The purpose of this study was to determine if the leader behavior of the principal and the organizational climate of the school were perceived differently by teachers in elementary schools with female principals when compared to elementary schools with male principals. It also sought to determine if significant differences existed between female and male teachers' perceptions of both female and male principals. A total of 217 subjects responded. Ten female and 10 male principals were evaluated by 119 female teachers and 98 male teachers using the Leader Behavior Description Questionnaire, Form XII (LBDQ) and the Organizational Climate Description Questionnaire, Form IV (OCDQ). No significant differences were found in total leader behaviors or organizational climate profiles. No significant differences were found in leader behavior dimensions of demanding reconciliation, tolerance of uncertainty, initiation of structure, tolerance of freedom, role retention, consideration, production emphasis, predictive accuracy, or integration. Significant differences were found between female and male principals in Dimension 1 (representation), Dimension 4 (persuasiveness), and Dimension 12 (superior orientation). No significant differences were found in organizational climate dimensions of disengagement, hindrance, production emphasis, or thrust. Significant differences were found between female and male principals in Dimension 3 (esprit), Dimension 4 (intimacy), Dimension 5 (aloofness), and Dimension 8 (consideration). In addition, significant differences were found between female and male teachers' perceptions of female principals in leader behavior Dimension 1 (representation), Dimension 4 (persuasiveness) and Dimension 5 (initiation of structure). Significant differences were found in organizational climate Dimension 3 (esprit) and Dimension 7 (thrust). No significant differences were found in female and male teachers' perceptions of male principals on either the LBDQ or OCDQ. In comparing female and male principals, it was found that: (1) Female principals acted and spoke more representative of the group. (2) Female principals used persuasion and argument more effectively and exhibited stronger convictions. (3) Female principals maintained more cordial relations with superiors, had more influence with them, and were striving for higher status. In comparing school climates, it was found that: (1) Morale was extremely higher in schools with female principals. (2) Intimacy was considerably higher in schools with female principals. (3) Female principals were more aloof. They preferred to "go by the book" and to be guided by rules and policies rather than to deal in an informal face-to-face situation. (4) Female principals were more considerate and tried to do things for teachers in human terms. In comparing female and male teachers' perceptions of female principals, it was found that female principals were perceived as more representative, more persuasive and to exhibit greater initiation of structure by female teachers than by male teachers. Female teachers perceived higher morale in schools with female principals than did male teachers. Female teachers perceived greater thrust from female principals than did male teachers. Recommendations based on the findings were given.

The purpose of this study was to identify actual and desired attributes of shared decision making by practicing school leaders in the First Educational District of Tennessee. This study examined the relationships between selected demographic variables, organizational decision-making areas, and the responses of school board chairpersons, central office personnel, and principals. The research design included five research questions along with six null hypotheses testing the relationship between actual and desired attributes of shared decision making for each of the three positions of school leader. One hypothesis tested the demographic variables--gender, age, educational level, and years of professional educational experience--as related to the actual and desired attributes of shared decision making. The instrument used included 10 areas of common organizational decisions related to the school setting. The Shared Education Decision Survey (SEDS) had 92 questions, with each having a two-part (actual-desired) response. A statistically significant difference ($p \leq .05)$ for central office personnel was found in all 10 organizational decision-making areas testing actual compared to desired participation in shared decision making. A statistically significant difference ($p \leq .05$) was found for principals in all 10 areas of organizational participation in shared decision making. The statistically significant difference ($p \leq .05$) for demographic variables by position and gender indicated eight areas of interest for principals and seven areas for central office personnel. The variable of age had significance ($p \leq .05$) in two areas for principals and three areas for central office personnel. The variable of educational level held significance ($p \leq .05$) for the overall population in three areas but none for the individual positions. The demographic of experience at the level of significance ($p \leq .05$) was found in the central office personnel in one area of organizational decision making. The nonparameter tests of Kruskal-Wallis, Mann-Whitney, and Wilcoxon were used to test the hypotheses.

The problem of this study was to determine the prioritization and assessment of educational goals in a selected school system. The purpose of this study was to engage citizens, administrators, teachers, and students in the prioritization and assessment of unified educational goals for public schools. The sample size for the study consisted of 117 participants in the following groups: (1) representative community group; (2) administrator group; (3) teacher group; and (4) student group. Separate meetings for each group were conducted, and each participant was asked to complete Phi Delta Kappa's Individual Goal Rating Sheet and the Individual Rating of the Level of Performance of Current School Programs. Five research questions were tested to ascertain if a significant difference existed in the perceptions of community members, administrators, teachers, and students in the priority ranking and assessment ranking of 18 educational goals; to ascertain if a significant difference existed between the total mean priority ranking and the total mean assessment ranking of the educational goals; and to ascertain if a significant difference existed within the four participant groups in the priority ranking and assessment ranking of the educational goals. The Kruskal Wallis One-Way Analysis of Variance was used to test hypotheses 1 and 2. The t test for independent samples was used in testing hypothesis 3, and the Friedman Two-Way Analysis of Variance was used to test hypotheses 4 and 5. The most significant findings of this study were: A significant difference was found in the priority ranking of 11 of the 18 educational goals. The student group differed the most in assigning priorities to the goals. Community members, administrators, and teachers ranked Goal 4, "Develop skills in reading, writing, speaking, and listening," as the top priority goal. Students ranked Goal 9, "Develop skills to enter a specific field of work," as the top priority. A significant difference was found in the assessment ranking of 3 of the 18 goals. Again, the students differed the most from the other three groups. A significant positive t value was found in four goals, which meant that the assessment mean was lower than the priority mean. A significant difference was found within each of the participant groups regarding the priorities given to the goals. A significant difference was found within the representative community group, the administrator group, and the teacher group--but not within the student group--regarding the assessment rankings given to the 18 educational goals.

This study identified teacher attitudes toward the professional evaluation process as preparation for moving from the current traditional process toward a more authentic process. The descriptive study utilized survey methodology. The Teacher Evaluation Survey, developed by the researcher, was administered along with a demographic data sheet to a stratified random sample of 475 public school teachers in the Sullivan County Tennessee school system. A 60% return rate was obtained. Analysis of the data, collected to answer the five research questions and ten hypotheses, revealed the following: Teachers feel that the current evaluation process closely resembles a competency-based process and that the ideal process is more authentic in nature. Significant differences in teachers' attitudes toward the two processes were noted for all survey items except one. Teachers did not agree with using student test scores as a source of data for evaluation in either process. Recommendations were made to alter the current process to include a portfolio. Additionally, a rubric for evaluating the portfolio would need to be developed for the system. Practical examples of portfolios should be presented to administrators and teachers as models. School Administrators as well as teachers should participate in professional development to help them learn methods and advantages of personal reflection as it relates to professional growth. Establishment of an ongoing dialogue between school leaders and teachers was recommended to foster a more professional atmosphere and to attempt to make evaluation a process that continually grows and changes along with those whom it evaluates.

The purpose of this study was to determine if differences exist between the superintendents and the school board chairpersons of Tennessee in regard to the perceived functions and responsibilities of each group. The study also attempted to determine if factors such as age, size of the school district, educational level of the superintendent and the board member, years of service as superintendent or as a board member, the existence of clearly written board policies defining the functions and responsibilities of the superintendent and the school board, and elected versus school board appointed superintendent status had any effect on the perceived functions and responsibilities of superintendents and school boards in Tennessee. The total population of 139 superintendents and 139 school board chairpersons in Tennessee were surveyed over a five week period. The analysis of the data showed there was a significant difference in the perceptions of superintendents and school board chairpersons in the areas of Administration, Finance, Personnel, and a combination of all four Areas of Governance. The demographic factors that affect superintendents perceptions significantly were found in two demographic areas: educational level and elected versus appointed superintendent status. The demographic factors that affect school board chairpersons perceptions significantly were found in two demographic areas: the existence of written policies defining the functions and responsibilities of the superintendent and the school board and elected versus appointed superintendent status. Conclusions of the study indicated the percentages of superintendents and school board chairpersons in Tennessee are very similar in regard age, sex, size of school systems, years in office, length of time the superintendent has served in the present system, systems with policies defining the responsibilities of the superintendent and the school board, and elected versus appointed superintendent status. Superintendents and school board chairpersons were most different in educational level. Superintendents differed significantly with school board chairpersons in three of the four Areas of Governance (i.e., Administration, Finance, and Personnel) as well as the total combined areas. Additionally, further research should be conducted to develop an evaluation instrument for the school board to use in evaluating themselves and the superintendent in relation to the functions and responsibilities of each group.

The purpose of this study was to assess the extent to which strategic planning was used in Tennessee school districts and its relationship with school system size, geographic regions, student achievement, fiscal capacity, per pupil property assessment, and percentage of revenue from local sources. The study also sought to determine the perceived constraints and technical assistance needs of school systems regarding strategic planning. The 139 school superintendents in Tennessee were surveyed to determine the degree of use of strategic planning in Tennessee. Surveys were mailed in early September, 1992. Surveys were received over a period of several weeks. A return of 73% was obtained. Findings revealed there is a wide variation in the degree of use of strategic planning. Many districts do not include any planning components other than those required by the State. Crucial elements such as an internal and external analysis were not performed by many systems. Most systems indicated they needed extra staff time, more funds and technical assistance for strategic planning. The major conclusion included the need for planning grants, technical assistance, and the development of a bureau of planning by the State Department of Education.

During the 1970's educational leaders in Thailand worked towards a plan to adopt population education at all levels in the educational system. At the time of this study, population education had been integrated into almost every level within the school system. Providing courses in population education at all school levels had increased the need for population teachers and instructional materials. The purposes of this study were: (1) to draw inferences about the suitability of contemporary population education teacher programs in Thailand for providing qualified teachers for secondary schools; (2) to provide basic information helpful in establishing programs in keeping with the educational needs of Thai secondary school teachers who would participate in population education. Specifically, the findings of this study should be useful in assisting those concerned with curriculum development in teacher training colleges and those engaged in teaching prospective teachers to determine more accurately the nature, scope, and organization of population education. (3) Finally, the population education curriculum guide would be developed as a curriculum resource for Thai secondary school teachers who would be teaching the course. A set of questions was developed, and specialists in the field of population education and family planning were asked to respond. Inferences for a population education program were drawn, based on the data received from the survey of specialists. The findings indicated that there were three tasks in developing a training program for population education teachers. These tasks focused on the curriculum areas needed in the population education program in Thailand at the time of the study. The activities that needed to be accomplished consisted of setting purposes and defining objectives, selecting and organizing learning experiences, and the internship. Based on the findings, the curriculum guide for secondary school population education teachers in the school system of Thailand was developed.

The problem of this study was to determine the current methodologies used by selected secondary school personnel in early problem detection as the basis for development of generic detection paradigms. The sample size of this study consisted of 48 principals, 46 guidance counselors, and 347 classroom teachers. The principal of each secondary school in the study area was selected for inclusion in the study, and the guidance department chairman of each secondary school was selected for inclusion in the study, while the teachers were randomly selected for inclusion in the study. The total group was described based on demographic data. The F test for independent samples and analysis of variances were used for statistical analysis. Twenty problems with a total of 61 indicators were analyzed by the use of mean scores for each sample group calculated for test purposes. The total mean score for each indicator was calculated to rank the indicators in the paradigms. There was general agreement among school personnel about the indicators listed as being indicative of the 20 problems listed by the jury members. It was also concluded that there was very little association between the persons' job titles and their mean perceptional score on each problem.

The purpose of this study was to investigate school building utilization in Kentucky and make appropriate recommendations for efficient procedural guidelines in the decision-making process for future utilization. The study was presented in five parts. First, related literature was searched for criteria for guidelines for building utilization. Second, a survey instrument was mailed to the 181 school superintendents of Kentucky to determine building utilization. One hundred percent were returned. Third, one school district with abandoned buildings was examined to determine utilization and to project relative costs of retaining the buildings compared to replacing them when needed. Fourth, based on the literature, the state-wide survey, and the illustrative existing situation, a set of procedural guidelines was developed and mailed to a jury of nine experts in the field of school building planning. The jury rank ordered the guidelines with 100 percent return. Fifth, based on the findings of the study, recommendations were made for the efficient utilization of school buildings. The following guidelines for the decision-making process for future school building utilization were considered significant. (1) Population trends and shifts; (2) Birth data; (3) Population Projections; (4) Long range planning in all educational areas; (5) Bonding potential; (6) Migration; (7) Future building cost as compared to remodeling cost of abandoned school buildings; (8) Cost of remodeling abandoned school buildings as potential school facilities to accommodate projected population increases. The following recommendations are made for the efficient utilization of public school buildings: (1) Coordinated planning of educational facilities with public and private agencies is needed. (2) Enrollment projections should include population characteristics, land utilization, birth data, migration, and employment trends. (3) Abandoned school buildings should be maintained for community use with possibilities of returning them to the mainstream of public education. (4) Careful study should be made by the school districts, involving the general public, when seeking alternative uses for vacant or unused facilities. (5) The State Department of Education should study the possibility of permitting capital outlay funds to be used for renovation of abandoned school buildings. (6) Additional research is needed to determine the process school districts should follow in dealing with abandoned school buildings.

The purpose of this study was to collect data for examination and analysis of school vandalism and to provide a way for better understanding of the problem by examining the various contributors. The purpose of this study was to seek answers to the following: (1) items employed in schools to lessen vandalism, (2) attitudes of school principals concerning vandalism prevention, (3) dollar estimates of vandalism, (4) student absenteeism, and (5) teacher absenteeism. The data for the study were collected by using a three-part instrument. Part one included the questions related to the physical plant characteristics of the survey. The characteristics were selected on the basis of: (1) findings of previous studies, and (2) the judgment of the investigator. Part two included 13 items concerning the principal's opinion of the effectiveness of certain factors related to preventing vandalism. These factors were among those reviewed in the literature. Part three of the survey instrument contained four questions concerning costs and absenteeism. According to the findings of the study, no individual principal reported 100% of the items to lessen vandalism. No record keeping system existed for monitoring vandalism in the schools. The literature offered various ways for dealing with the problem of vandalism in the schools. Opinions of principals concerning vandalism varied with strong support shown for board policy action and internal security devices. The total assessed cost of vandalism was given by those principals responding to approach a million dollars for one school year, which would yield an average of $14,476.68 per school. The percentage of non-tenured teachers in the schools ranged between 15% and 25% of the teachers in the schools surveyed, with an average of 14.7%. The rate of absenteeism among teachers in the schools was lower (3.8%) than that of the students (7.1%) and was consistent with the findings in the literature.