The purposes of the study were to (1) demonstrate that due to the increased demand for vocational education on the secondary level, the high school principal must take a more active role in vocational education, and (2) determine what knowledge or information the vocational directors of Indiana believed the principals should have in order to provide a stronger vocational delivery system.Vocational education students represent thirty percent of the total high school population in Indiana. Enrollment of secondary school students in Indiana vocational education programs have increased steadily since 1967, with an increase of ninety-eight percent. With thirty percent of high school students involved in vocational education, the secondary school administrator must take a more active role in the administration of vocational education. The secondary school administrator needs to provide for a smooth transition from the high school environment to the vocational centers.FindingsThe following selected findings were based upon the data of the study:1. The major emphasis of vocational education in Indiana is concentrated on an area center level.2. The findings indicated 90.4 percent of the vocational directors and 87.6 percent of the high school principals surveyed did graduate work leading to a vocational director's license and secondary administrator's license in Indiana.3. The average number of graduate classes in educational administration and supervision completed by the vocational directors was 2.9.4. The average number of graduate classes completed by high school principals concerning vocational education was .06, less than one class.5. The vocational directors believed that the high school principals should be more knowledgeable about vocational education than the high school principals perceptions indicated by the principals.ConclusionsThe following conclusions were based upon the findings and data of the study:1. High school principals did not have the knowledge, concerning vocational education, that was believed necessary for the principals to have in order to strengthen the vocational delivery system.2. Cooperation and communication between the high school principals and vocational directors was viewed as weak and ineffective.3. High school principals are not being prepared to meet the vocational needs of high school students.4. There is evidence of limited or no communication between the State Board of Vocational and Technical Education, the Division of Vocational Education and the high school principals.5. High school principals have limited opportunities to contribute in planning and implementation of vocational education at the area vocational centers and state administration level.6. State teacher certification patterns do not include vocational education in the requirements for the secondary school administration and supervision license.

The specific purposes of this study were (1) to develop a profile of the Indiana secondary school assistant principal and, (2) to test two hypotheses relative to the duties of the assistant principal.As a result of a review of the research and literature related to the assistant principalship and consultation with professional educators, a questionnaire was developed which included twenty-five items to gather demographic data and seventy-nine duties in the areas of school administration and management, curriculum and instruction, pupil personnel, and staff personnel. The research instrument also included a section for rank order of importance of duties and a percentage of time spent in each of the four areas incorporating the seventy-nine duties.The data derived from the questionnaire were analyzed to determine (1) demographic data pertaining to the position (2) duties for which the assistant principals have full responsibility (3) duties for which assistant principals have shared responsibility (4) duties for which assistant principals have no responsibility (5) duties which assistant principals believe that they should be involved in (6) duties assistant principals feel they should not be involved in (7) the rank-order ofimportance of the duties as perceived by the assistant principals, and (8) the percentage of working time spent by the assistant principals in the areas of school administration, and management, curriculum and instruction, pupil personnel, and staff personnel.The analyzed data indicated the following:l. There are few duties for which assistant principals have full responsibility. 2. Assistant principals have shared responsibility in practically all duties involved in the operation of the school.3. In general, the assistant principals are in agreement with the assignment of duties and feel that they should be involved in the performance of the majority of the duties.4. The five duties that the assistant principals are involved in performing and consider the most important are pupil attendance, running the school in absence of the principal, preparation of the master schedule, direction of the athletic program, and pupil discipline.5. The majority of assistant principal's working time is spent in the areas of pupil personnel, and administration and management.6. There is practically no correlation between the duties in which the assistant principal is involved and the size of the population of the school.7. There is practically no correlation between the duties in which the assistant principal is involved and the type of school (Rural, Small City, Suburban, Urban).8. In general, the assistant principalship is being filled by a young, married, family man with at least a Master's degree. His first entry into the field of administration came early in his career. He has been an assistant principal a short time and was a classroom teacher immediately before moving to the present position. The persons interested in a new position are interested in becoming a high school principal.

The purpose of this study was to examine the role of high school assistant principals in Indiana. In this descriptive study, the researcher examined (a) the job responsibilities and duties of the high school assistant principal, (b) the degree of involvement in the job responsibilities and duties of the high school assistant principal, (c) the degree of job satisfaction for areas of administrative responsibilities, and (d) the areas of responsibility that high school assistant principals were provided the most and least training to prepare them for the principalship.The study was limited to the population of high school assistant principals in Indiana public schools. Out of 492 high school assistant principals, 271 responded to a paper or on-line version of the survey instrument used in this study. The survey instrument included 141 forced responses divided into four sections: Duties and Responsibilities, Job Satisfaction, Preparation, and Demographics.Of the six administrative areas in this study, high school assistant principals reported having a greater level of responsibility for duties in the area of school management and the lowest level of responsibility in the area of community relations. In terms of job satisfaction, assistant principals reported being most satisfied with the performance of duties related to student activities and least satisfied with duties related to curriculum and instruction. Assistant principals reported being the most prepared to perform duties related to student activities and least prepared for those duties related to curriculum and instruction. The demographics gathered from the study revealed that most high school assistant principals in Indiana were male, white, married, served over five years in this position and in the next three to five years plan to remain in their current position.Conclusions and recommendations of this study focused on developing a consistent definition of the role of the assistant principal in Indiana. In addition, if assistant principals are content in making this a career-oriented position, then state officials, universities, and school districts, must collaborate to provide a system of training and development of well-rounded knowledgeable leaders for the future of our high schools in Indiana. / Department of Educational Leadership

It is generally recognized that the assistant principal’s position is a launching point for a career in school administration. The scarcity of research and literature pertaining to the role of the assistant principal led the researcher to compare the actual tasks being performed by public school assistant principals to their ideal job expectations. Assistant principals throughout Indiana participated in the study. The sample consisted of 283 assistant principals, who completed a 59-item survey developed by Kriekard (1985). From the sample, 152 responded via email (53.7%), while another 131 (46.2%) responded by mail. The overall response rate was 54%. The study sought to distinguish what job responsibilities were expected and performed by secondary assistant principals based on the six task areas in the survey. These included: Management of Schools, Leadership in Staff Personnel, Community Relations, Instructional Leader, Student Activities, and Pupil Personnel (Kriekard, 1985). Using SPSS as the statistical program, the results of this study indicated that assistant principals today are still performing many of the same duties that assistant principals performed in the 1960s. Significant results were found within the tasks areas of: Management of Schools (.000), Leadership in Staff Personnel (.000), Instructional Leader (.000) and Student Activities (.000). This suggests a significant decrease from actual job responsibilities as compared to the expected job responsibilities. Significant differences were also found within the independent variables of age, school setting, and career aspirations using T-test and ANOVA procedures. These findings were discussed and future research was suggested. / Department of Educational Leadership

The major purpose of the study was to determine duties of selected junior high school principals in Indiana to accomplish identified responsibilities for instructional evaluation and improvement, staff evaluation, and public relations.Methods and procedures used to determine the duties of junior high school principals in the identified areas involved construction of a focused interview guide based on the survey of research for the study. The population to be interviewed included six junior high school principals, ten teachers and ten students from each of the six selected junior high schools. The responses were then organized by area and presented in three categories, responses of principals, perceptions of teachers, and perceptions of students relative to the duties performed by the principals.Conclusions were drawn from the findings of the study, and research reviewed as part of the study, and the experiences gained in conducting the study.Instructional Evaluation and Improvement1. Principals in general spent little time on program evaluation and improvement.2. Much of the responsibility for evaluation and improvement of the school program rested with the department chairmen.3. Teachers were involved mainly through the individual departments.4. The larger the school the less time the principal had time to devote to the program.5. It appeared principals delegated the responsibility for evaluation to department chairmen and relied on the judgment and evaluation recommended.6. Classroom visitation by the principal was limited to a few brief periods of time.7. The leadership function of the principal in motivating staff self-evaluation and improvement rested primarily on suggestions to the teachers rather than in-service programs.8. Orientation programs were classified by principals as in-service training.9. Principals did attempt to improve personal abilities and understandings of new approaches in education.10. Staff and students were seldom utilized in evaluation and changing the curriculum.11. Staff and students perceived the principal as involved in improving in instruction.Staff Evaluation and Improvement1. Teachers perceived the principal as one who would help with problems when requested.2. Teachers perceived principals as undertaking the necessary duties for staff evaluation including limited classroom observation, written evaluations, and conferences.3. Teachers perceived principals as utilizing department chairmen in the evaluation process.4. Teachers viewed the principal as available to aid the teacher in educational problems.Public Relations1. Principals did little to utilize the staff or students in a specific public relations program for the school.2. The staff and students perceived the principal as doing an adequate job in creating a favorable public relations attitude toward the school.3. Principals were perceived as providing a communication system within the school.4. Parent contact with the school was limited to infrequent visits.5. Principals were active within the community civic organizations.Recommendation for Further StudyRecommendations for further study were gained from the limitations placed on the present study.1. Expand the present study to include more schools to achieve a broader view of the duties undertaken by the principal.2. Study the differences between what the authorities in the field of educational administration advocate relative to the duties of the principal and what duties principals actually do.3. Study the causes and reasons why principals are not completing the tasks indicated by the authorities in the field of educational administration which principals should be doing.

The purpose of this study was to report opportunities available to all Indiana high school students to access dual credit through AP, IB, and Indiana colleges and universities. In addition, this study attempted to identify potential barriers facing schools and students which may limit access to dual credit programs, as well as the attitudes and perceptions of Indiana high schools principals with respect to dual credit. This study further provided data for school leaders and policymakers to consider as efforts continue toward implementation and expansion of dual credit programs in Indiana high schools. A total of 224 principals participated in the study. Based on prior research, the findings of this study, and the stated objectives of Indiana's P-16 Plan, the researcher recommended eleven areas for further consideration. / Department of Educational Leadership

In 1995, the Indiana General Assembly passed legislation that required a graduation exam be given to all Indiana high school students. This researcher examined the perceptions Indiana superintendents and high school principals hold toward the Indiana Graduation Qualifying Exam (GQE).The population of the study consisted of all public school superintendents and public school high school principals listed in the 2001 Indiana Division of School Finance and Education Information database. The entire population was sent the Indiana's Graduation Qualifying Exam Survey, which was developed by the researcher. The survey instrument consisted of demographic questions asking for personal and professional characteristics, 20 statements designed to generate respondent perceptions, and four open-ended questions.Findings indicated superintendents and high school principals perceived that the GQE was a valid indicator of minimum competency in English/language arts and mathematics and that the GQE encouraged students to reach minimum competency levels. The overall effect of the GQE was not perceived to be negative but superintendents and high school principals were unsure as to the GQE promoting the improvement of instruction or having a positive influence on student achievement. Superintendents and high school principals did not perceive the GQE was a valid measure of school effectiveness, school district effectiveness, or that it was a valid predictor of a student's future success. The study showed that changes were made by schools districts to align remediation programs, staff development and curriculum to state standards since the implementation of the GQE.Significant differences in perception were obtained between superintendents and principals, as well as among superintendents, and among principals when grouped by personal and professional characteristics. / Department of Educational Leadership

This researcher examined the correlation between leadership style and stress encountered by Indiana high school principals responsible for students in grades nine through twelve only. A review of the literature revealed a considerable amount of literature was written relevant to administrators and stress during the 1970's and 1980's. However, a large portion of that literature was based on opinion and not research. The flurry of writing and research that emerged during the 1970's and 1980's was not extended as fervently into the 1990's or the new millennium.In attempts to reform schools, the principal's role is at the forefront of the change effort. Change carries with it increasing obligations and responsibilities. Principals are also working in an environment of high accountability pressuring them to improve student achievement. The high demand for increased accountability and the growing responsibilities have translated into new sources of stress for administrators.Leadership was categorized into four major leadership styles based on the ABC Leadership Assessment: Controller, Team Builder, Manager, and Creator. Stress was characterized according to a factor analysis of the Administrative Stress Index which categorized stress as task-oriented or relationship-oriented.The research hypothesis was stated in the null as the researcher had no predisposition to the direction of the relationship between levels of perceived stress and types of leadership style. Data were collected from 26 principals in the East Central Indiana Public School Study Council. The ABC Leadership Assessment survey was used to measure the independent variable (leadership style). The Administrative Stress Index survey was utilized to measure the dependent variable (stress).A significant correlation was found between two of the four leadership styles and the level of perceived stress of the participating high school principals. The two significant correlations were found to exist with the Controller and Creator Leadership styles and stress. Principals who scored themselves as possessing the Controller Leadership style demonstrated a positive relationship in both task-oriented and relationship-oriented stress. An inverse relationship for principals who rated themselves as possessing high leadership skills in the Creator Leadership style was also revealed through the data.The analysis of the stress survey from this study revealed a top loading of stressors in the task-oriented category as did the stress survey analysis conducted by Swent and Gmelch (1977) and Brimm (1983). The stress factor, disciplining staff, was added to the Administrative Stress Index by this researcher based on personal experience. A major finding relevant to this study was the fact that the administrators ranked disciplining staff as the number one perceived stressor. Administrators participating in this study confirmed that disciplining teachers is a major stressor in today's demanding and changing educational environment. / Department of Educational Leadership

The purpose of this study was to determine if the student-to-administrator ratio in a school was related to student achievement as well as to examine the duties a principal delegated to others to determine if a pattern existed between principals of high and low performing high schools in regard to duties kept versus duties delegated. While the results of this study did not find one overall recommendation for a student-to-administrator ratio, it did determine that there are certain duties principals of high achieving schools did not delegate as compared to principals of schools with lower achievement. This study also produced a comprehensive description of the 51 duties of a high school principal and provides a recommendation for which duties may be most valuable for the principal to keep and which duties could be delegated to other personnel. / Department of Educational Leadership

The purpose of the study was to determine sources Indiana secondary principals used to gather and utilize information to comply with eight selected mandates associated with school improvement during the years 1983 through 1988. In addition, the study was to determine the most frequently used information sources, and to examine the judgments of principals regarding the quality of the various resources. Further, the study was to survey what relationships existed, if any, between selected demographic factors and the sources used and the time spent implementing selected policy decisions.Five research questions were developed to analyze the judgments of principals about information sources used to implement the eight selected mandates. Seven categories of information sources were listed on a questionnaire sent to selected Indiana secondary school principals. Respondents recorded the sources most frequently used among the categories, rated the quality of each information source, and selected the amount of time required to implement each mandate in relation to time spent on other administrative tasks.Selected Findings1. Principals identified seven categories of information as being most useful in developing strategies to implement eight state-imposed mandates. The sources of information were Department of Education, Professional Journals and Newsletters, Superintendent's Office, Colleagues, Personal Resources, Professional Consultants, and Other, a category for specific individual preferences.2. The Department of Education was the most frequently used resource for the greatest number of mandates and was judged most valuable in quality by the respondents.The Superintendent's Office, Colleagues, and Professional Journals and Newsletters also were judged frequently as important resources.3. A multivariate analysis of variance indicated no relationship between selected demographic factors and the sources used in gathering information to implement selected policy decisions with one exception. A subsequent univariate analysis and a Scheffe multiple comparison test showed respondents of schools of 1000-1999 students used the Superintendent's Office significantly more as an information source to implement mandates than did respondents of schools under 1000 students. Respondents of schools over 2000 students were found to use Professional Consultants significantly more as an information source to implement selected mandates than did respondents of schools of 1000-1999 students.