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The purpose of this study was to identify factors which influenced Virginia Superintendents in Region-Study Group VI between 1978 and 1982 to continue or to vacate the position of superintendent. The population for the study included 29 cases: 19 were classified as continuing superintendents and 10 were classified as non-continuing. The Region of Study included 12 counties and 7 cities. The focus is on the examination of turnover in this geographical region. In carrying out the purpose, the study examined the following research questions: (a) What factors, as perceived by the continuing superintendent, were responsible for or contributed to the decision to continue in the same position? (b) What factors, as perceived by the non-continuing superintendent, were responsible for or contributed to the decision to vacate the position? This descriptive research study used case study methodology to investigate the pertinent factors that influenced the decisions of superintendents in Region-Study Group VI to continue or to vacate their positions of leadership in Virginia School Systems. The study utilized personal confidential interviews as the primary method of data collection. An Interview Guide was developed as the data gathering instrument. Questions were designed to focus on major areas of responsibility of a superintendent. In addition to job competency factors, social, political, personal, community and system demographic factors were examined. A model was designed to check these factors against perceptions of job satisfaction. Data which could be quantified were key-punched for analysis. The chi square test was applied. Factors which appeared to be statistically significant from the chi square analysis of continuing and non-continuing categories included: Community Factors, Social Factors, Job Competencies--Board Relations, Business and Fiscal Management, Curriculum and Instruction, and student Personnel Services. Areas of the interview which could not be easily quantified were reported in narrative form with case specific data. The following case specific information was reported as reasons for staying on the job by the continuing superintendents: (a) positive board relations, (b) community support, (c) challenge and prestige of leadership, (d) personal preference for a particular commit. Case specific information reported by non-continuing superintendents as reasons for changing jobs or termination included: (a) unsatisfactory board relations, (b) health, (c) to avoid community conflict, (d) retirement age, (e) role of change agent, and (f) professional growth--the challenge of a larger school district. / Ed. D.

Why people join voluntary associations has been of interest to Americans since the publication of Alexis de Tocqueville's observations on the importance of such associations in American society. The search for explanations for joining behavior was first motivated by a desire to know and understand this active American phenomenon. In more recent years, the motive has become more pragmatic; associations are interested in understanding the phenomenon to control membership enrollments. This study is an extension of the work which has evolved from this more recent interest. A theory of affiliation with professional associations was developed and tested with state and regional samples of elementary principles. Discriminant analysis was applied to determine the effectiveness of the variables as a group and individually in distinguishing members from nonmembers. The best predictors, in order, at the state level were benefits of membership, the principal's attitude toward associations, membership at the national level, and the principal's social needs. The best predictors, in order, at the national level were benefits of membership, superior's attitude toward associations, membership at the state level, and the principal's attitude toward associations. / Ed. D.

This study was designed to investigate factors that influence the acquisition and development of interpersonal skills among high school principals. The study involved the identification of five principals with exemplary interpersonal skills. Two different groups were asked to identify principals with exemplary interpersonal skills. Those identified by both groups formed the list from which five principals were selected and asked to participate in the study. The study involved in-depth interviews with the five principals. During the interviews the principals were asked about their personal and professional backgrounds. Questions about their professional background included topics such as degrees and majors, positions held in education, and length of time in education and in those positions. Their personal background included questions about their activities in high school and college, family, personality, and characteristics. Individual case analysis' were done on each interview and a cross-case analysis was done on all five interviews. The results of the study suggest that the principals' interpersonal skills were not developed through formal programs but over time and through their life experiences. Some of the factors that seemed to influence the principals' interpersonal skills include: activities that exposed them to the public, strong families, the positive impact of others, and similar personality or character traits. The study also produced some recommendations for further study, implications for principal preparation programs and lessons for principals to learn. / Ed. D.

This study was a descriptive-analytical survey of middle school principals' and full-time middle school teachers' responses to the Survey of Instructional Leadership Behavior (SILB). The study was undertaken to determine whether significant differences existed between the respondents in terms of their perceptions of the"actual" instructional leadership behavior and the"expected" instructional leadership behavior of middle school principals in the metropolitan area of Richmond, Virginia. Attention was given also to examining the relationship between selected demographic characteristics such as the sex, age, ethnic group, experience, educational background, and annual salary on the respondents and their perceptions of the middle school principals' instructional leadership behavior. The subjects for this study were identified from three governmental localities to make up a representative group of middle school principals, as well as full-time middle school teachers in the Richmond (Virginia) Standard Metropolitan Statistical Area (SMSA). Of the 532 who participated in the study, 391 (73%) were determined usable responses. Of this number, 11 of the responses were middle school principals and 380 were full-time middle school teachers. Five main hypotheses were developed and tested in order to guide the study: (1) There is no significant difference between the"actual" instructional leadership behavior of the principal as perceived by middle school principals when compared to the perceptions of full-time middle school teachers in the metropolitan area of Richmond, Virginia; (2) There is no significant difference between the"expected" instructional leadership behavior of the principal as perceived by middle school principals when compared to the perceptions of full-time middle school teachers in the metropolitan area of Richmond, Virginia; (3) There is no significant difference between the"actual" instructional leadership behavior and the"expected" instructional leadership behavior of the principal as perceived by middle school principals in the metropolitan area of Richmond, Virginia; (4) There is no significant difference between the"actual" instructional leadership behavior and the"expected" instructional leadership behavior of the principal as perceived by full-time middle school teachers in the metropolitan area of Richmond, Virginia; and (5) There is no significant relationship between each of the demographic characteristics of the respondents and their perceptions of the"actual" instructional leadership behavior and the"expected" instructional leadership behavior of the middle school principals in the metropolitan area of Richmond, Virginia. Each hypothesis presented in this study was tested at the .05 level of significance to determine which should be accepted and which should be rejected. Hypotheses 1 and 2 were tested using independent t-test values. Hypotheses 3 and 4 were tested using dependent t-test values. Hypothesis 5 was tested by conducting a multiway analysis of variance using all demographic data as independent variables. Of the five hypotheses presented, one was accepted (Hypothesis 1), three were rejected (Hypotheses 2, 3, and 4), and one was rejected in part (Hypothesis 5). The following conclusions are based on the findings of the study: (1) Middle school principals and teachers were in general agreement relative to their perceptions of the 0 actual" instructional leadership behavior of middle school principals in the metropolitan area of Richmond, Virginia. Although there was agreement, middle school principals' perceptions of their actual behavior are higher than the teachers' perceptions; (2) Middle school principals' perceptions of their"expected" instructional leadership behavior were significantly higher than the teachers' perceptions of how the principals were expected to behave; (3) Middle school principals' perceptions of their"expected" instructional leadership behavior were significantly higher than the middle school principals' perceptions of their"actual" instructional leadership behavior; (4) Middle school teachers' perceptions of their principals'"expected" instructional leadership behavior were significantly higher than their perceptions of the principals'"actual" instructional leadership behavior; (5) Sex, age, ethnic group, experience, number of years assigned to the school, degrees, and annual salary had no influence on the middle school principals' perceptions of their"actual" instructional leadership behavior nor their"expected" instructional leadership behavior; (6) Although sex, age, number of years assigned to the school, experience, and annual salary had no influence on middle school teachers' perceptions of the principals'"actual" instructional leadership behavior, the ethnic background tends to have some influence. Furthermore, the specific interaction between the number of years teachers were assigned to the school and the degrees held tended to influence their perceptions of the principals' actual behavior; and (7) Although sex, age, ethnic group, number of years assigned to the school, degrees and annual salary had no influence on middle school teachers' perceptions of the principals'"expected" instructional leadership behavior, the experience of the teacher tends to have significant influence. Furthermore, the specific interaction between the ethnic background of the teachers and the degrees held had a significant influence on their perceptions of the principals' expected behavior. / Ed. D.

This research explored the attitudes of 191 male and female United States public school superintendents toward women as managers in public schools. The purpose of the study was to see if women were viewed favorably as managers, to see if the sex of the respondent (superintendent) affected attitude scores and to explore the relationship between the demographic variables of the study and the attitude scores. The demographic variables included size and population composition of the school district, the number of years the respondent had been a superintendent, the age and educational attainment of the superintendent, and his/her attitude toward women's rights. The instrument used was the Women as Managers Scale which contains three subscales. Two-way ANOVA was used to analyze the data and to investigate interaction effects. The data analysis revealed that both sexes viewed women as managers favorably, but the female superintendents had consistently and significantly more favorable attitude scores. Respondents from rural school districts had less favorable attitude scores on one subscale of the instrument. The superintendents with more than ten years experience had less favorable attitude scores than did those with fewer years on all three subscales of the WAMS. The respondents with a Doctorate degree had more favorable attitude scores than those with lesser degrees on one subscale of the instrument. Those who had a liberal attitude toward women's rights had more favorable attitude scores on two subscales of the instrument. No interaction effects were obtained. / Ed. D.

While a significant body of literature exists on the career development of public school administrators, there is little research currently available on their counterparts in independent schools. In order to establish a base of empirical information on these independent school headmasters, this research sought answers to the following general questions: (1) What are their backgrounds?, (2) What career paths have they followed?, and (3) What relationships exist with regard to their mobility, their backgrounds, and types of schools they currently lead? The schools were categorized into three types: Day schools ending at grade 12, day schools ending at other grades, and boarding schools. In order to secure information relating to these research questions, a mail survey of all independent school headmasters belonging to the National Association of Independent Schools was conducted during the Fall of 1981. Questionnaires were distributed to the headmasters of the 780 member schools and a return rate of 76.3 percent was achieved. Three separate statistical analyses were conducted. Chi-square and analysis of variance were employed to determine whether differences in background variables existed when headmasters were categorized by type of school. Goodman's Linear Log Effect Parameters were used to establish the career paths. From the data examined, profiles of the independent school heads, categorized by school type, were developed. A significant relationship was found to exist between some headmaster background variables and the type of school led. In addition, distinctly different career paths were identified for the three categories of independent school headmasters. Mobility was found to have a significant relationship to some headmaster background variables, but no significant relationship was found regarding mobility and the type of school led. It is believed that the focus and results of this study will make a significant contribution to the aspiring independent school headmaster, to the selection committees screening applicants for the headmastership, and to the consultants who advise both the candidates and the schools. / Ed. D.

The purpose of this study was to determine what conditions might optimize the implementation and operation of a dual school principalship when it is selected as an alternative administration organization pattern. The population for the study were the principals in the states of Pennsylvania, Virginia and West Virginia who are assigned to administer two separate school organizations. Only those principals whose systems had two or more dual principalships were included in the study. Descriptive survey and case study methodology were combined to gather data to accomplish the purpose of this study. The study consisted of two phases. In the first phase dual principals and their superintendents were surveyed using a seventeen item questionnaire to obtain their perceptions regarding the dual principalship. Qualitative descriptive analysis was utilized, results being presented in tabular form with response sets for both superintendents and principals. The second phase of this study utilized a case study research of four dual principalships to verify and extend data collected through the survey questionnaires. The major conclusions of the study were: 1. While principals and superintendents express dissatisfaction with this administrative arrangement, evidence indicates that this practice will continue to increase. 2. Although principals are required to devote a majority of their time to supervision of educational programs, this is not taking place in dual assignments. 3. Initial savings in this administrative arrangement are eventually offset by hidden expenditures. Some of the recommendations based on the findings of the study were: 1. Experience of the principal and staff should be a factor in utilizing a dual principalship. 2. Numbers and enrollment alone should not be the sole determining factor in making a dual assignment. 3. Support services will add to the flexibility of the principal in scheduling his attendance at both schools. 4. Consideration should be given to the composition and stability of a community prior to making a dual assignment. 5. One principal can accomplish the administrative tasks and meet the demands of a dual assignment; supervision and leadership in educational programs will suffer as a result. / Ed. D.

The development of the certification of public school principals in the Commonwealth of Virginia was investigated. Historical, legal, social, and political issues were considered. A model of the development of certification was proposed as a result of the pattern of changes, revisions, recommendations, and projections. The model identifies Stage I as the development from 1927 to 1987, the Transition to Stage II as the influence of reform reports from 1983 to 1987, and 1988 as the beginning of Stage II. A complete chronology of the development is included. / Ed. D.

This investigation seeks to determine the administrator's attitudes toward education for leisure taught through the education process as it prepares the youth of today for the use of their leisure time. A 26-question questionnaire was mailed to 100 administrators, Descriptive data was requested to aid the Chi-square analysis at the .05 level performed on each question, A 74-percent return was received. The administrators expressed a favorable attitude toward education for leisure. The present degree held by the administrators did have a significant relationship to their expressed attitudes. It is recommended that classes specifically related to education for leisure be included in the school curriculum.