Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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.

This study examined principals' and teachers' perceptions regarding both the importance of certain leadership skills and the ratings of principals' actual skills. There are strong theoretical bases for the use of principals' and teachers' perceptions in this study. The analysis of perceptions of leadership skills can lead to: (1) an increased awareness of principals' strengths and weaknesses; (2) greater communication between principals and teachers; and, (3) hopefully, increased productivity on the part of principals and teachers. The population for this study included a group of twenty-eight principals who participated in the Confederation of Oregon School Administrators Assessment Center, and teachers in those principals' schools. These principals represented the total number of Assessment Center participants who were promoted to their positions subsequent to their participation in the Center. Assessment Center predictions ratings of these principals' skills were compared to teachers' ratings of the same principals' skills. Research questions sought information in the following areas: (1) principals' perceptions of their own skills; (2) principals' perceptions of the importance of given skills; (3) principals' predictions of teachers' ratings of the importance of skills; (4) principals' predictions of teachers' ratings of principals' actual skills; (5) teachers' perceptions of principals' skills; (6) teachers' perceptions of the importance of given skills; and, (7) Assessment Center predictions ratings of principals' skills. The methodology for this study combined survey research with information provided by the COSA Assessment Center. Mailed surveys were used to collect data regarding principals' and teachers' perceptions of leadership skills. The results of this study suggested that there is a general agreement between principals and teachers regarding principals' leadership skills. Additionally, the predictions made regarding principals' skills by the Assessment Center accurately reflected teachers' perceptions of the same principals' skills in the field. The area of greatest difference in this study was in principals' perceptions of teachers' ratings. Principals generally predicted that teachers would rate the importance of skills lower than teachers actually rated them. Because teachers' perceptions of principals' skills are generally accurate, it can be concluded that teachers' ratings of their principals can play an important role in the total process of principals' evaluations.

This study was based on the assumption that classroom teachers were in an advantageous position to judge their principal's role behavior and their principal's administrative performance. The problem of this study was to determine whether or not significant differences existed between teachers' perceptions of their principal's role behavior; whether or not significant differences existed between teachers' perceptions of their principal's administrative performance; and whether or not there was any relationship between teachers' perceptions of their principal's role behavior and his administrative performance. The findings in this study led to the following conclusions: Factors such as sex, education level, teaching experience, school level, school size, and school district do not effect principal’s behavior or administrative performance. However, differences were found in teacher perceptions for teachers with 5 years or less of teaching experience, rural/urban school setting, principal’s sex don’t differ in their role behavior; differing instead in educational leadership ability. It is concluded that principals are least effective in the area of educational leadership when comparing the four areas of administrative decision-making, communications, general administrative behavior, and educational leadership. They are most effective in general administrative behavior. Principals, in general, tend to exhibit transactional behavior. The majority of teachers do not indicate that their principal's role behavior has any relationship to their administrative performance as school principals.

The problem with which this investigation is concerned is that of developing a scale for rating a public school superintendent in Texas in terms of his adherence to selected characteristics of administrative leadership. A secondary problem is to verify the hypothesis that very few schools in Texas, if any, use a rating scale to evaluate the performance of the superintendent. The purpose of this study will be to identify a set of administrative leadership characteristics which are accepted by members of Boards of Trustees, professors of educational leadership, and superintendents.

This study looked at possible relationships which exist between three personal characteristics variables believed to be associated with effective leadership in elementary schools. The three variables were (1) Principal Vision, (2) Principal Interpersonal Orientation and, (3) Principal Personal Values. The relationship between selected teacher, principal and school demographic variables and teacher's perceptions of their principal's vision was also explored. Data were collected from 51 principals and 841 teachers in elementary schools from 10 school districts in the Portland, Salem and Vancouver metropolitan areas. Teachers were asked to score their perceptions of their principal's vision on the School Vision Inventory. The principal was also asked to complete the Mach V interpersonal orientation scale, the Profile of Life Values and, his/her predictions of teachers responses on the School Vision Inventory. Data were analyzed by using one or more of the following statistical tests: MANOVA; ANOVA; Chi-square; and Pearson Product Moment Correlation. The major conclusions are: (1) principals perceived teachers to be less positive than they in fact were in their perceptions of the principal's ability to encourage others to make personal sacrifices to accomplish the principal's vision; (2) male teachers perceive that their principals include them more in the vision building process than do female teachers; (3) teachers younger than 26 were less positive in their perceptions of their principal's Internalization and tended to be less positive on other scales; (4) principals communicate their vision more effectively with those teachers who are in their first year with their current principal than any other group for vision exchange, sacrifice and total vision; (5) school and principal demographics have little impact on teacher perceptions of principal vision; (6) principals value being sensitive to the needs of others more than any of the other personal values and they value artistic expression the least; (7) with the exception of the Artistic values, male and female principals are relatively similar in their personal values; (8) principal vision and personal values are moderately related; and (9) the relationship of interpersonal orientation of the principal to teacher perceptions of principal vision is not statistically significant.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. Includes bibliographical references.