The purpose of this study is to determine what should be the relationship between coaches and administrators in Class A schools of Region Three. The study attempts to accumulate and interpret information relative to the duties, the responsibilities, the policies, the procedures, the professional status, and the social and personal relationship of coaches and administrators in this region.

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 four frames of leadership orientation outlined by Bolman and Deal (1990) included the structural, human resource, political, and symbolic leadership styles and comprised the theoretical basis for this study. In March 2001, the survey instrument, Leadership Orientations (Self) was mailed to 431 elementary principals in a 15 county region of Florida public schools. Two mailings yielded a return of249 (59.7%) useable surveys from which principals' self-ratings on leader behaviors, leadership styles, and overall effectiveness in leadership and management were examined. This study sought to develop a profile of elementary school principals and to determine the differences in their use of the four leadership orientations. Frame usage was also examined based on the selected school environmental and professional variables of school size, student socioeconomic status, parent volunteer hours, PTA membership, and principal experience. Frame analysis of the principals' self-ratings led to the following findings: (a) the human resource frame was the predominant frame used by the principals; (b) the structural frame was the second most frequently used frame; (c) the political and symbolic frames were less frequently used by principals; and (d) the use of multiple frames was reported by 60.0% of the principals. Frame use did not significantly differ based on school size, student SES, or parent volunteer hours. Principals at schools with very large PTA memberships (over 75%) used the political frame significantly more frequently than did principals at schools with small PTA memberships (less than 25%). Differences in frame use emerged in relation to principal experience, however. Principals with 8-11 years experience used multiple frames more frequently than did their counterparts with 0-3 years experience. Principals with 0 3 years experience used the structural frame more frequently than did their counterparts with 12-15 years experience. Finally, elementary principals rated themselves equally effective in overall leadership and management when compared to other principals with similar experience.

This chapter has presented descriptions of the demographic characteristics of school board and superintendent respondents. Included in those descriptions were reports of several national demographics for comparisons with this study. Also included in this chapter were reports of the findings with respect to each research question. The method of analysis and summary of the findings described by category, first, and important issues, second, was the arrangement used in reporting the findings. / Ed. D.

The purpose of this study was to examine the trends, characteristics and the superintendent's perceptions in school districts with black superintendents. To accomplish this objective, seven hypothesis statements were used to examine nine variables related to financial and racial data in the selected districts. The population for this study consisted of 83 black superintendents, serving in school districts in 14 states. The participants were asked to provide biographical data and respond to a five-point rating scale that represented their perception on statements related to trends and characteristics in their districts. The demographic data was collected from the United States Census Bureau and the Joint Center for Political Studies. The two-section instrument used in the study was developed by the researcher. The first section collected biographical data used to establish the superintendent's profile. The second part of the instrument consisted of 30 Likert type statements used to establish the superintendents' perceptions. The profile data on the superintendents was analyzed using the statistical package for Social Science (SPSS) frequency distribution and cross-tabulation procedures. The demographic data was analyzed using SPSS frequency distribution, means, cross-tabulation and standard deviation. The Runs Test (at .05 significance level) was used to substantiate data randomness and to examine trends. The findings reveal definite trends and unique conditions in school districts with black superintendents. / Ed. D.

The infusion of special education students into general education programs has added to the expanding role of the high school principal. The purpose of this study was to identify competencies needed by high school principals and assistant principals to effectively develop, supervise, monitor, and evaluate school-based special education programs. Competency statements were generated from the literature and validated by a panel of experts. The final instrument containing thirty competency statements in eight function areas was administered to Virginia high school principals and assistant principals who were randomly selected from the <u>Virginia Educational Directory</u>. Respondents were asked to rate the individual competency statement using a five point index of value scale and to list the competency statements which should receive first, second, and third priority. Data were analyzed by descriptive statistics. The index of value rating for the competency statements were independent of the position of respondent. The selection of first priority statement was dependent on the position of the person generating the rating, while the second and third priority statements were independent of the person generating the rating. The findings of this study identified "rules for discipline", "select personnel", "implement due process", "enable improvement of instruction", and "implement programs according to regulations" as competency statements with the highest mean index of value. Principals identified the top priority statements as: "evaluation for referred students", "evaluate personnel", and "implement programs according to regulations". Assistant principals identified the top priority statements as "promote positive attitudes", "rules for discipline“, and "implement programs according to regulations". Recommendations for further research included task analysis of competency statements to identify performance indicators that could be used in administrative training programs; cooperation between the local and state education agencies and universities in the provision of special education administration skills infused into general education administration pre- and in-service training programs; and the use of Public Law 94-142, Education of the Handicapped Act, Part B State flow through funds and Part D State personnel preparation funds as financial resources. / Ed. D. / incomplete_metadata

This study assessed the status of staff development programs for the identification, assessment, and/or training of prospective principals in the public school districts in Virginia. All superintendents were surveyed to determine if they had programs in effect for the identification, assessment, and/or development of leadership for prospective principals. One-hundred and fifteen superintendents responded to the survey. Ninety-two of them indicated that they did not have programs; twenty-three did. Data from the superintendents with programs revealed a diversity of designs. This suggests that there has not been an acceptance of any one established practice for the preparation/training of prospective principals. Rather, the designs have been adapted to suit the unique circumstances of each school district. The exceptions to this were found in the systematic assessment procedures utilized by the majority of the county and city public school districts. These school districts implemented the National Association of Secondary School Principals' Assessment Center for that purpose. Data further disclosed that superintendents with programs intact agreed that they were a viable means of preparing individuals for the principalship and were successful. Despite this, they were split on the issue of whether or not the programs should be a requirement for individuals aspiring to the principalship. They agreed that school districts should be responsible for providing formal preservice programs for prospective principals and suggested that the programs be intense and in-depth experiences relevant to the everyday work situation of the principal. / Ed. D. / incomplete_metadata

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican parents and raised in Jamaica until the age of 14. The researcher gained this understanding by interviewing participants in-depth about how their Jamaican ethnicity, gender, and personal mentoring experiences impacted their personal and professional journey as administrators in SCPS. Findings and conclusions will inform mentoring and educational leadership literature on strategies for success geared toward this understudied population. / by Denise P. Barrett-Johnson. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

MGS / Institute for Gender and Youth Studies