Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 171-196).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 161-169).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 171-179).

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.

There is no abstract available for this dissertation.

The purpose of the study was to investigate what crucial tasks are performed by secondary school principals. Crucial tasks were identified as those validated by the practicing principals as being necessary for an effective principal to perform the job well. First the crucial tasks were identified and then validated by practicing principals. Once the crucial tasks had been validated by practicing principals as relevant to the effective job performance of a secondary school principal, a sampling of principals who had graduated from Ball State University principal preparation program between 1972-1982 were surveyed to determine if they performed the crucial tasks and where they learned how to perform the tasks. Finally the identified tasks were correlated with the curricular offerings of the Department of Educational Administration and Supervision, Teachers College, Ball State University in order to evaluate the current principals' preparation program.The sample of 65 principals surveyed to validate tasks performed by effective principals were randomly selected from practicing secondary (9-12) principals. The sample was stratified so 50 principals were Ball State University graduates and 15 principals were non Ball State graduates. The second sample of 20 principals were surveyed to determine which of the effective tasks were performed by principals, frequency of performance, consequence of inadequate performance and place tasks were learned. The 20 principals were those principals from the first sampling who had graduated from Ball State University's principals preparation program between 1972-1982.The instruments used for the surveys were developed by the author. The original tasks for Questionnaire I were generated from nine categories established from the national research study published by the National Association of Secondary School Principals Association in 1978. A purge committee of five practicing principals provided input to the appropriateness of the tasks for Questionnaire I before it was sent. The second survey, using Lickert scales, was designed to obtain information from Ball State graduate principals. The third survey was sent to the professors of the EDAD program to identify which of the 64 tasks identified as performed by effective principals were taught in the six courses required by the university for an Indiana principals' licensure. Professors were interviewed to further identify curricular content of the required courses.Nine research questions were generated for the study. Each question pertained to a specific phase of the evaluation of the Ball State University's principals' preparation program. Data was collected and reported for all nine questions. The data was presented using descriptive statistics. Raw scores were used to determine central tendencies, degree of variability, relative standings and/or correlation of the available data.Of the 64 tasks identified as performed by effective principals, 61 of the tasks were performed by Ball State graduates. A definite disparity existed between where principals perceived learning tasks and where professors perceived teaching the tasks. The principals perceived the Ball State principals' program addressing 44 out of the 64 identified tasks. Of the 64 tasks performed, the principals identified learning 16 of 64 from the university principals preparation program, 28 from university program and on the job, and 20 from only on the job.The current Ball State University, Teachers College, Department of Educational Administration and Supervision, principals' preparation program addresses the majority of tasks validated as performed by effective principals, but the faculty should review the validated tasks, group them into appropriate courses, and then develop the curriculum of each course so that the courses, combined, address the tasks in sufficient depth to adequately prepare the principals to perform them.

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.

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. )

Thesis (Ph.D.)--Cleveland State University, 2007. / Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 97-108). Available online via the OhioLINK ETD Center. Also available in print.