The purpose of this study was to describe the organizational culture of Pacific Union College (PUC), a part of the Seventh-day Adventist system of higher education in North America. The design of this research project was a case study, and the methodological paradigm on which this study was based is that of naturalistic inquiry. Three means of inquiry were utilized: an organizational culture survey, interviews, and content analysis. The survey was administered to all salaried personnel of the college. Each respondent also submitted a demographic profile. Interviews further contributed to the triangulation of this study. They were conducted on the campus with 16 faculty selected by the researcher because of their familiarity with the college and their potential to be articulate and informative regarding it. A content analysis of the last institutional self-study done by Pacific Union College (Pacific Union College, 1990) furthered triangulation. Formative studies such as this are conducted for the purpose of improvement rather than to answer a hypothetical question or prescribe for practice. The study addressed five research questions. The results of this study indicated a predominant perception that the collegial culture is dominant. The findings further revealed that the collegial culture is perceived to be dominant without the application of demographics. This contrasts with analysis of the Self-Study (Pacific Union College, 1990) which indicated that the managerial culture was dominant. The findings indicated that there was not cultural congruence between the faculty and administration, but that there was closer congruence between the administration and the department chairs. The findings of the survey showed that the collegial culture was dominant among the faculty while the managerial culture was dominant with the department chairs and administration.

Purpose. The purpose of this study was to determine education journal reading habits of public elementary school teachers in grades kindergarten through six in San Joaquin, Stanislaus, and Tuolumne counties in California. Problem. The study was designed to answer the following research questions: To what extent do teachers read education journals; what influences teachers to read education journals; what discourages teachers from reading education journals; what is the teacher's perception of the value or importance of reading education journals; to what extent and in which areas do the teachers use information obtained from reading education journals to make changes in their classrooms; what strategies can an administrator use with teachers to increase journal reading; and what, if any, is the relationship between gender, age, educational degree, size of school, and size of district with respect to the reading habits of teachers. Procedures. Six hundred and fifty teachers from fifty-eight elementary schools in grades kindergarten through six responded to a thirteen item questionnaire related to education journal reading. Frequencies and percentages with means and standard deviations for descriptive statistics were used. The.01 level of significance was used. Findings were reported on sixteen tables. Findings. The data revealed that teachers prefer reading education journals which contain practical and useful information. Principals were identified as having the greatest influence to encourage teachers to read education journals. The factor which most often encouraged teachers to read journal articles was the usefulness of the information. Teachers reported that the greatest value derived from journal reading was to keep updated on current education issues. It was found that journal reading had the greatest influence on language arts instruction. Some significance was found in the demographic data with reading habits of teachers. Recommendations. From the findings, five suggestions for further research are provided dealing with topics related to the utilization of journal articles in the classroom, the classroom change process, and the use of journal reading in teacher college preparation programs. Nine recommendations are made on techniques principals can use to increase journal reading by teachers.

The climate of high stakes accountability within today's federal, state, and local educational communities demands that educational administrators possess a strong sense of ethics upon which to base sound decisions. Educational administrators face constant pressure from a variety of educational stakeholders and forces attempting to meet the various needs of their school communities. This grounded theory study examines the ethical decision-making processes of school principals. Principals are examined in three categories based on their year of experience: Beginning (less than three years), Intermediate (between four to eight years), and Journeyman (more than nine years). Two primary foci exist for the study. The first focus is the examination of the relationship between ethical decision-making processes of beginning, intermediate, and journeyman principals when dealing with a variety of educational stakeholders. The second focus is the examination of the use of consistent ethical justifications with respect to beginning, intermediate, and journeyman principals. Eleven male principals were presented with hypothetical ethical scenarios and an opportunity to recall previous ethical dilemmas they had faced. Participants' interviews were transcribed and coded producing four groups: Consistent Integration, Reactive, Focused Sensitivity, and Inconsistent Justifiers. These groups emerged from the following categories: Ethical Justification, Salient Dilemmas, Value Integration, Salient Stakeholders, and External Forces. A discussion regarding each group and these categories is held. The study found that there was no evidence to suggest that decision-making varies with respect to principal years of service. The study found that principals are primarily influenced by the integration of their value structures within their decision-making schema. Additionally, the study found that ethical decision-making did vary between the groups of Consistent Integration, Reactive, Focused Sensitivity, and Incongruent Justifiers. A model characterizing the decision-making process of the principals is presented and discussed. The study concludes with implications for further study and application within the field.

Qualitative research conducted in athletic training in the last two decades has increased but still lacks depth and breadth in pedagogy and education. This is especially evident in the multifaceted clinical education environment where diverse and alternat

This study provided case studies of three female elementary school principals, identified by their supervisors and administration of the Multifactor Leadership Questionnaire as transformational. Data collected included the Organizational Culture Inventory, principal and teacher interviews, observations, and artifacts. Qualitative data were analyzed utilizing the computer program, HyperQual2. The data were used to determine how these principals articulated their vision, shared leadership, empowered their teachers, and demonstrated transformational behaviors. The principal behaviors were consistent with transformational research. They interacted with others to articulate their vision. They were respected by teachers as educational leaders and were seen as child-centered and facilitative. These principals were comfortable with shared decision-making and encouraged teachers to assume leadership positions. Suggestions for supporting and promoting transformational leadership behaviors were made. They included administrative coursework and district policies and practices that develop the transformational skills of educational administrators. The characteristics of transformational leaders in these case studies also provide models for administrators who are restructuring their schools.

The study analyzed the leadership and management skills, duties, and responsibilities perceived as important by current directors of university regional campuses in Northern California. Of the seven skills, duties, and responsibilities identified by the literature review for those who lead a main college campus, this study indicated that regional campus leaders do not perform those duties to a substantial degree. The seven duties performed by those who lead a main college campus, and not performed to any substantial degree by those at the regional campus level, were: academic background, fundraising, faculty and academic governance, understanding the university's culture, chief executive, advocate of higher education, and dealing with the board and trustees. This study did identify the primary duties of those who lead a regional campus centered on two tasks: recruitment and retention of students, and managing the business enterprise. Several duties and responsibilities were not performed by the regional campus leader, though were expected to be. These were: academic oversight to include curriculum management and development, promotion of research and knowledge, and alumni relations and fundraising.

Purpose . National educational goals identify arts education programs as an essential part of the public school curriculum. The purpose of this study was to investigate the role of the principal in the implementation of effective arts education programs. Procedure . Elementary school principals from the Association of California School Administrators (ACSA) regions 7 & 9 were randomly selected for this study. These ACSA regions are located in the Central Valley of California. A survey was sent to 49 elementary school principals with a response rate of 53 percent. Tests for means, standard deviations, correlations, and an analysis of variance were conducted for thirteen of the survey questions. The participants expressed their agreement or disagreement regarding each item by selecting the appropriate response on a Likert scale. Six of the survey questions required a yes or no response. These questions were analyzed using a chi-square test. Findings . The principals surveyed agree that arts education is an important part of the elementary school curriculum. This coincides with the national goals that view arts education programs as an essential part of a school's core curriculum. However, the results of the survey indicate that 67 percent of the principals view math and reading as more important than arts education. In addition 50 percent of the principals are not aware of the available resources at the state level for their arts education programs. Thirty-three percent of the principals surveyed indicated that they do not use the follow state and national standards for guidelines when developing their arts education programs. Sixty-two percent do not use the state developed model programs as a resource and 52 percent indicated that they lack knowledge regarding the availability of outside resources for arts education programs. In addition 85 percent of the principals have not applied for a state grant for their arts education program. Conclusions and recommendations . Although principals view arts education as an important part of the curriculum, it is surmised from the survey results that they are not accessing the varied resources that are available to them when implementing the arts education programs at their sites. Recommendations for further study were provided.

The purpose of this study was to identify students' reasons for choosing to participate in the San Joaquin County Office of Education's Alternative Programs. The major areas studied were (a) curricula, (b) teacher instruction, (c) teacher and student relationship, (d) school climate, and (e) teacher and student ratio. The study also examined the relationship between these areas and their importance in contributing to students attending and remaining in school. Data were gathered from two different sources: (a) student surveys of 104 randomly selected students who have been enrolled in the alternative program for a period of six months and had the opportunity to return to their school district of residence; (b) interviews with 20 randomly selected students who participated in the student survey. Analysis of the data suggested that factors such as subject matter, teacher instruction, teacher and student relationship, school climate, and class size are influential in students choosing to attend and participate in the alternative education program. Evidence supported the notion that many of these factors are interrelated. Data supports the research regarding factors within the classroom that influence students, decisions to attend and participate in school. In addition, data supports the need to provide options to a diverse school population. The study provides recommendations for administrators and teachers of the alternative education program to continue promotion of a positive school culture which may result in positive student outcomes.

The purpose of this descriptive study was to identify the critical skills necessary to develop in new principals as perceived by both new principals and the central office administrators responsible for their development and support. The study also examined the extent and variety of the support offered to new principals and attempted to ascertain the type of support considered most valuable from the perspectives of both new principals and central office administrators. A focused interview protocol and the administration of the Beginning Principals' Critical Skills Survey were conducted with each of the 23 new principals and the 11 central office administrators representing 11 school districts in Alameda and Contra Costa counties in the San Francisco Bay Area. The new principals had completed one full year in the principalship as of June 1995. The 23 new principals were surveyed at the beginning of their second year in the principalship and again midway through the year. One hundred percent of the surveys administered were returned. Both groups of respondents reported many critical skills necessary for new principal success with agreement on the top four out of five skills mentioned. Budgeting was the critical skill identified often by new principals that was not mentioned by central office administrators. The induction practices most valued by both sets of participants were collegial support groups, pairing (mentoring) with a veteran principal from within the district, and peer group problem solving and idea sharing. The survey responses of the new principals midway through the school year did not change significantly, though technical skills, such as budgeting and scheduling, generally received a higher rating of importance in the second administration of the survey. Recommendations for new principal support include: (1) the commitment of school district resources to the socialization and induction of new principals, (2) the development of district support programs that incorporate collegial group meetings and mentoring, (3) the utilization of a network of support resources from various agencies, such as university, school district, professional association, research laboratory, etc., to structure a comprehensive mentoring program for new principals, and (4) the development of multi-year professional growth plans.

This study was completed following extensive Language Development Specialist (LDS) Training in Stockton Unified School District (SUSD) between 1992 and 1994. A post training survey designed by this researcher was mailed to all (303) teachers and administrators/elementary and secondary who participated in LDS training during this time. This survey asked participants to identify training information applicable to daily work tasks. One hundred seven teachers and twenty-four administrators completed this survey. The survey was divided into four sections. Sections I and II were based on the Nine LDS competencies. A 2 x 2 Chi Square Test of Association was completed for this data. Significant differences (p. $<$ 05) were obtained for teacher and administrator responses for changes made/observed in the classroom for planning lessons, teaching strategies, selecting materials, testing, and certifying limited/non-English (LEP/NEP) speaking students. Both groups noted some to significant understanding for background/culture/language of LEP/NEP students and differences between bilingual education and English as a second language. Section III was a sentence completion task. These items were: (a) most valuable information received from LDS training, (b) information of little or no value, (c) items to include/exclude in future LDS type training programs, and (d) additional comments. Improved understanding of second language acquisition was most valuable information, history and court cases was of little or/no value. Future LDS type training should include practical application to daily work tasks and exclude statistics and theory. Additional comments emphasized pressure from SUSD to complete LDS training and pass the state exam. Section IV asked participants to identify their grade level and date(s) of LDS training. Data beyond grade level was not tabulated since less than 2% identified date(s) of LDS training. Post-training feedback was the basis of this investigation. This promotes reflective thought and allows participants to more accurately identify information applicable to daily work tasks. Implications for future research include increased practical information and employee input in staff training design, content, and presentation.