Thesis (E.Ed.)--The Sage Colleges, 2009. / "A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, Sage Graduate School." Suggested keywords: superintendent shortage; job satisfaction; leadership capacity; pathways to leadership; knowledge of superintendency; mentoring. Includes bibliographical references: (p. 67-71).

Thesis (E. Ed.) -- The Sage Colleges, 2009. / "A Doctoral Research Project presented to Associate Professor Ann Myers, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: succession; succession planning; superintendent succession; leadership succession; superintendent turnover; passive absorption; transition planning; internal candidate; external candidate; superintendent search; vertical preparation; horizontal preparation. Includes bibliographical references: (p. 84-88).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves [86]-91).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 85-90).

The critical role of the principal in school leadership and school improvement, as highlighted in the research and in the plethora of national reports on education, has increased demands for principal accountability. While it is known that principals must handle many varied expectations relative to their job performance and that clear, mutually understood criteria are essential to effective evaluation, there is little evidence that the perceptions of principals and their supervisors relative to the evaluation criteria have been adequately explored. The purpose of this study was to examine the perceptions of principals and their supervisors relative to the importance of criteria used to evaluate principals. Specifically, the study addressed the extent to which area superintendents in a large suburban school system differed in the relative importance they assigned to performance standards used to evaluate elementary versus secondary principals, the differences in relative importance principals and their supervisors (area superintendents) assigned to these standards, and the extent to which principals were able to predict the relative importance their supervisor gave to the various standards. A descriptive survey method was used in this study. The population consisted of 120 elementary principals, 41 secondary principals, and four area superintendents. Respondents were asked to assign 100 points to eight county-adopted performance standards to indicate the relative importance they attached to each. Descriptive statistics (frequencies and means) were used to report results. The major findings relative to the school system studied were: (1) that there was little variation between and among principals’ supervisors in the weights they placed on the various evaluative standards, (2) that supervisors, elementary principals, and secondary principals had similar perceptions of differences in the relative importance of the eight generic performance standards, (3) that principals and their supervisors were closer in their expectations relative to the importance of the evaluative standards than most principals thought they were, and (4) that there were few differences among principals based on any of several demographic variables studied. / Ed. D.

Effective relationships among the levels of educational administrators will support the emphasis on academic excellence at national, state, and local levels. Recognizing the factors involved and understanding the interactions of those factors is a complex process. This study examined the bureaucratic leadership style of a superintendent in the organizational structure and the social interaction between the superintendent and campus principals in that organization as perceived by the principals. Quantitative data were collected by using two instruments: (1) the Administration Organi zationa1 Inventory to define the superintendent's bureaucratic leadership style and (2) the Perceived Social Interaction Questionnaire to determine the degree of social interaction between the superintendent and the campus principals. The study included the superintendent and the forty-three principals of a Texas suburban public school. Data analysis examined the leadership style and its relationship to the social interaction and both style and social interaction in relationship to age, sex, elementary or secondary level, and years of experience as a principal. Results of the study did not clearly define the superintendent's leadership style in a bureaucratic organization and indicated no significant difference between the style and social interaction and the four biographical variables. However, analysis of the data revealed that more principals perceived the superintendent as a Professional with a high degree of expertise and low degree of authority when biographical data were considered. Principals who perceived the superintendent as having a high degree of expertise also indicated they had a warm and friendly social relationship with the superintendent. Further analysis revealed that older, male, secondary principals with more than ten years of experience had a warm and friendly social interaction with the superintendent. This study attempted to provide greater knowledge of the organizational structures and the inward workings of a school system so that other administrators might better understand essential factors affecting district decisions and practices

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