Industry, business, military and other government agencies are increasingly recognizing the significance of human factors in the productivity of complex organizations. Educational institutions are no exception to this fact. It is assumed that morale and productivity are related to the managerial style of the supervisor. Leaders are faced with the challenge of directing the work group toward the target of increased productivity while at the same time maximizing member satisfaction. The basic research problem of this study was to investigate the relationship between leadership style of high school principals (in terms of their Concern for Production and Concern for People) and certain dimensions of teacher morale. The null hypothesis which guided this study was that there was no significant relationship between teacher perceptions of administrative behavior and teacher morale. A stratified random sampling technique was used to select 132 teachers from ten high schools in the state of Oregon. The results are based on 126 returns, 90 male and 36 female respondents. Principal Leadership Style Questionnaire was used to measure two dimensions (Concern for People and Concern for Production) of administrative behavior. Purdue Teacher Opinionaire was used to measure ten factors of teacher morale. All hypotheses were tested at .05 level of confidence. The first primary hypothesis asserting that there would be no partial correlation between administrative dimensions and Teacher Rapport with Principal was rejected. The second primary hypothesis that there would be no partial correlation between administrative dimensions and Satisfaction with Teaching was accepted. Partial correlation was 4ppliedto analyze the primary hypotheses by eliminating the effects of secondary hypotheses (Rapport Among Teachers, Teacher Salary, Teacher Load, Curriculum Issues, Teacher Status, Community Support of Education, School Facilities, Community Pressures, Age and Sex). T-test based on regression coefficients was applied to analyze the secondary hypotheses. Out of 20 secondary hypotheses tested, five of them were rejected. Analysis of the primary and secondary hypotheses concluded that Curriculum Issues, Rapport with Principal and Teacher Salary are positively related to both the dimensions of administrative behavior. Rapport Among Teachers was positively related to Concern for People but not Production. Satisfaction with Teaching, Teacher Load, Teacher Status, Community Support of Education, School Facilities and Services, Community Pressures, Age and Sex of the teachers are not related to the perceived leadership style of the principal. Teachers Satisfaction with Teaching is probably related mostly to those things that happen directly with pupils inside the classroom over which principals have little influence. Results of the two administrative dimensions indicated that a principal's leadership behavior is perceived by his faculty in various ways. However, on the average, administrators were rated high on both the "Production" and "People" dimensions of administrative behavior and perceived as having a "6,7" or "7,8" leadership style as described by Blake and Mouton (1964). Analysis of this research further suggest that educational administrators investigated in this study seem to have above average skills in the eyes of their faculty in promoting both goal achievement and member satisfaction. It is recommended that the design of this study be replicated on a larger teacher population and sample size in different geographical areas. / Graduation date: 1975

Thesis (Ed. D.)--Liberty University School of Education, 2010. / Includes bibliographical references.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

No description available.

The purpose of the study was to analyze Indiana statutes affecting contract rights of public school teachers and to determine documenting procedures a public school administrator performs to challenge a right to a continuing contract.The analysis of current Indiana statutes in effect as of July 1, 1982 provided a comprehensive review of the following: basic components of contract forms, grounds for contract termination, contract termination procedures, evaluation timelines and a description of documentation components.A survey instrument collected data regarding documentation procedures administrators perform. Twenty-one administrators from seven Indiana school corporations, responded.Changing state statutes governing teacher contracts are most complex and greatly affect the function of the administrative documentation. The statutes provide protection to the teacher and administrators must turn to effective collection and use of multiple types of evidence to support decision making.Recommendations for future research include a regular updating of information relevant to obligations for teacher and development of effective strategies of evidence collection and use for public school administrators.

The purpose of the study was to determine working relationships between full-time chief negotiators in selected school districts throughout the United States and the superintendents of schools, members of the negotiating team, and school boards during the period of collective negotiations. Secondary purposes of the study were to: (1) identify the composition of board negotiation teams and to discover the special responsibilities borne by various members of the negotiation team; (2) investigate the process of internal communications carried on between the full-time chief negotiator, the superintendent, and the board during negotiations; and (3) secure opinions of the full-time chief negotiator, superintendent, and board president relative to the positive or negative effect of the negotiation process on the school district.The population of the study was comprised of eighteen responding urban school corporations throughout the United States which have an established position of full-time chief negotiator as a function of the superintendency. Data secured from the negotiators, superintendents, and school board presidents of participating school corporations were used as the basis for the study.The major findings from the study were:1. Full-time chief negotiators have, with few exceptions, reported directly to the superintendent of schools.2. School board negotiation teams have usually included, in addition to the full-time chief negotiator, at least one member with major responsibility for instructional and/or personnel matters within the school system. The negotiating team members representative of business management and/or finance areas were reported for fewer than half of the school systems included in the study.3. The full-time chief negotiator, with few exceptions, has been chairman of the board negotiating team and has been charged with responsibilities for setting strategy and directing the progress of negotiations.4. The full-time chief negotiator has ordinarily served as the only spokesman for the administration and school board during negotiation sessions. On some occasions other team members may serve as a spokesman depending upon matters being discussed and expertise of the team member. The fulltime chief negotiator has served as spokesman during all crucial periods.5. The superintendent of schools has not been an active participant in actual negotiations proceedings.6. Although the superintendent of schools has not been an active participant in negotiating sessions he has been closely involved behind the scenes. All reports indicate that the superintendent has not been "by passed" in any way.7. The superintendent and full-time chief negotiator as a general rule were reported as attending all school board executive sessions dealing with negotiations matters.8. The person or persons making negotiation recommendations to the board was, as a general rule, the superintendent and the chief negotiator, but there was some conflict here in the responses of the chief negotiator, superintendent, and president of the board. There was noticeable conflict in the situations where the chief negotiator reported to someone other than the superintendent.9. Board presidents felt that board involvement on noneconomic matters was the same as economic. Most chief negotiators felt board involvement on non-economic matters was substantially less than on economic matters. The superintendents were more inclined to agree with the board opinion.10. The overall effect of negotiations as reported by all three groups surveyed were predominately positive. The responses of the full-time chief negotiator were almost all positive, with a lesser number of superintendents responding in the positive and even a lesser number of presidents of the school board.11. Most superintendents felt the establishment of the position of full-time chief negotiator to have been beneficial and essential to the functioning of their school system after the advent of negotiations with employee groups.Major conclusions included:1. More and more school systems will move to employ a full-time chief negotiator in the future.2. The establishment of the position of chief negotiator, reporting to the superintendent of schools has not resulted in any relinquishment of authority, status or influence of the superintendent.3. The person performing the task of chairman of the school board negotiation team should be an employee of the school system with knowledge in all areas of the school system he represents.4. The full-time chief negotiator should be close to the superintendent and identified with him in order to have maximum effectiveness in the negotiation process.5. The full-time chief negotiator must have intimate contact with the school board in regular and executive sessions in order to know the attitudes and desires of the board that he represents.6. The establishment of the position of chief negotiator as a function of the superintendency is generally considered to be desirable and essential.7. The establishment of the position of chief negotiator does not change or depreciate the relationship of the superintendent with the school board in the negotiation process so long as the chief negotiator reports directly to the superintendent of schools. If the chief negotiator reports to someone other than the superintendent, there is likely to be confusion, conflict and impairment of effective relationships.

The purpose of the study was to investigate relationships between selected personal variables of faculty members and academic deans and faculty perception of the leader behavior and effectiveness of the academic dean. A secondary purpose of the study was to investigate relationships between the leader behavior dimensions of Consideration and Initiating Structure and faculty rating of the academic dean.The population for the study consisted of forty-four academic deans and 801 faculty members of forty-four liberal arts colleges listed in the 1970-71 Education Directory: Higher Education as having a four-year liberal arts offering and 400 to 700 students.Academic deans completed the Academic Dean Personal Data Form and provided lists of all full-time teaching faculty members. Faculty members completed the Faculty Personal Data Form, the Leader Behavior Description Questionnaire, and the Administrator Evaluation Form. Scores for the dimensions of Consideration and Initiating Structure as determined by faculty responses to the Leader Behavior Description college teaching, years teaching for the present dean, subQuestionnaire and rating scores as determined by faculty responses to the Administrator Evaluation Form were analyzed by multiple regression analysis to determine whether or not relationships significant at the .05 level existed between the scores and selected personal variables of faculty members and academic deans.Personal variables of faculty members considered were: sex, age, years teaching at present college, total years of subject taught, tenure status, professorial rank, and highest degree held. Personal variables of academic deans considered were: sex, age, years as dean at present college, and total years as an academic dean.Two of the personal variables included in the study were found to be significantly related to the scores computed from faculty responses to the Leader Behavior Description Questionnaire and the Administrator Evaluation Form. The Consideration scores from the Leader Behavior Description Questionnaire were found to be significantly related to the personal variable "years as an academic dean." An increase in years of experience as academic dean resulted in a decrease in Consideration scores. The Initiating Structure scores from the Leader Behavior Description Questionnaire were found to be significantly related to the personal variables "years as an academic dean," and "faculty member age." An increase in years of experience as academic dean resulted in an increase in the Initiating Structure score and an increase in the age of the faculty member also resulted in an increase in the Initiating Structure score. The rating scores computed from the Administrator Evaluation Form were found t be significantly related to the personal variables "years as an academic dean," and "faculty member age." An increase in years of experience as academic dean resulted in a lower effectiveness rating by faculty, and an increase in age of the faculty member resulted in a higher effectiveness rating for the academic dean.The rating scores computed from faculty responses to the Administrator Evaluation Form had significant correlations with scores for both the dimensions of Consideration and Initiating Structure computed from the Leader Behavior Description Questionnaire. Correlation coefficients were .814 for Consideration scores and rating scores and .541 for Initiating Structure scores and rating scores.

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: Lenore Pogonowski. Dissertation Committee: Robert Pace. Includes bibliographical references (leaves 92-93).

Thesis (Ed. D.)--Illinois State University, 1976. / Title from title page screen, viewed Dec. 1, 2004. Dissertation Committee: Ronald Laymon (chair), Ronald Halinski, Robert Stefl, John McCarthy, Charles Edwards. Includes bibliographical references (leaves 67-70) and abstract. Also available in print.