Effectively integrating technology into school requires the presence of informed and visionary leadership. Past research on change in schools demonstrates the importance of the principal to that process. In that research it is obvious that the principal must possess more than skills and knowledge about the change, he or she must also possess leadership skills to lead the campus through the change. Despite this finding, very little research has been attempted to determine the leadership knowledge and skills of principals for technology integration. This study attempts to investigate the technology leadership of high school principals in Texas using the National Educational Technology Standards for Administrators (NETS*A). In addition, this study compares technology leadership among principals who have attended the Technology Leadership Academy with those who have not attended this training. The two questions that guided this study are: (1) What are the technology leadership actions of Texas' high school principals in each of the six technology leadership standards identified by the NETS*A standard document? (2) How are the technology leadership practices of high school principals who participated in the Technology Leadership Academy sponsored by TASA and TBEC different from those who have not participated in the training? Because no existing survey measured technology leadership using the NETS*A, a 46-part survey document was created by the researcher. The survey contained multiple questions covering each of the six standards of the NETS*A and was administered online. Descriptive statistics were used to answer the first research question. A MANVOA, using the combined mean scores for questions covering each NETS*A standard as the dependent variable and the principal's participation in the Technology Leadership Academy as the independent variable, was run to provide answers to the second research question. The principals in this study scored highly in each of the six NETS*A standards. The lowest combined mean score dealt with a principal's leadership and vision for technology. Descriptive statistics showed principals exhibited the highest combined mean score in the area of support, maintenance, and operations. Furthermore, the MANOVA indicated little difference between principals who attended the Technology Leadership Academy and those who did not attend.

The purpose of this study was to determine the role of high school assistant principals as perceived by principals, assistant principals, and teachers. The population in this study consisted of the principals, assistant principals, and teachers in Class 5A high schools in Texas during the 1985- 86 school year. One hundred and twenty of the Class 5A high schools were randomly selected to participate in the study. One principal, one assistant principal, and one teacher from each school were asked to respond to the survey. A questionnaire was designed to measure the perception of the three groups under study and contained seventy-seven job responsibilities which were divided into six major areas. The six areas were school management, staff personnel, community relations, student activities, curriculum and instruction, and pupil personnel. Eighteen items were eliminated through clarity, appropriateness, and reliability studies. Each respondent was asked to rate the degree of involvement of assistant principals for each job responsibility listed in two columns labeled current and ideal. Five hypotheses were developed for the study. Three hypotheses were tested by a multivariate one-way analysis of variance with repeated measures, and two were tested using a univariate one-way analysis of variance. The .05 level of significance was used to determine if any significant differences existed. This study concluded that currently assistant principals have had moderate to considerable involvement in all six areas of job responsibility. The three groups in the study differed significantly in their perceptions about the current role of assistant principals. The four areas that showed a significant difference were staff personnel, student activities, curriculum and instruction, and pupil personnel. Results from the study indicated that principals and teachers agreed that ideally assistant principals should have more involvement in all six areas of job responsibility. Assistant principals indicated that ideally they should have more involvement in school management, curriculum and instruction, and staff personnel. When the ideal role was further analyzed, the three groups only showed a difference in the area of student activities.

The problem of this study was the conflict perceived by Texas Public High School Principals involving two roles which have been described as contradictory in nature; namely as an instructional leader and as a building manager. This study was also concerned with the level of job satisfaction of the Texas Public High School Principal. 1,205 Texas Public High School Principals identified by the Texas Education Agency and University Interscholastic League were mailed a three part questionnaire survey. 700 principals (or 58.09% of the entire population) returned the completed surveys. The questionnaire "Demographic Survey for Texas Public High School Principals" consisted of eight questions. The thirty-four statement "Questionnaire for Texas High School Principals" allowed principals to provide their perceptions of the roles and responsibilities for their present position as well as an ideal position. The final questionnaire, the four question "Survey of Job Satisfaction", assessed the level of job satisfaction for each principal. Hypothesis one was analyzed with a one-way ANOVA to determine if principals differed in their perceptions of their job roles and job positions. These positions included both the present job position and a more desired or ideal job position. The differences in these positions resulted in conflict. Hypothesis two utilized a point bi-serial correlation to find a significant difference in the number of satisfied and dissatisfied principals. Research questions one through three compared the responses from the surveys by the demographic variables. Significant differences for perceptions of instructional leadership and building management, job satisfaction, and conflict respectively were reported. A summary, findings, conclusions, implications, and recommendations for further study, conclude the dissertation. Findings of the study conclude that the more assistance a principal has, the less conflict the principal seems to have between the roles of instructional leader and building manager.

This study identified and compared the perceptions of department chairpersons and their principals about what responsibilities should be assigned to chairpersons, what responsibilities are currently assigned to chairpersons, and the chairperson' perceived need for any additional training, administrative support, departmental support, or released time in order to fulfill responsibilities currently assigned. Principals and chairpersons from 132 of the 264 5-A public high schools in Texas were surveyed by means of a 61- item questionnaire. The questionnaire included responsibilities in ten areas: planning, evaluation, budgeting, personnel, curriculum and instruction, communications, scheduling, clerical activities, supervision, and advising. Chairpersons from English, Foreign Languages, Mathematics, Physical Education, Science, and Social Studies were included in the study. Data collected in the study were keypunched and computer-processed, generating frequencies, percentages, means, and appropriate chi-square tests of independence, and probability factors for determining significance. The following conclusions were drawn from the study. 1. There is substantial agreement between Texas principals and chairpersons about responsibilities that should and should not be assigned to chairpersons in the areas of planning, budgeting, communications, and advising. 2. There is moderate to substantial disagreement . between Texas principals and chairpersons about responsibilities that should and should not be assigned in the areas of evaluation, personnel, curriculum and instruction, and scheduling. 3. There is a general difference perceived by chairpersons in the study between what they think they should be doing as chairpersons and what they are currently assigned to do. 4. There is general agreement among chairpersons from different disciplines about responsibilities that should and should not be assigned to chairpersons in the areas of planning, budgeting, personnel, and advising. 5. Texas chairpersons perceive a greater need for administrative and departmental support than for additional training. 6. Texas department chairpersons perceive responsibilities in the area of evaluation as those for which they need the highest levels of support.

The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.

The purpose of this study was to investigate high school policies and procedures that address educator sexual misconduct. High school principals completed an online questionnaire which addressed administrator knowledge of state and federal laws and regulations; knowledge of district policies and procedures; experience with educator sexual misconduct; training and communication available in their schools and school districts for staff, parents, and students; the policies and procedures in place in secondary schools to prevent educator sexual misconduct; and related problems that are reported to school administrators. Responses were compared by school size, community type, and Title I eligibility. The findings of the study revealed that principals feel they have knowledge of the federal and state laws and regulations, as well as the district policies and procedures. However, principals reported a lack of specific policies addressing sexual harassment and discrimination of gay, lesbian, bi-sexual, and transgender students; training for students and teachers in recognizing and responding to sexual misconduct; and sexual misconduct related to students with disabilities. In addition, most principals stated that their schools have not surveyed students to determine the extent of sexual harassment on the campus. Principals of the largest schools and the urban and suburban schools were more actively involved in educator-to-student sexual misconduct investigations.

This study examines the extent of agreement or disagreement among and between Texas superintendents, principals and athletic directors toward fifty specifically defined role expectations for the full-time athletic administrator. By defining the athletic director's role expectations, the superintendents, principals and athletic directors may function more effectively in discharging their duties and implementing quality interscholastic athletic programs. Parents and educational leaders are very interested in athletic programs which contribute to the emotional, social, physical, and mental growth of youth. Given the increasing number of athletic programs and participants, it is important to analyze and report data related to athletic administration. The perceptions of the superintendents, principals, and athletic directors to the specifically defined role expectations for the athletic director provided data for analysis to determine the extent of role conflict and the role of the athletic director. The main findings are the following. (1) There is a minimal role conflict for the athletic director based upon the perceptions of the superintendents, principals, and athletic directors. (2) The majority of the respondents agreed or strongly agreed with forty-four of the specifically defined role expectations for the athletic director. (3) The majority of the respondents disagreed or strongly disagreed with the athletic director being responsible for establishing an athletic program that has a primary objective of producing a financial profit, being responsible for securing advertising to support the game program, directing and supervising the kindergarten through grade twelve physical education and health education programs, reporting directly to the local principal(s), and being responsible for the concession operations at athletic contests. The recommendations, based upon the data from this study, are: (1) Texas school district personnel should review and update their job description for the athletic director in accordance with the specific role functions identified through this study, and (2) the model job description developed for the director of athletics could reduce possible role conflict.

This was a quantitative study designed to determine the role orientation and role behavior of school resource officers in public secondary schools in a metropolitan area of central Texas. The perception of role orientation and role behavior was assessed by two relevant groups: secondary school principals and school resource officers. Each group's perception of role orientation and role behavior was compared to determine if role conflict was an inhibiting factor in the job performance of the recently created school resource officer position. This instrument relied heavily on the work of James Telb who conducted a 1982 study involving the role perceptions of public safety officers in public institutions of higher learning as viewed by senior patrol officers and campus judicial officers. A questionnaire was distributed to both groups to assess perceptions of role orientation of school resource officers as either service oriented or law enforcement oriented. A statistically significant difference in role orientation was identified between groups on two factors: maintenance of traditional police values and police discretionary powers and handling of behavioral scenarios.

The problem of this study was the investigation of the development of H.B. 235 and its impact upon the role of the high school principal in Texas, as perceived by high school principals, superintendents, and selected professors of educational administration. The purpose of the study was twofold. First, it analyzed the development and provisions of H.B. 235, and second, it tried to determine the impact of its implementation upon the role of the high school principal in Texas.

The purposes of the study were (1) to determine the perceptions of high school principals and special education directors toward the participation by mentally retarded (MR) and learning disabled (LD) students in extracurricular activities in small, medium, and large schools, (2) to compare the perceptions of high school principals and special education directors, (3) to determine the perceptions of high school principals and special education directors toward the mandates of Public Law 94-142 which deal with extracurricular activities, (4) to compare the perceptions of principals and special education directors in regard to those mandates, (5) to compare the perceptions of high school principals in the three school sizes, and (6) to compare the perceptions of special education directors in the three school sizes. Based on the findings of this study the following conclusions are presented. 1. It appears that working closely with the special education program may help to improve perceptions toward students and laws affecting them. 2. It appears that principals’ perceptions may be improved through a more personal relationship with and awareness of MR and LD students and the laws affecting their education. 3. Low scores in regard to Public Law 94-142 may indicate an intolerance and lack of understanding of the law or philosophical differences in regard to mandated programs. 4. Low scores by principals in particular on the law section may be due to lack of ample time available to study the law. 5. There appears to be no differences in perceptions of principals in Texas high schools regardless of school size. 6. It appears that smaller schools with fewer special education students have special education directors with more positive perceptions than the directors in other school sizes.