study be replicated on a larger teacher population and sample size in different geographical areas. / Graduation date: 1975

Thesis (Ed. D.)--Liberty University School of Education, 2010. / Includes bibliographical references.

This mixed method study examined perceptions and experiences of secondary school administrators in Texas regarding cyberbullying. It was designed to gather quantitative information related to cyberbullying in secondary school campuses in Texas as well as descriptive details from the qualitative portion of the survey and follow up interviews. Data were collected from an electronic survey and follow up interviews. The results were analyzed statistically and for emerging themes. Six themes emerged from the qualitative survey questions and interviews. These themes were: 1) common definitions and descriptions, 2) target on individuals, 3) effect on school climate, 4) speed of replication and permanence of information, 5) difference between public and private information, and 6) need for education. The perception from secondary school administrators was that cyberbullying incidents are appearing in the majority of secondary schools in Texas and it is important for administrators to understand and respond to cyberbullying.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 157-167).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

No description available.

Special education is a field inherent with compliance and accountability issues. Special Education Administrators are tasked with the responsibility of implementing programs and maintaining compliance with state and federal standards while ensuring high quality educational performance. This research examined how the current Special Education Administrators are being held accountable under NCLB and IDEA. In addition, the previous roles and responsibilities of Special Education Administrator were reviewed in order to provide background information and to provide insight into Special Education Administrators' perceptions of key responsibilities under NCLB and IDEA 2004. The guiding questions for this study are: (1) What do Special Education Administrators perceive as their role and responsibilities under NCLB and IDEA 2004? (2) Do Special Education Administrators perceive their evaluation tool as an adequate measure of the current roles and responsibilities by which they are held accountable under NCLB and IDEA 2004? (3) Does the criteria by which Special Education Administrators are evaluated reflect what the research supports as those components related to roles and responsibilities under NCLB and IDEA 2004? The research design included quantitative and qualitative methods of analysis. The population for this study was stratified sample of 30 Special Education Administrators for the Commonwealth of Virginia. An online survey was utilized to conduct the initial research. In addition, in-depth interviews of special education administrators were conducted in order to gain a better understanding of how they are currently being held accountable. Research revealed that Special Education Administrators perceive they are currently being held accountable under NCLB and IDEA; though research concludes that current performance evaluation methodology does not measure the professional standards, including the roles and responsibilities of the Special Education Administrator. The conclusions of this study emphasize the importance of examining the performance evaluation procedures for Special Education Administrators in the Commonwealth of Virginia. / Ph. D.

This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and accountability movements of both the federal and state departments of education. Extant data from a single school district in Oregon was used for this study, and included: (a) district-wide elementary principal summative performance evaluation scores, (b) district-wide fourth and fifth grade fall and spring reading curriculum-based measures scores curriculum-based measures, (c) 2013 and 2014 spring reading scores from the Oregon Assessment of Knowledge and Skills (OAKS-R), and (d) student demographic variables. The student non-academic predictor variables (demographic risk factors) included in the study were (a) attendance, (b) English Language Proficiency (ELP), (c) Free and Reduced Meals (FARMS), (d) percent Other-than-White, and (e) Special Education. Multiple regression analyses were used to determine which assessment and/or non-assessment factors accounted for differences between principals’ summative evaluation scores. The results indicated that Summative Principal Ratings are poor predictors of the academic success of all students whether using large-scale summative assessment (OAKS-R) or formative assessments (easyCBM), with all measures only accounting for a miniscule portion of the Summative Principal Rating variance. However, demographic variables were slightly more related to the Summative Principal Rating. Practical implications of using student test scores to hold principals accountable for the academic results of all students are discussed in relation to district administrative policy and placement procedures for administrators and teachers, examining the behaviors and practices of teachers’ whose students have shown the most gains, and using these successful teacher practices a basis for teacher-to-teacher district-wide professional development. Finally, suggestions for future research in the areas of improving principal evaluation systems and the study of direct and indirect impacts principals have on student success and achievements are discussed.