"The ten counties, namely, Calhoun, Jackson, Gulf, Bay, Washington, Holmes, Walton, Okaloosa, Santa Rosa, and Escambia were surveyed with the purpose of finding out what type of relationships existed among the superintendent, the school board members and the members of the board of trustees. Another purpose of the study was to find out how policies governing the administration of the school programs were formulated and who are responsible for recommending these policies for adoption. The writer was interested in seeing how uniform the administrative practices were in these counties and how they correspond with the provision of law and State Board Regulations. The writer was also interested in finding out how broad the participation was of those who are connected with the school programs in these counties in formulating policies, preparation of the school budget and school calendars and other related phases of the school program"--Introduction. / Typescript. / "June 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 47).

"W. T. Edwards points out that supervision means 'in the long run of things, that there will be a steady progress toward better instructional opportunities for boys and girls.' The purpose then of this paper is to review supervision in Bay County from 1943 to 1954, showing briefly the beginnings, the problems that existed, the objectives that were set up, the progress that has been made through the practice of a philosophy of democratic cooperative supervision, and the challenge of the future, with a view to contributing to this 'steady progress toward better instructional opportunities'"--Introduction. / "August, 1954." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaf 36).

Many factors enter into and influence the operation of modern public schools. Whether the operation is smooth, onward going and successful or rough, static or retrogressive and unsuccessful is determined in large measure by the kind of person who occupies the administrative position. The school of today is complex and is so much a "big business" that a well qualified administrator is a requirement. The day of the stern old school master whose word, implemented by a rod and facial expressions of approval or disapproval, was law, and whose only required qualifications were the ability to keep order and see that students learned what was between the covers of the textbook is no more. / Typescript. / "August, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 37-38).

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2001. / This study has examined the role played by the principals in managing curriculum change in selected districts in KwaZulu Natal. The researcher has reviewed literature on different factors which facilitate and inhibit curriculum change. The study made use of interviews and questionnaire to determine whether principals perceived themselves as facilitating curriculum change and whether they were seen by educators as bringing about change in schools. On the basis of views from respondents, the study concluded that principals were viewed as facilitating curriculum changes, through such areas as consultation, participatory decision-making, team-building, school policy and vision. However, it was established that the majority of educators perceived principals as facilitating curriculum change, however, a notable number of respondents were either uncertain or did not agree that principals promote curriculum change in schools.

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