published_or_final_version / Education / Master / Master of Education

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The purpose of this study was to determine whether application forms used in Texas public schools for teachers and administrators were in compliance with federal Equal Employment Opportunity Commission (EEOC) and Texas Human Rights Commission Act (THRCA) regulations regarding preemployment practices. Participating in the study were 740 public school districts in Texas. The study also attempted to determine if these application forms are in violation of EEOC regulations pertaining to pre-employment practices and whether classification based on the districts' size, wealth, student ethnicity and geographical location has a bearing on the degree of compliance with and awareness of EEOC and THRCA regulations. A model employment application form and set of guidelines were developed for school districts to use in securing pre-employment information. Inferential statistics were used through various applicable designs. Three different types of analysis were utilized. These were a Descriptive Analysis, a Goodman- Kruskal Gamma (y) Coefficient—chi-square analysis and a Multiple Regression analysis. The descriptive analysis included the calculation of percentages of the suspect questions appearing on teacher and administrator application forms utilizing the Criteria Used to Determine EEO Compliance and Awareness Among Texas School Districts. The Goodman-Kruskal Gamma (y) Coefficient and the chi-square analysis were employed in order to determine differences in compliance and awareness based on the districts' size, wealth, student ethnicity and geographical location. The GAMTAU. ASC Computer Program was used to test the Gamma values, with a standard z-score. The Multiple Regression analysis was employed to determine to what extent variation in the use of total suspect questions correlated with size, wealth, ethnicity and geographical location. The results of the data analyzed reveal that the size and ethnicity of the school district had a weak but significant correlation with EEO compliance and awareness based on employment application forms for teachers and administrators and that school districts in Texas were not in compliance with EEOC and THRCA regulations regarding application form pre-employment practices.

The problem of this study was to ascertain the role and status of the specialist in human relations in the desegregation of selected public schools in Texas. Its purpose was to review human relations literature in order to compile a list of representative criteria for human relations programs in industry and to describe the human relations programs and roles of the directors in selected schools. An analysis of available information indicated that industrial organizations have given more attention to human relations programs than have the educational institutions of this country, although their problems have been similar. It was in the workshops of the factories, rather than in the classrooms of America, that social scientists developed human relations skills and techniques. The social issue of desegregation of the races has been a battle often fought on public school campuses. These racial confrontations, coupled with conflicts spawned by the rigidity of traditional schools, have signaled the urgent call for human relations programs to alleviate human problems. The background study included a review of relevant literature, interviews with public school officials, and discussions with state and regional educational administrators. The survey technique was used to collect data for the study. Personal interviews were held with public school officials from five representative districts. The remaining participants responded to mailed questionnaires. The following procedures were used to develop the survey questionnaire: (1) construction of the initial survey questionnaire, (2) selection of a jury panel to validate the questionnaire, (3) validation of the questionnaire, (4) construction of the final questionnaire, and (5) administration of the validated questionnaire.

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University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration

This investigative study focused on challenges experienced by novice principals in executing their mandated leadership and management duties. A case study was conducted on four novice principals in the Pinetown District. Two headed a rural primary and high school respectively and the other two, an urban primary and high school respectively. The study investigated challenges experienced by novice principals, how they coped with these challenges and how they enacted themselves as assets to their schools. This qualitative study was located in the interpretive paradigm. Documents review, observations and semi-structured interviews constitute the research instruments for date generation. The study was framed by the distributive theory and the asset-based approach. Local and international scholastic works, on the research topic, were interrogated to seek insights into the progress so far made and determine the agenda to the explored. The analysis and discussion of the generated and presented data led to findings that demystified the world of novice principals. Clearly, they require pre-service induction or orientation, mentoring and coaching should accompany the in-service workshops for contextualisation of the theory learnt and informal networking to glean from the experience of peers. Higher stakeholder involvement and learning should be enhanced through the adoption of distributive leadership and the asset-based approach. The findings were utilised as the basis of making conclusions. It was concluded that capacity building initiatives are key to development even if novice principals are appropriately qualified, possessed accumulated experiences in leadership position as the Head of Department or Deputy principal and prior knowledge. It was also concluded that for the effective and efficient entrenchment of thee DoE’s legislated vision and direction of the democratic system of education, leadership should be shared or distributed. Individual capabilities should be determined and employed in the asset-based approach. Recommendations, informed by the conclusions were presented to facilitate how each theoretical conclusion can be translated into a workable practice in running schools effectively and efficiently. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.