The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments.<p> Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity.<p> Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation.

Thesis (M. Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 122-125).

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 122-125). Also available in print.

The purpose of this study was to determine if there was a relationship between four selected personality categories as measured by Myers-Briggs Type Indicator® (MBTI) and gender to leader effectiveness and flexibility as measured by Leader Behavior Analysis II Self-A® (LBAII Self-A) and years of experience in school administration. A review of literature traced leadership to the Situational Leadership II model utilized in this study. The model was based on selecting the appropriate leadership style for the individual situation and development level of followers. MBTI® measured sixteen combinations of four personality types which included Extravert® or Introvert, Sensing or iNtuitive®, Thinking or Feeling, and Judging or Perceiving. Four types were selected for this study (ISTJ, ESTJ, INTP, and ESFJ). The LBAII Self-A® instrument measured leader effectiveness and flexibility. The sample was 80 Texas school administrators in eleven school districts. Statistics utilized to test the hypotheses included Hotelling's T2, Multiple Analysis of Variance, Analysis of Variance, and Multiple Regression. Independent variables were gender and personality type. Dependent variables were leader effectiveness, flexibility, and years of experience in school administration. Findings reported a significant difference in leader effectiveness scores of the ESTJ personality type. Additionally, Judging/Perceiving was a significant predictor of years of experience of school administrators. In conclusion, a significant difference was found in leader effectiveness scores which showed that ESTJ personality types had higher scores. Another significant finding was Judging/ Perceiving as a predictor of years of administrative experience. As years of experience increased, Judging (preference for order) increased as a personality variable rather than Perceiving (preference for spontaneity). It was recommended that MBTI® and LBAII® be administered to school administrators as part of pre-service leadership training and for ongoing staff development. These instruments can be utilized as tools to help administrators understand personality type and effective leadership practices.

The problem of this study was to determine how Nigeria's public education system might be improved through the improvement of the competency of school administrators. The study's four purposes were to identify present administrator levels of competency and present and future competency needs and to suggest training programs to develop present and future competencies needed by Nigerian school administrators. A survey instrument was utilized to assess perceptions of administrators, professors, students, and bureaucrats. A 70 per cent response rate from each of the eight groups studied (totaling 230 persons) was considered acceptable. Analysis of the findings reveals that all groups of respondents perceived all 53 competency areas to be important to highly important for public school administrators to possess at present and in the future. Differences of opinion appeared with respect to present levels of competency, but a fairly high degree of concurrence existed among all eight groups of respondents with regard to 17 areas of lowest present competence among practicing administrators. Respondents suggested very few methods and programs for improving present levels of administrator competency. In those areas in which respondents perceived lower levels of competency among administrators, deficiencies were generally attributed to lack of governmental cooperation. On the basis of the findings, it was recommended that on-site performance evaluations be conducted to gain empirical data concerning present administrator competency. A permanent joint practitioner-government-university panel should be formed in each state to determine administrators' competency levels and needs and to design programs to meet those needs. Present university curricula for administrator preparation and training should be carefully reviewed in light of the competencies identified in this study, and in-service training sessions should be held to assist administrators in upgrading competencies. Finally, a mechanism should be established whereby all echelons of Nigeria's public school system can begin working together to promote improvements in education.

M.Ed. / Please refer to full text to view abstract

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.

When the polls close and the ballots are counted, the best sound is the roar of ecstatic cheering from delighted but exhausted campaign committee members. A bond campaign takes an inordinate amount of work, but the results are worth the effort when the campaign is managed in a systematic way. Districts can be successful bond recipients when they effectively market their schools to gain the support of their constituents. Public schools across the U.S. are in dire need of major repairs, remodeling, and rebuilding to meet the educational needs of students. Unfortunately, passing a school bond election is entrusted to school superintendents and other district leaders, who are often inexperienced and ill-prepared and have neither the time nor inclination to focus on tasks that take them far from their primary purpose of teaching and learning. Attaining voter support in a school bond election requires a thorough understanding of school and community issues. The literature review focuses on communication theory and research to garner support of school district's internal and external stakeholders. Communication is instrumental in passage of a construction bond election. This dissertation is theoretically grounded in problem-based learning and the research and development process. The tested product is a handbook for superintendents or other district-level administrators on strategies and practices that assist in passing a construction bond election. In the Preliminary and Main field tests, superintendents and other district leaders used the handbook in a workshop. Survey results provided summative data to assess the efficacy of the handbook and the workshop. Formative results also provided rich information to improve and revise the handbook and workshop.

published_or_final_version / Education / Master / Master of Education

D.Ed. / In order for a principal of a school to be competitive, it is imperative to take decisions creatively. This process of making a decision should therefore be considered seriously, as it could to a great extent influence the effective running of a school as organisation. A creative idea or action might generate change in a school. To be able to bring about a change which will benefit the school and community, the principal needs to have a thorough knowledge of the following: Creativity within management. Establishing a creative climate; and The qualities of a creative person. Apart from the fact that the school need to function effectively, the primary duty of the school to provide sound educational teaching, adds in interrelateds with the general function of the school. The successful performance of the above-mentioned duty requires a sensible implementation of decision making which could influence the effective management of the school. The principal therefore needs to ensure that this duty in respect of decision making is adequately implemented. Because of the comprehensive duty of the principal, supportive aids and techniques should be considered before a decision can be made. Members of staff should need be consulted in order to contribute creative ideas and to facilitate the taking of decisions. The creation of such an atmosphere at the school will give both the principal and members of staff the opportunity to consider the suggested alternatives, in order to comply with the challenges faced by a modern community. The aim of this thesis is therefore to develop an approach which can be used by principals to add creativity to their decision making and ultimately lead to the effective solution of a particular problem.