Comparison and contrast of perceptions of current and ideal levels of Involvement with 50 tasks by 45 district level school library media supervisors in Texas public schools was accomplished using a survey instrument eliciting information in three areas: Curriculum and Instruction, Public Relations and Communication, Actainistration and Budget. Using tasks based on a Texas Education Agency publication, i, tests for correlated means were used to determine statistically significant differences between means for current and ideal levels of involvement for supervisors grouped by age, degree and certification as well as for the group as a whole. Findings showed that most demographic groupings perceived a need for greater involvement with various curriculum planning and design activities, evaluation of noncertlficated library media personnel and with various public relations activities.

Graduation date: 1994

The study was conducted to ascertain the extent and nature of differences of perceptions which exist between the elementary regular classroom teacher, elementary resource room teacher and building principal relating to the duties and responsibilities of the elementary resource room teacher.A questionnaire containing nineteen statements regarding the duties and responsibilities of the elementary resource room teacher was distributed to 40 building principals, 572 elementary regular classroom teachers and 21 elementary resource room teachers. hirty-four building principals, or 85 percent, completed the questionnaire and 370, or 64 percent of the elementary regular classroom teachers completed and returned the questionnaire. A total of twenty, or 95 percent, of the elementary resource room teachers also completed and returned the questionnaire.The results were analyzed by the chi-square test of independence at the .05 level of significance to test three null hypotheses in order to determine if perceptions of building principals, elementary regular classroom teachers and elementary resource room teachers were identical or different.A statistical difference in perceptions of the three groups was indicated with regard to elementary resource room teachers keeping the building principal informed of all aspects of the resource room program, including the referral process. The data also indicated a difference in perceptions among the three groups pertaining to the resource room teacher cooperatively implementing and coordinating with the elementary regular classroom teacher skill development tasks of the student which have been included in the individualized educational plan. A difference in perceptions between the three groups was also indicated with respect to the resource room teacher participating in case conferences and assisting in determination of criteria for placement of a child in special programs. Implementation of long term and short term goals for the mildly handicapped child cooperatively by the elementary regular class teacher and elementary resource room teacher was also perceived differently by the three groups as a duty of the elementary resource room teacher.Recommendations for Further Research1. A study should be conducted to determine whether the identified duties and responsibilities of the elementary resource room teacher are actually being performed.2. A study should be conducted to determine if the perceived duties and responsibilities of the elementary resource room teacherr have changed as the resource room concept has been utilized over a longer period of time.3. As the utilization of resource rooms increases in Indiana Public School Corporations, the study should be replicated, as a larger sample may add verification to the results.4. A study to determine whether years of professional experience of building principals, elementary regular classroom teachers and elementary resource room teachers can be identified as a factor regarding the perceptions of the duties and responsibilities of the elementary resource room teacher should be conducted.

The agency or personal involvement of the principal within a school is perceived as being of vital importance to the success of innovations. Leadership is necessary, not only to manage the escalating changes in academia, but more importantly to inspire, protect and encourage educators. One of the current trends in education is the move towards self-management which is a decentralization of power control from the state to the school. Selfmanagement implies choice and this enables the principal to validate the opinions and ideas of everyone who is involved in the process of school governance. The success or failure of an innovation usually depends on the support of the stakeholders. Change can be stressful, and unless the principal is part of the process, the implementation may not be successful. The context of this study is an independent primary school which has recently undergone many changes, most of which appear to have been initiated and managed by the principal. Independent schools have more autonomy than public schools as they are usually self-funded. The principal is accountable not only to the Board of Governors, but also to the parent body which generally has high expectations of the school. This study investigates the impact of the principal’s agency on the development of a multi-media centre at the school. The extent of his involvement within the school and his leadership style was first established and then the implementation of a new innovation, that of the media centre, was explored. Case study methodology based on semi-structured interviews with selected participants from within the school was employed. These participants represented different perspectives on the principal’s leadership and management of the media centre. In addition, documents and photographs were analysed for triangulation purposes. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

Thesis (M.S.)--Kutztown University, 1989. / Source: Masters Abstracts International, Volume: 45-06, page: 2807. Abstract precedes title page. Typescript. Includes bibliographical references (leaves 50-51).

Thesis (Ph. D.)--Georgia State University, 1997. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 79-83).

Thesis (Ph. D.)--University of Wisconsin-Madison, 2004. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 198-202).

Thesis (Ph. D.)--New York University, 1993. / Includes bibliographical references (leaves 161-170).

Thesis (Ph. D.)--Georgia State University, 1997. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 79-83).

Thesis (Ph. D.)--New York University, 1993. / Includes bibliographical references (leaves 161-170).