The purposes of this study were to explore the leadership styles and personality types of Texas elementary administrators. The Leader Effectiveness and Adaptability Description-Self (LEAD-Self) assessed the leadership style and adaptability of the administrators. The four identified styles were Telling/Directing, Selling/Coaching, Participating/Supporting, and Delegating. The MBTI measured 16 combinations of 4 personality types which included Extrovert or Introvert, Sensing or Intuition, Thinking or Feeling, and Judging or Perceiving. The sample was 200 Texas elementary administrators: 100 with early childhood certification and 100 without early childhood certification. A chi-square test of independence was utilized. Findings included: (a) A majority of Texas elementary administrators in both groups had a Selling/Coaching or Participating/Supporting leadership style; (b) Leadership adaptability scores of both groups were equivalent; (c) Most Texas elementary administrators had Introvert/Sensing/Thinking/Judging and Extrovert/Sensing/Thinking/Judging personality types; (d) Administrators with early childhood certification had a higher percentage of Intuitive personality types, while administrators without early childhood certification had a predominance of Sensing types; (e) A large percentage of administrators which had Participating/Supporting leadership styles had Feeling personality types; (f) No significant relationship between leadership styles and personality types was found in either group; and (g) No significant relationship between leadership adaptability and personality types was found in either group. Recommendations included: (a) further study to investigate the role of gender in leadership style and personality type; (b) further study to determine if elementary administrators have higher adaptability scores than secondary administrators; (c) further study to determine if elementary administrators have different leadership styles than secondary administrators; (d) further study to determine if elementary administrators have different personality types than secondary administrators; (e) further study to determine if leadership adaptability scores accurately portray an administrator's effectiveness; and (f) provide opportunities for future and practicing administrators to assess their leadership style, leadership adaptability, and personality type.

The purpose of the present study is three-fold in its nature: (1). To determine, by means of interviews and questionnaires, the attitudes of school administrators toward the various aspects of the instrumental music program; (2). To interpret these attitudes in the light of modern music education; (3). To make recommendations for the improvement of the instrumental music program with respect to the findings of the study.

The focus of this research study is upon the possible benefits research can offer special needs education (SNE) teachers. The project has been based upon a ‘study of a study’ with a piece of small-scale personal research - an observational study of the play of children with severe learning difficulties — being used as the starting point for examining the opportunities for learning about professional practice research can present teachers working in SNE. This project has linked two professional interests: a desire to systematically investigate a teaching and learning issue whilst reflecting upon the process of conducting that investigation. This reflection upon the process of conducting research was both personal and also involved asking other researchers — teacher researchers and professional researchers who support teacher researchers — about their experiences of conducting research. The project has involved using a reflective diary on personal research as well as semi-structured interviews with teacher researchers and professional researchers as a means of collecting data about the possible benefits of teacher research. The analysis of this data then led to the generation of a series of hypotheses and recommendations about possible future SNE teachers’ research. It is hoped this small-scale research project will be of interest to other teachers who are either engaged in or considering becoming involved in research, as well as the school managers, professional researchers and policy makers who support these teacher researchers in different aspects of their professional learning and development

This thesis reports on research into a Continuing Professional Development (CPD) programme in Senegal: Strengthening Mathematics, Science, and Technologies in Education Project (Projet de Renforcement de l'Enseignement des Mathématiques, des Sciences et de la Technologie, or PREMST). The literature review reveals very few examples of CPD changing teaching practices of teachers especially in Sub-Saharan Africa. However in this case, large-scale official project evaluations claim that some positive changes seem to have occurred, but give few details about the nature of the changes or how they have been brought about. This research seeks to understand the complexities of pedagogical change that teachers have gone through as a result of their participation in the CPD programmes through a more detailed investigation. The research examines the cases of five teachers in three schools that stakeholders claim to have gone through positive changes in the last three years. The research methods include focus-group discussions, lesson observation, and interviews before and after lessons. Lesson observation was aided by video and audio recording engaging with particular actions in the lesson observed. This process allowed me to understand how teachers reflected upon their own teaching and pupils' learning. The research finds that PREMST helped teachers envision how teaching should be conducted, by providing a structured approach to conduct a lesson. A visible change has been brought about in the classroom because the way training is conducted is well-integrated in the learning mechanism of teachers. However, the change in teaching practice has not necessarily brought a positive change in the learning of pupils. Apparent emphasis on group work has changed the modality of lessons, but it has not changed how teachers think about teaching. Given the difficulties involved in pedagogical change, emphasising specific skills may have been the necessary and practical first step, but changing these teaching practices is not enough. The research found that teachers still paid little attention to the learning of individual pupils. Teachers have changed their practices in terms of teaching methods used in the classroom, but the change in pedagogy has remained minimal because they have not understood the underlying premise of the new pedagogy. Unless they realise that their present manner of teaching does not enable the learning of pupils in a sufficient manner, their change is likely to remain at the level of teaching methods, not the pedagogy which incorporates the theories of learning and assumptions behind the practices. A key outcome of the research was to identify the next step for PREMST, namely to redirect the focus of teachers from the teaching procedures to the learning of pupils, by asking them to pay attention to what pupils say or write during the lesson. The thesis concludes by describing how this is being achieved through a shift in focus on classroom practice, through a training model based on lesson study.

This study examined the conceptual framework of ethical reasoning of public elementary school assistant principals during decision-making. An ethical framework not only provides a descriptive way of thinking during ethical decision-making, but also provides a rationale for decisions. The purpose of this study was to determine which ethical reasoning framework, including the ethics of justice, critique, care, and the profession, elementary school assistant principals' use during decision-making. Additionally, the study determined other resources assistant principals' consult during decision-making. This study incorporated descriptive survey research through purposeful sampling with specific participant criteria. A researcher-developed survey of hypothetical dilemmas was deployed electronically to public elementary school assistant principals. Thirty-seven participants responded to four hypothetical scenarios, involving either staff or students, through a Likert scale and open response questions. Each hypothetical scenario included one of the ethical frameworks of justice, critique, care, or the profession embedded in one of four potential solutions. The findings suggest that elementary school assistant principals use an ethical framework during decision-making, whether they refer to the framework specifically by name or not. The data suggest the assistant principals in this study most frequently selected the ethic of care framework for their decision-making. Lastly, the evidence in this study suggests the most frequently consulted resource during decision-making by the assistant principals in this study was that of their principal. There is much research on ethics, teachers, and school leaders, but there are few studies on ethics and the assistant principal. Additionally, there are few studies on the assistant principal and ethical decision-making. The literature suggested that the assistant principalship is a stepping-stone to the principalship. If the assistant principalship is truly a stepping-stone for future principals, assistant principals need to have developed their personal and professional code of ethics, as well as, have an understanding of the ethical reasoning frameworks for implementation during ethical decision-making.

The purpose of this case study was to explore the perceptions of school district administrators and members of the community about the influence of school-based activities had on voter behavior. The case study focused on a school district in the Willamette Valley of Oregon. Interviews were held with the school district administrators and taxpayers in the community. The surveyed taxpayers were prominent, influential and well informed about the school district and the community. Three questions were addressed to both the school administrators and taxpayers. (1.) What are the perceptions of the interviewee on the influence of school site activities on voter behavior? (2.) What activities would the interviewee perceive to be most effective in gaining/keeping community support? (3.) Does the interviewee perceive anything unusual about the community in its participation in school site activities and/or non-school activities? It was found that attracting the people to the school site can be a positive influence, provided that the schoolsite is in good order. The activities most effective in gaining/keeping community support were those activities that pulled the widest range of community members to the school site. The administrators perceived the large attendance at school activities as support for the school system rather than the family members supporting the children. Administrators were also aware of a large segment of the community without school-age children, yet no active budgeted plans to reach them had been made. Furthermore, community members felt that the district should live within their budget even though there was large community support for school based activities. The change in demographic characteristics, increased enrollment, and increased property evaluations have caused the community's perception of the school district to become more fiscally conservative. Due to the lack of trust by the taxpayers, the school district needs to be sensitive to the community by furnishing timely information about the how and why public monies are being spent. / Graduation date: 1994

This study assessed indicators of adoption of abstinence-only-until-marriage education as an innovation by middle school principals in the state of Texas. It also assessed school principals?? likelihood of adopting such programs. This study was conducted in the context of changing school policies related to sexuality education and an influx of governmental funding intended to encourage instruction about abstinence-only-until-marriage. The impact of school-based, abstinence education and the role of the principal are of special interest for those promoting healthy sexual behavior among youth. The study??s sample consisted of 433 responses from a proportional random sample of middle school principals selected from 20 Education Service Center Regions in the state of Texas. Rogers?? Diffusion of Innovations Theory provided the theoretical framework and foundation for this research. Five perceived attributions of an innovation??relative advantage, compatibility, complexity, trialability and observability??were the study??s independent variables. The dependent variable was defined as the likelihood of principals adopting abstinence-only-until-marriage education in their schools. Location of schools (i.e., in rural or urban counties), was examined as having a possible moderating effect on other variables. Findings from this study indicated the middle school principal who was most willing to adopt abstinence-only-until-marriage education programs into his or her school??s curriculum strongly believed abstinence education provided important advantages for youth, and strongly perceived abstinence-only-until-marriage education to be consistent with his or her professional and personal beliefs and values. The average principal also did not perceive abstinence-only-until-marriage education to be complex. The typical respondent agreed that elements of abstinence-only-until-marriage education could be easily tried in the school, and considered it important to observe other principals adopting abstinence-only-until-marriage education prior to adopting the innovation. Trialability, complexity and religion were the strongest predictors for likelihood of adoption. Efforts to promote abstinence-only-until-marriage education in the public schools are dependent upon an understanding of the role of administrators in the curriculum adoption process. This study contributes to the knowledge base related to the school principal??s influence on abstinence promoting programs.

The purpose of this master's thesis is to examine and compare the process of starting a school library at schools which haven't had a school library before, and to examine and compare the experience of this process according to the principals and the persons responsible for the school library. I have examined two Swedish independent primary schools (age 6-15 years). I have made qualitative interviews with the principals and the persons responsible for the new school library. In all, I have made seven interviews. As requested by the new Swedish Educational Act, both schools had recently started creating school libraries. One of the schools had recruited a half-time teacher-librarian and the other had no staffing at all. In the interviews, I have examined the attitudes of the informants towards school libraries, if this attitude has changed during the process of starting the school library, the informants' experiences during this process and the informants' views on the school library as an agent for student achievement. I have used David V. Loertscher's taxonomies for the principal, the school librarian and the student, to analyze the statements of the informants. The result of the study shows that at the school without library staff, the person responsible for the library had a hard time starting it as there were no time allocated. The work was easier and quicker done at the school with the part-time teacher-librarian. The views of the school library and of its possibilities for student achievement, that the informants expressed, were positive at the school with the staffed library,as well as their experiences. At the other school, the attitudes and experiences were more negative. The conclusion of the study is that staffing is an important factor for a successful school library, and that starting a school library requires a great amount of planning, knowledge, time and resources. This is a two years master's thesis in Archive, Library and Museum studies.

Some school divisions find themselves with a limited number of qualified applicants for administration positions. Aspirants require suggestions of and guidance toward effective leadership training programs and supports. A clear understanding of essential leadership skills may create an incentive for classroom teachers to apply for administration positions and potentially decrease the strain on school divisions. Selection and suitability of qualified candidates applying for vacancies will diminish school boards struggles to fill administrative vacancies. <p>The purpose of this case study was to describe what administrative personnel superintendents, principals, and vice principals in one Saskatchewan urban school division consider essential skills for classroom teachers to develop as a means to position themselves as future school administrators. Furthermore, the case study set out to identify appropriate leadership development programs and supports to assist aspiring administrators in leadership development. This study aspired to isolate programs that practicing administrators in the school division posited as most useful in their own skill acquisition and development.<p>A mixed-methods survey questionnaire was administered to 117 administrators of one Saskatchewan urban school division. The administrators insights and expertise as to the essential skills required to be an effective administrator will assist classroom teachers prepare for the potential of becoming formal leaders. Forty percent of this group responded to the survey. Data from this case study were compared to a similar case study conducted by John Daresh (1994) in the United States.<p>Participants believed aspiring administrators must develop self-awareness skills to be effective educational leaders and must be offered appropriate leadership programs and supports through which aspirants could develop essential leadership skills. Even though the majority of respondents suggested self-awareness skills were essential to develop for effective leadership, they posited the importance of also developing technical and social skills. This case study found that while a commonality of skills were identified by participants as essential, it was extremely important for aspiring administrators, with the assistance of their school board, to build on their own personal leadership strengths.

The aim of my “two years master thesis” was to examine school administrators perceptions about important information literacy skills that the students should be able to control, perceptions about what role the teachers and the librarians have in teaching students information literacy and perceptions about the collaboration between these groups. My questions have been: Have the school administrators reflected upon the conception of information literacy? What conceptions do school administrators have about important information literacy skills that the students should be able to control? What role do they consider the teachers and the librarians to have in making all students information literate? How do they consider the collaboration between the teachers and the librarians work? What role do they consider themselves to have on a management level to make all students’ information literate? I used a phenomenographical method and carried out six qualitative interviews with school administrators from five senior high schools in the municipality of Gävle. Both public schools and independent schools were included in the study.   Most of the school administrators considered information literacy to be the same as criticism of sources, which they also considered as one of the most important information literacy skills. Only one of the school administrators thought that information literacy is about arranging the information. All of the school administrators thought that the teachers have the main responsibility for the education in information literacy. The  librarians were by the school administrators considered not to be used at their full potential and the perceptions about the librarians tasks was that they were to be a guidance in databases, tempt students in to reading by talking about books and ask students critical questions through the information literacy process. The school administrators thought that the collaboration between the teachers and the librarians was satisfying. All of the school administrators thought that they should provide the right conditions for collaboration between the groups, but that the school administrators should not run the project. One of the reasons why the school administrators in my essay focused on criticism of the sources and not on the arranging of information can be due to that information literacy is vaguely described in the school curriculum. A conclusion in the study is that the school administrators have insufficient knowledge and insight in how the collaboration between the teachers and the librarians work and that the school administrators do not allocate enough time for the teachers and librarians to collaborate.