The purposes of the study were: (1) to determine, for the period from 1968-69 to 1973-74, the number of women who annually apply to, are admitted to, and complete specialist or doctorate degree programs in educational administration at selected midwestern universities, and (2) to determine the types of positions secured by women who completed the specialist or doctorate degree or who left the doctorate degree program prior to completion.Data were obtained through the use of a questionnaire sent to departments of educational administration at twenty-four selected midwestern universities. Sixteen chairpersons reported on specialist degree programs and fourteen reported on doctorate degree programs.Findings reported in the study during the period from 1968-69 to 1973-74 were:1. Totally, at least forty-nine women applied for, at least 264 women were admitted to, and at least forty-eight women completed the specialist degree program. Because application and admission are continuing processes the number of women who were admitted is greater than the number of women who applied.2. Totally, at least 349 women applied for, at least 353 women were admitted to, and at least eighty-four women completed the doctorate degree program.3. The annual total number of women who applied for, were admitted to, and completed either the specialistist or doctorate degree program tended to increase from 1968-69 to 1973-74. The greatest annual number of women at each stage of their degree program was reported in 1973-74.4. Of the positions reported by twenty-eight women who had completed the specialist degree, nine were elementary principals, four were assistant superintendents and four were teachers.5. Of the positions reported by fifty women who had completed the doctorate degree, fourteen were assistant professors, nine were educational consultants and seven were elementary principals.6. One woman was reported to be a faculty member of those departments of educational administration which participated in the study.The following conclusions are based upon the findings of the study:1. The number of females seeking admission to, being admitted to and completing specialist or doctorate degree programs in educational administration at selected midwestern universities is increasing annually.2. Women who have completed the specialist or doctorate degree in educational administration at selected midwestern universities are more likely to find employment as an elementary principal than any other position.3. Women are not proportionately represented as members of faculty of the department of educational administration at selected midwestern universities.4. There is a proportionate underpresentation of women who have received specialist or doctorate degrees in educational administration from selected midwestern universities and who hold higher-level positions in educational administration (superintendent in public schools; dean in a college or university).

The purpose of the study was to obtain the judgments of superintendents, principals and teachers toward instructional leadership competencies for middle school principals.A questionnaire containing thirty-two instructional leadership competency statements was mailed to 796 teachers, 120 principals and 120 superintendents randomly selected from Indiana school corporations. Respondents were asked to select the level of need and actual demonstration for each competency statement. Judgments were obtained as to how each referent group viewed the way the principal should be functioning and how the principal was actually functioning in the area of instructional leadership.Returns were divided into four enrollment categories and questionnaires from principals with less than three years experience in the position were not utilized for the study. A total of 300 teachers or thirty-eight percent, sixty-two principals or fifty-two percent and sixty-eight superintendents or fifty-seven percent completed usable questionnaires.The results were analyzed by using Kendall's W and Spearmans Rank Order Correlation Coefficient in order to answer the following research questions.1. What instructional leadership competencies as provided in the questionnaire were judged by superintendents, principals and teachers to be needed for middle school principals?2. What instructional leadership competencies as provided in the questionnaire were judged by superintendents, principals and teachers as actually being demonstrated by middle school principals?3. What was the extent of agreement among superintendents, principals and teachers concerning instructional leadership competencies as they presently were judged to exist and as the competencies ought to exist for middle school principals?4. What dimension of the instructional leadership competencies--technical, human, conceptual--was judged by superintendents, principals and teachers to be significantlymore important?5. Were the instructional leadership competencies of the middle school principalship in a small middle school judged to be significantly different than those observed in larger middle schools?Findings indicated there was significant agreement among teachers, principals and superintendents as to needed and actually demonstrated instructional leadership competencies for middle school principals. Competencies in the areas of staff selection, assignment and supervision of teachers were ranked in the top ten needed competencies.The results indicated a need for principals to possess skills more from the conceptual and technical dimension rather than from the human dimension.The evidence further indicated significant agreement between the competencies needed and demonstrated by principals in small middle schools when compared to the instructional leadership competencies needed and demonstrated by principals in larger middle schools.

This study researched the preparedness of English as a Second Language directors in school corporations in Indiana to determine their background experiences, awareness of second language acquisition research, levels of qualification, attitudes towards English learners (ELs), efficacy for leading ESL programs, and to gain an understanding of how to provide guidance and support to this group of individuals. Furthermore, the study investigated relationships between these factors to gain insight into how they impact each other and program implementation. The study endeavored to provide useful information towards policy making and support of ESL leaders. The research was quantitative and utilized a tailored design Internet survey to collect data. Descriptive data was analyzed using analysis of frequency (distribution, central tendency and dispersion of individual variables), while relationships between elements were analyzed using a combination of ANOVA, and Pearson’s Product Moment correlational analysis, followed by post hoc analysis and regression analysis. Findings indicated that having experience with English learners and teaching certification for working with English learners were significant factors in the areas of knowledge, attitude, and efficacy. An exploratory model of ESL program leadership, developed by the researcher, concluded that when EL directors are certified and bring experience of working with ELs to their positions, it is more likely that their programs will be successfully implemented. Finally, the interplay of variables showed that these directors’ levels of knowledge of second language acquisition principles and efficacy for leading the ESL program had highly significant effects on attitude, program implementation and each other. The implications of this study include directions for policy, training programs, and further research. / Department of Educational Leadership

The purpose of this study was to determine if the student-to-administrator ratio in a school was related to student achievement as well as to examine the duties a principal delegated to others to determine if a pattern existed between principals of high and low performing high schools in regard to duties kept versus duties delegated. While the results of this study did not find one overall recommendation for a student-to-administrator ratio, it did determine that there are certain duties principals of high achieving schools did not delegate as compared to principals of schools with lower achievement. This study also produced a comprehensive description of the 51 duties of a high school principal and provides a recommendation for which duties may be most valuable for the principal to keep and which duties could be delegated to other personnel. / Department of Educational Leadership

No description available.

<p>The Namibian education system was affected by a number of changes and challenges. These changes and challenges emanated from new political, financial and socio-economic trends in Namibia and the global village. Due to their strategic positions as educational leaders-cum-managers, principals were expected to lead and manage schools to overcome the challenges and meet increasing expectations of varied stakeholders. However, many secondary school principals especially those in rural areas could not cope with the changes and challenges. Rural secondary school principals did not have what it takes to manage and lead their schools effectively and efficiently. This study investigated the professional development of Namibian secondary school principles with special focus on rural secondary school principals in the Omusati Region, a region in north central of Namibia.</p>

No description available.

No description available.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 116-124).

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 January 30, 2007) Vita. Includes bibliographical references.