Previous research has found paraeducators do not receive adequate training (Giangreco,Broer, & Edelman, 2002), and are often infrequently evaluated –yearly or less often (Mueller, 2002; Morgan, Ashbaker, & Young, 2001). Little is known about principals' practices relative to paraeducator training, and evaluation. To investigate these topics, a survey was distributed to principals that worked in a large suburban/rural school district in the western United States. Fifty-eight participants completed surveys at a district principals meeting. The results of the study indicated a large majority of principals (78.95% for Title 1 paraeducators, 86.21% for special education paraeducators, and 75.86 for others) hired the paraeducators in their school and most principals (88.89% for Title 1 paraeducators, 86.21% for special education paraeducators, and 60.34% for other paraeducators) were aware of district policies regarding the hiring and/or employment of paraeducators. In contrast, the majority of principals were not aware of individual school policies pertaining to paraeducator hiring and employment. The majority of principals did not indicate that they were responsible for rating paraeducator performance. Furthermore, the majority of principals did not perform paraeducator observations, hold evaluative conferences, or link the results of paraeducator evaluation to professional development.

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I’m a first generation, previously low income, Christian, African American administrator at a California community college who struggled and felt alone throughout my journey. This autoethnography helped me make peace within my broken pieces. Within this dissertation, I highlight the impacts and hindrances within my education, family and career experiences. The purpose of this study is to offer the reader an insider view of how I ultimately became an administrator and with this information provide scholarship on how to more successfully integrate African American female leaders into higher education. The bonus chapter provides young women lessons learned along the way to shorten their learning curve on the way up the ladder.

To determine the impact of an administrator's decision on student placement in kindergarten classrooms, teachers were asked to share their perceptions on how that decision impacted their ability to deliver instruction and follow the district scope and sequence, as well as how that decision impacts student academic achievement and social and emotional development. This qualitative study was designed to gather data from kindergarten teachers using focus group interviews and individual interviews of campus principals from two campuses within the same district. The following two ways in which kindergarten classrooms were created were explored: (a) by random assignment or (b) knowledge of students' academic and behavioral performance based on information relevant to their Pre-K experience. Campus principal participants reported that they each chose their method to provide equity in the classrooms and fairness amongst their teachers. Teacher participants reported that overall, they preferred to have as much information about incoming students as possible and to be a part of the process of placing students into classrooms for the following year. By examining these teachers' perspectives, the findings from this study may positively influence policy and practice for campus administrators as they decide how they will place students in kindergarten classrooms. Continued qualitative examination of student achievement could help determine if one method of placement positively impacts student achievement. Data collected from a larger sample within the district or expanded to compare between districts could help campus administrators make positive classroom placements for kindergarten students. Also, a quantitative study using a survey might provide a more expansive view of the impact of administrators' process of assigning kindergarten students to classrooms.

School safety is the utmost priority for an elementary school administrator and is high on the list of public concerns. The intent of this study was to identify the professional development that Virginia Elementary School principals receive in the area of handling student discipline. The study addressed the following research questions: (a) to what extent do current elementary school administrators receive training in the area of handling student discipline; (b) to what extent do elementary school administrators receive training in the area of handling student discipline in principal preparation coursework; (c) what are the most prevalent topics when administrators receive training in the area of handling student discipline; and (d) what future training, in the area of handling student discipline, do elementary school administrators need? This descriptive, quantitative study included a survey, created by the researcher that was used to collect data from 103 elementary school administrators. The results indicate that the administrators did not receive comprehensive training in the area of handling student discipline. In particular, training regarding suspensions and minority overrepresentation was severely lacking while the training around safety and security was the most prevalent. Forty-nine percent of the administrators indicated that their principal preparation programs did not address student discipline in a required coursework. The results of this study provide school district leaders with information on current gaps in the area of student discipline included in professional development provided to elementary school administrators in principal preparation programs and during their tenure as administrators. / Ed. D.

Effective supervision can improve the quality of teaching and learning in the classroom. Researchers in educational theory agree that supervision exists for the primary purpose of improving instruction. Wiles defined supervision as "assistance in the development of better teaching-learning situations." There is a pressing need in our school system to decide what to teach and how to teach it. along with the increase of possible content material there is the tremendous growth in number and type of technological tools and media. Excessive demands are made on school staff. Supervisors are destined to play an essential role in deciding the nature and content of curriculum, in coordinating programs, in facilitating learning, fostering teacher progress, and selecting the school organizational patterns which will facilitate improved instructional programs. The professional literature of the past two decades is full of the theory of modern supervision. Terms such as democratic, team effort, mentor system, peer coaching, teacher-decision-making, and effective schools are lavishly used to show that the autocracy of the early twentieth century supervisor is no more. It is apparent from a review of the literature that some theorists have strayed rather far from a workable concept of school supervision. Many supervisors are verbalizing various styles and terms while practicing either authoritarian control or the manipulation of staff to achieve their own goals. This study is an attempt to address the major principles and characteristics which undergird effective supervision. The study will report teachers and supervisors' opinions of what is, and what should be as per a large metropolitan area. / Ed. D.

Administrators have an impact on teacher peer observations in their schools. The purpose of this research was to explore administrators' perceptions of and strategies for supporting peer observation practices among K–5 teachers at their schools. The two research questions were: What are Virginia elementary school administrators' perceptions of supporting teacher peer observation practices in their schools? What strategies do these administrators use or recommend for supporting teacher peer observation practices in elementary schools? The study employed a basic qualitative design using demographic surveys and one-on-one semi-structured interviews. Inductive and deductive codes were assigned to interview data for analysis. Deductive codes were developed based on the research questions and literature reviewed. In addition, organic coding was used to capture emerging ideas. Findings were that administrators perceived teacher peer observations to be beneficial PD in their schools, assumed various roles and responsibilities to support teacher peer observations, found time, coverage, and negative teacher mindsets to be barriers to success, and had thoughts on expanding and refining teacher peer observation practices at their schools. Other findings were strategies for building culture, involving teachers in the development of teacher peer observation initiatives, collecting and reflecting on peer observations, and resourcefully addressing logistical barriers. Implications included the development of peer observation teams, collaborating with administrators from other schools to share ideas and strategies, and intentionally incorporating teacher peer observation practices into school strategic plans and master schedule considerations. The findings and implications may be of interest to elementary administrators in their efforts to support and improve the practice of teacher peer observations in their schools, as well as leadership directors and central office staff who strive to support principals. / Doctor of Education / Administrators have an impact on teacher peer observations in their schools. The purpose of this research was to explore administrators' perceptions of and strategies for supporting peer observation practices among K–5 teachers at their schools. The two research questions were: What are Virginia elementary school administrators' perceptions of supporting teacher peer observation practices in their schools? What strategies do these administrators use or recommend for supporting teacher peer observation practices in elementary schools? The study employed a basic qualitative design using demographic surveys and one-on-one semi-structured interviews. Findings were that administrators perceived teacher peer observations to be beneficial PD in their schools, assumed various roles and responsibilities to support teacher peer observations, found time, coverage, and negative teacher mindsets to be barriers to success, and had thoughts on expanding and refining teacher peer observation practices at their schools. Other findings were strategies for building culture, involving teachers in the development of teacher peer observation initiatives, collecting and reflecting on peer observations, and resourcefully addressing logistical barriers. The findings and implications may be of interest to elementary administrators who want to support and sustain the practice of teacher peer observations in their schools, as well as leadership directors and central office staff who strive to support principals.

本研究以台北市為範圍，旨在探討國民中學校長領導型式和學校行校人員工作滿意的 情形，並分析學校行政人員個人因素與其工作滿意度的關係及求證校長領導型式與學 校行政人員工作滿意的相關情形，以期就「增加領導效能」與「提高學校行政人員工 作滿意度」兩方面提出建議，以供有關方面參考。 本研究從文獻探討著手，瞭解校長領導型式的理論基礎、測量、及其相關研究與發現 ，及影響學校行人員工作滿足之個人因素；然後從事實際調查。 研究對象是以台北市國民中學之學校行政人貝為範圍，依據班級數大小分為三級，每 級抽取大校，共計三十所，發出問卷９２２份，計得有效問卷６４６份，合計回收率 是７０•０６％。經將所得資料依編號、登錄處理後，利用Ｔ考驗與單因子變異數分 析法進行ＳＰＳＳx 套裝程式的統計分析，以求歸納結論，提出建議。 本研究共計五章。第一章緒論，旨在闡述研究動機與目的，提出研究問題與假設，確 定範圍與步驟等。第二章為文獻探討，分別就工作滿足、領導型式、與個人因素等三 方面詳加探討，作為本研究理論依據。第三章為研究設計與實施，分別就研究樣本的 選取、使用工具和資料處理方式提出說明。第四章結果與討論。第五章結論與建議， 乃就研究結果發現，提出結論與建議，俾供參考。 研究結果發現：（１）學校行政人貝工作滿意確因校長領導型式之不同而有所差異； （２）學校行政人員工作滿足確因其個人因素不同而有所差異。 據此本研究建議：１•為提高學校行政人員之工作滿意度，應從工作環境、薪資調整 、升遷管道、工成本身在職進修等方面加以改善，２•校長身為一校之長，應定時施 以新觀念，使校長能以「高關懷、高領導」的領導型式來治理學校，使領導不只要達 到組織目標，更要兼顧到個人需求。

「十年樹木，百年樹人」，教育乃百年大業，影響國家民族前途至鉅。而教師工作滿 足的程度，除影響其服務精神與態度外，並進而影響其教學成效與對學生的培育。至 於學校行政人員，除從事教學工作外，並肩負推動教學工作與組織運作的使命，可見 其對教育工作的成敗有決定性的影響。然而學校行政人員管理動機的強弱，內外控的 信念，又與其工作滿足程度密切相關。因此，本文擬從理論與實證兩方面，檢視我國 國「學校行政人員管理動機、內外控制與其工作滿足之關係」，並據以提出結論與建 議，以供參考。 本論文共五章。第一章緒論：說明研究動機與目的，並提出研究假設。第二章文獻探 討：就管理動機、內外控與工作滿足三方面，探討其涵義與相互間的關係，以為本研 究之理論依據。第三章研究方法：詳細說明本文之研究設計與實施。第四章結果與討 論：乃就所得資料之統計結果，加以分析與討論。第五章結論與建議：乃依據理論探 討與實驗發現，歸納成結論，並據以提出建議，以供參考。