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The purpose of this study was to identify perceived barriers to the implementation of site-based management for administrators in the Region XII Service Center area in Texas.

This investigation seeks to determine the administrator's attitudes toward education for leisure taught through the education process as it prepares the youth of today for the use of their leisure time. A 26-question questionnaire was mailed to 100 administrators, Descriptive data was requested to aid the Chi-square analysis at the .05 level performed on each question, A 74-percent return was received. The administrators expressed a favorable attitude toward education for leisure. The present degree held by the administrators did have a significant relationship to their expressed attitudes. It is recommended that classes specifically related to education for leisure be included in the school curriculum.

This study examined the perceptions of school superintendents of districts and building principals of schools within selected shared service arrangements in the state of Texas who receive services from the cooperative, and selected directors of rural shared service arrangements pertaining to the responsibilities and roles of shared service arrangements when site-based decision-making (SBDM) was used as the guiding philosophy.

This research study examined the perceptions of school administrators and of historic site directors toward the function of the sites in the public school curriculum. In-depth, personal interviews were conducted, tape-recorded, and transcribed at six selected sites, representing the various ethnic historic settlements of Texas, a variety of population densities, each of the major physical geographic regions, and different economic levels in the state. Data analysis involved careful study of the taped interviews, comparisons of responses given by people of similar roles, and comparisons of responses regarding the same site. Documentation of elements of the historic sites, of programs offered, of participation of the local school district in programs, and of written school policies were examined. The perceptions of the interviewees along with recommendations for changes were noted. Responses varied from expressed impression of students who are steeped in local history and are bored with their heritage, to enthusiastic positive opinions that the prosperity of the community is directly related to the strong identification of the citizens with its local history. The role of local history and of specific sites in the curriculum of the public schools is not consistent in Texas. This research study suggests that positive gains are possible if communication between local historic site/park/museum personnel and professional educators who are responsible for planning and implementation of school curriculum can be improved. Professional educators tend either to value local history and historic sites as part of the curriculum, or to avoid the question of meeting state mandates for classtime through the use of off-campus visits to historic sites by interpreting recent reforms to prohibit them. Professional personnel who oversee the historic sites tend to offer programs to the public schools that will meet the mandated curriculum, while adhering to the scheduling constraints of school reform legislation.

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Interest in this study was evoked by concern over the small percentage of women employed as school administrators. Despite recent legislation, this situation has not changed markedly. This study was needed to determine the current status, attitudes, and concerns of women certified as administrators in Texas with those of the superintendents of Texas public school districts? and to compare the differences of the two concerning this situation. It was concluded that not only did a larger percentage of the women prefer to be employed as elementary school administrators, but also the superintendents felt they would be more likely to be employed at that level. It was further concluded that a majority of the superintendents were likely to give women substantial consideration for employment as elementary school administrators, but were unlikely to hire them as chief administrators of their secondary schools. Many of the women also perceived that Texas school districts are still "in effect" participating in sexually discriminatory hiring practices whether or not the superintendents are aware of the situation. The attitudes of the women and the superintendents very clearly differed concerning opportunities available for female administrators in Texas.

The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.

The purpose of the study was to determine if occupational investigation teachers and vocational administrators held similar or differing attitudes toward the occupational investigation courses in relation to the mainstreamed handicapped students they served. The following conclusions were warranted from the findings of the analyses of the data. Findings derived from multiple T tests indicate that occupational investigation teachers perceive all survey item statements concerning Admission, Review, and Dismissal (ARD) meetings and the content of Individual Education Programs (IEPs) as occurring to a significantly lesser degree than do vocational administrators. There is no significant discrepancy in their perceptions toward the current practices of occupational investigation teacher training, student assessment, classroom accessibility, course content, or special education assistance described in the survey items. The results of the multiple T tests indicate that there are no significant differences between the attitudes and perceptions of occupational investigation teachers and vocational administrators in Texas toward the future of any of the conditions reflected in the survey items. Teachers and administrators agree that all of the current conditions reflected by the items should be promoted to a higher degree in the future. The results of the multiple T tests indicate a high degree of significance in the disparity between teachers and administrators with regard to their attitudes toward the amount of change and the degree of improvement in the conditions in the survey item statements reflecting ARD committee meetings and the uses of IEPs. However, no significant disparity was found between their perceptions of the difference between the current practice and the optimum condition for items illustrating teacher training, classroom accessibility, course content, student assessment, or special education assistance.