The study sought to explore six women from Ilembe District who are managing in different levels within their organisations. The study focused on Principals, Deputy Principals and HOD‟s from different schools. The aim of the study was to find out whether Professional self-advancement has embraced women in Education Leadership with skills that would help them withstand the challenges mostly faced by women leaders that are imposed by the patriarchal gendered background. This qualitative study was set in the interpretive paradigm. It used semi structured interviews and documents analysis, as its method of data collection. The findings revealed that women were reluctant at some point to improve themselves professionally because there is lesser advancement of women into leadership positions, as compared to their male counterparts. It transpired that some women believed that the employment of feminine characteristics of managing embraced women with a sense of worth and responsibility in their organisations. On the other hand some women were pre-conditioned that in order to be recognised as a good leader one had to employ masculine character traits to be acceptable. To most participants professional self-advancement has empowered them to be confident, knowledgeable and be resilient to withstand all negative misconceptions towards them as women leaders. In large majority, women believed that their exposure to management courses has helped them deal with conflicts and improve inter-relations within their organisations. They see themselves as approachable, nurturing, supportive and relational to all their subordinates and this bring meaning to them as women that they have a major role to play to help shape our education. Grogan (2010) hinted that studies pursued by Shakeshaft and Grogan on US women leaders have noted five different characteristics portrayed by women managers which are; leadership for learning, leadership for social justice, relational leadership, spiritual leadership and balance leadership. The study recommends that both the victims and perpetrators of gendered situations should work collaboratively to re-socialise both women and men so as to help women find their self worth within the education system. This could be done by assisting women improve themselves through engaging with institutions of higher learning, attending seminars, motivational talks, enhance networking, have mentors and attend departmental programmes that focus on enhancement of leadership skills. Lastly, for outstanding performance, women should be accepted as they are, to regain their self confidence and exhaust all their capabilities, but not to disregard their mothering flair. Lumby and Azaola (2013) in their study on women principals in South Africa said that, their „mothering identity‟ develops skills even in areas where they report there is considerable doubt about their competence, for example in disciplining boys. In their study they picked that as mothers, they are better able than men to discipline boys. Through exposure to management studies, some participants have found that they use both feminine and masculine style of leadership. Coleman (1996) as cited in Pace and Pace (2005) found that female head teachers exhibit both feminine and masculine qualities, and hence could be identified as androgynous leaders. It is therefore, important that women are exposed to skills development workshops; nurture their studies, engage in networking, and advance their knowledge in every way possible to become better leaders in education. / M. Ed. University of KwaZulu-Natal, Durban 2013.

The purpose of this study was to identify principal staff development needs as perceived by principals and superintendents in select Indiana school districts. Need ratings were analyzed by comparing superintendent and principal rating in eight categories of potential needs; "Instructional Leadership and Curriculum," "Community and Public Relations," "Personal Awareness," "School Management," "Personnel Management," "Student Rapport," "Principalship," and "Administrative Organization and Planning." The potential influence of five demographic variables: "Size of School District," "Levels of Graduate Education," "Grade Levels of Assignment," "Membership in Professional Organizations," and "Years' Experiences in School Administration," on principal ratings was also examined. Data were collected from30 superintendents and 181 principals employed in the 30 randomly selected school districts. Data were collected via a survey containing 76 items divided into eight categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, demographic variables incorporated in this study appeared to have little effect on principal ratings. There were three exceptions: (a) level of assignment (type of school) was found to be significant for ratings in the category of "Community and Public Relations," (b) level of assignment (type of school) was found to be significant for ratings in the category of "School Management," and (c) level of memberships in professional organizations was found to be significant for ratings in the category of "School Management."Findings in this study suggested that there was much common ground in principal ratings of their own staff development needs and the ratings provided by superintendents. Hence, the potential for planning programs that address both organizational and personal needs appeared to be high. Additionally, outcomes suggested that practitioner perceptions of principal staff development needs are not affected to any great extent by demographic variables. Additional research examining why principal needs are often ignored in staff development programs was recommended. / Department of Educational Leadership

The purpose of the study was to assess the relationship between selected variables (age, sex, years of preparation and experience, size of school district, existence of an Affirmative Action plan, type of position) and the expressed opinions of superintendents and boards of education presidents in Indiana concerning the effect of Affirmative Action laws and regulations on public school districts.An Opinionnaire developed by the author at Ball State University was used to measure the opinions of superintendents and boards of education presidents concerning the effect of Affirmative Action laws and regulations on public school districts. A background data questionnaire was used to elicit data pertaining to the identification of selected variables such as age, sex, years of preparation and experience, existence of an Affirmative Action plan, and type of position.The One-way Analysis of Variance and associated F-test was utilized to statistically analyze twelve null hypotheses formulated to test the relationship between expressed opinions concerning the effect of Affirmative Action laws and regulations on public school districts and the variables identified with the background data questionnaire.Three of the twelve F-tests were significant at the .05 level. Nine of the twelve F-tests were not significant at the .05 level.Findings of the study indicated that superintendents expressed significantly different opinions concerning the effect of Affirmative Action laws and regulations when grouped according to size of school district as measured by average daily membership and having or not having an Affirmative Action plan. Superintendents expressed significantly different opinions when compared to school board presidents.The following conclusions were drawn from the data collected:1. Superintendents in large school districts ranging in size from 38,840 to 11,640, as measured by average daily membership, expressed more positive opinions concerning the effect of Affirmative Action laws and regulations that did superintendents in smaller school districts.2. The Eta Square value of .72 suggested that 72 percent of the variation in the dependent variable, expressed opinions concerning the effect of Affirmative Action laws and regulations on public school districts, could be explained by knowing what category--large, medium, or small--the superintendent's school district was in. 3. The Scheefe Posteriori test suggested that although statistically significant difference was found when the three groups of superintendents representing school districts in categories--large, medium, and small--were compared, none of the possible two-way comparisons were statistically significant. Moreover, each group mean score exceeded the average mean score of 54.0000, which suggested each group of superintendents expressed positive opinions. 4. Superintendents in school districts having a boardapproved Affirmative Action plan expressed more positive opinions concerning the effect of Affirmative Action laws and regulations than did superintendents in school districts not having a boardapproved Affirmative Action plan. 5. The Eta Square value of .03 suggested that only 3 percent of the variation in the dependent variable, expressed opinions concerning the effect of Affirmative Action laws and regulations on public school districts, could be explained by knowing whether or not a superintendent worked in a school district that had a board-approved Affirmative Action plan. The Eta Square value further suggested that although superintendents in school districts having a board-approved Affirmative Action plan expressed more positive opinions, the existence of the plan itself was not the reason.6. Superintendents expressed more positive opinions concerning the effect of Affirmative Action laws and regulations than did school board presidents. 7. The Eta Square value of .04 suggested that only 3 percent of the variation in the dependent variable, expressed opinions concerning the effect of Affirmative Action laws and regulations on public school districts, could be explained by knowing if the respondent was a superintendent or a school board president. The Eta Square value further suggested that although superintendents expressed more positive opinions than did school board presidents, the type of position itself was not the reason.

Nontraditional revenue is the term used to describe sources of funding other than those provided by federal and state support, including grants, and those provided by local property tax levies. Examples included licensing agreements, advertising in school facilities and on school property, school business partnerships, booster clubs, education foundations, and user fees. The purpose of this study was (1) to identify the sources of nontraditional revenue used by Indiana school corporations and Indiana high schools, (2) to assess local school officials' attitudes and expectations regarding the use of nontraditional revenue, and (3) to provide some insight as to how Indiana school corporations and schools utilize those funds.A QUAN-Qual Model was used for this study. The QUAN-Qual Model enabled the researcher to conduct the study in two phases. The first phase was comprised of a survey instrument used to identify the kinds of nontraditional revenue being used and to collect data regarding the amounts of nontraditional revenue being generated. The instrument was also used to measure attitudes towards nontraditional revenue and the perceived importance of those funds. The second phase was comprised of qualitative data collection through telephone interviews with school corporation and high school administrators conducted in February and March 2006. Analysis and interpretation of that data provided additional information about attitudes towards nontraditional revenue and how those funds are used.All Indiana school corporations and high schools that were included in the study utilized nontraditional revenue sources to varying degrees. They supplemented traditional funding with licensing agreements, school-business partnerships, booster clubs, education foundations, individual donations, and user fees. Nontraditional sources of revenue were identified as being essential for supporting some activities and programs. However, the researcher's sampling of corporation level administrators' and high school principals' attitudes regarding that revenue suggested that neither group relied on it to provide for essential personnel or programs. Statistically significant data suggest that school corporations and schools located in rural settings might be at a disadvantage with respect to their capacity to generate nontraditional revenue. / Department of Educational Leadership

The two purposes of the study were to investigate and compare job perceptions (satisfaction-dissatisfaction) of two groups of part-time nursing faculty teaching in Indiana associate and baccalaureate nursing programs and to recommend guidelines for increasing job satisfaction of part-time employees. Referent groups in the study included:1. part-time faculty surveyed in 1983 and 19872. administrators of nursing programs surveyed in 1983 and 1988A 12-item questionnaire containing 12 job satisfiers relating to current and restructured positions was used to gather perceptions from referent groups.Findings1. Achievement, autonomy, and responsibility motivators were ranked in that order as the three most important job satisfiers by the combined 1983 and 1987 part-time faculty respondents in current and restructured positions.2. Part-time faculty, 1983, ranked salaries as eighth most important job satisfier in current positions and sixth most important in restructured positions. Part-time faculty, 1987, ranked salaries as eighth most important job satisfier in current positions and third most important in restructured positions. Administrators in 1983 and 1988 ranked salaries as ninth most important job satisfier for part-time faculty in current positions and most important job satisfier in restructured positions.3. Administrators cited budget, most frequently, as the reason they employed part-time faculty. Part-time faculty frequently mentioned inadequate salary as the most dissatisfying facet of part-time teaching.4. Part-time faculty most often listed interaction with students as the most satisfying facet of their teaching.Conclusions1. The job satisfier, salaries, has become more important to job satisfaction for part-time nursing faculty.2. With the exception of salaries, part-time faculty respondents ranked job satisfiers classified as motivators as more important in the restructured positions than job satisfiers classified as maintenance factors.3. Part-time teaching offers qualified nurses an opportunity for job satisfaction due to the many motivators which are inherent in the position. / Department of Educational Leadership

The purpose of this study was to determine the overall effectiveness of and the level of engagement in performance assessment processes by Indiana school boards in relation to the Indiana School Board's Associations (ISBA) Code of Ethics as perceived by school administrators. Additionally, there were four objectives: (a) to determine what extent Indiana school boards engage in a process of formal evaluation of their own performance and effectiveness; (b) to determine if there is a difference in perceived compliance to the ISBA Code of Ethics for school boards who engage in school board performance evaluation compared to those school boards who do not; (c) to determine if there is a relationship between the educational background of school board members and school boards performing their duties according to the ISBA Code of Ethics; and (d) to determine the overall perceptions of Indiana school superintendents and randomly selected elementary and secondary principals as to whether school board performance is currently in accordance with the ISBA Code of Ethics. Research questions and hypotheses were developed to determine school superintendents' and randomly selected elementary and secondary school principals' perceptions and possible differences and/or relationships.A descriptive survey research procedure was used in this study, which sought information regarding the professional activities of each participant's school board in comparison to the ISBA Code of Ethics. The questionnaire was constructed in order to answer four research questions and three null hypotheses.The findings indicated: (1) 32.5% of Indiana school boards evaluate their own performance and effectiveness; (2) 67.5% of Indiana school boards do not evaluate their own performance and effectiveness; (3) school boards that engage in performance evaluation processes tend to adhere more strongly to the ISBA Code of Ethics in comparison with those school boards that do not engage in performance evaluation; (4) there was no relationship between the educational background of school board members and school board performance in accordance with the ISBA Code of Ethics; and (5) there did appear to be a significant difference between how superintendents and principals perceive school board performance when compared to the ISBA Code of Ethics. / Department of Educational Leadership

This study examined the social work environment and the innovation or change potential of administrators in a large midwestern school district. It examined three dimensions of the social work environment: (a) relationships, (b) personal growth, and (c) system maintenance and change. It also examined 10 dimensions of innovation and change potential: (a) challenge, (b) freedom, (c) dynamism, (d) trust/openness, (e) idea time, (f) playfulness/humor, (g) conflict, (h) idea support, (e) debates, and (j) risk-taking. The primary purposes were as follows: (a) to determine if relationships existed between dimensions of the social work environment and the administrative group's propensity for change, and (b) to determine if selected demographic variables (age, gender, race, length of service in the district, employee classification) are associated with the group's propensity for change.The study population included 214 administrators and professional and technical staff members responsible for leadership functions within the district. Two standard instruments were used to gather data. The Work Environment Scale (WES) developed by Moos at Stanford University in 1986, was used to assess the social environment. The second instrument, used to assess the 10 dimensions, was the Climate for Innovation Questionnaire (CIQ), developed by Ekvall and Arnonen in 1983; it provided a measure of the propensity of the work climate to support change as perceived by organizational members.Findings indicated that this school district is innovative, that there was a positive potential for change, that the administrative employees were committed to and concerned about their jobs, and that friendly, supportive relationships existed and were supported by organizational leaders.The personal growth dimension suggested that change within the district was moving in a positive direction and that administrators felt encouraged to be self-sufficient. Idea support (i.e., the manner in which an organization treats new ideas) was strongly related to the work environment, again suggesting conduciveness to change.Results of this study were used by the school district to move toward substantial school renewal. The process used in this research provides a framework that can be replicated in other school districts to determine possible factors in the work environment that support or inhibit personal dispositions toward change and innovation. / Department of Educational Leadership

This study sought to determine the beliefs of curriculum directors within the public school districts of Indiana with regard to the purpose of education and to the impact of high-stakes testing. The six cultures of curriculum described by Joseph et al. (2000) were utilized to provide the lens through which curriculum directors could view the overall curriculum of their individual districts. For the purpose of this study, the curriculum director was defined as the person at the district level most responsible for the organization and implementation of the curriculum. The researcher first sought to determine the culture supported personally by curriculum directors and the culture believed to be most prevalent within their districts. In relation, the researcher further wished to learn if directors believed high-stakes testing served a valid purpose within the context of their personally supported culture or the one perceived to be most prevalent. Finally, the researcher sought to determine if directors believed the pressure to perform well on high-stakes tests had an influence upon their decision-making in relation to curricular changes. Data from 136 (46.6%) of Indiana’s 292 public school districts showed Constructing Understanding, defined as “Developing in students the ability to think independently and to build knowledge from the information they gather through observation and collaboration” (Appendix E), was selected by 64.4% of the respondents as the curriculum culture most in agreement with their personal beliefs. When asked to identify the curriculum culture perceived to be most prevalent within their school districts, Training for Work and Survival, defined as “Providing students the necessary skills to allow them to be both effective and adaptive in the workplace and in society” (Appendix E), was selected by 66.9% of respondents. With respect to perceived pressure related to high-stakes testing, 73.5% indicated the pressure significantly impacts or has the greatest impact on my decision-making; 73.7% felt significant to extreme pressure for their students to perform well on ISTEP+ and the ECAs; and, 63.6% reported feeling moderate to extreme pressure to encourage teachers to teach to the test. / Department of Educational Leadership

The primary purpose of the study was to determine the perceived accuracy of the Indiana Assessment Center (IAC) process in rating potential administrators' skills in 12 specified areas as judged by IAC participants and their employing officials. Referent groups in the study included:1. IAC participants2. Employing officials of IAC participants 3. IAC assessorsA 22-item questionnaire containing the 12 specified skill areas was used to gather perceptions from the three educational referent groups.Findings1. Seventy-eight percent of the participants and 86% of the employing officials who read the IAC final report agreed that they would recommend friends and colleagues aspiring to be principals to participate in the IAC.2. Seventy-five percent of the participants and 71% of the employing officials who wrote a narrative response to the evaluative statement ("I would recommend to my friends and colleagues who aspire to be principals to participate in the IAC. Why or why not?") agreed that participation in the IAC was a positive professional experience.3. Participants with administrative experience attained higher scores than participants with instructional experience.4. The mean ratings of assessors were higher for females than males in the skill areas of judgment, leadership, range of interest, personal motivation, educational values, oral communication, and written communication.ConclusionsThe IAC was perceived by a majority of the participants and their employing officials as an accurate method of rating potential building administrators' skills in 12 specified areas. The participants' gender, experience, and position influenced participants' ratings in the 12 skill areas. / Department of Educational Administration and Supervision

The purpose of this study was to examine factors that may have influenced the decision to implement tablet technologies within classroom environments. These factors were grouped and limited to three distinct areas: social and political influences, perceived benefits of implementation, and influence of varying types of hardware, software and operating systems. Results indicate that if technology leaders felt external pressures to keep pace with technological advancements of other corporations, they were more likely to report pressures from the other social political factors being studied. Multiple perceived educational benefits were identified including improvement to classroom instruction, increased differentiation of instruction, enhanced collaboration, better communication and positive public responses. Hardware preferences were found to describe the characteristics found in the Apple line of products. Despite the identification of these perceived educational benefits, a majority of those responding felt that tablet devices did not impact student testing achievement. / Department of Educational Leadership