The importance of participation in budgeting for managers and its relevance to job satisfaction has been the subject of a number of studies over the last several decades. In addition, the belief systems of such managers appear to constitute a significant influence on the attitudes they hold in various social situations. Specifically, the personality variable, locus of control, utilized in this study and first introduced by Rotter, refers to the individual's perceptions of events in his/her life as the result of his/her own actions (internal control), or the consequences of such forces as fate, luck, or powerful others (external control).;The purpose of this study was to investigate the relationship between principals' extent of participation in budgeting, locus of control, and job satisfaction. Subjects were 191 K-12 Virginia principals from a stratified random sample of 250 who responded to a 4-part mail survey consisting of a Budgeting Participation Questionnaire, Rotter's I-E Scale, the short form of the Minnesota Satisfaction (MSQ) Questionnaire, and a demographics section.;The evidence garnered from factor analysis and multiple regression analysis in this investigation supported the following conclusions: (1) that there were no relationships found in the level of job satisfaction due to the interaction of locus of control and extent of budget participation; (2) decision influence was the only budget-related variable found to have a statistically significant relationship to job satisfaction; (3) locus of control was also found to have a statistically significant relationship to job satisfaction.;The practical significance of the findings is that only the two variables associated with how a person feels about his/her ability to influence outcomes (decision influence and locus of control) were the ones which related to job satisfaction. Perceptions and beliefs may account more for how satisfied a person is than job facets. In order to confirm this, it is recommended that future researchers should replicate this study by substituting other job facets (in place of budgeting participation) which may be deemed critical to the performance of school principals.

Since the publication of A Nation at Risk in 1983, educational theorists and practitioners have begun to reevaluate the business of schooling in America. In Virginia, the Department of Education has instituted World Class Education (WCE), Common Core of Learning, and Outcome Accountability Project (OAP) initiatives in producing an educational system on par with systems internationally by developing curricula based upon perceived twenty-first century needs and by measuring school and division productivity based on student outcomes. It is likely that innovative school scheduling practices will play a critical role as school districts and individual schools begin to restructure their programs within the framework of these initiatives. The purpose of this study was to investigate the relationship between scheduling practices and selected Outcome Accountability Project indicators in Virginia high schools. Subjects were 212 high school principals from a total of 265 high school principals in Virginia who responded to a mail survey consisting of a Scheduling Practices Questionnaire.;The evidence attained from a simple analysis of variance in this investigation supported the conclusions that there were no relationships found to exist between scheduling type and the four OAP indicators. Additionally, descriptive data revealed that since 1983 a large majority (83%) of respondents reported changes in their school schedule and that a significant number (33%) of principals reported that consideration is being given to future changes in schedule type. While it was not the primary intent of this study to investigate the relationship between location-specific factors and scheduling type, principals reported that two factors (school bus schedules and school board regulations) were deemed to be important influences on schedule development.;The practical significance of the findings is that although there tends to be little variation in present scheduling type in Virginia, there is an interest expressed by principals to change schedule type in the future. For this reason, though no relationship can presently be seen between scheduling type and student productivity, future changes may affect that finding. Also, the high rate of return and high rate of request for results of the study indicate a high degree of interest by principals in the scheduling topic.

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Purpose. The purpose of this study was to investigate the relationship between the job satisfaction of secondary assistant principals and their perception of their principal's leader behavior. Two major hypotheses were tested. The first hypothesis predicted a significant relationship between the leader behavior variables, consideration and initiating structure and the job satisfaction variables, supervision and work. The second hypothesis predicted a significant relationship between the leader behavior variables, consideration and initiating structure and the job satisfaction variables, supervision and work while controlling for the effects of the demographic variables age, sex, race, educational level and length of service. The theoretical rationale for the study was the Path Goal Theory of Leadership.;Method. Assistant principals completed the Leader Behavior Description Questionnaire which was used to measure the two dimensions of perceived leader behavior and the Job Descriptive Index which was used to measure the two components of job satisfaction. A demographic data form was also completed by assistant principals. Hypotheses were tested by using Pearson product-moment correlation and multiple regression analysis.;Findings and conclusions. Results supported a significant relationship between consideration and work, consideration and supervision, and initiating structure and supervision. No significant relationship was found between initiating structure and work. Analysis of data using multiple regression indicated that the demographic variables age, sex, race, educational level, and length of service had an insignificant effect upon the relationship between the leader behavior variables and the job satisfaction variables.;It was concluded that the leader behavior of the principal does impact the job satisfaction of the secondary assistant principal. This study suggests that principals need to recognize that their leader behavior is an important factor in assessing the level of job satisfaction experienced by assistant principals.

The purpose of this study was to examine the relationship between regional accreditation status and selected achievement test scores in public elementary schools in Virginia. In this study the author translated the Southern Association of Colleges and Schools' (SACS) goal of school improvement into a measurable indicator of goal achievement, achievement test scores.;The process of SACS elementary accreditation involves a considerable investment of school resources. The process has three distinctive features which should enable school improvement: (1) comprehensive assessment through self-evaluation, (2) goal direction by long- and short-range plans, and (3) collaboration or participation by the school and community.;Forty-six regionally accredited schools which gained their status is 1975, 1976, and 1977 and 265 non-regionally accredited elementary schools were identified for inclusion in the study. Virginia was selected as the site for this research because of the popularity of SACS accreditation and because of the availability of achievement test scores from the annual statewide testing program.;Data from 1977 which included a student ability score, achievement test scores, a measure of school SES, expenditure per pupil, and school size were analyzed using a cluster procedure designed to help classify schools with similar attributes. An option was employed which allowed the formation of 50 optimally homogeneous clusters of schools. Following cluster analysis, 22 clusters of schools were dropped from further analysis because they contained solely non-accredited schools, and 1 was dropped because it contained a single accredited school. Achievement test data from schools in the remaining 27 clusters were subjected to discriminant analysis.;It was hypothesized that 1978, 1979, and 1980 achievement test scores from accredited elementary schools would be significantly higher than 1978, 1979 and 1980 scores from non-accredited elementary schools.;In the first analysis, all achievement scores for all three years were utilized. The results showed that scores from accredited schools were consistently though not significantly higher than scores from non-accredited schools. Histograms depicted considerable overlap of groups. In the second analysis scores from each year were entered separately and the results were similar to the analysis for all years. Accredited school mean scores were consistently though not significantly higher than non-accredited school mean scores.

The related services component of P.L. 94-142 has been one of the most difficult features in providing a Free Appropriate Public Education (FAPE) for eligible handicapped students and it continues to be a persistent challenge. Related services have been a fertile area of disagreements between school personnel and parents because of the high cost of providing some services, and because of parents' requests for a variety of services, not necessarily within the intent of the law, to be provided at public expense. Issues involving related services have primarily focused on availability, service delivery models ensuring fiscal efficiency, compliance and legality. One area which has yet to be examined is the availability of criteria to guide school personnel in determining whether special education students are eligible for specific related services.;The purpose of this study is to investigate the availability of criteria for providing related services to special education students by surveying all state educational agencies and the District of Columbia. Directors of special education were requested to complete a survey instrument and provide a copy of their state eligibility criteria for related services.;The analysis of survey responses and the examination of selected eligibility criteria resulted in the following findings: (a) only one state has developed eligibility criteria for all related services as defined under P.L. 94-142; available criteria were most prevalent for speech therapy, occupational therapy, and physical therapy, (b) variations exist among states in the practice of providing related services and (c) available eligibility criteria differ from state to state in terms of specificity. Recommendations for consideration by educational agencies on the issue of eligibility criteria are also provided.

The purpose of the study was to trace the state requirements for graduation in Virginia public schools from 1900 to 1976. The focus of the study was placed on four requirements for graduation--attendance, curriculum, credits, and tests.;In the study there was an examination of high school graduation requirements prior to 1900 in order that one may become familiar with the background of those events in Virginia education that helped to shape public education in Virginia from 1900 to 1976.;In the study it was found that in 1900 children were not required by state law to attend school, while in 1976 children had to attend school between the ages of six and seventeen years of age. While there was a state-devised curriculum in 1900, students did not have to complete a specific number of courses before graduation. By 1976, the curriculum required by the State Board of Education in order to graduate included four years of English, one year of mathematics, three years of social studies, one year of laboratory science, two years of health and physical education, and seven one-year elective courses.;In 1900, there was no quantitative measure to represent the satisfactory completion of a designated course. By 1976, the unit of credit was the quantitative measure of time, and it required a minimum time allotment of 150 clock hours. In 1976, eighteen units of credit were required for graduation. In 1900, there were no state-mandated tests in order to graduate from high school; however, in 1976, there were tests required to demonstrate minimum competencies in communicative skills, computational skills, history and cultures of the United States, democratic governance, the economic system in the United States, and the ability to pursue higher education in a job-entry skill.;It was found that the changes made in state-mandated graduation requirements for graduation were due in part to the demands of a technological society, the political climate in Virginia and the nation, and the leadership of educators, laymen and politicians. There was no evidence to indicate labor groups worked to support changes in the requirements.;Further study is needed to compare the requirements for graduation in Virginia with those of other states. It is also recommended that a study be made of the way school divisions in different regions of Virginia have implemented the graduation requirements.

The purpose of this study was to investigate the development of legal authority of Virginia division superintendents based upon State Constitutions and statutes between the years of 1869 and 1970. Four specific areas chosen to be investigated because of their importance were, respectively, certified personnel, finance, buildings, and policy formulation and execution.;Because of recent increases in public school expectations and seemingly parallel increases in the importance and complexity of the office of division superintendent, it was speculated that there would be a corresponding increase in the superintendent's legal authority. The hypotheses stated that between 1869 and 1970 there would be an increase in the Virginia division superintendent's legal authority in the areas of certificated personnel, finance, buildings, and policy formulation and execution. Furthermore, it was hypothesized that increases would be as a result of mandatory Acts of the Virginia Assembly.;Appropriate State Constitutions, Acts of the Virginia General Assembly, and Codes of Virginia were cross referenced, examined, and analyzed to determine fluctuations of the legal authority of division superintendents.;This study found that there has been no overall increase in the legal authority of Virginia division superintendents in the respective areas of certificated personnel, finance, buildings, and policy formulation and execution between 1869 and 1970. This suggests that recent growth in the division superintendent's legal authority must have come from other sources.;Further study of a similar nature is suggested in other areas such as curriculum and pupil personnel. Other states also need to be examined to determine national perspective. Finally, this study might by replicated from 1970 to the present to help determine the current status and direction.

The purpose of this study was to determine if those who influenced Virginia certification regulations incorporated research on teacher performance or pupil achievement to establish or to support their positions. The years 1958 to 1982 were studied with the analysis concentrating on the regulations approved in 1981 and 1982.;Twenty-five individuals who had or may have had influence or were involved in the certification process were interviewed. The interviewees were members of at least one of nine groups. Three of these groups were considered decision-making groups, and six were considered nondecision-making groups.;An influences process model, a communication model, and content analysis were used in analyzing the certification revision process. The hypotheses were tested by the results of interview responses and written information, usually in the form of position papers, provided by the interviewees. (1) The hypothesis that the procedures used by Virginia certification bodies in adopting certification regulations did not incorporate research data on teacher performance or pupil achievement was accepted. (2) The hypothesis that individuals and organizations who influenced or who tried to influence the decision makers in the certification revision process did not rely on or use research data on teacher performance or pupil achievement to support their positions was rejected since at least two groups used research data related to teacher performance or pupil achievement to support their positions.;The teacher certification regulations were not a result of research on teacher performance or pupil achievement. The procedures used by certification bodies in recommending and adopting regulations had no specific provision incorporating research on teacher performance or pupil achievement.