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This study examines issues related to women's leadership and administrative roles in higher educational settings where information technologies have a prominent function. In so doing, it addresses a relatively new area in leadership. The study focuses on four main questions: Are there parallels between feminist leadership styles and a new evolving field for leaders in technology? Is there something about technology that lends itself to female leadership styles? Has technology helped validate women's styles of leadership? What does that mean to women entering the field now? / Six women administrators, interviewed over a three-month period spoke on such issues as formal and informal relationships, collaborative team building, and getting the job done. This qualitative study focuses on educational leadership as a process rather than a product, and strives to gain a deeper understanding of the day-to-day experiences and leadership practices of women administrators in education. Drawing from feminist research studies, organizational theory and studies on women in educational leadership, the study offers to expand the existing discourse in educational leadership by documenting the ways this particular group of women practice leadership.

The purpose of the study was to gather empirical data on the relationship of stress provoking aspects of the administrative role and the presence of selected risk factors in coronary heart disease.The population of the study consisted of 181 administrative persons working in the areas serviced by the East Central Indiana School Study Council and the Northeast Indiana School Study Council. The testing was done at educational workshops, away from the place of employment. The testing period extended through January, February, and March of 1976.)Four instruments were used in the study. The first, instrument, Biographical Information, was used to gather data about medical conditions for which the respondents were currently receiving treatment. The second instrument, the Stressful Situation Scale, was used to collect data about the number of stressful situations the respondents recently had experienced. The third instrument, the Perceived Occupational Stress Scale, was designed by Dr. Robert L. Kahn and his associates at the University of Michigan. The scale was used with the permission of Dr. Kahn and measured the amount of stress the administrative personnel felt. The fourth instrument, the Behavioral Risk Factor Analysis, was used to obtain data about the daily activities of the respondents that may have caused a predisposition to coronary heart disease.The analysis of variance was utilized to test the first null hypothesis that no statistically significant relationship existed between the number of stressful situations experienced and the presence of selected physiological coronary heart disease risk factors. The chi square statistic attempted to test the second null hypothesis that no statistically significant relationship existed between the number of stressful situations experienced and the presence of selected behavioral risk factors of coronary heart disease. The chi square statistic was not operational due to an insufficient spread in the cells.The following findings and conclusions were based on a review of the literature as presented in the study and the results of the analysis of data:1. The number of stressful situations experienced were statistically significant when compared with pulse rate.2. The number of stressful situations experienced were statistically significant when compared with systolic blood pressure. 3. The number of stressful situations experienced were statistically significant when compared with diastolic blood pressure.4. The number of stressful situations experienced were statistically significant when compared with perceived occupational stress. 5. The assistant superintendent group had the highest mean value for pulse rate.6. The assistant superintendent group had the highest mean value for systolic blood pressure. 7.The assistant superintendent group had the highest mean value for diastolic blood pressure.8.The assistant superintendent group had the highest mean value for perceived occupational stress.9.Principals had the greatest mean number of years in the employment category.10. Assistant superintendents had the fewest mean number of years in the employment category.11. Assistant principals had the lowest mean age of administrative personnel.12. Superintendents had the highest mean age of administrative personnel.13. Hypertension was a significant medical problem for administrative personnel in schools.14.Problems with athletic teams presented a significant problem for school administrators.15. Conflict with subordinates and superordinates presented a major problem for school administrators.16. The Occupational Safety and Health Administration had not presented major problems for school administrators.17. Few administrators in the public schools reported feeling unqualified.18. Few administrators in the public schools reported feeling hesitant or upset about having to make decisions.

The specific purposes of the study were to secure from selected Indiana public school administrators who are alumni of Ball State University evaluation of and suggestions for more effective administrative course work, alumni service programs, and placement services.

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 purpose of this study was to investigate administrators' perceptions of their evaluations by school boards in larger Association of Christian Schools International (ACSI) schools. Critical questions about the evaluation practices of ACSI schools were addressed. Through the use of survey methodology, 282 administrators in ACSI schools of over 400 students were asked to respond to 19 questions. The first question asked whether or not the administrator had been evaluated. The next two questions pertained to written policies and practices that define the administrator's evaluation. The remaining questions explored the nature and extent of evaluations that had been conducted. Answers to these questions provide information crucial to developing more effective practices for ACSI school board members to follow in the evaluation of chief administrators.This study produced seven major findings:1) Most larger ACSI schools (91.4%) had written job descriptions for the chief administrator.2) Most larger ACSI schools (60.2%) did not have a formal policy for evaluating the chief administrator.3) Most existing policies (67%) did not specify a procedure to be followed for evaluating a chief administrator.4) Most chief administrators in larger ACSI schools (61.3%) had been evaluated by their school boards.5) Most administrators (56.9%) reported that their evaluations were informal.6) Geographic location did not appear to have an effect on practices used for evaluating chief administrators.7) The chief administrator's length of time in the current position did not appear to have an effect on practices used for evaluating chief administrators.In general, results suggested a dissatisfaction with the present state of evaluation. ACSI schools were less likely than public schools to have formal policies in place to govern board evaluation of a chief administrator. Finally, ACSI school boards were less likely than public school boards to evaluate their chief administrators.Three recommendations evolved from this study:1) Further research needs to be conducted concerning administrator and board evaluation in larger ACSI schools.2) ACSI could play a key role in helping member schools improve in the area of board evaluation of the chief school administrator.3) Larger ACSI schools need to improve policy and practice in the area of administrator evaluation. / Department of Educational Leadership

The purpose of the study was to examine the relationship between age, teaching experience, and major degree preparation area of the last degree earned of senior high school women teachers in Indiana and their motivation to pursue administrative careers. A second purpose was to report the opinions of women teachers relative to perceived opportunity to actively seek a position in administration at the senior high. school and/or central office level.An opinionnaire was designed to solicit responses from female senior high school teachers in Indiana concerning age, years of teaching experience, major degree preparation area of the last degree earned and their motivation to pursue administrative careers. Women teachers were asked to respond to questions requiring personal opinions on mentoring, relocating to assume an administrative position, interview opportunities for administrative positions, and the perceived reasons administrative positions were denied the respondent. In addition, the teachers were asked to state perceived opinions regarding the opportunity for women to actively seek an administrative career at the senior high school and/or central office level.One thousand names of women teachers in Indiana senior high schools, grade 9 through grade 12, were drawn by the Bureau of Educational Research from computer lists at the Department of Public Instruction. Six hundred twenty-two teachers responded to the opinionnaire.The responses to all questions soliciting demographic information were reported by number and percentage in three categories:1. Total number of respondents,2. Women who indicated an interest in pursuing administrative careers, and3. Women who stated they were disinterested in administrative careers in education.Responses to open-ended questions were separated into the following two categories and reported by percentage and/or number:1. Women who indicated an interest in pursuing administrative careers, and2. Women who stated they were disinterested in administrative careers in education.The following major findings were derived from the analysis of data:1. Of the 622 respondents, 142 respondents or 22.8 percent indicated an interest in pursuing administrative careers in senior high schools or central administration offices.2. Sixty-eight and four-tenths of the women interested in administration as a career were younger than 40 years of age.3. The largest number of respondents in each group, women who indicated an interest in administrative careers and women who indicated a disinterest in administrative careers, had taught from 5 to 15 years.4. The largest number of respondents in each group, women who indicated an interest in administrative careers and women who indicated a disinterest in administrative careers, reported the English degree as the major preparation of the last degree earned.5. Sixty-six and three-tenths of the 622 respondents indicated a lack of encouragement from administrators in their home district in regard to pursuing administrative careers.6. Twenty-one percent of the respondents perceived the major reason women have not pursued administration careers was due to family responsibilities.7. Eleven and seven-tenths percent of the respondents perceived the socialization process imposed on the American female as reason women have not pursued careers in school administration.8. Of the respondents who indicated an interest in pursuing careers in school administration, none cited family responsibilities as a limiting factor in the pursuit of an administrative career.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 260-275). / Electronic reproduction. / Also available by subscription via World Wide Web / xii, 275 leaves, bound 29 cm

Thesis ( Ed.D. )--Illinois State University, 2006. / Includes bibliographical references (leaves 177-197) and abstract.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 4, 2008) Vita. Includes bibliographical references.