Made available in DSpace on 2016-07-27T13:54:21Z (GMT). No. of bitstreams: 1 LUCINEIDE MARIA DE LIMA PESSONI.pdf: 655553 bytes, checksum: 588872782e1733631b9e9b6214067ee4 (MD5) Previous issue date: 2008-09-10 / This present study approaches organized practices relations and school management with the educational activity and the students learning, aiming at catch in the school reality evidences of such that practices which act favorably at the teachers work and, for extension, the students school learning. The categories of analysis was taken from successful schools studies, but remade for a function of a democratic-participative formation directed to an intellectual capacity formation and a formation of emancipated attitudes values. The motivation in that study came from the evidence, in researches already carried through and in the daily experience, of certain crisis in the schools with respect to organization ways and management with are reflecting negatively in the process and the results of students learning. The research consisted in study of case of four public schools located in the interior town of Goiás State, in which was observed the organization practices and management and its performance in the teachers work and in the pupils school learning. It was realized, also, interviews with principals, coordinators, teachers, assistant administrative, relatives and students. As theoric reference it was used historic-cultural theory, specially studies which accentuate the paper of partner cultural facts and institutional in the way of think and act of the people. This study can make possible to catch matter-of-fact indications of the influence of partner cultural and institutional, especially in the management practices, teacher work and in the students learning. In this manner, it brought a better understanding concerning organizational characteristics in the schools which establish difference related to a relation the achievement due educational objectives. / O presente estudo aborda as relações das práticas de organização e gestão da escola com a atividade docente e a aprendizagem dos alunos, visando captar na realidade escolar indícios de tais práticas que atuam favoravelmente no trabalho dos professores e, por conseqüência (extensão), na aprendizagem escolar dos alunos. As categorias de análise foram buscadas em estudos sobre características de escolas bem sucedidas, mas ressignificadas aqui em função de uma gestão democrático-participativa voltada para a formação das capacidades intelectuais e a formação de valores e atitudes emancipatórios. A motivação deste estudo surgiu pela constatação, em pesquisas já realizadas e na observação da experiência cotidiana, de certa crise nas escolas no que se refere às formas de organização e gestão que estaria se refletindo negativamente nos processos e resultados (implicados) das aprendizagens dos alunos. A pesquisa consistiu de estudo de caso de quatro escolas públicas localizadas em cidade do interior do Estado de Goiás nas quais foram observadas as práticas de organização e gestão e sua atuação no trabalho dos professores e na aprendizagem escolar dos alunos. Foram realizadas, também, entrevistas com diretores, coordenadores, professores, auxiliares administrativos, pais e alunos. Como referência teórica foi utilizada a teoria histórico-cultural, especialmente estudos que acentuam o papel dos fatores sócio culturais e institucionais nos modos de pensar e agir dos indivíduos. O estudo possibilitou captar indícios concretos da influência dos fatores socioculturais e institucionais, especialmente as práticas de gestão, na atividade dos professores e na aprendizagem dos alunos. Desse modo, trouxe melhor compreensão acerca de características organizacionais das escolas que fazem diferença em relação à consecução de objetivos educacionais esperados.

The purpose of this study was to identify and analyze the attitudes of principals toward parent involvement in schools. The population for the study consisted of all public school elementary principals in the Commonwealth of Virginia. A random sample procedure was employed and an instrument was developed specifically for the study. An initial and second mailing resulted in an overall response rate of 53%. Factor analysis identified 5 groupings in parent involvement. Factors were labeled: Decision-Making, Policy-Making, Home Tutor/Co-Learner, Socio-Economic Status, and Parent Desire and Expertise. Seven null hypotheses were formulated and tested for the study. It was found that principals, in general, strongly believe in parent involvement and feel responsible for initiating it. The gender of the principal did not impact their attitude toward parent involvement. Younger principals supported parents as home tutors and co-learners more so than older principals. Principals with elementary teaching experience believed involving lower socio-economic parents and middle and upper income parents equally attainable. They, likewise, believed all parents, regardless of socio-economic background, desire to be involved in the education of their children. Principals who majored in elementary education were found to be more supportive of parent involvement in school policy-making and parents as home tutors/co-learners. Principals of larger schools and principals of higher socio-economic schools were more supportive of parent observations in classrooms and parents as home tutors/co-learners. In general, principals were more supportive of parent involvement in policy-making (goal setting, budget planning, and curriculum issues) than in school decision-making (staff evaluations and hiring).

The purpose of this study was to determine the beliefs of Tennessee principals and teachers in relation to national standards and national goals. This was a descriptive study, which utilized a survey methodology. The population under study was limited to 232 principals and 268 teachers randomly selected from the 1992-1993 membership of the Tennessee Education Association. The instrument, developed by the researcher for this study, was the National Standards/National Goals Questionnaire. The 32 item instrument was designed to determine the level of belief of national goals and national standards. Descriptive statements were used to analyze the data gathered from the 32 position statements, with the t-test for independent groups and a one-way analysis of variance (ANOVA). When the overall F-test was significant, a Student-Newman Keuls Post-Hoc Multiple Comparisons Test was used to identify pairwise differences. The descriptive analysis of the 11 null hypotheses warranted the following conclusions: (1) The key to the success of the national standards/national goals program lies within the hands of the local community. (2) National goals will enforce the idea that Tennessee students can learn as well and as much as any student in the world. (3) National goals would cause school curricula to be redesigned. (4) The school system's goals must be in line with national goals. (5) Educators have a high level of commitment to national standards and national goals. (6) National standards would have a positive influence on the quality of public education. (7) National standards would enhance instructional improvement. (8) National standards would not decrease paperwork for educators. (9) National standards would offer a vision of excellence and raise the expectations of all children. (10) By the year 2000, schools would not be free of drugs and violence and offer a disciplined environment conducive to learning.

The Problem of this study was to determine if the cognitive style of elementary school principals affects the principal's evaluation of a teacher when there is a match or mismatch between the principal's and teacher's cognitive style. Using the Productivity Environmental Preference Survey, the dimensions of right brain/left brain hemispheric dimensions of cognitive style were measured for the sample population. The sample population included 40 elementary school principals and 120 elementary school teachers. The 120 teachers were made up of teachers selected by each of the 40 principals as the most effective teachers in the school. The statistical analysis of the data indicated there was not a significant correlation between the principal's right brain/left brain dimensions of cognitive style and the right brain/left brain dimensions of cognitive style of the teachers selected as the three most effective teachers in the school (r =.10, p =.281).

The purpose of this study was to determine whether there is a significant difference in the self concept of Career Level II and III teachers and teachers who are eligible to apply but have not elected to participate in the Career Ladder Program in the public schools of Tennessee. The technique of causal-comparative research was used in this study. The Tennessee Self Concept Scale (TSCS), developed by William Fitts, was selected as the appropriate instrument for use in this study. The TSCS is a versatile instrument that measures ten dimensions related to self concept: total level of self esteem, self criticism, identity, self satisfaction, behavior, physical self, moral-ethical self, personal self, family self, and social self. Demographic data were also collected to obtain information concerning the personal characteristics of the teachers. A total of 1,115 surveys were sent to teachers in the public schools of the seven districts of Tennessee, stratified by whether they were career Level II and III or eligible. A total of 808 useable responses were returned. This sample represented 408 Career Level II and III teachers and 400 eligible teachers. Data analyses and interpretation indicated that statistically significant differences existed between Career Level II and III teachers and eligible teachers on all ten measures of self concept. All the null hypotheses were rejected. Eligible teachers were determined to have a significantly lower total self esteem score when compared to Career Level II and III teachers. Career Level II and III teachers indicated a higher score on all nine subscales, as well as the total self esteem score. However, the self concept scores of eligible teachers were still above the norm group mean. Inspection of Analysis of Variance (ANOVA) results revealed that no significant differences in mean total self esteem by educational level were found. One-Way Analysis of Variance (ANOVA) for mean total self esteem by age, followed by a Scheffe's post hoc multiple comparison test, indicated individuals aged 25-44 and aged 45-54 were significantly different on total self esteem as were individuals aged 25-44 and aged 55 and older. No significant difference was found between age 45-54 and age 55 and older. A t-test for independent sample for mean total self esteem indicated there was a significant difference in the total self esteem of males and females with females having a higher self esteem.

The purpose of this qualitative research study was to identify common transitional and first year experiences of newly appointed community college deans. A population of deans from the states of North Carolina, Virginia, and Texas was identified. Through the use of qualitative research techniques, personalized accounts were collected from a sample of eleven deans. Through a qualitative analysis of these personalized accounts, thirteen themes were developed. These themes identified common issues and backgrounds encountered and shared by the eleven deans. These themes reveal that: (1) prior community college administrative experience was a prerequisite to the deanship, (2) there were no commonalities in staff reporting patterns, (3) external candidates have the advantage in terms of job appointments, (4) the new dean's effectiveness is not restricted by his/her area of supervision, (5) minority participation at the administrative level is not increasing, (6) career preparation within a community college is the most helpful experience, (7) academic preparedness related to a community college component is helpful, (8) new deans were prepared to move up within one college component area, (9) new deans encounter increased responsibility, (10) career planning is integral to career progression, (11) new deans encounter personal challenges, (12) there is resistance to changes employed by new deans, (13) and that the new dean should expect some period of adjustment in the new position, but personal confidence outweighs frustrations which may be encountered. From the findings, the researcher reached several conclusions. First, it appears that new deans encounter very little transitional difficulty. Secondly, community college search processes seem to be effective. Thirdly, it is extraordinary for a dean's position to be filled by a non-community college administrator. Further, an initial deanship commonly takes place in the area where the incumbent is most experienced. Women are gaining ground in college administrative positions. Lastly, new deans enjoy the challenge of the deanship, and careful career planning is important.

The purpose of this study is to reveal what technological skills are inquired about by superintendents/directors of schools in the state of Tennessee when hiring high school principals. The study further reveals perceptions that superintendents/directors of schools have for the desirability of high school principals to possess technological skills and their perceptions of how capable current high school principals are for possessing those skills. The study was based on a total population of 139 school superintendents in the state of Tennessee. Surveys were mailed in early Nov, 1995. One hundred-two surveys were completed and returned. Findings were divided into two categories, the results of the testing conducted for the research questions and the results of the hypothesis testing. The findings revealed that more than half of the superintendents/directors of schools in the state of Tennessee had hiring procedures that inquired about technological skills. The ability to budget technology was not a skill that most superintendents/directors of schools inquired about. More than three-fourths of the superintendents/directors of schools desired high school principals to possess technological skills. Fewer than one-fourth of the superintendents/directors of schools perceived current high school principals to have much knowledge and experience with technology. Significant differences were found in hiring procedures and perceptions of the technological abilities of current high school principals. The significant differences were between appointed and elected superintendents/directors of schools, superintendents/directors of schools with different degrees of education, and superintendents/directors of schools employed at school systems with different levels of per pupil expenditure. Based on the findings, the following recommendations were suggested: (1) superintendents/directors of schools should evaluate hiring procedures to assure there is inquiry into the technological abilities of candidates seeking high school principalships, (2) training for technological skills should be provided for students studying school administration, current high school principals, and superintendents/directors of schools, and (3) better communication channels should be established between administrators concerning technology, rules and regulations concerning technology, and incentives to encourage the development of technology.

Lack of research on the use of the leave fringe benefit (paid and unpaid time off) as it related to administrators in higher education was the problem of this study. The main purpose of this study was to increase the body of knowledge by analyzing the differences among paid and unpaid time off and selected demographic data for administrators at four selected public universities in Tennessee (Austin Peay State University, East Tennessee State University, Middle Tennessee State University, and Tennessee Technological University). This descriptive study was conducted to provide a historical data base on the use of paid and unpaid time off in higher education in Tennessee. Data collection was accomplished using specialized computer programs to select information from existing data bases of the four universities. Conclusions of this study were based on reported paid and unpaid time off for 480 administrative employees from four public universities in Tennessee. Female administrators used reported annual and sick leave at significantly higher rates. Administrators with 11 to 15 years of seniority had significantly higher reported use of annual leave. Administrators in the state retirement plan had a higher use of reported sick leave. Administrators with salary ranges of $55,001 to \$65,000 had the lowest use of reported sick leave. Employees with doctorate degrees had significantly lower use of reported sick leave. There were no significant differences for reported annual and sick leave between the four age categories and the four institutions in the study. Recommendations were based on the analyses that significant differences exist in the amount of paid leave used and various demographic variables. Calculations on the research questions indicated that the cost for unpaid leave and paid leave types (jury duty, civil leave, military leave, and bereavement leave) were minimal. However, the calculated mean cost per employee for paid leave types (holiday, annual leave, and sick leave) were more costly. Public institutions should manage and market the leave fringe benefit as a major component of personnel cost.

The purpose of the study was to investigate the construct validity of the two instruments measuring readiness in Situational Leadership: the Readiness Scales--Manager Rating Form and Staff Member Rating Form--developed by Hambleton, Blanchard, and Hersey (1977). The study examined the relationships between readiness and achievement motivation, and between readiness and faculty education and work experience. The study also explored the concurrent validity of the two instruments measuring McClelland's (1961) achievement motivation: The Achievement Orientation Scale and The NachNaff Scale. The respondents were 66 department chairs and 156 faculty from 12 comprehensive institutions in the South. Data on faculty readiness were collected with the Readiness Scales. Data on achievement motivation were collected using the Achievement Orientation Scale and the NachNaff Scale. A faculty demographic questionnaire was used to collect data on faculty education and work experience: amount of education, length of teaching experience, publications and presentations, public service, and rank. The results of the study provided only partial support for the construct validity of the Readiness Scales. Faculty work experience was significantly correlated with faculty self-rated job readiness for teaching (r =.16, p $<$.05), research (r =.29, p $<$.001), and service (r =.23, p $<$.23). Significant differences were found in faculty self-rated job readiness for teaching (F (2, 143) = 5.08, p $<$.01) and for service (F (2, 139) = 4.33, p $<$.05) among full, associate, and assistant professors. Significant differences were also found in faculty self-rated job readiness for teaching (t = 2.59, p $<$.01) and research (t = 2.79, p $<$.01) between faculty with a doctorate and those with a master's degree. However, the study did not find any relationship between readiness and achievement motivation. From the results of this study, there was no evidence for the concurrent validity for the Readiness Scale--Manager Rating Form and the Readiness Scale--Staff Member Rating Form. There were no statistically significant correlations between faculty self-ratings and department chairs' ratings of faculty readiness. Additionally, no evidence was found for the concurrent validity of the two instruments of the Achievement Orientation Scale and the NachNaff Scale.

The purpose of this study is to determine the level of Machiavellian attitudes acknowledged by secondary school principals as measured by the Mach V Attitude Inventory Scale. The data were collected from an ex post facto survey of 169 public and nonpublic secondary school principals, grades 9-12. Principals completed the Mach V scale and a 13-item demographic survey. Sixteen research questions were formulated to examine the relationship among the variables which produced seventeen null hypotheses. Of the seventeen null hypotheses, four were found to be significant and thirteen were nonsignificant. A review of the descriptive data indicated that the majority of Tennessee secondary school principals acknowledge low-Machiavellian attitudes. In addition, the data indicated that the gender of the principals reflected a significant difference in Machiavellian attitude. Significant differences were found in the subgroups of views, morality, and tactics based on their total Machiavellian score. The descriptive data were generated by using a frequency distribution, t-tests for independent means, and one-way analysis of variance. The following conclusions of the study are offered: (1) Principals acknowledge that they possess low-Machiavellian attitudes. (2) The findings of this study are parallel with those of Christie and Geis who found that educators tend to be low-Machiavellian. (3) Female principals are more Machiavellian than male principals. (4) leadership at exemplary secondary schools is not provided by high-Machiavellian principals. (5) On the basis of the demographic information, a typical secondary school principal is defined as follows: a male Caucasian who has served 1 to 7 years as a public school principal and has 24 to 31 years of educational experience and who is satisfied with his position, serves an appointed superintendent, and desires to remain in his position as principal. (6) Based on the high rate of return and the even distribution of responses from the three areas of East, Middle, and West Tennessee, the results of the survey are descriptive of all secondary school principals. In addition, the even distribution and rate of return indicate that principals are interested in responding to research studies involving leadership attitudes. (7) Low-Machiavellian principals are serving superintendents who were appointed. (8) The subscores of views, morality, and tactics reflect a level of Machiavellian attitudes similar to the total Machiavellian scores of Tennessee secondary school principals, indicating that the Mach V Attitude Inventory Scale is a valid instrument for measuring Machiavellian attitudes.