The desire to make the study reported in this paper came from four recent developments in the area of human relations as they apply to educational leadership. First, the writer was asked to participate in the Annual Supervisors Conference held in Gainesville in January 1953, in which he was a member of the group working cooperatively with the Florida Committee of Southern States Work Conference studying supervision. Originally, the statement of purpose was "How Principals and Supervisors can work together for more effective instructional leadership." Second, at the 1953 study conference of the Association for Childhood Education International held in Denver there were fourteen separate groups devoted to the study of "Human Relations in the Education of the Child." Third, a survey of the educational periodicals for the nine years just past shows a pronounced increase in the recognition that human relations is a major concern of schools today. Fourth, there has been an increasing awareness on the part of the writer that herein lies the solution to many of the misunderstandings and conflicting philosophies that are barriers to the progress in education. The limitations of this paper are: first, that it will emphasize human relations in principal-staff relationships and mention other phases of the school program only as they relate directly to the major emphasis; second, that it is a study of the literature only, together with an analysis of the writer's personal experience as a teacher and principal. However, it is hoped that the principles presented will be applicable to all relations with individuals in similar situations. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 52-54).

M.Ed. (Educational Management) / Please refer to full text to view abstract

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 127-137). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 159-164). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 127-137). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 159-164). Also available on the Internet.

Thesis (D. Ed.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Administrators often refer to "intuitiveness" in teacher evaluations. What is meant by intuitiveness? What is an "intuitive" teacher? Are the principals' perceptions consistent among themselves and with thte literature? Can they identify an intuitive teacher? This study undertook to define intuition and an intuitive teacher based on the literature, then to determine whether administrators could describe and select an intuitive teacher. The measure used was the Knowledge Accessing Modes Inventory (1988). The results call in to question the use of the word "intuitive" to describe teachers. Behaviour and personal characteristics are confused with intuition as a thinking style. Therefore, "intuitiveness" should not be used in teacher evaluations. The study also challenges tests that include personality traits and observable behaviours as indicators of thinking style. / vii, 137 leaves ; 29 cm.

Thesis (MEd (Human Resource Studies))--University of South Australia, 1996

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 92-98) and appendices.