This study examined the relationship of principal and assistant principal leadership style in shaping teachers' perceptions of their schools as professional learning communities. The researcher proposed that the traditional distinctions between the classic modes of leadership, namely, transactional and transformational modes of leadership, are difficult to interpret within the framework of professional learning community without considering the interaction of the principal and assistant principal leadership roles. Using Leithwood's (1992, 1993, 1994) definitions of leadership as transformational and management as transactional, empirical evidence from 81 schools is presented that supports the need for both leadership and management skills in the development of a professional learning community. The data also suggest that the principal alone need not be responsible for both. A leadership model for principals and assistant principals with complementary transactional and transformational modes of leadership styles is advanced.

This study was based on the assumption that classroom teachers were in an advantageous position to judge their principal's role behavior and their principal's administrative performance. The problem of this study was to determine whether or not significant differences existed between teachers' perceptions of their principal's role behavior; whether or not significant differences existed between teachers' perceptions of their principal's administrative performance; and whether or not there was any relationship between teachers' perceptions of their principal's role behavior and his administrative performance. The findings in this study led to the following conclusions: Factors such as sex, education level, teaching experience, school level, school size, and school district do not effect principal’s behavior or administrative performance. However, differences were found in teacher perceptions for teachers with 5 years or less of teaching experience, rural/urban school setting, principal’s sex don’t differ in their role behavior; differing instead in educational leadership ability. It is concluded that principals are least effective in the area of educational leadership when comparing the four areas of administrative decision-making, communications, general administrative behavior, and educational leadership. They are most effective in general administrative behavior. Principals, in general, tend to exhibit transactional behavior. The majority of teachers do not indicate that their principal's role behavior has any relationship to their administrative performance as school principals.

The problem with which this investigation is concerned is that of developing a scale for rating a public school superintendent in Texas in terms of his adherence to selected characteristics of administrative leadership. A secondary problem is to verify the hypothesis that very few schools in Texas, if any, use a rating scale to evaluate the performance of the superintendent. The purpose of this study will be to identify a set of administrative leadership characteristics which are accepted by members of Boards of Trustees, professors of educational leadership, and superintendents.

Personal qualifications of industrial recreation directors and the adequacy of the North Texas State University recreation curriculum in developing these qualifications.

The problem with which this investigation is concerned is that of determining the procedures and methods elementary school principals in Texas utilized to implement the state-supported kindergarten program. A questionnaire was developed and content validity established by five authorities in the field of early childhood education. The questionnaire was forwarded to 100 randomly selected elementary school principals in Texas, and 94 percent returned the completed form. This study has a twofold purpose. The first is to describe the most frequently used procedures to implement the state-supported kindergarten program. The second is to identify those procedures used that are not educationally beneficial to young children to assist in statewide planning.

The problem with which this study is concerned is comparative administrative leadership behavior between municipal and university administrators. The specially designed survey instrument elicited respondents' perceptions of their administrative leadership behavior based on the 12 dimensions of the Leader Behavior Description Questionnaire- XII.

The problem with which this investigation is concerned is that of achieving reliability of administrative judgment in the selection of beginning teachers. This study has a threefold purpose. The first is to determine the type and extent of investigation necessary to achieve reliability of judgment in the ratings of teacher applicants. The second is to investigate the feasibility of a Regional Education Service Center's providing personnel selection services to independent school districts. The final purpose is to develop recommendations relating to reliability in teacher selection.

Clearly understanding and specifying Extension’s role in community resource and economic development (CRED) programming will allow Extension to more effectively serve the communities in which it operates and communicate a clear purpose to stakeholders. All levels of management might not know how CRED efforts are defined at the national/regional or state level, how much human and financial support is allocated, or what upper level administrators think might be some external/internal constraints. A valid image of national and regional organizational capacities in community resource and economic development will allow for clearer understanding and communication of this programmatic area to potential partners and sponsors. Identifying programming shortfalls, weaknesses and external constraints will allow for strategic planning to address organizational deficiencies. This study sought to inform this process by providing up to date data on CRED Extension programming from across the nation. The purpose of this study was to ascertain the attitudes and perceptions of Extension administrators and directors in regards to the perceived role, function and direction of CRED Extension programming as well as the social-environmental factors that could be affecting system resources. The researcher e-mailed all 115 administrators and associate administrators of the Extension System due to their administrative responsibility. The study found limited regional overall variation among respondents regarding perceptions on the role of Extension in CRED. Consistent perceptions on programming and research priorities were identified. It was perceived that the CRED Extension programming and research being done was failing to meet the needs of the people they serve. Regional variation was found in human and financial resource allocations to CRED. Full-time-equivalents devoted to CRED programming and research was perceived as being insufficient. Resources were seen as primarily decreasing in all programmatic areas. Respondents perceived that increased external linkages and mass media could build support and awareness for all that Extension has to offer. The results of this study should prove to be useful in obtaining a better understanding of all that Extension has to offer and how the organization might improve its efforts in CRED research and programming.

The problem of this study was to determine specific competencies associated with the superintendent's role in public relations and to determine the relationship between school district size and public relations competencies needed by the superintendent. Conclusions of the study were Public relations competencies for superintendents can be identified in seven competency areas with specific competencies within each area. The seventy-seven specific public relations competencies identified in this study are all needed by practicing superintendents. There is a priority of importance among the seventy seven specific competencies with the competency area of "Relations With the Board of Education" receiving top priority and the competency area of "Personality Traits" receiving second priority. Superintendents from differing size school districts generally do not vary in their perceptions of the competency areas. Differences do exist between perceptions of superintendents of different size schools to specific competencies within competency areas.

This study investigated the relationship of Executive Professional Leadership of principals in the elementary schools of Texas with specific factors which influence the quality of instruction. The primary purpose was to determine the significance to which the level of Executive Professional Leadership correlates with teacher morale, teacher performance, school organizational climate, and selected personal attributes of the elementary school principal. This study concluded that the elementary school principal who is effective in motivating his staff and improving its standards and performance in teaching (1) creates a social climate conducive to the development of high morale in the teachers, (2) sets the standard of behavior expected of his staff, (3) creates the kind of organizational climate conducive to the development of a quality school program, and (4) has the ability to effectively handle delicate situations such as complaints by parents and problems of discipline. Also, this study concluded that (1) experience in elementary teaching, (2) level of self-assessment as an educational leader, (3) internalization of the professional leadership definition, and (4) importance of routine administrative functions have no bearing on the elementary school principal's effectiveness in motivating his staff and improving its standards and performance in teaching.