Purpose. The purpose of this study was to determine the attitudes of Tennessee administrators and teachers to selected issues concerning a professional negotiation law. (Abstract shortened.)

Purpose. The problem of this study was to present the history of intercollegiate athletics at Milligan College from 1887-1973. Method. Both primary and secondary sources were used in gaining knowledge of the history of sports. Interviews were conducted with individuals who had been in the position of president or athletic director. All interviews were tape recorded. These interviews were transcribed for use in the study. A questionnaire was used to secure the opinions of professors, students, and former students. Past practices and records were gleaned from residents who had lived in the area of Milligan College for a great length of time. All of the data thus collected and analyzed were considered as nuclei in the proposed study. Summary. Three basic factors have been found to permeate the athletic program at Milligan College: 1. The first organized event on the campus was a baseball game in 1887. This was followed by basketball in 1914. These sports were followed by football which was instituted in 1924 by Asa F. Cochran, a faculty member of Milligan College at the time. 2. The athletic program has grown from its first intercollegiate sport (baseball in 1887) to include an extensive sports program on a varsity or club level at the present time. 3. Fine Christian leadership has been given to the athletes through many outstanding athletic coaches. Conclusions. The findings in this study warranted the following conclusions: 1. Athletics at Milligan College have grown from a meager beginning in 1887 to a very important place in the total college program. 2. The athletic facilities have improved at the college and have helped with the fine athletic program found on the campus today. 3. The athletic program at Milligan College has been supported by the faculty, students, alumni, and community. 4. Milligan College has been recognized throughout the nation for its outstanding athletic program through teams, coaches, and athletes who represented the school. 5. Intercollegiate athletics at Milligan College has been considered one aspect of the total program of physical education since the early 1900's. This operational principle was reflected in the administrative structure of the institution and of athletics. 6. Traditionally, Milligan College has attempted to meet the athletic needs of as many members of the male student body as possible. Not only was this evident in the intramural athletic and recreation program, but it has also been the practice of the institution to offer a wide number of intercollegiate sports. At the conclusion of the 1972-1973 school year, Milligan College's intercollegiate athletic program consisted of seven activities: baseball, basketball, tennis, golf, cross-country, wrestling, and track.

Purpose. The purpose of this study was (1) to assess the preparation programs for educational administrators and supervisors in colleges and universities in the State of Tennessee, (2) to analyse the certification requirments for administrators and supervisors in Tennessee, and (3) to determine the number of administrative and supervisory personnel employed in the State of Tennessee during 1971-72. The problem was divided into components to facilitate the identification of the many aspects involved. The subproblems were to identify the colleges and universities in Tennessee that offered programs for preparing educational administrators and supervisors; to determine each institution's number of graduates from 1969 through 1972, degrees offered, number of graduates employed during 1971-72, entrance requirements, areas of specialized training, residence requirements, courses offered on and off campus during 1971-72, number of faculty members, qualifications of faculty members; to identify through the Tennessee State Department of Education the certification requirements, and number of new certificates issued between July 1, 1971 and June 30, 1972; and to ascertain through the county and city school superintendents the number of administrators and supervisors employed between July 1, 1971 and June 30, 1972. (Abstract shortened.)

Purpose. The purpose of the study was to determine whether there were statistically significant relationships between selected personal characteristics of school board members of the First Development District of Tennessee and the relative importance those board members assigned to selected problem areas in education. Interrelationships were tested among ten dependent variables and thirteen independent variables. Methods and Procedures. The data were collected through the use of a two-part instrument sent to eighty-eight board members of the First District. Part I collected data on personal characteristics of board members; Part II identified the relative importance board members assigned to the selected educational problem areas. The thirteen personal characteristics were identified as: sex, age, race, level of formal education, marital status, occupation, gross annual family income, children enrolled in public elementary or secondary schools, political preference, number of years as a resident of the school district, number of years served as a school board member, and election or appointment to the school board. The ten selected problem areas in education were identified by the superintendents of the fourteen school systems of the First Development District. The ten topical areas were: collective bargaining, school and community relations, teacher performance and evaluation, reading and literacy, education for the world of work, educational financing and equality of educational opportunities, accountability and assessment, discipline and the constitutional rights of students, local control of education, and individualisation of instruction. The collected data were processed and analyzed for statistically significant relationships at the .05 level of confidence using chi square testing. Results of the Study. The following findings appeared to be justified by an analysis of the data: 1. A relationship existed between the personal characteristic of age of school board members and the rankings of the problem area of Education for the World of Work. 2. Relationships existed between the personal characteristic of age of school board members and the rankings of the problem area of Education for the World of Work. 3. Relationships existed between the personal characteristic of number of years of residence in the school district and the rankings of the problem areas of Collective Bargaining, Teacher Performance and Evaluation, Education for the World of Work, and Individualization of Instruction. 3. A relationship existed between the fact that school board members had children enrolled in the public elementary or secondary schools and the rankings of the problem area of Education for the World of Work. Summary. As a result of the study, the investigator concluded that, although significant statistical relationships were found between certain personal characteristics of First Development District school board members and the relative importance those board members assigned to selected educational problem areas, the composite rankings of the problem areas could not be predicted on the basis of the personal characteristics of the board members who ranked them.

Testing the abstract

The goal of this study was to develop insights into the experiences and opinions held common by individuals holding principalship endorsement in Tennessee, yet not working as a principal. The purpose of the study was to isolate phenomena common to these individuals at any point before, during, or after completing a program of principalship preparation, and further, to develop theory that would serve to describe these phenomena. The qualitative research method was used. An interview guide was developed using a review of related literature and further augmented by comments made during the interview process. Fourteen subjects were interviewed, representing all three grand divisions of the state. Transcripts of these interviews were produced and analyzed. Conclusions of the study converged on three general areas. In the time frame preceding initial enrollment in a principal preparation program, subjects noted the importance of one or more individuals who enrolled along with them. Many subjects also reflected on formal or informal support groups that evolved during the time they were in graduate school. Other factors affecting the subject's decision to enroll in a program include financial considerations and the physical proximity of the program to their own locale. Subjects participating in this study professed little desire to become a school administrator at the time of enrollment and even less desire at the time of the study. Theory developed about preparation programs themselves hold that students are largely self-selected, they are universally dissatisfied with the scope and quantity of practical experiences offered, and that they are more likely to remember and identify with individual instructors than with a program or graduate department in general. Curiously, the subjects in this study largely agreed on the need for long term, meaningful internship experiences during a principal preparation program, yet felt that if it had been a requirement in the program they completed, they could not have participated. In developing theory to describe the experiences of individuals after completion of a principal preparation program, it was found that little effort was exerted toward obtaining a school principalship. Generally, the subjects in this study viewed promotion to a principalship in terms of promotion within the school at which they taught.

The purpose of this study was to analyze the educational experiences and views of Jesse Stuart through selected writings, speeches, and the educational positions that he held. Stuart, over a time span of fifty years, held over nine different educational positions. They were: teacher at Cane Creek Elementary School, Greenup County, Kentucky, 1924; teacher at Warnock High School, Greenup County, Kentucky, 1929-1930; principal of Greenup City High School, Greenup, Kentucky, 1930-1931; Superintendent of the Greenup County School System, 1932-1933; principal of McKell High School in Greenup County, Kentucky, 1933-1937; teacher of Remedial English at Soutli Shore High School in Portsmouth, Ohio, 1939-1939; Superintendent of the Greenup City School System from 1941-1943; principal, of McKell High School, 1957-1958; and Visiting Professor to American University in Cairo, Egypt, 1960-1961. (Abstract shortened.)

The purpose of this study was to determine the current involvement of principals and teachers in shared decision making as well as desired levels, and to identify the perceived areas of acceptance and non-acceptance by educators. Eight domains of the Teacher Decision Making Instrument: planning, policy, curriculum/instruction, pupil personnel, staff personnel, staff development, school/community relations, and budget management were used to assess the actual and desired levels of participation in shared decision making by the respondents. A random sample was selected from the public schools of Northeast Tennessee. Seventy-five schools were surveyed which included 75 principals and 1632 teachers. Responses were obtained from 59 principals and 1084 teachers at 59 schools. Data were analyzed using t-tests for independent means, t-tests for dependent (correlated) means and analysis of variance. The analysis and interpretation indicated statistically significant differences between teachers' and principals' perceptions of actual participation in shared decision making with principals perceiving a higher level of involvement than teachers. Significant difference was also found between actual and desired levels of participation with higher desired levels especially in the areas of planning, staff personnel, school/community relations and budget management. No significant difference was found between principals' and teachers' perceptions of desired participation in shared decision making. Significant differences were found between groups' desired level of participation in shared decision making based on age, participants' years in the school, and career ladder status level. No significant differences were found between desired levels of participation in shared decision making based on number of years in education, highest education level, and various school compositions.

The purpose of this study was to determine if significant differences existed in the perceived need deficiencies of secondary teachers who engaged in professional negotiations as compared to those who did not. In addition, attempts were made to determine if significant differences existed in the perceived need deficiencies of male and female secondary teachers, urban and rural secondary teachers, various age groups of secondary teachers, and various experience groups of secondary teachers. Further analysis of the data was conducted to determine if significant differences existed in the perceived need deficiencies of secondary teachers as compared to industrial, governmental and retail workers. The sample included 200 secondary teachers who engaged in professional negotiations and 200 who did not. Respondents included seventy-one secondary teachers who negotiated and another seventy-one who did not. The total number of respondents included 142 secondary teachers, which represented 35.5 percent of the entire sample. The instrument used to collect the data was the "Work Motivation Inventory" which was designed to assess the physiological, safety, love and belonging, ego-status, and self-actualization needs of individuals in the work setting. No significant differences were found in twenty-four of twenty-five null hypotheses. A significant difference was found in the safety needs of secondary teachers who negotiated as compared to those who did not. Additional findings not related to the original twenty-five hypotheses, resulted in significant differences being found in the physiological, safety, belonging, ego-status, and self-actualization needs of secondary teachers when compared to workers from major organizations. The findings indicated that secondary teachers who negotiated had significantly higher safety needs than secondary teachers who did not. Additional findings indicated that secondary teachers had significantly higher physiological, safety, and belonging needs when compared to workers from major organizations. Also, secondary teachers had significantly lower ego-status and self-actualization needs when compared to workers from major organizations. Recommendations were included for future research.

The problem of this study was to determine if differences existed in the perceptions of selected public school instructional supervisors regarding the amount of actual and ideal time allocated for identified supervisory roles. The study was conducted during the 1986-87 school year in Virginia. A questionnaire, developed by the researcher, was field tested through a six-week pilot study with 100 instructional supervisors in Virginia. Upon validation of the instrument, it was mailed to a randomly selected sample of 363 instructional supervisors in Virginia. A total of 220 respondents (60.6%) returned the questionnaire. Significant differences were found in perceived allocation of actual and ideal time for curriculum development, staff development, program evaluation, providing resources, disseminating information, instructional leadership, and performing administrative duties. Significant differences were also found between supervisory titles and allocation of actual and ideal time for program evaluation and performing administrative duties. In addition, significant differences were found between the perceptions of males and females regarding the amount of actual and ideal time they allocated for program evaluation. Conclusions were based on the findings in this study. It was concluded that instructional supervisors in Virginia are not spending as much time on the selected supervisory roles as they would like. They are spending too much time performing administrative duties. It was also concluded that younger supervisors (30-39) spend more time for staff development, providing resources, and providing instructional leadership than older supervisors. In addition, instructional supervisors with doctorates spend more time for curriculum development, staff development, disseminating information, and instructional leadership than supervisors with other degrees. Furthermore, female supervisors spend more time for curriculum development, staff development, program evaluation, and instructional leadership than male supervisors. Yet, a graduate degree in supervision and a supervisor's gender did not have much influence on the allocation of actual and ideal time for some supervisory roles. Other conclusions relating to the demographic data variables and the allocation of actual and ideal time for the seven identified supervisory roles were drawn.