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This study provides a comparative analysis of attitudes of high school principals toward the First Amendment in the schoolplace in 2004 and 2007. It builds on the seminal work done in 2004 by Connecticut researchers Ken Dautrich and David Yalof. It also rigorously examines their 2004 data for the first time. An analysis of the 2004 data and my own 2007 findings revealed that principals in 2007 reported being less likely to support the expression of unpopular opinions and more likely to think the First Amendment goes too far in the rights it guarantees. While principals strongly agreed that professional newspapers should be able to publish without interference from authorities, they were significantly less likely to say the same about high school newspapers. This study includes interviews with 10 randomly selected administrators who took the 2007 survey. Their comments verified the key quantitative findings. / Department of Journalism

This study was conducted to obtain the views and recommendations of urban high school principals regarding the principals themselves, their schools, students and communities, and the professional growth needs of the principals. The study will also serve as a resource for the National Association of Secondary School Principals' Urban Schools Committee as it develops programs and activities to assist urban high school principals. Eight hundred fifteen of 1,259 urban high school principals responded to a survey. Descriptive research methodology was used in the study of the principals from the one hundred largest cities, according to population, in the nation. The majority of the principals were white males who averaged 50 years in age. There are more black and female high school principals in the urban districts (26% and 22.1% respectively) than there are in rural and suburban districts (3.8% and 12% respectively). These principals view student absenteeism as the greatest hindrance to academic achievement. They believe they have moderate authority over what takes place in their buildings and tend to be satisfied with their positions. The urban principals believe their students' academic competencies are average to below average. They also believe 80% or more of the students are having their needs met by teachers who they consider to be above average. The majority (74.5%) are members of NASSP. The results of the study indicate NASSP should initiate professional growth programs that bring recognition to urban high school principals and meet their unique needs. / Ed. D.

This study described the evolution in high school principals' roles, functions, realities, and responsibilities from i9B0 to 2ooi as compared to the prevailing leadership theories and models articulated in professional literature and research journals during this same time period. Furthermore, this study sought to determine whether or not certification requirements were being modified to meet role changes of public high school principals in five states; Texas, North Carolina, Kentucky, Missouri, and Mississippi were chosen for this study. These states were chosen based on their reputations of being progressive and forward thinking with respect to responding to changes in roles and functions of high school principals. To determine the role of the principal, data were collected from numerous book lists, articles and web-based databases describing the evolution in high school principal roles and principal certification and licensure requirements. A total of 755 pieces of literature was surveyed. The articles were divided by 3-time periods: i9B0 through i994, i995 through i999, and 2000 through 2ooi. Data were classified by ISLLC Standards, and state certification requirements were described completely. Additionally, progress made by these states in the implementation of the ISLLC Standards was also discussed. Overall, the number of articles surveyed addressing high school principal roles classified by ISSLC Standards remained fairly constant for ISLLC Standards 1, 3, 5, and 6. During the 20-year period covered by the study, the percentage of articles addressing ISLLC Standard 2 declined significantly, while the percentage of articles written addressing ISLLC Standard 4 had a concomitant increase. Certification requirements in the five states included in this study changed to reflect increased state requirements related to adoption of the ISLLC Standards. Recommendations were made for continued professional development opportunities for high school principals. These opportunities should help principals develop comprehensive and practical understanding of all six ISLLC Standards, thereby facilitating integration of these standards in daily job performance. Additional research opportunities were discussed related to, the impact that ISLLC standards have, and will continue to have, on principal licensure in the United States.

The problem of this study was to identify a means for improving the administration of curriculum and instruction by exploring the utilization of leadership personnel in addition to the principal. This study focused on the determination of the responsibilities that should be delegated chairpersons and the degree of autonomy that should be associated with each responsibility. Major implications were as follows. 1) Job descriptions should be developed for department chairpersons listing responsibilities and specifying guidelines within which department chairpersons should function. 2) Effective communication channels must exist between principals and department chairpersons and between department chairpersons and teachers to insure that department chairpersons perform their duties in accordance with the will of the principal. Teachers must understand the position of department chairperson for optimum use of the departmental organization. 3) Another implication is that department chairpersons should be provided in-service training to assist them with understanding and fulfilling their responsibilities . Additionally, evaluation procedures should be developed based on assigned responsibilities to provide a means of improving effectiveness. 4) A major implication is that by effectively utilizing department chairpersons, principals will experience some relief and assistance . This would allow principals to function more effectively in supervising the instructional program and accomplishing other administrative duties.