The purpose of this study was to learn about mentoring relationships in a principal preparation program, the contexts in which they developed, and the influence of personality traits on relationships. Relationships between four pairs of mentors and proteges were described using data collected with a questionnaire, a semantic differential, the FIRO-B (Fundamental Interpersonal Relations Orientation), and in-depth interviews. Analyses of data identified variables associated with mentor-protege relationships and their influence on relationships. The variables that played a role in the formation of relationships were age, gender, experience, proximity, school division support, program design, time, and family support. The semantic differential proved to be an indicator of relationships while FIRO-B was inconclusive. This study should be beneficial to mentors, proteges, and others interested in learning more about mentoring relationships in educational administration. / Ed. D.

In 1987 the Educational Administration Program Area at Virginia Tech began the process of change in its masters program for principal certification. This study examined the variables involved with that planned program change. The researcher used the historical method of research. Three variables of the Probability of Adoption of Change (PAC) model (Creamer & Creamer, 1986)--circumstances, leadership, and strategies--were used as organizational tools. The primary sources of data were interviews, letters, state and university documents, and documents on computer disks. First, the internal and external circumstances that occurred before, during, and after the change process began are examined. Second, the leaders are identified and their roles are explained in the planned program change. Third, the leaders' strategies are examined. Fourth, an epilogue looks at the program after implementation. The researcher found that all three variables played significant roles in the change process. For example, the circumstances directly linked to Virginia Tech caused substantive discussions between faculty concerning the state of principal preparation. Second, two faculty members were willing to be the changemasters and do the work necessary to develop a new program for principal preparation. Third, the leaders understood their strengths, and purposefully developed their strategies around them. The research contributes to the genera) field of knowledge in planned program change from theory to practice. The study has archival relevance for the educational administration program area faculty at Virginia Tech and provides information for students of educational administration. / Ed. D.

No description available.

The infusion of special education students into general education programs has added to the expanding role of the high school principal. The purpose of this study was to identify competencies needed by high school principals and assistant principals to effectively develop, supervise, monitor, and evaluate school-based special education programs. Competency statements were generated from the literature and validated by a panel of experts. The final instrument containing thirty competency statements in eight function areas was administered to Virginia high school principals and assistant principals who were randomly selected from the <u>Virginia Educational Directory</u>. Respondents were asked to rate the individual competency statement using a five point index of value scale and to list the competency statements which should receive first, second, and third priority. Data were analyzed by descriptive statistics. The index of value rating for the competency statements were independent of the position of respondent. The selection of first priority statement was dependent on the position of the person generating the rating, while the second and third priority statements were independent of the person generating the rating. The findings of this study identified "rules for discipline", "select personnel", "implement due process", "enable improvement of instruction", and "implement programs according to regulations" as competency statements with the highest mean index of value. Principals identified the top priority statements as: "evaluation for referred students", "evaluate personnel", and "implement programs according to regulations". Assistant principals identified the top priority statements as "promote positive attitudes", "rules for discipline“, and "implement programs according to regulations". Recommendations for further research included task analysis of competency statements to identify performance indicators that could be used in administrative training programs; cooperation between the local and state education agencies and universities in the provision of special education administration skills infused into general education administration pre- and in-service training programs; and the use of Public Law 94-142, Education of the Handicapped Act, Part B State flow through funds and Part D State personnel preparation funds as financial resources. / Ed. D. / incomplete_metadata

This study assessed the status of staff development programs for the identification, assessment, and/or training of prospective principals in the public school districts in Virginia. All superintendents were surveyed to determine if they had programs in effect for the identification, assessment, and/or development of leadership for prospective principals. One-hundred and fifteen superintendents responded to the survey. Ninety-two of them indicated that they did not have programs; twenty-three did. Data from the superintendents with programs revealed a diversity of designs. This suggests that there has not been an acceptance of any one established practice for the preparation/training of prospective principals. Rather, the designs have been adapted to suit the unique circumstances of each school district. The exceptions to this were found in the systematic assessment procedures utilized by the majority of the county and city public school districts. These school districts implemented the National Association of Secondary School Principals' Assessment Center for that purpose. Data further disclosed that superintendents with programs intact agreed that they were a viable means of preparing individuals for the principalship and were successful. Despite this, they were split on the issue of whether or not the programs should be a requirement for individuals aspiring to the principalship. They agreed that school districts should be responsible for providing formal preservice programs for prospective principals and suggested that the programs be intense and in-depth experiences relevant to the everyday work situation of the principal. / Ed. D. / incomplete_metadata

From this investigation it can justly be asked what a leader is and why not all people are leaders. It is clearly evident that some people possess more innate leadership potential than others. It has subsequently been proved that leadership and leadership training is of great value to mankind. In this regard one can refer to Plato, Erasmus and Cawood who, despite living in different eras, all recognized the same crisis in leadership. Each concluded that the leadership crisis of his time could be bridged only by training. Great responsibility, therefore, lies upon the school as primary training centre, and especially the principal. / Educational Studies / M.Ed. (Teacher Education)

published_or_final_version / Education / Master / Master of Education

This research was a qualitative study of 10 elementary school teachers working with predominantly African American students in a large urban school district. The primary focus of this study was to analyze the perceptions of effective teachers of African American students. The hope is that the data presented in this study will initiate trends that assist in effectively preparing teachers to attain successful outcomes with African American students. Through document analysis and interviews with selected university faculty, this interpretive qualitative study also examined the multicultural education training component that targets African American students in the undergraduate elementary teacher preparation program at a highly selective public university in Texas. The data were collected through interviews and document analysis. The themes that emerged from data collected with the 10 elementary school teachers included (a) perceptions of culture, (b) beliefs about teaching, (c) academic accountability, (d) teacher preparation, and (e) contributions to success. This study utilized Ladson-Billings' (1995a, 2001) theoretical framework of culturally relevant pedagogy to examine teachers' perspectives. Supplemented with interviews of selected university faculty, this study also utilized document analysis of relevant teacher preparation programs and educational policies. Along with uncovering areas of further research, an examination of the various components of this study identifies recommendations for reform of educational practice, teacher preparation programs, and educational policy. / text

published_or_final_version / Education / Master / Master of Education

From this investigation it can justly be asked what a leader is and why not all people are leaders. It is clearly evident that some people possess more innate leadership potential than others. It has subsequently been proved that leadership and leadership training is of great value to mankind. In this regard one can refer to Plato, Erasmus and Cawood who, despite living in different eras, all recognized the same crisis in leadership. Each concluded that the leadership crisis of his time could be bridged only by training. Great responsibility, therefore, lies upon the school as primary training centre, and especially the principal. / Educational Studies / M.Ed. (Teacher Education)