The purpose of the study was to develop a proposed program that would provide comprehensive preparation for prospective secondary and elementary school administrators in Jamaica. The population consisted of one hundred practicing school administrators in Jamaica.A Q-sort technique was used to prioritize thirty-six educational preparation goal statements. The twenty most important goals were chosen and rank-ordered to develop a core curriculum for the proposed program. Findings The following goal statements were ranked as the four most important goals by practicing school administrators:-Goal Statement 1--"Develop competence in selection, development and evaluation of personnel."-Goal Statement 3--"Development and understanding of the decision making process."-Goal Statement 13--"Develop competence in providing leadership in the development of the total school curriculum and educational policies."-Goal Statement 27--"Develop competence in fostering and maintaining staff and student morale."Goal statements judged to be the least important by practicing school administrators were:-Goal Statement 16--"Develop competence in the process of negotiations and concepts of labor relations in the public school setting."-Goal Statement 33--"Develop competence in the use of computers in educational operations and in the decision making process." Conclusions The judgment of practicing school administrators regarding core preparation experiences needed by prospective administrators was revealed by the final rank-ordering of the set of twenty educational goal statements.Since the rank-ordering of the goal statements revealed that administrators in all types of positions were in substantial agreement on the items ranked in the top half of the set of twenty goal statements it would seem reasonable that the core of a program include the content suggested from these items.

A key element of a profession is a formalized training program. School business officials in the United States and Canada face dynamic and complex issues without a standardized training program. This study surveyed a representative group to validate a curriculum model developed by a 1988 task force funded by the Danforth Foundation. Another objective was to increase awareness of the need for an effective training program for school business officials and the most appropriate sources to implement that. As indicated in the analysis, all components of the ASBO/Danforth model were considered important to the parties surveyed. There was no single preferred source of training, but rather, a preference for a variety of sources. Finally, there is general agreement in the perceptions of those surveyed, regardless of roles or demographic distinctions. This presents strong evidence for a common body of knowledge and a consensus for the sources of professional training to gain that knowledge. As a result, recommendations for developing effective professional development for school business officials are presented both in general and by specific interest group.

The purpose of the study was to compare and contrast current management development delivery systems in the public sector with the private sector. Data was gathered through on-site interviews with five private and five public sector organizations. The organizations were selected for the study with the help of expert panels. Panel members also assisted in refining the structured interview guide used to collect data.Data obtained by the interviews were analyzed using a binomial test for differences in proportion to determine significant differences between responses of the public sector and the private sector interviewees. Open ended questions were compared and reported in narrative form.Data collected support the following conclusions:1. The importance of involving individual participants in planning for management development programs has been shown.2. A number of practices endorsed by respondents and identified in the data may serve as components of a model for program implementation.3. The literature supports the need to correlate management development activitites to events-based, on-the-job activities.4. A weakness appears to exist in current management development programs in regard to the lack of use of personal recognition as an incentive.5. The literature cites the need to increase funds for future programming needs.6. Changes in salary/wage policies may need to occur.7. Ambiguous goals are a reason for the failure of many management development programs.8. Evaluation techniques are utilized to assess individual program offerings rather than to measure improvement in on-the-job performance.9. Raise in income is preferred as an incentive in the public sector.10. Promotion is preferred as an incentive in the private sector.11. Development programs are hindered by a perceived lack of available time. / Department of Educational Administration and Supervision

No description available.

There is no abstract available for this dissertation.

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

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

The purpose of this study was to investigate the possible impacts of job preparation and administrative training, levels of compensation, psychological dispositions and various demographic factors on turnover among university and college music department chairpersons and band directors. A sample of 400 music departments was drawn from 1,307 four-year universities and colleges whose curricula included music and music education. Data from the survey questionnaire were used to measure turnover and were then compared with the variables thought to influence turnover. In order to rank the order of importance of each variable on turnover, the variables were clustered into four categories relating to turnover: preparatory, compensatory, psychological and demographic. Results of the analyses showed that the preparatory factors, including formal administrative training, number of earned degrees, management seminars and workshops, had more effect on turnover than the factors in the other three categories. Among those respondents with formal administrative training, turnover decreased as the amount of training increased. The more administrative training one had, the lower was the turnover rate. The psychological factors influencing turnover, i.e., job aspirations, job expectations and their status and the degree of job satisfaction, ranked second in order of importance among the clusters. The compensation or pay factors, sometimes thought of as being important to job satisfaction, were found to be less of an influence on turnover than either the preparatory or psychological factors among the respondents of this study. The demographic cluster of variables influencing turnover ranked lowest among the four clusters. Sex, race and age showed practically no relationship to turnover. Geographic location showed a moderate relationship to turnover. This study appears to have broken new ground. Sufficient evidence has been gathered, changes are suggested in the methods and curriculum for training music department chairpersons and band directors.

School administrators are required by law to report suspected cases of child abuse. They create serious legal and moral consequences for their school districts when they fail to report suspicions of child abuse occurring in the school setting. Studies consistently find that child sexual abuse is under-reported and that allegations of sexual abuse by school personnel are increasing. School administrators may not be responding effectively to the abuse that does occur in schools because they have not been trained to recognize indicators of abuse nor to effectively investigate allegations of abuse. The purpose of this study was to investigate whether specially designed training would significantly improve school administrators' performance on child sexual abuse case simulations. Subjects were from a convenience sample of 40 practicing administrators from five school districts in Yamhill County, Oregon. A one-group pretest-intervention-post-test (A-B-A) design was used, and data were collected using three instruments: (1) an administrator questionnaire developed through a Delphi Process, (2) a pre-evaluation case simulation, and (3) a post-evaluation case simulation. The t test of alpha was used to examine the correlated means and determine the significance in changes in performance between the pre- and post-test results. A standard level of significance (p<.05) was employed throughout the study. This study confirms that the administrators in this sample were lacking in knowledge in the six areas addressed by the training modules and that the gains they made were significant in each of the six training areas and on the overall post-test. No significant differences were found among the subjects on the basis of gender, age, experience level, and longevity in their current positions. This study concludes that school administrators may lack sufficient knowledge about child sexual abuse to adequately protect children in their schools. It also suggests that specially designed training sessions will increase reporting and reduce the number of child sexual abuse cases occurring in public schools. Districts may better fulfill their moral and legal obligations to protect children and reduce their legal costs and exposure to liability by providing specialized training in child sexual abuse for administrators. / Graduation date: 1997

The purpose of this study was to investigate the experiences graduate students in student affairs administration programs had that inspired them to begin a Masters degree program in student affairs administration as well as what they did as undergraduates to prepare themselves for graduate work. A portion of the study focused on the role mentors played for student affairs administration graduate students as they explored the field.One hundred and one student affairs administration graduate students from four midwestern institutions completed a sixty item on-line survey. It was found the students had experiences as undergraduates which directly related to their graduate assistantship and mentors played an important role in multiple ways as the students' explored of the field of student affairs administration. Recommendations for assisting undergraduates interested in pursuing a student affairs administration were presented. / Department of Educational Leadership