Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains x, 157 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 112-126).

Thesis (Ph. D.)--Joint Doctoral Program in Educational Leadership (California State University, Fresno and University of California, Davis). / Typescript. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).

Thesis (Ed. D.)--Illinois State University, 1967. / Title from title page screen, viewed July 2, 2004. Dissertation Committee: Elwood F. Egelston (chair), Henry J. Hermanowicz, and James S. Patterson. Includes bibliographical references (leaves 167-170). Also available in print.

Thesis (D. Ed.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references (leaves 256-265). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed. D.)--West Virginia University, 2002. / Vita. Includes abstract. Includes bibliographical references (p. 112-126).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

The purpose of this study was to identify possible differences in the role expectations held by selected referent groups of the Bilingual Education Administrator. The study employed a questionnaire as the principal data-gathering instrument. The role expectations held by the selected referent groups were identified and compared. The "jury method" was used in the development of the initial data-gathering instrument, and a jury of experts identified a list of functions of the Bilingual Education Administrator. A selection panel of coders categorized the functions into five major administrative functions. The final questionnaire was distributed to a sample of 500 subjects in the State of Arizona. The six referent groups studied were found to be in general agreement when the role of the Bilingual Education Administrator was treated generically. However, disagreement was disclosed in one out of five major administrative functions and in four out of 23 specific functions. When the role was analyzed according to the five major administrative functions, disagreement was encountered in the innovative and change agent functions as bilingual education program directors and elementary teachers not in bilingual education programs were compared. It was also found that bilingual education program directors assigned a significantly higher priority to innovation and change agentry. When each of the 23 specific functions (listed under the major administrative functions) were analyzed, significant differences were noted in the functions dealing with (1) the integration of philosophy, goals, and objectives, (2) recruiting and hiring, (3) parent involvement, and (4) local financial support for bilingual education. In drawing general conclusions, it can be said that membership in a particular referent group can be considered a reasonable predictor of certain expectations of a role. Educational administration preparation programs should include, in their course requirements, sufficient content dealing with bilingual education theory, curriculum, program models, and research findings. In order to lessen the degree of conflict which now surrounds the role of the Bilingual Education Administrator, it may be advisable, in some cases, to change some of those functions which ordinarily cause disagreement and assign them to other superordinates.

No description available.

There has been a significant number of disputes being declared after every selection process each year since 1998 when School Governing Bodies were given the responsibility of selecting management staff at schools (Thurlow 2003). Also, anecdotal evidence is that there is suspicion amongst educators that unfairness and favoritism in the selection of management staff is rife. Hence, the researcher sought to develop better understanding of how the selection policy is perceived to be problematic in its implementation. With this in mind the researcher examined the perception of stakeholders, namely educators and School Governing Bodies, on the selection of management staff at public schools in a suburb in the Pinetown District. The research involved all eight schools in the Suburb which comprised two secondary schools and six primary schools. All the teachers and management staff and chairpersons of the Selection Committees of the School Governing Bodies in these schools were targeted for the study. The research instruments used for this study were questionnaires that were administered on educators and interviews conducted with the chairpersons of the Selection Committees of the Schools' Governing Bodies. The findings revealed that both the educators and School Governing Bodies were disillusioned with the current selection process. While the chairpersons of the Selection Committees expressed their dissatisfaction at the training proffered by the Department of Education, the educators indicated frustration at not being promoted and perceived the selection to be unfair and based on favoritism and nepotism. Educators also felt very ABSTRACT There has been a significant number of disputes being declared after every selection process each year since 1998 when School Governing Bodies were given the responsibility of selecting management staff at schools (Thurlow 2003). Also, anecdotal evidence is that there is suspicion amongst educators that unfairness and favoritism in the selection of management staff is rife. Hence, the researcher sought to develop better understanding of how the selection policy is perceived to be problematic in its implementation. With this in mind the researcher examined the perception of stakeholders, namely educators and School Governing Bodies, on the selection of management staff at public schools in a suburb in the Pinetown District. The research involved all eight schools in the Suburb which comprised two secondary schools and six primary schools. All the teachers and management staff and chairpersons of the Selection Committees of the School Governing Bodies in these schools were targeted for the study. The research instruments used for this study were questiormaires that were administered on educators and interviews conducted with the chairpersons of the Selection Committees of the Schools' Governing Bodies. The findings revealed that both the educators and School Governing Bodies were disillusioned with the current selection process. While the chairpersons of the Selection Committees expressed their dissatisfaction at the training proffered by the Department of Education, the educators indicated frustration at not being promoted and perceived the selection to be unfair and based on favoritism and nepotism. Educators also felt very strongly that the Selection Committees were not following procedures as legislated. The findings also revealed that both sets of stakeholders felt that the Department of Education _ should take sole responsibility for selecting management staff for schools if the perceived shortcomings are to be overcome. Recommendations emanating from the above include shifting the responsibility for the selection ofmanagement staff from that of School Governing Bodies to the Department ofEducation, co-opting department officials into the Selection Committees for their knowledge and expertise, enhancing training and capacity building programs for Selection Committees and the provisioning of counseling for unsuccessful applicants. 11 strongly that the Selection Committees were not following procedures as legislated. The findings also revealed that both sets of stakeholders felt that the Department of Education .. should take sole responsibility for selecting management staff for schools if the perceived shortcomings are to be overcome. Recommendations emanating from the above include shifting the responsibility for the selection of management staff from that of School Governing Bodies to the Department of Education, co-opting department officials into the Selection Committees for their knowledge and expertise, enhancing training and capacity building programs for Selection Committees and the provisioning of counseling for unsuccessful applicants. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2006.