Purpose: The purpose of the study was to quantify and analyze the computer literacy levels and attitudes towards computers of school site administrators, and thereby establish a baseline of knowledge for future decisions regarding the integration of computers in education. Procedure: A fifty item survey, based on objectives supplied by the Minnesota Educational Computing Consortium, was developed. The items were designed to assess experiences, attitudes and knowledge relative to computers. The survey was sent to a random sample of 603 California school site administrators functioning in unified school districts. Responses to research questions were based on appropriate statistical procedures including one-way analyses of variance and Pearson correlations. Findings: Fifty-four percent of the surveys were returned. A majoiity of the administrators have used the computer at least once in their career. Workshops and self-directed study experiences were identified as being the most useful type of exposure to computers. Administrators indicated a substantial amount of support for computers in education, both for students and peers. Administrators expressed some uncertainty about their ability to make decisions regarding computers at their school. There was little difference observed in computer literacy levels and attitudes of administrators from various regions of the state, levels of administration, or ranges of district ADA. A positive correlation was found to exist between attitudes and computer literacy levels. Recommendations: Administrator preservice training should include the educational use of computers. School districts should pursue an inservice program designed to give staff members experience with computers. A study is needed to review the availability and quality of computer related college courses for educators. A study should be conducted to determine the differences in computer literacy levels and attitudes of administrators with varying experiences. This study should be replicated with administrators classified by sex, years of administrative experience and school setting. A comparative analysis of preservice and practicing administrator computer literacy levels and attitudes should be conducted. A longitudinal study should be conducted, utilizing a modified form of the survey developed in this research project.

No description available.

No description available.

This mixed-methods study explores childhood trauma with a primary focus on the beliefs and attitudes of elementary school administrators in their ability to offer trauma-informed leadership and assist their teachers in trauma-informed care (TIC) and education. Participants at various stages of their careers were recruited from elementary schools across 10 U.S. states (N = 240). Employing an explanatory sequential mixed method design, Phase I assessed school administrators’ attitudes using the attitudes related to trauma-informed care scale (ARTIC-45) (see Appendix A). Phase II employed semi-structured interviews to collect qualitative data to explain further and clarify the quantitative results. Findings suggest that elementary school administrators have positive attitudes related to trauma-informed care. Findings also suggest years of administrative experience shows a negative statistically significant relationship while the number of TIC training hours shows a positive statistically significant relationship to attitudes related to trauma-informed care. Analysis also suggests no statistically significant relationship between years of teaching experience and attitudes related to trauma-informed care. A closer examination of the ARTIC – 45 subscales indicate elementary school administrators have negative personal support attitudes toward TIC implementation and negative feelings about the systemwide support they receive from colleagues, supervisors, and administration to implement TIC.

No description available.

No description available.

The purpose of this study was to examine the relationship between professional characteristics and training of building level school administrators in Virginia and their knowledge of special education law. The research question was, to what extent and in what manner can school administrators' knowledge of special education law be explained based upon administrative position, school level, number of special education courses, number of school law courses, and experience? Knowledge of special education law was a total score on a survey instrument developed by Hines (1993) and updated to include eight areas of the 1997 Amendments to IDEA. A second part of the instrument collected information on professional characteristics and training. The survey was mailed to school building administrators throughout Virginia. The subjects in the study were randomly selected from Virginia public K-12 schools. Sampling was stratified by school level and wealth. The data were analyzed using a step-wise regression. Number of special education courses accounted for 4% of the variation in knowledge. Number of school law courses completed also entered into the analysis but had an inverse correlation with knowledge. The average knowledge score for administrators in this study was 18 or 56% correct. Identification of factors which have the greatest influence on principal knowledge of special education law can be used to plan effective preparation of school building administrators. School building administrators who are knowledgeable of special education law can ensure the protection of the rights of disabled students, build positive relationships within the community, and avoid costly litigation. / Ed. D.

The purpose of this study was to identify factors which influenced Virginia Superintendents in Region-Study Group VI between 1978 and 1982 to continue or to vacate the position of superintendent. The population for the study included 29 cases: 19 were classified as continuing superintendents and 10 were classified as non-continuing. The Region of Study included 12 counties and 7 cities. The focus is on the examination of turnover in this geographical region. In carrying out the purpose, the study examined the following research questions: (a) What factors, as perceived by the continuing superintendent, were responsible for or contributed to the decision to continue in the same position? (b) What factors, as perceived by the non-continuing superintendent, were responsible for or contributed to the decision to vacate the position? This descriptive research study used case study methodology to investigate the pertinent factors that influenced the decisions of superintendents in Region-Study Group VI to continue or to vacate their positions of leadership in Virginia School Systems. The study utilized personal confidential interviews as the primary method of data collection. An Interview Guide was developed as the data gathering instrument. Questions were designed to focus on major areas of responsibility of a superintendent. In addition to job competency factors, social, political, personal, community and system demographic factors were examined. A model was designed to check these factors against perceptions of job satisfaction. Data which could be quantified were key-punched for analysis. The chi square test was applied. Factors which appeared to be statistically significant from the chi square analysis of continuing and non-continuing categories included: Community Factors, Social Factors, Job Competencies--Board Relations, Business and Fiscal Management, Curriculum and Instruction, and student Personnel Services. Areas of the interview which could not be easily quantified were reported in narrative form with case specific data. The following case specific information was reported as reasons for staying on the job by the continuing superintendents: (a) positive board relations, (b) community support, (c) challenge and prestige of leadership, (d) personal preference for a particular commit. Case specific information reported by non-continuing superintendents as reasons for changing jobs or termination included: (a) unsatisfactory board relations, (b) health, (c) to avoid community conflict, (d) retirement age, (e) role of change agent, and (f) professional growth--the challenge of a larger school district. / Ed. D.

Why people join voluntary associations has been of interest to Americans since the publication of Alexis de Tocqueville's observations on the importance of such associations in American society. The search for explanations for joining behavior was first motivated by a desire to know and understand this active American phenomenon. In more recent years, the motive has become more pragmatic; associations are interested in understanding the phenomenon to control membership enrollments. This study is an extension of the work which has evolved from this more recent interest. A theory of affiliation with professional associations was developed and tested with state and regional samples of elementary principles. Discriminant analysis was applied to determine the effectiveness of the variables as a group and individually in distinguishing members from nonmembers. The best predictors, in order, at the state level were benefits of membership, the principal's attitude toward associations, membership at the national level, and the principal's social needs. The best predictors, in order, at the national level were benefits of membership, superior's attitude toward associations, membership at the state level, and the principal's attitude toward associations. / Ed. D.

This study was designed to investigate factors that influence the acquisition and development of interpersonal skills among high school principals. The study involved the identification of five principals with exemplary interpersonal skills. Two different groups were asked to identify principals with exemplary interpersonal skills. Those identified by both groups formed the list from which five principals were selected and asked to participate in the study. The study involved in-depth interviews with the five principals. During the interviews the principals were asked about their personal and professional backgrounds. Questions about their professional background included topics such as degrees and majors, positions held in education, and length of time in education and in those positions. Their personal background included questions about their activities in high school and college, family, personality, and characteristics. Individual case analysis' were done on each interview and a cross-case analysis was done on all five interviews. The results of the study suggest that the principals' interpersonal skills were not developed through formal programs but over time and through their life experiences. Some of the factors that seemed to influence the principals' interpersonal skills include: activities that exposed them to the public, strong families, the positive impact of others, and similar personality or character traits. The study also produced some recommendations for further study, implications for principal preparation programs and lessons for principals to learn. / Ed. D.