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The purpose of the study was to develop an effective method of facilitating intercultural communication and understanding for school personnel (administrators, counselors, teachers) and to design a training tool which would assist in this task.Based on the body of literature in theory, research, and training of intercultural communication, the study synthesized the findings to determine the most effective methodology to accomplish this purpose.The following research questions were studied:1. What are the barriers to effective intercultural communication?2. What is the most effective intercultural training model (in terms of learner achievement of competencies)?3. How does one become an independent, effective intercultural communicator (what are the competencies, attributes, specific knowledge, and behaviors)?4.How does one evaluate one's competency and effectiveness in intercultural communication?1. Barriers to effective intercultural communicationwere identified as: language and non-verbal communication problems, preconceived ideas and stereotypes, ethnocentrism, differences in learning and approach to problem solving, differences in values and beliefs, lack of knowledge about oneself and others, perceptual distortions, role prescriptions, differences in individuals, past experiences, and technology.2. Several intercultural training models were analyzed: intellectual, area training, self-awareness, cultural awareness, multidimensional, developmental experiential, intercultural sensitizer, culture-general assimilator, and independent effectiveness. The author developed the SSSSS (SixStep Sequential Self-Structured) Model which integrated intellectual and experiential learning.A training tool was also developed, a videotape, which presented incidents of intercultural interaction. The video, entitled Creating Empathy Through Film, is to be used in conjunction with the SSSSS Model as a means of training school personnel in effective intercultural communication.3.Competencies of independent, effective interculturalcommunicators were identified as: understanding one's own cultural background and the backgrounds of those who areculturally different, openness, tolerance of differences, empathy, flexibility, global awareness, ability to cope in stressful situations, and the capability to function effectively in multicultural environments.4. The self-evaluation method developed for trainees uses three concentric circles within which gummed tabs are placed. This evaluative method will enable trainees to measure their own effectiveness in intercultural communication in terms of attitudes, behaviors, and knowledge. / Department of Secondary, Higher, and Foundations of Education

The purpose of the study was to investigate what crucial tasks are performed by secondary school principals. Crucial tasks were identified as those validated by the practicing principals as being necessary for an effective principal to perform the job well. First the crucial tasks were identified and then validated by practicing principals. Once the crucial tasks had been validated by practicing principals as relevant to the effective job performance of a secondary school principal, a sampling of principals who had graduated from Ball State University principal preparation program between 1972-1982 were surveyed to determine if they performed the crucial tasks and where they learned how to perform the tasks. Finally the identified tasks were correlated with the curricular offerings of the Department of Educational Administration and Supervision, Teachers College, Ball State University in order to evaluate the current principals' preparation program.The sample of 65 principals surveyed to validate tasks performed by effective principals were randomly selected from practicing secondary (9-12) principals. The sample was stratified so 50 principals were Ball State University graduates and 15 principals were non Ball State graduates. The second sample of 20 principals were surveyed to determine which of the effective tasks were performed by principals, frequency of performance, consequence of inadequate performance and place tasks were learned. The 20 principals were those principals from the first sampling who had graduated from Ball State University's principals preparation program between 1972-1982.The instruments used for the surveys were developed by the author. The original tasks for Questionnaire I were generated from nine categories established from the national research study published by the National Association of Secondary School Principals Association in 1978. A purge committee of five practicing principals provided input to the appropriateness of the tasks for Questionnaire I before it was sent. The second survey, using Lickert scales, was designed to obtain information from Ball State graduate principals. The third survey was sent to the professors of the EDAD program to identify which of the 64 tasks identified as performed by effective principals were taught in the six courses required by the university for an Indiana principals' licensure. Professors were interviewed to further identify curricular content of the required courses.Nine research questions were generated for the study. Each question pertained to a specific phase of the evaluation of the Ball State University's principals' preparation program. Data was collected and reported for all nine questions. The data was presented using descriptive statistics. Raw scores were used to determine central tendencies, degree of variability, relative standings and/or correlation of the available data.Of the 64 tasks identified as performed by effective principals, 61 of the tasks were performed by Ball State graduates. A definite disparity existed between where principals perceived learning tasks and where professors perceived teaching the tasks. The principals perceived the Ball State principals' program addressing 44 out of the 64 identified tasks. Of the 64 tasks performed, the principals identified learning 16 of 64 from the university principals preparation program, 28 from university program and on the job, and 20 from only on the job.The current Ball State University, Teachers College, Department of Educational Administration and Supervision, principals' preparation program addresses the majority of tasks validated as performed by effective principals, but the faculty should review the validated tasks, group them into appropriate courses, and then develop the curriculum of each course so that the courses, combined, address the tasks in sufficient depth to adequately prepare the principals to perform them.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1983. / Bibliography: leaves 129-139. / xviii, 139 leaves, bound ill. 29 cm

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 156-162).

M.Ed. (Educational Management) / The standard of education is determined by the teacher concerned. It stands to reason therefore that the professional growth of teachers has become a focal point where training for managerial positions is concerned. Deputy headmasters, in their capacity of co-leaders in matters concerning education, are responsible for the organization in a school. However, only a limited number of deputy headmasters prove to be adequately qualified for this task. Due to the lack of existing training courses, the professional development of deputy headmasters is seriously hampered. That makes them increasingly dependent in this regard on guidance by the headmaster. Headmasters have the responsibility of discreetly and meaningfully stimulating the deputy by involving him in matters such as planning, organization, management and the implementation of authority. This implies, however, that the headmaster himself should be familiar with what these components entail; it is imperative that each aspect be fully appreciated so that a meaningful understanding and implementation on the part of the deputy headmaster will ensue. The headmaster who is sincerely concerned with the professional development of his deputy, contributes successfully towards an in-service guidance programme by including the management skills of motivation, co-consultation and decisionmaking and delegation in his programme. To achieve this end, a meticulous study of the functional value of each of these management skills is necessary. These skills embrace the entire field of management o The headmaster who has mastered these skills and who can successfully. apply them, can make a substantial contribution towards fostering the quality of education as such. The headmaster is taxed with the responsibility of sharing his knowledge with his deputy, thus creating opportunities for the latter to acquire these managerial skills and to discover the applicability of each.

"After careful reading of the Minutes of the Department of Elementary-School Principals of the Florida Education Association and other available material, the writer will identify five areas which have been of major concern to the members of the organization for the elementary-school principals of Florida. The development of these areas will be traced and comments of the writer will be substantiated by direct quotations from the Minutes of the organization. The writer realizes that the material at hand is limited and a more thorough study could be made if time permitted interviews and the soliciting of material. From this study conclusions will be drawn that will point the way for future projects of the Department of Elementary-School Principals of the Florida Education Association. Recommendations will be made for future use of this material"--Introduction. / "August, 1955." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. J. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 31).