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The role of teacher leaders in schools is becoming more prevalent as educators examine ways to insure systemic change. It is based on the assumption that education will improve when those closest to the situation are included and encouraged to not only participate in the decision-making process, but also to initiate change. The purpose of this study was to describe the principals' support of teacher leaders in elementary schools in one school system. This study collected data from all public elementary school principals in a large suburban school district in Virginia and from selected elementary level teachers in order to answer the following four research questions: 1. Do elementary principals and/or teachers perceive they support the development of teacher leaders? 2. Do elementary principals and/or teachers perceive teacher leaders serve as a vehicle for shared decision-making? 3. Do elementary principals and/or teachers perceive teacher leaders as instrumental in expanding the focus of shared decision-making to include instructional decisions? 4. Do teachers and/or principals receive preparation at the college/university level to assume teacher leadership positions or as principals to guide teachers to assume leadership positions? The findings of this study indicated that elementary principals and teacher leaders perceive there is support for teacher leaders in their school. There is also agreement that teachers should participate in shared decision-making structures. There is disagreement between the two groups as to the level of participation in such areas as finances, personnel and implementation of new school programs. Finally, the principals do not believe that course work at the university/college level assisted them in promoting and supporting teacher leadership in their school. / Ed. D.

Strong administrative leadership in coordinating and controlling the instructional program has been consistently cited as one component that influences the effectiveness of a school. However, there is debate in the literature regarding (1) the role that the principal plays in determining a school's effectiveness and (2) the specific activities that characterize the principal’s instructional leadership behavior. In addition, little information has been reported that determines how situational variables of the school affect the instructional leadership role of the principal. The purpose of this study was to examine the instructional leadership role of elementary principals in effective schools. Specifically, an examination was conducted in order to (1) determine whether principals perform selected instructional activities, (2) determine how much responsibility for performing those instructional activities was delegated, and (3) determine to whom responsibility for performing the instructional activities was assigned. Consideration of whether school context variables affect the principals' instructional leadership activity, and an examination of how much time principals devote to instructional leadership and other tasks, were also addressed in this study. A descriptive survey approach was conducted in order to accomplish the study objectives. The population consisted of principals in schools judged to be effective by the 1986 United States Department of Education Elementary Recognition Program. A questionnaire was developed and mailed to 212 public elementary school principals; 122 surveys were returned, for a return rate of 58%. Of the surveys returned, 98 surveys (47%) were usable. Descriptive statistics--means, percentages, and frequencies--were used to analyze the results. The major findings of the study were: 1. Principals reported most of the listed instructional activities were performed in their schools. These activities were thought to be an integral part of the instructional program. 2. Instructional activities were performed as a team. Although principals assumed the largest responsibility for performing instructional activities, most principals claimed less than one-half of the total responsibility and distributed responsibility among other personnel more equally than in a comparable study. 3. Principals assumed the largest responsibility for activities dealing with staff evaluation and supervision, for the allocation and assignment of staff and space, and for dissemination of instructional information to staff and parents. Assistant principals were assigned the largest responsibility for student discipline and observing classrooms. Classroom teachers provided the greatest links to parents and assumed the most responsibility for classroom instruction. 4. Principals and schools in this study differed from a national profile. Study principals were predominantly white, slightly older, better educated, and had more experience as a principal. They were twice as likely to be female than their national cohort. Schools studied had larger student and white enrollments than the national average and were more frequently suburban. Schools were frequently located in middle or upper-income communities and reported a high degree of parent involvement in children's learning. Findings indicated that, in most cases, the schools recognized in the Elementary Recognition Program possessed characteristics that one might expect would predict an effective school and did not recognize enough outlier (i.e., disadvantaged) schools. 5. Higher parent representation of students at PTA meetings occurred in schools with the least meetings, indicating that fewer meetings might involve more parents in school PTA functions. Positive correlations were observed between high AFDC percentage, black student enrollment, and student turnover rate. An inverse relationship was found between high AFDC percentage and parent PTA representation, number of PTA meetings, principal gender, principal age, and principal experience. An increase in school size found an increase in turnover rate and percentage of black students, and a decrease in parent PTA participation. / Ed. D.

This study was an investigation and an evaluation of the pupil record and reporting systems used in twenty elementary schools of Hill County. The purposes of this study were: 1. To establish criteria for evaluating the pupil record and reporting systems of these elementary schools. 2. To determine the adequacy of the pupil record and reporting systems of these elementary schools in terms of the criteria set up. 3. To offer recommendations for changes that could be made for the improvement of the twenty elementary schools of Hill County.

The purpose of this study was to determine the influence of the dental hygiene program of the elementary schools of Dallas, Texas, in creating interest, lending knowledge, and promoting habits of proper care of the teeth.

The purpose of this study is to determine the weak points and the strong points of the Language Arts Program and to make recommendations for improvement.

This study attempts to determine to what extent the patrons of Iowa Park School are progressive or traditional in their educational thinking by obtaining at first hand their reactions to some of our present-day educational practices, which authorities in the field agree are progressive or traditional. It also attempts to determine whether such factors as sex and economic status influence educational attitudes of parents, and whether the parent's viewpoint affects the scholastic achievement of the child.

The purpose of this study was to determine the present status of the Carrollton Elementary School, Carrollton, Texas. Further study was directed toward notations of major needs and next steps for improvement.

The problem in this study is to present as accurately as possible the status of the Saint Jo Elementary School in Saint Jo, Texas, and to suggest recommendations for the improvement of this school.

The purpose of this study was to investigate organizational communication in elementary schools. In addition, this study was designed to describe the organizational communication patterns found in the selected elementary schools, compare the organizational communication patterns of the schools, and compare these patterns with organizational communication in other settings. This study was conducted in two elementary schools in the Commonwealth of Virginia. Both schools housed grades Kindergarten through six. This study used the field study methodology which included participant observation, formal and informal interviews, and the analysis of school documents. The study was guided by five broad areas: 1) channels of communication; 2) flow of communication; 3) basis of communication; 4) frequency of communication; and 5) actors in the communication process. Also, the study was limited to communication between the teachers and other staff members in the building and the principal and all staff members. The study only involved communication which occurred within the school building during school activities. Based on the data, the following thoughts and conclusions were drawn from this study: l) the nature of communication in elementary schools is distinct from communication in other organizations; 2) upward communication is more frequent than downward communication in elementary school settings; 3) the communication needs of the individual appear to be related to the level of communication satisfaction; 4) both teachers and principals tend to perceive the grapevine as a negative aspect of the communication system; S) communication satisfaction appears to be related to overall job satisfaction; and 6) each school has its own sanctions and mores regarding organizational communication. Because each school is distinct with regard to organizational communication, it is concluded that additional studies designed to describe organizational communication in elementary schools may not provide any significant information. Therefore, it is recommended that future studies be done which will explore the relationship between organizational communication patterns and individual needs; and the relationship between communication channels, communication roles, and inservice activities in schools. / Ed. D.