This study investigated relationships between literacy level and global self concept employment status income level, age and gender among students enrolled at a vocational technical college. The contribution of a subset of job-related reading self concepts to the multiple correlation was also examined.Method The study sample consisted of 100 students in Related Education Courses at Indiana Vocational Technical College, Region VI, Muncie, Indiana. Subjects responded to three instruments and a demographic questionnaire. The Literacy Assessment Battery (Sticht. 1982) provided literacy levels, the Tennessee Self Concept Scale (Fitts. 1964) yielded global self concept, and the Hays Job-Related Reading Survey (Hays, 1986) indicated job-related reading self concepts.Piloting of Hays Job-Related Reading Survey Reliability and construct validity were sought using responses from a sample (N = 230) closely comparable to one selected for the study. An analysis revealed four interpretable factors: (a) Positive Employee Self, (b) Perceived Limitations of Self, (c) Perceived Importance of Occupational Literacy, and (d) Perceived Value of Company Notices. Further analysis yielded coefficient alpha reliabilities of r = .69 to r = .86.Results Significant relationships were found between literacy level and the following: (a) Global Self Concept (r = .20, p<.04:; (b) Global Self Concept when combined with Perceived Limitations of Self, a factor from the Hays Job Related Reading Survey (r = .56. p<.000+); and (c) Perceived Limitations of Self alone (r = .56, P<.000+). Conclusions Both Global Self Concept and Perceived Limitations of Self were significantly related to Literacy, both singly and in combination. The "best" (most efficient) predictor of Literacy Level could be gained by Perceived Limitations of Self alone.Recommendations Additional research with adults is needed to confirm the findings and expand established research younger ages. Educational suggestions focus on at strengthening self concepts and occupational literacy of adults pursuing vocational training. Business should foster occupational literacy self concepts and employer-employee relationships in the workplace. Economic implications involved public and private sector support for long-term occupational literacy and job-related reading self concept programs which may yield more effective, productive employees.

The major purpose of the study was to identify inservice activities in which Indiana public school superintendents participated and to assess the relationship between inservice participation and the professional development of the school superintendent as perceived by the school superintendent. The specific purposes were to determine:1. The types of inservice activities in which school superintendents participated for professional growth.2. The value, as perceived by the school superintendent, of inservice activities as a means of professional growth. 3. The amount of financial support allowed by school boards for the school superintendent's inservice activities. 4. The extent of written school board policy dealing exclusively with inservice activities of the school superintendent.5. The role of related professional organizations in the development of inservice professional growth activities for the school superintendent.Methods and procedures used to determine the involvement of public school superintendents in inservice activities and programs for professional growth and development were the questionnaire and interviews. The questionnaire was constructed to elicit data from school superintendents and the interview was used with study participants who were not public school superintendents, but were involved in providing inservice activities and functions for the school superintendent.Responses from both the questionnaire and the interviews were tabulated in the following categories: school district data; personal, career and preparation data; professional reading; inservice participation; school study councils; inservice planning; school board interest and support; financial support; school board policy; conclusions; and interviews.Conclusions elicited from the findings of the study and the review of the related literature and research were:1. The involvement of public school superintendents in programs of inservice training is necessary for all superintendents regardless of the degree, extent or recency of preservice training.2. All public school superintendents utilized self-initiated professional reading programs as a means of inservice growth. The degree of utilization was dependent upon the perceived value of professional reading as an effective method of maintaining professional currency.3. Public school superintendent inservice participation was largely with organizations in which superintendents maintained memberships or close working relationships.4. Public school superintendents maintained more active inservice involvement with regional and state-centered organizations than with nationally centered organizations.5. School superintendents who were members of school study councils considered the study councils of great value in providing inservice programs and activities which enhanced professional growth.6. School superintendents participated most often in organizations in which the superintendent was involved in the planning of the inservice activities and programs.7. School superintendents perceived receiving average interest and encouragement from school boards for inservice professional growth programs.8. School superintendents rated the amount of financial support allotted by school boards to superintendents for professional inservice activities as adequate.9. Few school corporations have written school board policy directly related to the inservice activities of the school superintendent.10. School study councils, superintendent associations, and state education departments are regarded as natural sources for providing inservice professional growth activities for school superintendents.

The purpose of the study was to determine the perceptions of member superintendents regarding topics and services provided by the study councils affiliated with Ball State University. The total population consisted of 116 superintendents of school corporations which were members of study councils affiliated with Ball State University.A questionnaire consisting of fifty-four items and two Likert type response scales was utilized. Superintendents were asked to indicate on the first scale the degree to which the item ideally should be provided and on the second scale the degree to which the item actually was provided by study councils. Treatment of the data included tabulation of the frequency and percentage for each level of the ideal scale and actual scale of each questionnaire item. Two means were calculated for each item. The first mean represented the degree to which the study council ideally should provide the subject of the item. The second mean represented the degree to which the study council actually did provide the subject of the item. The difference between the ideal and actual mean was considered important if a numerical value of 1.00 was exceeded.FindingsThe highest degrees to which services ideally should be provided by study councils were indicated by member superintendents for the following items:Study Council MeetingsProfessional Sharing Between Council Members Organizing Workshops for Superintendents Organizing and Disseminating Surveys or Studies Compiling a Directory of Members Study Council RetreatsInformation concerning Negotiations/PL 217 Distributing Periodic NewslettersInformation concerning Curriculum Development Information concerning Educational Accountability Information concerning Management TeamThe highest degrees to which services actually were provided by study councils were indicated by member superintendents for the following items:Study Council MeetingsCompiling a Directory of Members Professional Sharing Between Council Members Organizing and Disseminating Surveys or Studies Organizing Workshops for Superintendents Study Council RetreatsInformation concerning Negotiations/PL 217 Information concerning Management Team Superintendents did not indicate a difference of 1.00 or more between the ideal degree mean and actual degree mean for any questionnaire item.ConclusionsServices provided by study councils affiliated with Ball State University were meeting the needs of member superintendents.Superintendents perceive the activities requiring the direct involvement of member superintendents as being the most important services provided by study councils affiliated with Ball State University.

The purpose of the study was to determine attitudes and opinions of Indiana Public School superintendent:; toward selected components of Community Education in public schools.Review of literature traced development of t)-h philosophy of Community Education from a "one-room schoolhouse" to a multiplicity of components involving all aspects of community life.Studies related to attitudes and perceptions of educational leaders toward Community Education, especially those of superintendents were reported.A questionnaire was mailed to all 286 superintendents of Indiana school corporations. Two hundred forty-four (85.3 percent) superintendents responded and constituted the population of the study.The questionnaire was designed to determine the attitudes of superintendents toward: (1) programs and activities, (2) formal cooperative agreements with organizations and agencies, (3) selected Community Education concepts, (4) availability of school resources to the community, and (5) perceived inhibitors to the development/expansion of Community Education.A majority of superintendents strongly agreed or agreed that eighteen of twenty-one selected-programs or activities should be offered in their school systems.Superintendents strongly agreed or agreed to entering into formal cooperative agreements with twelve of thirteen selected organizations and agencies.Superintendents expressed a positive attitude toward six of seven Community Education concepts.A majority of respondents indicated a positive attitude toward making all school resources included inthe thirteen questionnaire items available to the community on a totally, partially, or no cost basis.Nearly 75 percent of the superintendents indicated lack of finance was an inhibitor to the development of Community Education in their school corporations.Approximately 30 percent of respondents cited lack of expressed community interest as an inhibitor to development of Community Education.Other leading inhibitors to development of Community Education were: lack of trained Community Education staff; lack of time by the superintendent or staff to conduct Community Education; lack of knowledge/understanding by the community; and lack of facilities.The following conclusions were made:1. Indiana superintendents favored the concept of Community Education, but have left leadership for Community Education to other organizations and agencies.2. Adequate financial resources were not available to Indiana school corporations for Community Education.3. Neither educational leaders nor the general public were sufficiently knowledgeable about Community Education.4. More trained Community Education personnel were needed to staff developing Indiana Community Education programs.5. In general, Indiana superintendents favored the use of school resources on a basis where cost sharing was directly related to maintenance costs of the resources.6. Indiana superintendents favored formal cooperative agreements with other public institutions or agencies more than they favored such agreements with private, fraternal, or religious groups.7. Indiana superintendents favored usual or traditional programs and activities more than atypical or experimental programs.8. Lack of financial resources was the most frequently cited inhibitor to Community Education development. Other noted inhibitors of Community Education varied widely from community to community.9. In general, expressed interest and support of the community for the Community Education concept was needed for implementation to occur.

There is no abstract available for this dissertation.

The purpose of the study was to assess the relationship between certain selected factors (age, sex, years of preparation and experience, size of school district, experience working for women administrators, existence of an affirmative action plan), and the expressed attitudes of superintendents and board of education presidents in Indiana regarding the effectiveness of women administrators in public schools.The Attitude Research Instrument developed by Eunice B. Warwick with Thomas A. Ringness and Glen Eye at the University of Wisconsin was used to measure the attitudes of superintendents and school board presidents concerning the effectiveness of women as public school administrators. A background data questionnaire was used to elicit data pertaining to the identification of various factors such as age, sex, years of preparation and experience, and existence of an affirmative action plan.The chi-square test of independence was utilized to statistically analyze sixteen null hypotheses formulate to test the relationship between expressed attitudes concerning the effectiveness of women administrators and the factors identified with the background questionnaire.The sixteen chi-square tests were significant at the .01 level. In addition, fourteen of the sixteen chi-square tests were significant at the .001 level. The sixteen null hypotheses were rejected.Findings of the study indicated that superintendents and school board presidents expressed significantly different attitudes concerning the effectiveness of women administrators when grouped according to the variables of age, size of school district, level of educational attainment, having or not having an affirmative action plan, numbers of women administrators employed, years of administrative or board experience. Superintendents and male school board presidents expressed significantly different attitudes than did female school board presidents. The data indicated a board approved affirmative action plan was not a significant variable affecting numbers of women administrators employed.The following conclusions were drawn from the data collected: The wide divergence in expressed attitudes suggest the probability of conflict among the groups. The most serious consequence for a school district exists in the probability of conflict between superintendents and school board presidents, groups with the second largest divergence in the study. The percentage of strongly agree and agree responses appear to suggest employment opportunities may be more readily available under these conditions: large districts, young administrators with earned doctorates and less than ten years administrative experience. The data in the study indicate that an affirmative action plan has not been an effective method of creating greater employment opportunities for women administrators in the public schools.5

The literature on female superintendents addresses both barriers and perceived characteristics and actions that facilitate career development. However, relatively little empirical evidence exists to verify the experiences of women who have reached this top-level position. This study examined the experiences and perceptions of females who were employed as school superintendents in Indiana during the 1996-97 school year.The population consisted of 15 females, 13 of whom (87%) agreed to participate. The purposes of the study were to determine (a) the population's demographic profile, (b) the extent to which common career barriers were experienced, (c) perceptions of the perceived difficulty associated with common barriers, (d) perceptions of positive characteristics, and (e) perceptions of positive career actions.The demographic profile indicates that these superintendents were highly qualified; 12 of the 13 had earned doctorates, and most had substantial experience as teachers and administrators prior to entering the superintendency. Not all attributed career planning to their success; some obtained their positions either because they were encouraged to become applicants or because they were given internal promotions.Findings indicated that three females had not encountered any barriers; three of the eight barriers were not encountered by any participants. No barriers were experienced by more than half of the population. Family responsibilities (cited by 46%) and gender discrimination (cited by 38%) were the most commonly cited. These barriers were also viewed as the most difficult; however, the effects of gender discrimination were seen as severe whereas the effects of family responsibilities were viewed as modest.Many characteristics and actions deemed positive in the literature were perceived to have been beneficial to the respondents' careers. All identified human interaction skills, effective leadership, quality of administrative experience, and self-confidence as highly important characteristics. All identified gaining visibility within the profession and gaining the support of family and friends as extremely influential tactics.Two distinct views of career development were identified: reliance on mentors and working within the system; reliance on independence, hard work, and tenacity. Respondents believed that they had to have better qualifications than their male counterparts to reach the superintendency.Recommendations for further study are included. / Department of Educational Leadership

The study was designed to determine the extent to which selected Indiana superintendents of schools tie work as central life interest and to compare leadership behaviors of superintendents identified as having high interest in work and superintendents with low work interest, as perceived by subordinate administrators. Ninety-five of the 116 superintendents invited to participate in the study completed the Central Life Interest Inventory developed by Dubin. Analyses of responses resulted in identification of the intensity to which superintendents viewed work as a central life interest. Subordinate administrators identified by the twenty-five superintendents identified as having high commitment to work and subordinate administrators identified by the twenty-five superintendents identified as having low interest in work were invited to evaluate respective superintendents by means of the Leader Behavior Description Questionnaire- - Form XII.Twelve null hypotheses were developed to facilitate determination of statistically significant differences between subordinate administrator evaluative response of superintendents having high interest in work and superintendents having low interest in work. Statistical treatment of the twelve hypotheses was accomplished by means of the chi-square test of significance. The .05 level of confidence was established as the critical probability level for the non-acceptance of hypotheses.Findings relative to the first study purpose, which was to measure the extent to which selected Indiana superintendents view work as central life interest, were:1. Thirty-two, or 33.6 percent, of the ninety-five participating superintendents had a high interest in work as a central life interest.2. Eighteen earlier studies had measured the extent to which persons in various occupations viewed work as a central life interest. When superintendents were compared and contrasted, nine occupational groups reflected higher interest in work as a central life interest and nine groups reflected lower interest in work as a central life interest. Superintendents had a higher interest in work as a central life interest than lumber workers, truck drivers, American factory workers, secondary teachers, elementary teachers, principals, industrial arts teachers, clerical workers, and British factory workers. Superintendents had a lower interest in work as a central life interest than management personnel in Japanese industry, cooperative extension agents, nurses, Amana Colony workers, management personnel in American industry, middle managers in Oregon, middle managers in seven states, industrial supervisors, and German industrial workers.Findings relative to the second study purpose, a comparison of the leadership behaviors of the high and low superintendent groups as measured by perceptions of subordinate administrators using the Leader Behavior Description Questionnaire--Form XII instrument, were no statistically significant differences were found to exist for the three specific leadership behaviors factors of Representation, Demand Reconciliation, and Initiation of Structures. Statistically significant differences were found to exist for each of the nine specific leadership factors of Tolerance of Uncertainty, Persuasiveness, Tolerance of Freedom, Role Assumption, Consideration, Production Emphasis, Predictive Accuracy, Integration, and Superior Orientation.The major conclusion relative to the first study purpose was that even though relatively small percentages of superintendents might score as having high commitment to work as a central life interest, superintendents as a group do have high professional standards and are committed to performing job responsibilities effectively and efficiently. The major conclusion relative to the second study purpose as that superintendents with a high commitment to work as a central lire interest, are perceived by subordinates as being more effective leaders.

The purpose of the study was to determine the current attitudes of Indiana public school superintendents regarding futurology and its effect on selected school functions. Specifically, the purposes were to determine the attitudes of superintendents relative to the following research questions.1. What is the attitude of superintendents relative to the inclusion of current futurological knowledge at all grade levels in the public schools?2. What is the attitude of the superintendents relative to a systematic application of futurological knowledge in the design of staff development programs for teachers and administrators in the public schools?3. What is the attitude of superintendents relative to futurological knowledge as a potential effect on instructional methods in the public schools?4. What is the attitude of superintendents relative to futurological knowledge which can influence decisions of the superintendent?Methods and procedures used to determine the attitudes of the superintendents were a pilot study and a resulting questionnaire. The pilot study was constructed for purposes of arriving at relevant items of future-knowledge which were to be representative of educational futures as they were ;appearing in the literature. The resulting questionnaire was sent to all Indiana public school superintendents to obtain an assessment of their current attitudes regarding forty items of futurology as such items affected selected public school functions.The participating superintendents were asked to indicate on a scale, the point which most accurately described their current attitude toward a given item as depicted in the literature of educational futurism. Means of the percentages were calculated to determine the percent of superintendents having formed attitudes regarding each of the research questions. In addition, means of all responses were calculated to arrive at attitudes of superintendents regarding futurology and its effect on selected school functions.Conclusions of the study were:1. Almost all responding Indiana public school superintendents were aware of educational futurism as a phenomena which they were at least willing to perceive.2. Approximately one-fourth of the superintendents in Indiana did not have sufficiently strong beliefs and/or opinions about educational futurism to have formed attitudes regarding the phenomena.3. Three-fourths of the schools in Indiana are being administered by superintendents who have formed attitudes regarding the effects of futurology on school functions.4. A small number (3 percent) of the superintendents rejected all items of future-knowledge as they presented in the study.5. A large percentage of the student population in Indiana are attending schools under the leadership of superintendents who have attitudes formed about the effects of futurology on school functions.6. Two-thirds of the superintendents had formed attitudes to a high enough level that they could intelligently design preferable futures for school organization patterns.7. Three-fourths of the superintendents indicated they had formed attitudes regarding futurology and instructional methods at a high enough level permitting them to intelligently aid in the design of alternative teaching methodologies for the future.8. Three-fourths of the superintendents indicated they had formed attitudes about futurology and in-service training to a high enough level permitting them to intelligently aid in the design of alternative futures for structuring new staff development programs.9. A little less than three-fourths of the superintendents indicated they had formed attitudes regarding futurology and the decision-making process. The superintendents indicated by their responses that they could design preferable means for arriving at decisions.

The purpose of the study was to investigate the differences that exist between school board members and superintendents in perceiving the role of the superintendent.The following null hypothesis was tested:No statistically significant difference exists in the perceptions held by superintendents and school board members of the functional tasks of Indiana superintendents in school systems of similar size.ProcedureOf the 306 school districts in existence in the State of Indiana in 1973-74, 150 were randomly selected to be included in the study. The 150 school districts were divided into two groups, with the division based upon average daily membership of all students attending school in the district during 1973-74. A questionnaire was developed to secure responses from school board members and superintendents pertaining to perceptions of functional tasks performed by school superintendents in Indiana. Superintendents participating in the study were also asked to provide demographic data. A chi-square test was used for each of the 107 responses on the questionnaire to determine differences in perceptions of superintendents and school board members.FindingsSelected findings were summarized from the questionnaire sent to school board members and superintendents:1. Superintendents from large school districts delegate more responsibility than superintendents from small school districts.2. Superintendents and school board members from small school districts and large school districts differ greatest in perception of functional tasks pertaining to finance and business management.3. The highest level of agreement existed between superintendents and school board members from small and large school districts in the perception of functional tasks in the areas of pupil personnel and school plant operation.4. The majority of salaries of superintendents from both large and small school districts fell in the range from $20-25,000 in 1973-74.5. Over twenty-five per cent of responding large school districts paid the superintendent more than $30,000 in 1973-74, while no small school district superintendent received as much as $30,000 during the same period.Conclusions1. No significant differences exist in the perceptions held by superintendents and school board members of the functional tasks ofthe superintendent within the school district.2. Superintendents and school board members from school districts of similar size generally agree on the types of functions to be performed by the superintendents in the district.3. Superintendents from large districts have assistants to whom responsibility is delegated, while superintendents from small school districts function in practically all administrative categories.4. Large school districts tend to seek the employment of a superintendent with more educational background than those sought in small school districts.5. Both large and small school districts seek to employ a superintendent whose major area of training at the graduate level is in administration and supervision.Recommendations1. The superintendent and school board members should agree upon a set of functional tasks to be performed by the superintendent in the district.2. Forums and workshops should be conducted to assist both school board members and superintendents in knowing respective responsibilities.3. The superintendent and school board members should analyze the need for assistants at the central office level.4. A study of the salaries of superintendents should be conducted every five years.5. A study pertaining to the functional tasks of superintendents of Indiana should be conducted every five years.3. Superintendents from large districts have assistants to whom responsibility is delegated, while superintendents from small school districts function in practically all administrative categories.4. Large school districts tend to seek the employment of a superintendent with more educational background than those sought in small school districts.5. Both large and small school districts seek to employ a superintendent whose major area of training at the graduate level is in administration and supervision.Recommendations1. The superintendent and school board members should agree upon a set of functional tasks to be performed by the superintendent in the district.2. Forums and workshops should be conducted to assist both school board members and superintendents in knowing respective responsibilities.3. The superintendent and school board members should analyze the need for assistants at the central office level.4. A study of the salaries of superintendents should be conducted every five years.5. A study pertaining to the functional tasks of superintendents of Indiana should be conducted every five years.