Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 58-64.

Thesis (Ed.D.) -- Central Connecticut State University, 2008. / Thesis advisor: Olusegun A. Sogunro. "... in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Educational Leadership." Includes bibliographical references (leaves 134-164). Also available via the World Wide Web.

The purpose of this study was to assess the satisfaction level of public middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire (MSQ) and compare it to the earlier 1999 findings of Dr. JoeAnn Newby. The Long-Form of the Minnesota Satisfaction Questionnaire (MSQ) was used to determine the levels of job satisfaction for middle school principals in Virginia using twenty dimensions of the job and the following demographic variables: gender, age, experience, education, school location, school population, accreditation status, and Adequate Yearly Progress (AYP). Specifically, this study sought to answer the following 5 questions: (1) What is the general satisfaction level of middle school principals in the state of Virginia as measured by the Minnesota Satisfaction Questionnaire (MSQ)? (2) Based on the demographic variables of gender, age, degree, experience, school location, and school population what is the general satisfaction level of middle school principals in Virginia? (3) What is the satisfaction level of each of the twenty dimensions of the job as measured by the Minnesota Satisfaction Questionnaire (MSQ)? (4) Based on the demographic variables of gender, age, degree, experience, school location, and school population, what is the satisfaction level of middle school principals for each of the twenty dimensions of the Minnesota Satisfaction Questionnaire (MSQ)? (5) Based on the demographic variables of accreditation status and Adequate Yearly Progress (AYP) have the Virginia Standards of Learning and No Child Left Behind legislation influenced the general job satisfaction of middle school principals in Virginia? The 2006 Virginia Educational Directory was utilized to select the target population of 334 middle school principals. A mailing consisting of an Individual Information Sheet and the 1967 Long Form of the Minnesota Satisfaction Questionnaire (MSQ) was mailed to each principal. Demographic data pertaining to gender, age, degree, experience, school location, school population, accreditation status, and Adequate Yearly Progress (AYP) was collected and compared with the twenty dimensions of the MSQ. Statistical procedures including frequency charts, ANOVAs, and post hoc tests (Scheffe) were utilized to determine the statistical significance of the findings. / Ed. D.

The literature on middle level education addresses teaching and learning in great detail. While research on elementary and high schools consistently supports the importance of the school principal, the middle level principal is not readily addressed. Relatively little empirical evidence exists that addresses the career orientation of the middle level principal. Knowing the career orientation of middle level principals is important for principal-training programs, school corporations who hire middle level administrators, and educators who are contemplating or preparing for entry into the middle level principalship.This study examined the career orientation of Indiana middle level principals, grades six (6) through eight (8), during the 1998-1999 school year. The population consisted of 215 principals; 194 (90.2%) participated in the study. The purpose of the study was to determine the career orientation of practicing middle level principals by examining three strands: career aspirations, focusing on career path and career goals; professional preparation, focusing on licensing, educational background, and perceptions of preparedness; and job satisfaction, focusing on work preference and satisfaction. The demographic variables of age, gender, school size, experience as an assistant principal, years of professional experience, geographic location, highest degree earned, and employment of middle school constructs were considered in light of the three strands.Research questions examined four areas of the Indiana middle level principal's career orientation: the extent to which the individuals 1) aspired to be a middle level principal, 2) followed a career path that included middle level experience, 3) were prepared for the middle level principalship, and 4) were satisfied being a middle level principal.Findings of the study indicated that Indiana's middle level principals did aspire to the middle level principalship. Prior to their first middle level principalship, the career path for most middle level principals included middle level experience. Although middle level courses were part of most degree programs, most of the participants believed that preparation for middle level administration was not adequate. Finally, Indiana's middle level principals were satisfied with their work and most considered the middle level principalship to be their ultimate career goal.Recommendations for further study are included. / Department of Educational Leadership

Thesis (Ed. D.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 11, 2009). Thesis advisor: Vincent A. Anfara. Vita. Includes bibliographical references.

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 113-120) and appendices.

This paper is an analysis of the interview questions and practices of seven middle school principals from a large suburban city in southeastern Virginia. Data were collected from actual audio taped teacher interviews conducted by the principals and from a postteacher interview questionnaire sent via E-mail from the researcher to each principal. This qualitative research was undertaken to serve as a benchmark for present practices used in the city and to determine if training in personnel selection is necessary for principals. Data collected were analyzed using descriptive statistics devised by the researcher and her dissertation committee members. Frequencies were used to present quantitative data. While all interview questions were labeled according to both content and category, the mean for interrater reliability was computed for category only and was found to be 0.94 overall, which was deemed acceptable by the researcher. Major study findings indicated that principals do use some components of a structured interview but lack the training to fully utilize this as a selection method. Most principals indicated that they had never received any formal training on conducting either a structured or unstructured interview. Demographic characteristics (i.e., experience as principal, age, race, and gender) showed no differences in types of questions asked or practices used. Interview questions were coded and grouped according to the following six categories: factual knowledge, cognitive ability, role play, problem-solving, synthesis, and professional opinion. Of the 844 questions asked by all principals, 365 (43%) were coded as factual knowledge and almost none required role play or synthesis. There was great variation in the time spent in each interview, ranging from 8 to 40 minutes. Analysis did not show significant differences in the questions asked of those hired compared to those not hired. Results of this study suggest that the school system needs to provide training to principals and evaluate their skills on an on-going basis to be sure that the best employees are being selected by principals. / Ed. D.

Research on principals' perceptions and responses to school bullying is scarce. This study investigated the perceptions of seven middle school principals and their responses to six hypothetical vignettes depicting incidents of physical, verbal, or relational bullying. During interviews, respondents were asked to rate the seriousness of each incident and describe how they would respond. Respondents rated all the incidents, regardless of the form of bullying, as moderately serious, serious, or very serious. When asked to describe how they would respond to incidents, all responded they would take action (e.g., consequences for the instigator, interventions to change the behavior of the instigator, support for the target). State statute on bullying, school anti-bullying policies, past experience with bullying, and a belief that students deserve to feel safe were key to guiding their responses. The principals recognized that bullying occurred on their campuses but indicated that incidents were minimized as a result of their strong school anti-bullying polices and a belief that no form of bullying was to be tolerated on their campuses.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains x, 135 p. Includes abstract. Includes bibliographical references (p. 111-128).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 438-452).