No description available.

The study attempts to formulate criteria to evaluate the work of the elementary school principal in city schools, subdividing his duties into five major phases, namely: (1) supervision, (2) administration, (3) organization, (4) clerical, and (5) other duties.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to conduct an investigation of the meanings novice high school assistant principals have constructed from their experiences to comply with Texas Administrative Code, Title 19 Part 7 Chapter 241.20, which requires an induction period for all new campus administrators. This study focused only on the mentoring aspect of the induction program. This study was not designed as an evaluation tool for the purpose of assessing any particular district’s mentoring plan for its new principals, nor was it designed to evaluate the state statute. This study was about how a state statute on mentoring has been experienced by novice high school assistant principals and the resulting apparent effects of different strategies on the personal growth and learning of the novice high school assistant principals. This is a qualitative study with a sample selection that was nonrandom, purposeful, and small. Grounded theory anchored the data analysis process as the researcher examined emergent themes. This careful inspection and analysis of the mentoring component of the induction year for novice high school assistant principals will pave the way for further studies in the new wave of mentoring. / text

No description available.

The purpose of this study was to identify principal staff development needs as perceived by principals and superintendents in select Indiana school districts. Need ratings were analyzed by comparing superintendent and principal rating in eight categories of potential needs; "Instructional Leadership and Curriculum," "Community and Public Relations," "Personal Awareness," "School Management," "Personnel Management," "Student Rapport," "Principalship," and "Administrative Organization and Planning." The potential influence of five demographic variables: "Size of School District," "Levels of Graduate Education," "Grade Levels of Assignment," "Membership in Professional Organizations," and "Years' Experiences in School Administration," on principal ratings was also examined. Data were collected from30 superintendents and 181 principals employed in the 30 randomly selected school districts. Data were collected via a survey containing 76 items divided into eight categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, demographic variables incorporated in this study appeared to have little effect on principal ratings. There were three exceptions: (a) level of assignment (type of school) was found to be significant for ratings in the category of "Community and Public Relations," (b) level of assignment (type of school) was found to be significant for ratings in the category of "School Management," and (c) level of memberships in professional organizations was found to be significant for ratings in the category of "School Management."Findings in this study suggested that there was much common ground in principal ratings of their own staff development needs and the ratings provided by superintendents. Hence, the potential for planning programs that address both organizational and personal needs appeared to be high. Additionally, outcomes suggested that practitioner perceptions of principal staff development needs are not affected to any great extent by demographic variables. Additional research examining why principal needs are often ignored in staff development programs was recommended. / Department of Educational Leadership

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 (doctoral)--Friedrich-Alexander-Universität Erlangen-Nürnberg.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.

The problem with which this investigation is concerned is that of determining the nature of the differences and relationships between self-reported levels of stress and job satisfaction of elementary and secondary school principals in a selected school support region. This research effort employed a co-relational design. A random sample of 100 elementary and 100 secondary school principals were selected to participate in the study, for which the response rate was 93 per cent. The principals were mailed the Morse Index of Employee Satisfaction and the Spielberger State-Trait Anxiety Inventory, Part A, and asked to assess their own job satisfaction and stress levels.