The purpose of this study was to analyze a specific organizational change effort in terms of its impact on one particular organizational subsystem. Specifically, the study assessed the impact of the introduction of the facilitator role on the instructional program of the Decatur County, Georgia, school district. / The study was designed to: (1) Ascertain the degree of facilitator involvement in activities in the following areas of educational technology: (a) Development of a concept of the learner; (b) Curriculum; (c) Teaching strategies; (d) Assessment of the instructional program; (e) Assessment of learning outcomes; (f) General administrative responsibilities. (2) Ascertain facilitator impact on: (a) Individualization of instruction; (b) Teacher flexibility; (c) Change process in the instructional program; (d) Integration of the curriculum; (e) Changes in roles of district personnel. (3) Ascertain the area of educational technology in which the facilitator has had the greatest impact. (4) Ascertain the area of educational technology in which the facilitator has had the least impact. / The Decatur County, Georgia, public school district was selected as the target organization for this study, and four groups within the system were chosen as subjects: (1) all elementary teachers, excluding special education, physical education, and music teachers; (2) all elementary principals; (3) all elementary reading and mathematics facilitators; and (4) all central office administrators. Data were obtained through the use of a questionnaire and through structured individual follow-up interviews. / An analysis of data elicited from the questionnaire and structured interviews resulted in the formulation of the following conclusions: (1) Facilitators were involved to some degree in all of the six identified areas of educational technology. They were most highly involved in the areas of assessment of learning outcomes and assessment of the instructional program; they were least involved in the development of a concept of the learner and general administrative responsibilities. (2) The activities of the facilitator contributed to an instructional program which met the identified needs of the students of the district. (3) Teacher flexibility and autonomy were decreased as a result of the activities of the facilitator. (4) The curriculum of the district was somewhat narrow in focus and scope as a result of the role of the facilitator. (5) The principal was less involved in the direct supervison of instruction, since the facilitator had assumed much of that responsibility. (6) The facilitator was considered to be a central figure in bringing about changes in the instructional program of the district. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2415. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this investigation was to identify and examine some of the major forces and pressures affecting admissions policy decisions and to ascertain the role and impact of these forces and pressures as a component in the admissions policy formulation process. This study examined changes in the admissions policies that occurred from 1959 through 1980 at the Knoxville Campus of The University of Tennessee. An historical analysis was performed beginning with the policies in effect during 1980 and retrogressing to those in effect in 1959. / Literature was reviewed in the areas of policy sciences, education, and college admissions. An independent history was prepared on The University of Tennessee. / Selected findings of the study were: (1) A uniform, accepted definition of policy was not available from literature sources. Authors tended to define policy for their particular application. (2) Three major social forces were found that compelled the University of Tennessee to modify its admissions policies during the period of time covered in this study. One of these forces was an increase in the population of college age students. The second force was the increasing need for additional education beyond high school. A third major force was the need to increase equality of educational opportunity for those groups who had historically been denied unrestricted access to public higher education. (3) The increased pressures for college enrollment caused the University to formulate and implement a selective admissions policy during the early 1960s. (4) The financial difficulties of the early 1980s prompted the University to limit enrollments beginning Fall quarter 1981. This limitation was a drastic action designed to maintain quality education with limited resources. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2425. / Thesis (Ph.D.)--The Florida State University, 1981.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4826. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-10, Section: A, page: 5270. / Thesis (Ph.D.)--The Florida State University, 1979.

The problem for this study was to identify significant relationships and deduce their implications for role conflict resolution found to exist among the variables of job role, role conflict, and personality preference types of secondary teachers. The purpose of the study was to identify the foregoing variables from a sample of 104 teachers employed in four high schools of Escambia County, Florida, analyze the data, and report findings and their implications for teacher role conflict resolutions. A secondary purpose was validation of a new instrument for identifying job role and types of role conflict of teachers based on teachers' perceptions. / Two null hypotheses were used to address the problem: Types of role conflict identifiable for secondary teachers are not significantly related either to the teaching situations (HO(,1)) or the Myers-Briggs personality preference types (HO(,2)) of the teachers. A new instrument, the Teaching Situation Role Behaviors Scale (TSRB), was used to identify perceived job role and types of role conflict of sample teachers. The Myers-Briggs Type Indicator was administered to the same sample to identify personality preference types. / A two-way ANOVA led to rejection of HO(,1) in that a significant relationship was found to exist between role conflict reported for behaviors typed "classroom instruction behaviors" (low score) and role conflict reported for behaviors typed "curriculum maintenance," "organizational maintenance," and "administrative" (higher scores, all three types). Level of significance was .0001. One-way ANOVA led to acceptance of HO(,2) from one analysis but rejection of HO(,2) from two other analyses. Conflict scores of teachers typed SF, ST, NF, NT were not found to relate significantly to types of teaching situation role behaviors. Conflict scores of teachers typed I and IP related significantly to behaviors typed "administrative." Level of significance for type I was .02; for type IP, .04. / The study concluded that sample teachers reported greater role conflict for teaching situation role behaviors not directly related to their classrooms, that the level of conflict was significant and that role conflict of teachers was compounded to some extent by possible inter-role conflict, by possible professional bias against bureaucratic role sending, and by evident personality predispositions of the teachers. The study recommended that treatment of the teaching situation as an intervening variable rather than a causal variable and approaching the problem from the theoretical base of the Getzels-Guba social systems model appeared to hold the most promise for long-range, management-initiated applications of Situational Leadership Theory offered the most practical approach for effecting role conflict resolutions for individual teachers. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0054. / Thesis (Educat.D.)--The Florida State University, 1980.

The major purpose of this study was to determine the relationship between commonly used teacher evaluation items and objectives of staff development programs. Two questions were asked in an effort to determine the relationship: (a) Should selected items found on teacher evaluation forms also be included as objectives of staff development? If so, to what degree?, and (b) Do staff development programs address selected items found on teacher evaluation forms? If so, to what degree? A new survey instrument, the "Teacher Evaluation and Staff Development Objectives Relationship Scale" (TESDOR Scale), was constructed for this study. The instrument contained 25 brief statements reflecting items commonly found on teacher evaluation forms which were obtained from 37 widely dispersed school districts. / School board members, high school administrators, and high school teachers in seven Florida school districts were surveyed. Of the 1073 surveys distributed, 450 or 42% were returned in useable form. The resulting data were analyzed using t-tests, F-tests, analysis of variance (ANOVA), and percentages. / The findings of this study indicated that all teacher evaluative items on the TESDOR Scale should be accepted as staff development objectives. The level of agreement for the sample groups was higher for the items to be included as objectives for staff development, than they were for the items being addressed by the inservice education program. The difference between the degrees of agreement was significant at the .0001 level of confidence. An analysis of variance (ANOVA) revealed significant differences in the three groups' responses to two parts of the eight-part TESDOR Scale--the differences were significant at the .0264 level in the Teaching Procedures Cluster (CS) and at the .0146 level in the Planning and Preparation Cluster (DS). These differences resulted from (a) the lower mean score registered by administrators in their responses to items in the Teaching Procedures Cluster (CS); and (b) the higher mean score registered by board members on the Planning and Preparation Cluster (DS). / The following conclusions were drawn from the findings of this study: (1) The assumption that a positive relationship should exist between teacher evaluation criteria and staff development programs was supported; (2) staff development programs were not addressing teacher evaluation criteria to an adequate degree in the perceptions of the sample; (3) administrators tended to be more selective than teachers or board members in their acceptance of teacher evaluation items which should be addressed by staff development programs; (4) school board members were more receptive than teachers or administrators of the concept that teacher evaluation criteria should be addressed by staff development programs; (5) and the closer respondents were to the classroom, the less they perceived teacher evaluation criteria to be addressed adequately by staff development programs. / Based on this study, the following recommendations were made: (1) Staff development objectives should more clearly reflect an awareness of and a responsiveness to the criteria by which teachers are evaluated; (2) specific staff development components should be designed and made available for the purpose of addressing specific teacher evaluation criteria; (3) all levels of educational personnel should be included in a cooperative effort to develop staff development programs by which all teachers are provided opportunities to meet each of the standards by which teachers are evaluated; (4) and greater care should be taken in the selection of teacher evaluation criteria and in the design and use of forms for reporting teacher evaluations. / Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4240. / Thesis (Educat.D.)--The Florida State University, 1980.

The purpose of this study was to investigate the educational effects of the state and local partnership in financing public school districts within the state of Georgia. The specific objectives were as follows: (1) To determine what effect the ADA (Average Daily Attendance) system of financing has had on the educational progress in Georgia public schools (K-12). (2) To determine whether the current APEG (Adequate Program for Financing Education in Georgia) financing system in Georgia equalizes the inequities between public school districts. (3) To determine whether the adoption of FSA (Full State Assumption) will eliminate the inequities in funding among public school districts throughout the state of Georgia. / The research questions that constituted the framework for examining Georgia public school financing systems and data were as follows: (1) What impact has Georgia's ADA system of school financing (K-12) had on funding at the local district level? (2) Does the current financing system in Georgia equalize the inequities between public schools and public school districts? (3) Will the adoption of Full State Assumption eliminate the inequities in funding among school districts throughout the State? / The major findings of this study suggest the following conclusions: (1) The ADA system of financing Georgia public schools fails to consider the following factors: (a) grade level; (b) district size; (c) urban and rural areas; (d) sparsity of school districts; (e) specific community needs; (f) standards of living within and among school districts. (2) The ADA system of financing Georgia public schools has had a limited effect in terms of educational progress. (3) The APEG system of financing Georgia public schools could possibly correct the inequities between public school districts, if the districts had been funded totally. (4) The system of Full State Assumption of the financing of Georgia public schools (K-12) appears to be an effective means for the elimination of inequities in educational funding (K-12). / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4228. / Thesis (Ph.D.)--The Florida State University, 1981.

The purpose of this study was to examine the career patterns of female institutional researchers and compare them with the career patterns of male institutional researchers in institutions of higher education in the United States and Canada. / A questionnaire was developed and mailed to all directors of institutional research and to their associates, assistants and staff personnel who were members of the Association for Institutional Research (AIR) in 1980. Responses were received from 148 institutional researchers of which 40 were females (27.6 percent) and 108 males (72.4 percent). / More than 40 percent of the female institutional researchers were holding doctoral degrees or were working on their doctoral degrees, while 73 percent of the males were holding or working on their doctoral degrees. More than 58 percent of the males and 45 percent of the females were holding the highest positions in institutional research, usually titled director of institutional research. The percentage of females was higher than males in the lowest level of positions, such as analyst and statistician. Male institutional researchers had been employed in their present and previous positions for longer periods of time than the females. The percentage of females who said they will change their jobs was higher than the percentage of males. A majority of female respondents reported career interruptions, the percentage of males with career interruptions was much lower than that of the females. The female institutional researchers were less professionally active than male institutional researchers. The percentage of males with more publications, grants, presentations, teaching experience and membership in professional organizations was higher than for female respondents. Females were receiving lower salaries than males, even in the same age group and with the same position titles. The percentage of females who indicated the positive influence of parental support for their career development was higher than the percentage of the males, while male respondents emphasized the positive influence of their spouses on their career advancement more than female respondents. / The strategies which were considered important for career advancement by institutional researchers were developing credibility with colleagues, developing a knowledge of the organization and how it works, seeking jobs that provide ample learning possibilities and access to informational sources. Institutions were rated low by respondents for their efforts to clarify career paths and to encourage high-ranking individuals to develop the talents of junior-ranking women. The respondents rated their institutions high for providing opportunities for employees to learn new skills, encouraging innovative ideas, and providing opportunities to demonstrate out-of-the ordinary capabilities on the job. / The percentage of female respondents who believed institutional researchers should participate in the decision-making process was lower than the percentage of males. Females were also less confident than males in their impact on the decision-making process. / Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3812. / Thesis (Ph.D.)--The Florida State University, 1980.

The purpose of this study was to conduct a needs assessment to identify and prioritize inservice needs of primary school teachers in the Hyderabad Region of Pakistan, as perceived by the teachers and their supervisors. A second step in the study was the design of a process for delivery of inservice education compatible with the educational structure of the Region. This process was based upon the review of literature, as well as researcher's work experience in the Region. Research questions regarding differences in perceptions of inservice needs between teachers and supervisors and among teachers with varying years of teaching experience and different academic qualifications, were also investigated. / A survey was conducted utilizing a needs assessment instrument developed by Gary M. Ingersoll, Indiana University, Bloomington, Indiana, which was modified and translated into two languages (Sindhi and Urdu) used in the Region. The sample for the study consisted of 400 teachers and 50 supervisors. Results of a descriptive analysis of the data collected indicated that, regardless of qualifications or experience, teachers and supervisors perceived a great need for inservice education in all areas of inservice education included in the needs assessment instrument. This study concluded that there was a great desire on the part of teachers to have well planned and well defined programs of inservice education to meet their professional needs. Drawing upon information from the review of literature and the teacher center concept, a delivery system for providing such programs was suggested. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2377. / Thesis (Ph.D.)--The Florida State University, 1981.

This study was designed under the assumption that the schools in which principals display higher instructional leadership, teachers are more satisfied with their jobs and prefer a new instructional program will produce a higher achievement for students enrolled in the new program. / Thirteen hypotheses were generated to investigate the relationships between these variables. The subjects were 280 principals, 903 fourth grade teachers and their students, from 280 experimental schools in Korea. The instruments employed were the Instructional Leadership Behavior Scale, the Instructional Systems Effectiveness Scale and auxiliary questions developed by the researcher, and the Purdue Teacher Opinionaire. Stepwise multiple regression and analysis of variance were utilized to determine the relative contribution of each staff variable in explaining the outcomes of the new instructional program. The unit of analysis was both at the classroom and school level. / There was no conclusive evidence that the staff's attitude variables resulted in improved student achievement at the school level. However, some sub-factors of teacher job satisfaction were found to have a statistically significant correlation with student achievement. These sub-factors were identified as Facilities and Services, Teacher Status, Community Support, and Teacher Load. At the classroom level analysis, there was a relationship between the combined effect of teacher's perception of instructional systems effectiveness and the teacher's total job satisfaction with academic achievement of students. However, the explained variance in student achievement by two independent variables was small. These sub-factors of teacher job satisfaction were significantly correlated with student achievement and teacher preference at the classroom level as well as at the school level. / From the auxiliary questions, it was found that the teacher's professional experience exerts a significant influence on student achievement, teacher job satisfaction and preference for the new instructional program. The most significant finding was that the supportive actions of the administrative authorities has a strong influence on student achievement. This variable explained 54 percent of the total variance in student achievement. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2405. / Thesis (Ph.D.)--The Florida State University, 1981.