This study sought to review the due process appeal cases that came before the Texas State Commissioner of Education from 1970 to 1975 in order to determine the impact of the decision upon school districts' management and operation. Five purposes directed this study and are as follows: (a) to review the cases appealed to the State Commissioner from 1970 to 1975, (b) to develop a cross reference for cataloging these decisions, (c) to develop a handbook on reference materials for local administrative use, (d) to outline a special procedure for orderly due process, and (e) to determine the impact of these decisions rendered to concerning local school district policy. These five purposes were attained through a research design combining historical research methodology with survey research methodology. In conclusion, negligible impact was observed on school districts as a result of due process appeal cases. No school board changed policy as a result of the commissioner's decision. In summary, the five purposes were met. Attaining these five purposes produced the following, which are contained in the report: (a) a Cross-reference Matrix for cataloging decisions, (b) an Administrative Due Process Handbook containing case briefs, (c) a procedure for orderly due process, and (d) data results with interpretation.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006 / As a recently appointed principal, I was confronted with many inherited problems. One ofthe most challenging problems was the management ofa group ofnon CS-educators employed at the school. They presented challenges such as excessive absenteeism, abuse of alcohol, undermining ofauthority, contestation ofpower, backbiting, laziness and a negative attitude towards authority. I knew they played an important role in terms ofthe service they provided to the school and that their daily interactions with educators, learners and parents impact directly on the effective running ofthe school. The difficulty I experienced in optimizing their potential to contribute to improving the general school climate has inspired me to undertake this qualitative research study The aim ofthe research was to explore school stakeholder perceptions ofnon-CS educator's contribution to the orderly and effective operation ofschool processes and to explore the perceptions ofnon CS-educators concerning the contribution they make to the orderly and effective operation ofschool processes. Data was obtained by means ofa focus group interview with six educators, an interview with the school principal and a participant observation with a group ofnon CS-educators. The findings revealed that non CS-educators do make a contribution to the orderly and effective operation ofschool processes and that there are much room for improvement with regards the contribution they make to the orderly and effective operation ofschool processes and the management ofthe group. The study recommends strategies for all the school stakeholders in order to optimize the potential ofnon CS-educators to contribute to improving the general school climate.

The purpose of this study is to determine the exact power that public school officials may exercise and yet remain within the limits of the law. Associated with this purpose is the effort to show that the legal status of their public school officials is not static.

No description available.

Evidence from studies related to the workplace (Ziemenski, 1981 and Knautz, 1982) suggest that occupational stress is a causal factor in job-related illnesses such as coronary heart disease, psychoneurotic and personality disorders, and migraine headaches. II In addition to physiological problems resulting from stress almost every psychosocial variable of importance is affected by stress in the workplace, including productivity, morale, and the .psychological well-being of workers" (Ivancevich and Matteson, 1980). Cooper and Marshall (1975) proposed two central features of stress at work, the interaction of which determines either coping or maladaptive behavior and stress related disease: (1) the characteristics of the persons (dispositional) and (2) the potential sources of stress in the work environment (situational). There is a growing need to use stress responses to cope with stressful situations encountered in occupations. In order to fulfill their responsibilities, employees should be aware of stressors that develop. The methods utilized in this study should provide an approach to identifying stressors and assessing counterproductive job situations. The purpose of this study was to measure and compare the degrees of stress experienced by administrators, teachers I and support personnel of the District of Columbia Public School System to selected occupational factors. This study utilized a descriptive research methodology and survey technique to gather data from a sample population of employees of the District of Columbia Public School System including: (a) administrators, (b) teachers, (c) support personnel, including engineers and clerical support personnel. It was hypothesized that: (1) there is no statistically significant difference in stress levels of administrators, teachers, and support personnel as measured by responses to measurements of perceived occupational stressors (change, clarity, tedium, control, intensity and conflict) according to reported situational and dispositional factors. Analysis of Variance procedures and Pearson Moment Correlation were used to test the hypothesis. Data for the study were obtained from five high schools in the District of Columbia. / Ed. D.

Absenteeism is a costly and pervasive problem to business and society. Differences in levels of absenteeism between men and women have been found in both national data and in individual studies; however, it is unclear why gender influences absenteeism rates. Differential effects from gender on the relationship between absenteeism rates and both personal and attitudinal factors of employees were studied. Specific variables examined were age, number of dependents, distance to work, role conflict, job involvement, job satisfaction and central life interests. Job level and working conditions were held constant so that gender effects on absenteeism were isolated from other factors. An employee's age and attitude toward pay were the only factors found to exhibit a gender-related differential impact on absenteeism. It was found that both men's and women's frequency of absenteeism is best explained by motivational factors to attend work. Duration of absenteeism was best explained by motivational factors for men, while both motivational and ability to attend factors were useful in predicting days absent for women. / M.S.

Fairfax County Public Schools (FCPS) are located in the Commonwealth of Virginia, approximately fifteen miles south of Washington, D.C. This school system is the tenth largest in the United States and it has a student population of approximately 130,000. Because of the size of the FCPS system, it is divided into four administrative areas-Area I, Area II, Area III and Area IV. Area II of FCPS has a student population of approximately 26,000 students, and of those 26,000 students, approximately 9 percent of them are of Hispanic origin. This English as a Second Language (ESL) population is of special interest to the school system because these students often do not possess the communication skills necessary for matriculation/ graduation. Therefore, their academic performance is frequently below average. This poses problems and raises concern for the educators that serve them. As a part of FCPS' minority achievement program, which began in 1983, an Area II staff member initiated a two-part training program entitled, "Intensive Spanish for Educators" patterned on a similar program used with Arlington County, Virginia educators. The program carries university credit and provides a forum for the presentation of oral and aural Spanish language skills, as they relate to relevant school situations and Hispanic cultural awareness. Based on the perceptions of the program participants, this dissertation represents an evaluation of the "Intensive Spanish for Educators" program, utilizing information obtained from on-site observations of class sessions, examination of planning documents/proposals/syllabi/etc., interviews with the program administrator/coordinators, program trainers and randomly selected program participants, and a questionnaire. The results of this evaluative study indicated that the Intensive Spanish for Educators training program is a worthwhile and valuable program because it provides the opportunity for teachers, pupil personnel staff and administrators to acquire knowledge and skills in an area that can be used on a daily basis, it is well planned and it is sanctioned by the Area II Superintendent. The participants were enthusiastic about being in the program and felt the program should be strongly recommended, but not made mandatory. / Ed. D.

This study describes the effects of a structured employee wellness program as related to stress management in an elementary school of thirty-eight staff members. The study was designed to measure the residual effects of the intervention program after subjects completed the sustained personal program of stress management with emphasis on relaxation techniques. The research design in which the wellness program tested was a behavioral modification study which used subjects as their own controls across two baseline stress assessments. The instruments used to measure the perceived sources of stress, levels of stress, subjects knowledge of stress, and identified symptoms of stress were: 1)the General Well·Being Schedule; 2)How to Manage Stress Computer Program Tests; 3)State-Trait Anxiety Inventory and 4) Personal Exit Interviews. These assessment instruments, except for the interviews, were used before and after each intervention treatment. In addition to the above measures, other criterion data included observations during the intervention program and after individual and group activities. These observations were done to show how school employees succeed in using stress management and relaxation techniques after exposure to the specific interventions. Analysis was made using network comparisons across both assessment periods. The networking included the implementation of Stress Managing Techniques and How to Manage Stress Computer Program. / Ed. D.

This study investigated perceptions held by public school personnel of the South Carolina 4-H program with respect to 4-H curriculum, state 4-H Program objectives, utilization of teachers as volunteers, the Extension Agent's role, school personnel involvement in planning 4-H programs, use of communications media, and certain aspects of utilizing volunteers from outside the school, and whether the perceptions varied in relation to the respondent's school type, school setting, and the person's own prior 4-H experience. The research design was a survey research design with a mail questionnaire. The target populations were superintendents, principals and teachers of the South Carolina public schools. The statistical analysis included the Chi-Square test of independence. The data showed that the elements of the 4-H program are frequently observed by public school personnel. School personnel perceived five of the elements of the 4-H program occurring "sometime" to "most often" (41-100 percent of the time). They observed teachers being only "rarely" utilized as volunteers (0-40 percent of the time). Basically school personnel felt that volunteers from outside the school should be utilized with the in-school program. Some demographic variables were found to be related to the response variable. School type and school setting did not affect the respondent's perception of the 4-H objectives or the Extension Agent's role. School type did not affect the respondents perception of their involvement in planning. Several conclusions were drawn: The 4-H curriculum is suitable for in-school use, relevant for urban and rural audiences, and little attention has been given to extension school liaison committees. Public school teachers are not successfully utilized as volunteers. The Extension Agents assume the majority of the leadership for the in-school 4-H program. School personnel perceptions are influenced by their position and whether or not they have experienced 4-H. The following recommendations were offered: 1) 4-H should continue its relationship with the schools. 2) School personnel should be involved in planning and evaluating the program. 3) Teachers and adults from outside the school be permitted to conduct 4-H clubs in the school. 4) Extension School Liaison Committees should be established. / Ed. D.

published_or_final_version / Education / Master / Master of Education