Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Nov. 10, 2006). PDF text: vi, 206 p. ; 1.13Mb. UMI publication number: AAT 3216359. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1956. / Typescript. Vita. Includes bibliographical references (leaves [390]-396).

Thesis (Ed. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Theses (Ed. D.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains 90 p. Bibliography: p. 66-76.

Thesis (Ph.D.)--Ohio University, August, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 186-205)

Class of 2011 Abstract / OBJECTIVES: To analyze the levels and sources of stress and to identify demographics related to stress prevalent in administrators, faculty and staff at the University of Arizona, College of Pharmacy. METHODS: A stress questionnaire was designed and administered to 171 administrators, faculty and staff at the University of Arizona, College of Pharmacy. The dependent variables were sources of stress and total stress levels. The independent demographic variables were sex, marital status, tenure status and percentage of time involved with student interaction. RESULTS: Questionnaires were completed by 11 administrators, 28 faculty and 27 staff. Faculty reported significantly more stress from participation in committees and negative interactions with college personnel compared to staff (p=0.03, p=0.02 respectively). Staff reported significantly more stress from uncertainty about job security compared to faculty (p=0.02). Females reported significantly higher levels of stress in influencing departmental decisions, resolving differences with supervisors and uncertainty about job security (p=0.03, p=0.002, p=0.04 respectively) compared to males. Inadequate salary was reported as significantly more stressful for faculty who are tenure-eligible but not tenured yet compared to staff (p=0.046). CONCLUSION: Overall, administrators, faculty and staff experienced slight to moderate stress levels. Administrators, faculty and staff shared some similarities and differences in levels and sources of stress with few significant differences. In addition, there was little difference among the groups based on the demographic identifiers explored.

A key element of a profession is a formalized training program. School business officials in the United States and Canada face dynamic and complex issues without a standardized training program. This study surveyed a representative group to validate a curriculum model developed by a 1988 task force funded by the Danforth Foundation. Another objective was to increase awareness of the need for an effective training program for school business officials and the most appropriate sources to implement that. As indicated in the analysis, all components of the ASBO/Danforth model were considered important to the parties surveyed. There was no single preferred source of training, but rather, a preference for a variety of sources. Finally, there is general agreement in the perceptions of those surveyed, regardless of roles or demographic distinctions. This presents strong evidence for a common body of knowledge and a consensus for the sources of professional training to gain that knowledge. As a result, recommendations for developing effective professional development for school business officials are presented both in general and by specific interest group.

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