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Career Paths and Perceived Success Levels of Women Superintendents of Public Schools in the State of TexasLea, Ray 05 1900 (has links)
The purposes of this study were to determine the career paths of women superintendents in the state of Texas and their school board members' perceptions of their levels of success. All women currently serving as superintendents of public schools in Texas, as well as all school board members of districts with women serving as superintendents were surveyed. The findings of this study indicate that the "typical" woman superintendent was hired from inside the district, with a master's degree. She was 48.3 years of age. Her first administrative position was the principalship and she moved directly from the principalship to the superintendency. The typical woman served in one district as superintendent. Her teaching and prior administrative experience was at the elementary level. Women superintendents perceived the position of teacher as the most beneficial experience prior to the superintendency. Women superintendents perceived leadership as the most important area of her professional development. School finance was the area perceived by women superintendents as needing to be more extensive in their professional development. Of the women superintendents who responded to this survey, 68.1 percent reported that they did not perceive discrimination in attaining the superintendency. Of the school board members who responded to this survey, 56.2 percent rated their women superintendents as excellent, 2 6 percent rated women superintendents as good, 12.5 percent rated women superintendents as average, 4.1 percent rated women superintendents as below average and 1 percent rated women superintendents as poor. Most school board members either strongly agreed or agreed with statements that women superintendents are capable in areas of school finance, school law, personnel, public relations, bonds and building programs and leadership. Women school board members rated women superintendents slightly higher, on the average, than male school board members.
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An Investigation of School Administrator Personality Type and Gender to Leader Effectiveness, Flexibility, and Years of ExperienceAnderson, Linda K., 1950- 08 1900 (has links)
The purpose of this study was to determine if there was a relationship between four selected personality categories as measured by Myers-Briggs Type Indicator® (MBTI) and gender to leader effectiveness and flexibility as measured by Leader Behavior Analysis II Self-A® (LBAII Self-A) and years of experience in school administration. A review of literature traced leadership to the Situational Leadership II model utilized in this study. The model was based on selecting the appropriate leadership style for the individual situation and development level of followers. MBTI® measured sixteen combinations of four personality types which included Extravert® or Introvert, Sensing or iNtuitive®, Thinking or Feeling, and Judging or Perceiving. Four types were selected for this study (ISTJ, ESTJ, INTP, and ESFJ). The LBAII Self-A® instrument measured leader effectiveness and flexibility. The sample was 80 Texas school administrators in eleven school districts. Statistics utilized to test the hypotheses included Hotelling's T2, Multiple Analysis of Variance, Analysis of Variance, and Multiple Regression. Independent variables were gender and personality type. Dependent variables were leader effectiveness, flexibility, and years of experience in school administration. Findings reported a significant difference in leader effectiveness scores of the ESTJ personality type. Additionally, Judging/Perceiving was a significant predictor of years of experience of school administrators. In conclusion, a significant difference was found in leader effectiveness scores which showed that ESTJ personality types had higher scores. Another significant finding was Judging/ Perceiving as a predictor of years of administrative experience. As years of experience increased, Judging (preference for order) increased as a personality variable rather than Perceiving (preference for spontaneity). It was recommended that MBTI® and LBAII® be administered to school administrators as part of pre-service leadership training and for ongoing staff development. These instruments can be utilized as tools to help administrators understand personality type and effective leadership practices.
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Examining Attention to Leadership When Hiring School Administrators in a High Poverty, Ethnically Diverse School District: A Case StudyTigert, Veronica A 01 January 2023 (has links) (PDF)
The purpose of this mixed methods case study was to understand the hiring practices of a school district when considering a principal and how the school district attends to leadership within those hiring practices. The central premise of the study was leadership matters and is second to teaching in student achievement. However, the historical record paints a picture of less than adequate attention to effective hiring practices and a limited scope when addressing leadership. A small school district in California was selected to participate in the study. The design incorporated mixed methods to analyze the hiring practices through a survey of site administrators (principals and assistant principals), interviews of the Superintendent, and interviews of two principals. Similar to what was found in the review of literature, the school district did not align all of the hiring practices to what they valued in leadership and lacked in performance-based instruments when hiring. However, the results of the study indicated how the school district valued leadership and this may have been a contributing factor in student achievement. Through the review of literature and the study, the researcher developed an understanding of the complexity of the leadership construct and provides a synthesis of how key leadership studies fit together to provide a framework for hiring school administrators.
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Student Affairs Professionals and Their Perception and Learning of Technology Usage in a COVID-19 WorldCho, Anna January 2024 (has links)
The purpose of this research was to explore the perceptions of student affairs administrators, working in both public and private higher education institutions, regarding how they learned to use technology and gain insight into how their work would evolve in the future. While the COVID-19 pandemic affected everyone in the higher education landscape—academic faculty, students, and student administrative professionals—this research focused specifically on a segment of administrative professionals within higher education institutions: student affairs professionals.
The results of the study provide recommendations to higher education institutions and student affair professionals and how to work in a technologically evolving workplace. The researcher based the study on the three assumptions: (1) informal and incidental learning are key factors in growing the skills to learn the evolving technologies in the workplace; (2) higher-order thinking skills exist in student affairs professionals who went beyond transferring the in-person modality to online; (3) organizational competencies or ethical competencies in digital leadership skills existed in student affairs professionals who went beyond demonstrating technological competencies skills The study population were student affairs professionals who worked during COVID-19. Data sources were primarily through 12 individual interviews, all conducted via Zoom, critical incident reports, and documents.
Key findings of the study revealed: (1) A strong majority of participants described the use of technology as having a significant communication platform; (2) A majority of participants indicated that the lack of user engagement was a challenge while using technology; (3) An overwhelming majority learn to overcome the challenge of using technology through peer conversation; and (4) A majority of participants stated that having a supportive leader influenced the use of technology.
The main recommendations of the study were the following: (1) Higher education institutions should think of creating the space and opportunities for student affairs professionals to engage in conversation with one another to overcome the challenges of using technology. To develop the space, higher education climate and organizational culture around the perception of technology must be considered. Additionally, higher education institutions should invest in developing supportive leaders who have a positive perception of technology in the workplace; and (2) Student affairs professionals should not only learn to be open about using technology in the workplace, but also develop the inter-personal skills that is critical to overcoming the use of technology. For seasoned student affairs professionals who hope to become a leader within the institution, developing the leadership skills to become a supportive leader who has the technological and inter-personal skills is critical to better manage and lead their team.
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An analysis of the laws affecting public school administrators, teachers, service and auxiliary personnel in West VirginiaMcNeel, William Thomas January 1979 (has links)
The purpose of this study was to examine provisions of the Constitution of West Virginia, enactments of the West Virginia Legislature, decisions of the West Virginia Supreme Court of Appeals, policies of the West Virginia Board of Education, opinions of the: Attorney General, and interpretations of the State Superintendent of Schools to ascertain the legal status of West Virginia public school personnel in the employment process, in liability cases arising from tort actions, and in other areas; where legal questions often arise. Federal Constitutional provisions, statutes, and court cases were also considered when of overriding importance or when West Virginia legal references were inadequate.
Legal research of the process of employment of public school personnel focused on the following areas: nomination for employment, discrimination, substantive and procedural due process, certifieation, probationary and continuing contracts, assignment and, transfer, suspension and dismissal, resignations, employment term, and compensation.
Tort cases were classified by the author as either traditional or constitutional torts. Traditional torts reviewed included strict liability, assault and/or battery, defamation, and negligence. Of particular concern were assault and battery cases related to corporal punishment, the use of qualified privilege as a defense in defamation cases, and negligence cases alleging abridgement of the duty of school personnel to provide proper supervision, proper instruction in performing dangerous activities, and proper maintenance of equipment. Tort actions arising from abridgement of a person's constitutional rights by state or governmental authorities were classified as constitutional torts. lt was found that successful plaintiffs have. been able to secure injunctive relief as well as damages. from school officials and boards of education, both now considered "persons" under Section 1983 of the Civil Rights Act of 1871.
Other legal provisions studied in relationship to West Virginia public school personnel included the following: curriculum and instructional matters, academic freedom, assignment of duties, personal leave and leaves of absence, fringe benefits, retirement, grievances, employee organizations, and collective bargaining. / Ed. D.
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What are the Experiences of African American Female Principals in High-Poverty Urban Schools?Carson, Dayanna V. 08 1900 (has links)
The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.
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Effects of Board Training on the Relationship Between Board Members and CEOsRiley, Beth A. 08 1900 (has links)
The purpose of this study is to ascertain the opinions of chief executive officers (CEOs) and school board chairs of Texas private schools in educational service center (ESC) Regions 10 and 11 toward board training and the potential benefits for the success of their respective roles. Literature regarding private school board training is limited. As a result, most private school boards face challenges regarding school board training expectations, which could affect their roles and the roles of CEOs. The quantitative and qualitative cross-sectional research design examined Texas private school CEOs’ and school board chairs’ perceptions about school board training and the working relationships between Texas school CEOs and school boards. The researcher developed the survey and interview questions used in this study. Responses to a 4-point Likert-type scale instrument, short answer questions, and interviews were solicited from a population of private school CEO and school board chairs within ESC Regions 10 and 11 from schools with an enrollment of at least 100 students and that contained Grades 9 through 12. In-depth Interviews were conducted with 12 private school CEOs and 12 school board chairs with varying levels of school board training. The research findings indicate that board training does make a significant difference in the working relationships between CEOs and private school boards. The findings of this study may assist private school boards in addressing school board training and the components of such training, which would benefit the working relationships between CEOs and school boards, as well as the success of private schools.
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Challenges and training needs of promoted school managers in Xhariep district secondary schools : Free State ProvinceSeipobi, Thebe T. January 2012 (has links)
Thesis (M. Tech. ( Education)) -- Central University of Technology, Free state, 2012 / In Xhariep District, promoted school managers are left alone to find their way out. This exposes the school managers to stressful working conditions such as being unaware of the school policies and procedures.
The overall aim of this study is to explore challenges faced by promoted school managers in Xhariep secondary schools and identify the type of training they would require. The objectives of the study were to identify challenges that promoted school managers in Xhariep secondary schools face and also identify the type of training needs that promoted school managers require.
This descriptive study is quantitative in nature because it collects mostly numeric data and employs mainly quantitative techniques in analysing the data. The population under investigation consists of secondary, and high school principals, deputy principals, and heads of departments in Xhariep District in FSDoe in South Africa. The FSDoe Xhariep district office keep a database of schools under their jurisdiction . From this database, a purposeful sampling method was used to select 80 promoted school managers from the 23 listed schools in Xhariep District. Purposeful sampling method was used in order to prevent under or non-representation of parts of the population (Brynard & Hanekom, 2006:56; Scheaffer, Mendenhall & Ott, 2006).
A structured, Likert-scaled questionnaire with closed ended questions was used to collect information from the respondents. Part one of the questionnaire was used to collect demographic data, part two focused on induction, part three questioned about the role of the mentor and part four zoomed in on nature of support offered by FSDoe.
The results of the study showed that the majority of the respondents (97%) urgently needed induction. There was also a feeling that induction instilled a feeling of belonging by 67% of the respondents. The study also revealed that promoted school managers are offered very little support.
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The role of school managers in developing entrepreneurial skills of grade 9 learnersVan Zyl, Ethel Vera 30 November 2006 (has links)
The Department of Education in South Africa altered the concept of teaching and learning from a traditional method to a new outcome based approach. The new curriculum prescribes certain outcomes that the learners must successfully master.
One of the outcomes Grade 9 learners must manage is to become an entrepreneur and to be able to administer the small business as a profitable unit. The school managers, educators, parents and learners of the primary schools are eager participants in Market or Entrepreneur days.
However, in the secondary schools, the enthusiasm and commitment to such an event, does not exist. The teaching and learning environment between the two institutions are worlds apart and launching such a day in secondary schools, is basically impossible. As a result learners, including the Grade 9 learners, have limited opportunities, to practise their entrepreneurial skills.
Despite the various attempts made by the school managers and educators to compromise, secondary school learners are deprived of chances to exercise their skills within the school's safe environment. / Educational Studies / M. Ed. (Education Management)
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The contribution of the integrated quality management system to whole school developmentRabichund, Shalina 06 1900 (has links)
This study critically examines the Integrated Quality Management System (IQMS), a
quality and performance management system that was introduced into South African
schools in 2005. The extent to which the Integrated Quality Management System has
contributed to the development of the school in its entirety has been largely unchartered.
The objectives of this dissertation were to determine what the perceived impact of the
Integrated Quality Management System was on whole school development.
A combination of both qualitative and quantitative research paradigms was employed in
order to gather data in this study. Survey questionnaires were administered to principals
and educators in KwaZulu-Natal in order to elicit their views on the IQMS. Semistructured
and unstructured interviews were also conducted with principals, Senior
Management Team members and educators. The data gathered was analyzed using the
metatheoritical framework of ‘critical theory’ mainly because the main objective of the
study was to uncover the assumptions underpinning the IQMS and its contribution to
whole school development.
The conclusions arrived at indicate that the mechanical aspects of the IQMS relating to
‘performitivity’ undermine the potential of the IQMS as a genuine professional
development tool actuating whole school development. If IQMS is used for the latter
purpose it would inevitably lead to an enhancement of the quality of teaching and
learning and convert schools into highly developed institutions. Neo-liberal
‘managerialist’ and post-welfarist reforms adopted by the state are not apposite currently
for a developing country like South Africa. South Africa requires an educator evaluation policy that is genuinely developmental, taking into account both the professional
development needs of its educators and the socio-economic context in which schools
operate to ensure schools develop holistically. / Further Teacher Education / D. Ed. (Education Management)
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