As the role of the psychoed coordinator expands to include opportunity for the use of leadership in areas requiring specific leadership skills, the need for coordinators who are trained in the application of leader style increases as well. The purpose of this study was to determine how effective psychoed coordinators currently are in selecting and using appropriate leadership styles. / Thirty-nine psychoeducational coordinators from the state of Georgia participated in the study using Hersey and Blanchard's Situational Leadership Theory. Coordinator responses to the twelve situations on the LEAD Self instrument and a brief questionnaire provided demographic information and self perceptions of leadership ability. / There were 57 directors' forms returned in response to the companion LEAD Other instrument. The directors' responses allowed the researcher to compare self perceptions with other perceptions of leader style preference, effectiveness, and style range. / Analysis of variance tests revealed no significant differences (.05 level) between coordinators' self-perceptions and others' perceptions of effectiveness. Coordinators were perceived by the directors to operate in the low average effectiveness range. The coordinators, as well as the directors, perceived that the coordinators use a limited, two-style range of leadership that is predominantly high relationship oriented. Chi square tests showed that no significant relationship exists between either self perceptions of primary style or others' perceptions of primary style and demographic variables of coordinator gender, age, experience in education, or educational level. Coordinators were not perceived to make effective use of directive or delegating leadership styles. In fact, they were found to rarely use those styles at all. / Recommendations were made that training and inservice for psychoed coordinators focus on improving their application of leadership skills, including the effective use of a variety of leader styles. / Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3488. / Major Professor: Richard Kraft. / Thesis (Ed.D.)--The Florida State University, 1991.

Evaluating teacher performance is one of the most important supervisory tasks of the principal. This major responsibility requires that principals make judgments regarding the quality of instruction and the effectiveness of instructional personnel. Principals in schools throughout the country are concerned about what to do with teachers who fail to meet employment expectations of the school district. This concern has motivated some state legislatures, including Florida, to start training programs that will assist administrative personnel in improving their knowledge and skills in teacher evaluation. / In spite of the training that has been offered, public interest in the quality of instruction and accountability continues to rise. Effort must be made to identify specific areas where principals are unskilled and provide in-service training that will address these needs. / The purpose of this study was to determine the degree of training principals received in their pre-service programs and their perceived needs for in-service education in managing inadequate teacher performance. / Seven areas related to managing inadequate teacher performance were identified through the review of related literature. These critical areas are: (1) Classroom observation; (2) Impartial ratings; (3) Causes of inadequate teacher performance; (4) Remediation; (5) Conferences; (6) Documentation; and (7) Legal aspects. / This study answered the following research questions: (1) What is the degree of pre-service training received by principals in the management of inadequate teacher performance? (2) What is the degree of in-service needs of principals in the management of inadequate teacher performance? (3) What is the relationship between the degree of pre-service training and in-service needs of principals in the management of inadequate teacher performance? / The results of the survey questionnaire and interviews indicated that: (1) Principals were provided a moderate degree of training in the areas of inadequate teacher performance through their pre-service programs. (2) Principals expressed a need for a moderate degree of in-service education in each of the seven areas related to inadequate teacher performance. (3) A low negative linear relationship was found between the degree of principals' pre-service training and their needs for in-service education in the items associated with the areas of inadequate teacher performance. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1023. / Major Professor: David Leslie. / Thesis (Ph.D.)--The Florida State University, 1987.

This study was an investigation of the school-business partnership in the District of Columbia Public Schools. The major question of the study was: Does the school-business partnership in the District of Columbia Public Schools improve the quality of education, as well as foster a climate of productive collaboration for institutionalizing the program for long term benefits? / Data for this study was gathered from students who had been in the partnership program for at least three years and a matched-paired group of students not in the program, from administrative and instructional personnel in the partnership schools, and from school and business leaders involved in the management of the partnership program. Inferential and descriptive statistics were used to report findings of the study. / The hypotheses established for this study sought to determine: (a) if there were significant differences in student achievement for students in the partnership program; (b) if there were significant differences in potential for entry into the workplace for students in the partnership program; (c) if school administrative and instructional personnel had positive attitudes toward the partnership program; and (d) if school and business leaders had positive perceptions for the collaborative efforts of the partnership program. / It was concluded from the study that: (1) Students in the partnership program show improved academic achievement. (2) Students in the partnership program have an increased potential for entry into the workplace. (3) School administrators and instructional personnel do not exhibit positive attitudes toward the partnership program. (4) School and business leaders have positive perceptions regarding the collaboration for maintaining and institutionalizing the program. / Recommendations. (1) The development of a systematic evaluation program to report the progress and success of the school-business partnership program. (2) Development of an effective school-business partnership model. (3) A comparative study of the school-business programs that have been formed in the last five years. (4) An investigation of the financial costs and gains to the school and business sectors from the partnership programs. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0398. / Major Professor: John H. Bolden. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this study was to determine perceptions of male Saudi college of education students concerning factors which make a profession desirable, to learn their attitudes toward the teaching profession, and to identify factors which encourage or discourage such students to become teachers. The study instrument was distributed to a stratified random sample of 561 male students in colleges of education in three major Saudi universities (Umm-Alqura University, King Saud University, and King Faisal University). A total of 505 questionnaires were returned, representing 90% of the questionnaires distributed. Analysis of data was conducted using descriptive statistics (frequency, percentage, mean, median, and standard deviation). Chi-square was used to test the associations between students' attitudes toward the teaching profession and the independent variables. / The following conclusions were drawn: (1) The most important three factors which make a profession desirable were (a) importance to the country, (b) intellectual stimulation, (c) social status and prestige. (2) Attitudes toward the teaching profession were generally positive toward (a) "importance to the country," (b) "intellectually stimulating," and (c) "involves heavy responsibility." Low ranking factors were (a) "requires fewer working hours and provides long vacation," (b) "offers advancement (promotion, increments, etc.)," (c) "provides social status and prestige." (3) Factors which might encourage students to become teachers were (a) imparting knowledge, (b) opportunity to serve others, (c) interest in subject matter, (d) working in learning environment. Factors which might discourage students from becoming teachers are (a) public appreciation for teachers, (b) facilities and equipment in schools, (c) social status and prestige of teachers, (d) respect of surrounding community. / Recommendations for practice and further study were made. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1318. / Major Professor: Louis W. Bender. / Thesis (Ph.D.)--The Florida State University, 1988.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3248. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3262. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3005. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 35-05, Section: A, page: 2604. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 5722. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 5729. / Thesis (Ph.D.)--The Florida State University, 1974.