The purpose of this study is to make a survey of the relation between the legal provisions for education in Texas and the public school administration, to determine, if possible, whether these provisions provide for an adequate program meeting the educational needs of the children of the state. Legal provisions, in this instance, comprise both the constitutional provisions for education and the school laws passed to carry out these provisions.

This study was conducted to gauge the perceptions of various groups regarding the elementary principal1s role in the public schools. The hypotheses for the study were the following. 1. There will be no significant difference between the role perception ratings given by the elementary school principal and the business representative regarding their perception of the role of the elementary principal. 2. There will be no significant difference between the role perception ratings given by elementary principals and public school board members regarding their perception of the role of the elementary principal. 3. There will be no significant difference between the role perception ratings given by business representatives and public school board members regarding their perception of the role of the elementary principal. 4. There will be no significant difference between the role perception ratings of elementary principals, business representatives, and public school board members regarding their perception of the role of the elementary principal relative to the age of the respondent, the sex of the respondent, number of years in present position, number of years residing in district, and educational level of the respondent. 5. There will be no significant difference among the role perception ratings of elementary principals regarding their perception of their role relative to sex of the respondent, number of years in the present school district, and number of years as an elementary principal.

This study had three main purposes. The first was to determine the perceptions of public school administrators toward desirability and toward feasibility of accountability items. The second was to determine the perceptions of public school teachers toward desirability and toward feasibility of accountability items. The third was to compare the perceptions of administrators with those of teachers and to indicate areas where they seemed to be in agreement or disagreement.

Made available in DSpace on 2015-05-07T15:09:08Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1532251 bytes, checksum: 2090b884064cad2e8f5391f98fc6030f (MD5) Previous issue date: 2013-10-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation results of a research in four municipal schools in Campina Grande/PB, objecting to analyze, in teaching municipal net, the management model of public school, specifically, the Integrated Management System (IMS) and their implementation process, by the understanding of managements and teachers. As theoretician and methodological proceedings, we realized conceptual deepening, documental analyzes, interviews with managements and we applied questionnaires with the teachers of chosen schools. In this research, we analyzed the IMS inserted in the context of changes and redefinition of State function, considering the Reform of State Apparatus in 1990 s and the public management administration. We adopted, yet, as theoretician support, the conception of amplified State of Gramsci, actual studies about New Liberalism of Third Way and their repercussions in educational politics, with the new configuration of civil society and the management function in public education. In this study, that foments the discussion about the interferences of management model in public school administration, we could certify, in general, an acceptation of IMS, for managements and teachers, understand it an efficient instrument to organization of pedagogical work. Which concerns, most specifically, to teachers, we observed some restrictions for this management model, deriving for work intensification that it causes. In a short synthesis, we consider that IMS constitutes in a big challenge for all that worries about for management democratization in school ambit. / Esta dissertação resulta de pesquisa em quatro escolas municipais de Campina Grande/PB, objetivando analisar, na rede municipal de ensino, o modelo gerencial de gestão da escola pública, especificamente, o Sistema de Gestão Integrado (SGI) e seu processo de implementação, a partir da compreensão de gestores e professores. Como procedimentos teórico-metodológicos, realizamos aprofundamento conceitual, análise documental, entrevistas semiestruturadas com gestoras e aplicamos questionários aos docentes das escolas selecionadas. Nessa pesquisa, analisamos o SGI inserido no contexto de mudanças e de redefinição do papel do Estado, considerando a Reforma do Aparelho do Estado nos anos 1990 e a administração pública gerencial. Adotamos, ainda, como suporte teórico, a concepção de Estado ampliado de Gramsci, estudos atuais sobre o Neoliberalismo de Terceira Via e suas repercussões nas políticas educacionais, com a nova configuração da sociedade civil e o papel do empresariado na educação pública. Neste estudo, que fomenta discussão acerca das interferências do modelo gerencial na gestão da escola pública, pudemos constatar, de modo geral, uma aceitação do SGI, por parte de gestoras e professores, entendendo-o como uma ferramenta eficaz para a organização do trabalho pedagógico. Em se tratando, mais especificamente, dos docentes, observamos algumas restrições a esse modelo de gestão, decorrentes da intensificação do trabalho por ele provocada. Em uma breve síntese, consideramos que o SGI constitui-se em um grande desafio para todos que anseiam pela democratização da gestão no âmbito escolar.

The purposes of this study were to determine the career paths of women superintendents in the state of Texas and their school board members' perceptions of their levels of success. All women currently serving as superintendents of public schools in Texas, as well as all school board members of districts with women serving as superintendents were surveyed. The findings of this study indicate that the "typical" woman superintendent was hired from inside the district, with a master's degree. She was 48.3 years of age. Her first administrative position was the principalship and she moved directly from the principalship to the superintendency. The typical woman served in one district as superintendent. Her teaching and prior administrative experience was at the elementary level. Women superintendents perceived the position of teacher as the most beneficial experience prior to the superintendency. Women superintendents perceived leadership as the most important area of her professional development. School finance was the area perceived by women superintendents as needing to be more extensive in their professional development. Of the women superintendents who responded to this survey, 68.1 percent reported that they did not perceive discrimination in attaining the superintendency. Of the school board members who responded to this survey, 56.2 percent rated their women superintendents as excellent, 2 6 percent rated women superintendents as good, 12.5 percent rated women superintendents as average, 4.1 percent rated women superintendents as below average and 1 percent rated women superintendents as poor. Most school board members either strongly agreed or agreed with statements that women superintendents are capable in areas of school finance, school law, personnel, public relations, bonds and building programs and leadership. Women school board members rated women superintendents slightly higher, on the average, than male school board members.