<p> The focus of this research mainly centers on a quantitative descriptive overview of corporal punishment practices in the state of Mississippi, but this study also includes a legal document analysis component. This study forms the Mississippi portion of a comprehensive analysis of the demographics of corporal punishment in the public schools of the South and follows in the path of dissertation research completed at the University of North Texas on the demographics of corporal punishment in Florida and Texas.</p><p> The research approach adopted in this analysis of corporal punishment in Mississippi includes the use of online literature, print literature, legal database, and research database sites. The findings from this research identify patterns of corporal punishment practiced in the public schools in the state of Mississippi, the state that has historically reported the highest rates of school-based corporal punishment in the United States. One of the main assumptions surrounding this study is that Mississippi's corporal punishment is a rural and small district phenomenon, most commonly practiced in Mississippi's smaller school towns. The data reveals that some districts administer excessive amounts of corporal punishment, with some districts paddling three times as many as the total state average percent or more of their students on an annual basis. Finally, the study found some Mississippi school districts have actually increased the amount of corporal punishment being administered in recent years, a pattern contrary to the national trend, which has been to reduce the amount of corporal punishment being administered in the public schools.</p>

<p> Most populous school districts operate using a bureaucratic hierarchical organizational structure developed primarily for industry, a system structure that has remained intact for a century despite evolving from a manufacturing to a knowledge-based economy. Although strong for efficiency, this system structure is resistant to change and promotes worker isolation, not ideal for a collective educational approach desired in the 21st century. The purpose of this quantitative correlational study was to investigate the relationship among a bureaucratic hierarchical school system structure, principal leadership, and school culture to determine if and how the three variables relate through the collective lens provided by the integral leadership theory (K&uuml;pers &amp; Weibler, 2008) and the Full-Range Leadership Theory, or FRLT (Bass &amp; Avolio, 2004). Thirty principals from three urban districts in North Carolina responded to items on the Multifactor Leadership Questionnaire, Form 5X (MLQ Form 5X) and the School Culture Survey (SCS) and four demographic questions. The study&rsquo;s results revealed that the administrators appear to combine aspects of both transformational and transactional leadership in the urban schools. Each of the six culture factors on the SCS was significant with transformational leadership, and three of the six culture factors, learning partnership, collaborative leadership, and teacher collaboration, were also significant with transactional leadership. A holistic analysis shows that the principals are demonstrating effective leadership with corresponding positive school cultures despite the constraints a bureaucratic hierarchical school district structure presents. The results suggest that the principals are successfully integrating structural context, cultural elements, and leadership in an organizational form not necessarily designed to promote teamwork and collaboration essential for educational success. </p>

<p> Research has shown a disconnect between the behaviors of some school boards and the behaviors identified in the literature as critical in this era of accountability reform. The literature has specified best practices for effective school board governance behaviors in this accountability era and its accompanying emphasis of college and career readiness. These best practices are primarily focused on the traditional governance roles for school boards and include: Policy-making, goal-setting, planning, establishing the focus of curriculum, prioritizing resources, achievement data review, and holding administrators accountable - all aimed at improving student achievement (Danzberger, Kirst &amp; Usdan, 1992; Iowa Association of School Boards, 2001). These best practices are particularly aimed at producing students who can meet the goals of college and career preparedness (2001). However, some board members report role confusion, with some exhibiting behaviors that might be considered micro-managing and parochial and along the lines of board members' personal or special interests (Danzberger, Kirst, &amp; Usdan, 1992; Mountford &amp; Brunner, 1999; Mountford, 2004; Kwalwasser, 2012). The study of individual school board members' motivations for board service has been found to give promising insight into school board governance practices (Mountford, 2004; Mountford &amp; Brunner, 1999).</p><p> This phenomenological study was conducted using qualitative methods. Eleven individual school board members from three Midwestern school boards were each interviewed, as well as two of those three district's superintendents. The interviews were designed to discover their motivations for school board service and to identify specific behaviors, in order to help inform governance practices of school boards in this accountability era.</p>

<p> The purpose of this study was to identify the extent that specific research based skill sets and areas of knowledge emerged as highly important, moderately important, and less important from the perspective of school board leadership as it pertains to 21st century superintendents. The study further disaggregated the data by specific school district demographics. Descriptive statistics were used to analyze the extent that demographics influenced the prioritization of requisite skill sets and areas of knowledge from the perspective of board leadership in regards to a 21st century superintendent. </p><p> The study survey also determined to what extent the type of certification to be a superintendent in Illinois mattered to board leadership. The survey found that the type of certification was of less importance than previous work experience based on the data. </p><p> This quantitative study was conducted via the ubiquitous electronic survey. The sample population was the presidents and vice-presidents of the eight hundred and sixty eight school districts in Illinois. The research was facilitated with assistance from two state agencies including the Illinois Association of School Boards and the Illinois Association of School Administrators.</p>

<p> This dissertation focuses on the influence of the No Child Left Behind Law (NCLB), one of the most influential educational reform acts in the U.S. and the Massachusetts Education Reform Act (MERA) upon the role of principals in elementary schools throughout Massachusetts. The thesis covered the leadership practices pre- and post- NCLB Federal Law of 2001, the leadership roles of principals, their decision making, and the types of practices they developed as a consequence of NCLB. In addition, principal's backgrounds and cultural influences on their leadership were specifically highlighted in the role of mainstream and non-mainstream principals of ethnic groups including Asian American, African American, Latinos and European whites. How Asian American principals responded and reacted to NCLB was critically analyzed since this was the focus of the dissertation. </p><p> Using a quantitative survey sent out to 1,350 principals but with a return of 137 elementary school principals (K-8) in Massachusetts as a sample, and 36 in-depth interviews conducted with equal numbers of principals who were Asian Americans, African Americans, Latinos and European whites in the Boston metropolitan area, and other parts of Massachusetts, the findings indicate that the more assimilated the principals are and in this case, Asian Americans, the more they act and respond like European white principals in their accountability, decision making, and practices. Moreover, acting upon the recommendations made from these findings can serve principals best and provide for future research of within group ethnic and cultural variations on the outcomes of NCLB and its future.</p>

<p> Organizational role theory's role conflict states that those within boundary spanning positions experience role conflict as they try to satisfy the needs and expectations of various stakeholders (Kahn, Wolfe, Quinn, Snoek, &amp; Rosenthal, 1964; Rizzo, House, and &amp; Lirtzman, 1970; Rogers &amp; Molnar, 1976). This basic qualitative research study glimpsed into the evolving role of principal and how the principal's role has influenced his or her participation in socializing novice teachers. This study was conducted in two school districts in Virginia. With the use of purposeful sampling, 14 elementary and secondary principals responded to a questionnaire and participated in semistructured interviews. Memoing was used to collect data, and follow-up questions were used to clarify understanding or to fill any holes in the data. </p><p> Themes emerged, and connections to the literature and theory were created. As principals discussed their role in novice teachers' lives, principals described their roles as providing instructional leadership, creating a culture of support, and being a limited supporter. As principals discussed how their evolving role has influenced their ability to participate in socializing novice teachers, the themes reflected two types of role conflict present in my theoretical framework. The principals expressed experiencing intrasender conflict&mdash;they do not have the time or capabilities to be as present and active in the process. The principals also expressed experiencing interrole conflict&mdash;they have to contend with various roles within their role as principal. Although they are constantly balancing their roles and workload, these principals understand the importance of their role in novice teachers' lives. They desire and try to be mentors, coaches, and supporters; however, because they are also evaluators, they have observed how this role has hindered the building of a trusting relationship between them and their novice teachers.</p>

<p> Framed in the critical race theory of structuration (CRTS), this sequential explanatory mixed methods study seeks to identify the socialization practices by examining the realities of practices of assistant principals and the ways in which they impact the disciplinary actions of assistant principals at middle and high schools. The mixed methods design was used to explore and understand: (1) the realities of practice within the school organization; (2) the socialization processes of assistant principals within the realities of practice; and (3) the ways in which those socialization processes influence their disciplinary practices. </p><p> Fifty-one percent of the assistant principals invited to participate in this study completed the online survey. The survey responses led to a focused sample and in-depth interviews with three Black female assistant principals supervised by White male principals. The data from both portions of this study revealed that the structure of the realities of practice and the dimensions of the CRTS coexist and correlate within the school organization. This combination creates a Socialization Paradox Cloud that dictates assistant principals' unwillingness and/or inability to change policy adversely affecting students. </p>

<p> Research indicates a shortage of principals by the year 2012 (NASSP, 2002). While graduate schools indicate an increase in the number of graduating candidates in school administration, many of these candidates are choosing not to enter the profession (Grogan &amp; Andrews, 2002). Existing principals are leaving their positions prematurely (Battle &amp; Gruber, 2010) which leads to the overarching question guiding this study: Are school administrators prepared to lead in the 21st century? The purpose of the study was twofold: (1) to determine individual members of school leadership teams' perceptions of the level of their application of identified skills deemed necessary to lead in the 21st century educational system; (2) to determine the teachers' perceptions as compared to the principals' perceptions as to utilization of these recognized skills by their principal. </p><p> A quantitative study of principals' and leadership teams' perceptions of the use of identified skills and the teachers' perceptions of the principals' use of the identified skills deemed necessary for success in the 21st century (NASSP, 2011) was conducted. The <i>Leadership Skills Self-assessment </i> (NASSP, Reed, 2013) and the <i>Leadership Skills Observer Assessment </i> (NASSP, Reed, 2013) were utilized to survey principals, leadership teams, and teachers of a southeastern Louisiana school district. The current study differed from NASSP's original use of the instruments. Results were statistically analyzed using descriptive, factor analysis, correlational, and analysis of variance. Analysis of the data resulted in five major findings. </p>

<p> In this study, the perceptions of educational leaders of incentive pay programs, including Missouri's Career Ladder Program were examined. A mixed-methods design provided a process by which student achievement, professional development, and the retention of high quality and effective teachers were viewed through the lens of Marzano's (2003) Teacher Level Factors that influence student achievement. The population for the study consisted of educational leaders and educators in Missouri. The sample group was comprised of four public school superintendents, four professional development chairs, four leaders in professional education organizations, four Missouri public school board presidents, and approximately 83 Missouri public school teachers. Interviews and survey data were collected and analyzed. Four themes emerged from the study: the effectiveness of Missouri's Career Ladder Program as related to increasing student achievement, the effectiveness of incentive pay programs as related to increasing student achievement, the components of an effective professional development program, and motivation for teachers. Findings indicated positive perceptions of incentive pay programs, including Missouri's Career Ladder Program, which were thought to enhance professional development, the retention of high quality and effective teachers, and ultimately increased student achievement. Even though details of incentive pay programs vary greatly, teacher motivation and increased student achievement were consistent findings among participants. The perceptions of educators from this study may serve district and state educational leaders in future decision-making and implementation of incentive pay programs.</p>

<p> The Missouri Department of Elementary and Secondary Education has begun the transition to the Missouri Educator Evaluation System devised of seven Essential Principles of Effective Evaluation. This study considered superintendents' perceptions of readiness levels for each essential principle in order to understand continued needs to assist the transition. A web-based survey was electronically sent to 92 superintendents in the Southwest Missouri region. Descriptive statistics methods of mode, mean (M), and frequency distributions were utilized, determining the two essential principles receiving readiness levels of developing processes and documents were differentiated levels of educator performance and use of measures of student growth. The other five essential principles, implemented with fidelity, were research-based, clear expectations; probationary period; meaningful feedback; evaluator training; and use of evaluation results. Contrasting readiness levels were discovered within many survey statements, implying these principles may not be implemented as consistently as perceived by the mode. These varied readiness levels within the survey statements confirmed the need for additional professional development within each essential principle except probationary periods and meaningful feedback; however, the research emphasized effective feedback was lacking in evaluation systems. Each district should review the feedback to confirm it is effective in promoting teacher growth. The lowest readiness level of incorporating measures of student growth determined by total mean (M) rank order needs the most attention with professional development and district planning for the developing of processes and documents for successful implementation.</p>