The purpose of this study was to investigate the reliability, subscale intercorrelations, and validity of the Administrator Role Perception Inventory (ARPI), an instrument developed by the investigator and a co-author in the year preceding the study. The ARPI is a 50 item, Likert-type scale which reflects variables thought to be associated with burn-out: expectation, motivation, accomplishment, psycho-physical state, and relationships. Another variable, previously unresearched, was also included; it is the variable of "time" and reflects a negative time orientation, a longing for the "good old days." The inventory was mailed to all of the 2,113 active members of the Confederation of Oregon School Administrators during the middle of August, 1982. The return rate for the ARPI was 62 percent. Analysis of the data showed that the ARPI has an internal consistency of .91. The coefficients for the subscales fell between .70 and .85. As expected, there were substantial intercorrelations among the subscales, ranging from a low of .31 to a high of .63. Total ARPI scores and the subscale scores were correlated with measures of self-perceived burnout, desire for early retirement, and felt job stress. All of these correlations were in the expected direction, were significant at the .001 level, and ranged from -.41 to -.59. It was concluded that the Administrator Role Perception Inventory is comparable to measurement instruments similar in purpose and format.

The purpose of this study was to investigate effective administrative support for successful teachers of urban at-risk students. The main difficulty in studying administrative support is that it comes in so many ways. Johnson’s (1990) theory of workplace variables and Butterworth's (1981) social exchange theory were the basis for this study. Failures of at-risk students threaten the well being of public schools and have become a generally recognized social problem of national priority. This study explores how principals act to influence the success of teachers as they work with at-risk students. It is grounded in the following four assumptions: 1. Administrators significantly influence workplace satisfaction (Butterworth, 1981; Sergiovani, 1991). 2. Workplace satisfaction directly affects quality of performance (Johnson, 1990; Lortie, 1975). 3. Teachers have a moral right to a satisfying workplace (Goodlad, 1984). 4. At-risk students are, in important ways, unique in their educational needs (Capuzzi & Gross, 1989; Chenoweth, 1993). Collection, analysis, and evaluation of data were guided by three research questions focusing on how uncommonly successful teachers of urban at-risk students perceive their administrative support, what these teachers recommend regarding administrative support and what these teachers recommend regarding preparation for teachers to teach at-risk students. The teachers were deemed successful by a combination of parental, student, teacher, and administrator evaluations (Peterson, Bennet, & Sherman, 1991). Thirty-nine teachers who had been recommended by their peers, parents, students, and building and central office administrators were sent letters inviting them to participate in this study. The first 18 who responded were interviewed using a 15 item protocol. Three were elementary teachers, 10 were middle school teachers, and 5 were high school teachers. Four of the 10 middle school teachers were from one middle school but the others were from a variety of schools. The elite interview technique proposed by Marshall and Rossman (1989) was used because it was felt that surveys do not elicit the depth of information desired and a single case study would not give enough breadth. The interview responses were analyzed both as individual documents and also an analysis by item was conducted. Twenty-two recommendations for aspiring and practicing administrators are listed and the eight main themes are listed. The results show specific kinds of support that can help teachers of at-risk students succeed: personal support, peer support, and training for both teachers and administrators. In general, the successful teachers felt that they did not receive adequate administrative support even though when asked the question “do you feel supported by your administrators?" some said "yes." The results also indicate that administrators need further training in both interpersonal skills and communication skills.

The diploma thesis is focused on the civil law institute of liquidation of inheritance, in this wording the term first has been implemented by Act no. 292/2013 Coll., Code on Special Court Proceedings., which came into force in 2014. The aim of the diploma thesis is to introduce the reader the term liquidation of inheritance and liquidation administrator of inheritance activity starting from appointment liquidation administrator of inheritance. The thesis offers author's reflection on the growing trend in the number of ordered liquidations of inheritance at the suggestion of the state and its consequences. To sufficiently illustrate the issue, the thesis contains appendices that better reflect the activities of liquidator administrator of inheritance, the inheritance court and the court commissioner. The thesis is divided into seven parts, the first part of the thesis introduces the reader to the issue and explains to the reader the reasons why the author decided to write thesis about this topic. The second part deals with the institute of liquidation of inheritance itself and the preconditions that must be fulfilled in order for the liquidation of inheritance to be ordered by a court. The third part deals with the person of the liquidation administrator of inheritance, the reader is acquainted...

No description available.

The debate over the effective preparation of pre-service teachers is not new. Often this debate concerns what might be considered successful methods for all pre-service teachers. However, preparation for career and technical education (CTE) teachers could look quite different than that of academic teachers, whether they are prepared through traditional or alternative routes to education. In this qualitative study, the researcher examined two iterations of the alternative-route program designed to prepare new CTE teachers in Mississippi and considered the level of self-efficacy of the teacher participants, the perceived effectiveness of the specific elements of each program, and the perceived significance of teacher/administrator and teacher/mentor relationships. The results of this study indicate that participants in the most recent iteration of the alternative-route program have a higher level of self-efficacy in teaching. The study also found that the specific elements of the newer version of the program are perceived as more relevant than those of the older version of the program and that teacher/administrator and teacher/mentor relationships play a key role in self-efficacy and job satisfaction among new CTE teachers. The results of this study also revealed that new CTE teachers desire opportunities to grow their pedagogical content knowledge by interacting and learning from veteran teachers in their respective content areas. Additionally, some of the more effective teachers who participated in this study rated themselves lower than their less effective colleagues on a self-efficacy survey and vice versa, indicating the presence of the Dunning-Kruger effect, which posits that, when an individual is unskilled in a certain task, they not only make poor choices in that area but also lack the metacognitive ability to realize it.

and keywords New methods of combating VAT evasion The topic of this work is the rating of the current situation regarding value added tax evasions, which rates the situation de lege lata, identifies its shortcomings and proposes de lege ferenda solutions that could prevent or at least reduce such evasions. The theses also shows practical examples and tries to present situations that can actually occur in the environment of taxes. The first chapter is focused at general description and introduction to the topic of value added tax, while it is very briefly explaining its basic design elements. It also outlines the nature of tax evasion. The second chapter focuses on the limits of financial administration, which lie mainly in its limited staffing capabilities. The chapter emphasizes the need for automation and explains its practical benefits, outlining the basic framework of most tools to fight against tax evasion. The third chapter describes specifically the issue of the so-called control report, points out its predominant strengths and presents it as one of the successful tools in the fight against tax evasion. At the same time, however, the shortcomings of the current legislation are rated and de lege ferenda solutions are proposed. The fourth is focused at the issue of the so-called electronic...

The purpose of this study was to compare the perception scores and action scores of teachers in a northeast Tennessee school system in terms of parent involvement. Also, this study examined the relationship between perception scores and action scores of administrators and teachers across the district. Lastly, this study determined if significant differences existed in the perception scores and action scores between elementary, middle, and high school teachers. Data were collected by questionnaires containing sections for demographic information, perceptions of parent involvement, and actions involving parent involvement. The population consisted of 437 certified teachers and 24 building level administrators. From that population, 298 teachers and 18 administrators responded. Independent-samples t tests were used to compare the action scores of teachers in a high perception group and a low perception group. As a whole, teachers in the low perception group tended to have lower action scores than those in the high perception group. However, when analyzed by grade level, no significant differences were noted between the high perception and low perception groups. One way analysis of variance (ANOVA) testing was used to test for differences in the perception scores and action scores of teachers by grade level. Significant differences were noted in the perception scores and action scores between the elementary, middle, and high school groups. A post hoc Tukey procedure clearly indicated that elementary school action scores were significantly different from middle action scores, and middle school action scores were significantly different from high school action scores. A post hoc LSD procedure clearly indicated that elementary school perception scores were significantly different from middle perception scores, and middle school perception scores were significantly different from high school perception scores. Single-sample t tests revealed a significant difference in the perception scores and action scores of teachers and administrators across the district. In each single-sample t test, the mean administrator score was used as the test value. Each test confirmed that the sample mean was significantly lower than the test value. This study was important in uncovering information about the perception scores and action scores of teachers and administrators in the area of parent involvement. Parent involvement has been consistently shown to have positive benefits on students but is still an underused resource. Recommendations are made with the intention of helping schools better understand how to serve their students and communities more effectively.

The purpose of this study was to assess the perceptions of principals who serve as mentors for an internship program for aspiring principals at East Tennessee State University. Each mentor was interviewed to gather information about the internship program, the benefits of mentoring in the program, and what the mentors may have learned about their tacit knowledge as a result of the experience. Mentors and the professors in the Educational Leadership Policy Analysis department at ETSU may benefit from the findings as the design of the school leadership program continues to advance. Mentoring is an important component of training for aspiring and beginning principals because interns learn on the job in a supportive environment where they can take chances. Mentors also learn from the experience of being a mentor. The literature reviewed for this case study supported the need for standard-based mentoring programs. The ISLLC standards are an excellent example of standards that are used to provide structure and coherence for mentoring programs. Positive and negative outcomes for the mentor were reviewed to support the research. Leadership and the change process were also reviewed to support the importance of the mentor's role in the process we call mentoring. Several themes emerged from the analysis of data provided by mentor principals about mentoring aspiring principals. Mentoring resulted in reflection about the decisions the mentor makes during the day while explaining procedures to the intern. It was also found to be an experience that works best when a positive relationship is developed between the mentor and the intern; often leading to a relationship that lasts long after the internship is over. Principals examined their understanding of tacit knowledge and the possible ways tacit knowledge could be taught to their intern.

Public administration research strongly supports the argument for administrator-citizen collaborations and shows that Web 2.0 social media tools have the potential to increase these collaborations. Some public managers have fully embraced the adoption of social media tools to their fullest collaborative potential while other managers have chosen to limit their full collaborative potential. This study examines four environmental influences to determine if they are the cause of the diverse levels of social media adoption among public administrators. A survey of 157 department managers from 261 large cities across the U.S. shows that 82% of the respondents are currently using some form of social media tools to engage citizens. The results show that perceived organizational influences and perceived administrator preconceptions of social media tools are having the greatest impact on the respondents' decision to adopt social media. Provided that response rate bias is not occurring in this study, there are two possible explanations for the results. One possible explanation is that Web 2.0 social media adoption may be following a similar path as the adoption of earlier forms of Web 1.0 e-government tools. The other possible explanation is that managers may be operating within a rational environment when deciding whether or not to adopt Web 2.0 social media tools.

The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of experience as a director of special education and these underlying factors. A factor analysis revealed that there were three underlying factors reported to be essential for newly appointed special education administrators. A multiple regression analysis indicated that the relationship between the years of experience as a director of special education and the underlying factors (Management, Instruction and Change; Supervision of Faculty; and Team Building Skills) was not statistically significant. A post hoc test was conducted to further detect differences in years of experience as an urban director of special education and the underlying factors. The results were sufficient to reject the null hypotheses in both cases.