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This study compared the differences in success rates of urban black and white women elementary, middle, and junior high school principals in obtaining the first principalship position and functioning in the principalship role during the first year.ProcedureA twenty-two-item closed-form and open-form type questionnaire was developed, tested, and mailed to a selected sample of 173 urban black and white women elementary, middle, and junior high school principals from three selected urban areas located in the Western and Midwestern regions of the United States. Responses were received from 112 (65 percent) of the recipients. The instrument was designed to elicit personal and professional data pertaining to problems encountered in obtaining the first principalship position and functioning in the role of the principal during the first year. Data were analyzed according to similar and dissimilar percentages of responses. of black and white women principals. The most serious problems experienced by principals in obtaining the first administrative position were forms of discrimination and male and female resentment. More white women principals experienced racial and sexual discrimination than black women principals primarily because more white principals than black principals had an opportunity to be interviewed in minority as well as nonminority communities. Usually the interview committee members as well as community members in minority neighborhoods preferred either a minority or a male principal regardless of race. More black principals experienced male and female resentment.The most serious problems encountered during the first year of the principalship included: (1) inadequate facilities, supplies, and equipment; (2) ineffective staff; (3) lack of experience in handling administrative responsibilities; (4) racial prejudice; (5) unwillingness of staff members to follow school integration guidelines; (6) time distribution between family and administrative responsibilities; and (7) family resentment toward job. More black women principals than white women principals were married and had an even greater problem in fulfilling home responsibilities.The most successful methods used by the principals to manage the problems encountered included: (1) using good time management and organizational strategies, (2) hiring household help, and (3) promoting and encouraging staff involvement in decision-making processes. / Department of Secondary, Higher, and Foundations of Education

The purposes of the study were: (1) to determine, for the period from 1968-69 to 1973-74, the number of women who annually apply to, are admitted to, and complete specialist or doctorate degree programs in educational administration at selected midwestern universities, and (2) to determine the types of positions secured by women who completed the specialist or doctorate degree or who left the doctorate degree program prior to completion.Data were obtained through the use of a questionnaire sent to departments of educational administration at twenty-four selected midwestern universities. Sixteen chairpersons reported on specialist degree programs and fourteen reported on doctorate degree programs.Findings reported in the study during the period from 1968-69 to 1973-74 were:1. Totally, at least forty-nine women applied for, at least 264 women were admitted to, and at least forty-eight women completed the specialist degree program. Because application and admission are continuing processes the number of women who were admitted is greater than the number of women who applied.2. Totally, at least 349 women applied for, at least 353 women were admitted to, and at least eighty-four women completed the doctorate degree program.3. The annual total number of women who applied for, were admitted to, and completed either the specialistist or doctorate degree program tended to increase from 1968-69 to 1973-74. The greatest annual number of women at each stage of their degree program was reported in 1973-74.4. Of the positions reported by twenty-eight women who had completed the specialist degree, nine were elementary principals, four were assistant superintendents and four were teachers.5. Of the positions reported by fifty women who had completed the doctorate degree, fourteen were assistant professors, nine were educational consultants and seven were elementary principals.6. One woman was reported to be a faculty member of those departments of educational administration which participated in the study.The following conclusions are based upon the findings of the study:1. The number of females seeking admission to, being admitted to and completing specialist or doctorate degree programs in educational administration at selected midwestern universities is increasing annually.2. Women who have completed the specialist or doctorate degree in educational administration at selected midwestern universities are more likely to find employment as an elementary principal than any other position.3. Women are not proportionately represented as members of faculty of the department of educational administration at selected midwestern universities.4. There is a proportionate underpresentation of women who have received specialist or doctorate degrees in educational administration from selected midwestern universities and who hold higher-level positions in educational administration (superintendent in public schools; dean in a college or university).

This study is concerned with identifying the factors which produce job satisfaction and which are clearly associated with job characteristics as perceived by the nursing educators who serve in middle management positions. Following are purposes of this study: 1. To identify the actual and ideal job characteristics that are factors associated with job satisfaction, as perceived by nursing educators in middle management positions; 2. To determine the interrelationships among the job satisfaction factors that are identified with the actual and ideal job characteristics, as perceived by nursing educators in middle management positions. Responses to a three-part survey instrument, which contained sixteen independent variables, were received from 152 of a possible 292 middle manager nursing educators working in accredited baccalaureate schools of nursing.

This study described the evolution in high school principals' roles, functions, realities, and responsibilities from i9B0 to 2ooi as compared to the prevailing leadership theories and models articulated in professional literature and research journals during this same time period. Furthermore, this study sought to determine whether or not certification requirements were being modified to meet role changes of public high school principals in five states; Texas, North Carolina, Kentucky, Missouri, and Mississippi were chosen for this study. These states were chosen based on their reputations of being progressive and forward thinking with respect to responding to changes in roles and functions of high school principals. To determine the role of the principal, data were collected from numerous book lists, articles and web-based databases describing the evolution in high school principal roles and principal certification and licensure requirements. A total of 755 pieces of literature was surveyed. The articles were divided by 3-time periods: i9B0 through i994, i995 through i999, and 2000 through 2ooi. Data were classified by ISLLC Standards, and state certification requirements were described completely. Additionally, progress made by these states in the implementation of the ISLLC Standards was also discussed. Overall, the number of articles surveyed addressing high school principal roles classified by ISSLC Standards remained fairly constant for ISLLC Standards 1, 3, 5, and 6. During the 20-year period covered by the study, the percentage of articles addressing ISLLC Standard 2 declined significantly, while the percentage of articles written addressing ISLLC Standard 4 had a concomitant increase. Certification requirements in the five states included in this study changed to reflect increased state requirements related to adoption of the ISLLC Standards. Recommendations were made for continued professional development opportunities for high school principals. These opportunities should help principals develop comprehensive and practical understanding of all six ISLLC Standards, thereby facilitating integration of these standards in daily job performance. Additional research opportunities were discussed related to, the impact that ISLLC standards have, and will continue to have, on principal licensure in the United States.

This chapter has presented descriptions of the demographic characteristics of school board and superintendent respondents. Included in those descriptions were reports of several national demographics for comparisons with this study. Also included in this chapter were reports of the findings with respect to each research question. The method of analysis and summary of the findings described by category, first, and important issues, second, was the arrangement used in reporting the findings. / Ed. D.

Although current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of horizontal and vertical violence by Black female educational leaders ; problematizes the phenomenon as outlined by Freire (1970) at the theoretical level ; outlines the proposed qualitative methods, which will be used to investigate the phenomenon further ; and taking Paulo Freire's lead, explores the implications of sabotage or violence coming from members of the same minority group. In this specific case, Black female educational leaders will serve as the primary participants of the study. Once the data is collected and analyzed, the paper will include an analysis of the data and a discussion of the findings followed by recommendations based on the findings of the study. / by Dildra Martin-Ogburn. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

The problem with which this study is concerned is to determine the perceived attitudes of medical and health school deans toward selected factors that are related to employee assistance programs (EPAs). These factors, which are variables in this study, include perceptions toward EPAs of necessity and desirability, purposes and goals, services offered, policies and procedures, sources of referrals, and barriers to successful implementation.