Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 260-275). / Electronic reproduction. / Also available by subscription via World Wide Web / xii, 275 leaves, bound 29 cm

The purpose of this study was to provide a comprehensive and descriptive study of the Oregon Mentorship Program. The study examined literature on adult mentorship programs particularly related to education and educational administration, and gathered mentor and protege perceptions on the personal and professional usefulness of program activities and characteristics. The analysis of the data may provide guidance for future formal mentorship programs designed to prepare better beginning administrators in the field of education. Data were gathered utilizing a questionnaire. All participants in the program (77 mentors and 79 proteges) were surveyed with an instrument designed around the follow-up study model. Statistical analyses of the data were based upon 55 mentor and 57 protege respondents. Chi square, mean, t-test, and Kendall's coefficient of concordance were used to determine significant differences among mentors and proteges. Two qualitative methodologies of analysis, phenomenology and development of a category system for analysis which seeks convergence and divergence were also applied to the responses. Major findings of this study were grouped as perceptions, structure, logistics, participant relationships, and demographic. Mentors and proteges had few differences in the way they perceived the mentorship program. Mentors and proteges did not agree on the significance of same/different gender mentor/protege pairings. Age differential between mentors and proteges was also not found to be a significant factor. Structurally, proteges more than mentors felt that directives and guidelines were unsatisfactory. Proteges did not agree that satisfactory year-long goals were established. Logistically, proteges were more likely to come to mentors than mentors to proteges. No significant differences existed in any of the items concerning the participant relationship category: mentors and proteges responded in similar ways to each of the questions. The study recommended future actions to enhance the Oregon Mentorship Program and made recommendations for further research into formal mentorship programs.

It is the purpose of this study to determine what training is needed to qualify an individual for the position of school business manager. This study is made to show what duties are performed by business managers in the public schools of Texas and what training in college will be needed to qualify a college graduate for the position of school business manager.

The purpose of this study was to identify the standards and criteria of graduate programs and credential requirements for special education administrators; ascertain practicing administrators' representative functions and performance requirements; and determine if interrelationships exist among these variables. Data were ordered in a format that should contribute to planning at the national, state and university levels. Data were gathered from universities, state education agencies and special education administrators. Universities, states and practicing administrators agreed that coursework/competency requirements emphasizing training and experience in both general and special education is appropriate. Fifty-six percent of the universities reported offering the necessary coursework in both areas, but only thirty-eight percent of the states had such requirements. In general, universities had more specific requirements than states. However, the coursework emphases and state requirements were found to be inconsistent with administrators' perceptions of knowledge and skills important to their jobs. Currently, forty states require certification for special education administrators: 13 as Directors of Special Education, 7 as Special Education Supervisors, 8 as General Administrators with Special Education Endorsement, 12 as General Administrators. Additionally, four states offer but do not require administrative credentials and two states require teaching credentials only. It was concluded that graduate programs often do not prepare special education administrators for the roles they actually perform. University and state requirements should parallel one another and both should reflect basic skills and competencies required on the job. Graduate program requirements need to place more emphasis in the areas of law and legal issues, public relations, fiscal procedures, personnel management, supervision and evaluation--both as basic administrative competencies and skills and as they relate to special education in particular. Appropriate internship experiences should be required by states as well as universities to provide expertise in such areas as report writing and public relations.

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D.Cur. (Nursing Science) / A cost centre in a hospital setting was an identifiable department; such as a nursing care unit, where a nurse manager was also assigned the responsibilities of assuming the duties of a cost manager, e.g. managing the expenditure of that unit and being accountable for the costs. The cost centre was assigned an account number in the hospital accounting system for the purpose of controlling clinical and administrative costs, as well as accumulated expenses by that department (Cleverley & Cameron, 2003:437). The South African National Treasury prescribed expenditure control measures in Section 38 to ensure that expenditure should be accounted for, by appointing an accounting officer (South Africa: 1999). In the particular tertiary hospital complex environment, accounting officers were the appointed cost centre managers who were also the unit nurse managers of these nursing care units. These managers experienced difficulties in fulfilling their dual role in a cost centre management environment for which they had not received training. The purpose of the study was to develop a training programme for nurse managers also appointed as cost centre managers at a tertiary hospital complex in the Limpopo Province. In this study, a qualitative, descriptive, exploratory and contextual design was used. Homogenous purposive sampling was conducted from a population of thirty six (36) nurse managers appointed as cost centre managers. A focus group interview session in which nine (9) cost centre managers participated and twelve (12) cost centre managers participated in one-on-one unstructured interviews were conducted until saturation of data was reached. The central question posed was: “How is it for you as a cost centre manager in your nursing care unit executing dual role for CCMT and providing quality care to patients?” Participants were given an opportunity to describe their experiences about being appointed as cost centre managers in their working situation and while providing care to patients. Adapted phases of the development process of Meyer and Van Niekerk (2008) were used in developing the programme. The survey list of Practice Oriented theory of Dickoff, James and Wiedenbach (1968:434) and Malcolm Knowles’ adult learning (Graig, 1996:253) served as the point of departure for developing a context-specific training programme. Malcolm Knowles’ adult learning theory (Graig, 1996:253) acknowledged that adult learners had specific learning needs when compared to other learners.

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The infusion of special education students into general education programs has added to the expanding role of the high school principal. The purpose of this study was to identify competencies needed by high school principals and assistant principals to effectively develop, supervise, monitor, and evaluate school-based special education programs. Competency statements were generated from the literature and validated by a panel of experts. The final instrument containing thirty competency statements in eight function areas was administered to Virginia high school principals and assistant principals who were randomly selected from the <u>Virginia Educational Directory</u>. Respondents were asked to rate the individual competency statement using a five point index of value scale and to list the competency statements which should receive first, second, and third priority. Data were analyzed by descriptive statistics. The index of value rating for the competency statements were independent of the position of respondent. The selection of first priority statement was dependent on the position of the person generating the rating, while the second and third priority statements were independent of the person generating the rating. The findings of this study identified "rules for discipline", "select personnel", "implement due process", "enable improvement of instruction", and "implement programs according to regulations" as competency statements with the highest mean index of value. Principals identified the top priority statements as: "evaluation for referred students", "evaluate personnel", and "implement programs according to regulations". Assistant principals identified the top priority statements as "promote positive attitudes", "rules for discipline“, and "implement programs according to regulations". Recommendations for further research included task analysis of competency statements to identify performance indicators that could be used in administrative training programs; cooperation between the local and state education agencies and universities in the provision of special education administration skills infused into general education administration pre- and in-service training programs; and the use of Public Law 94-142, Education of the Handicapped Act, Part B State flow through funds and Part D State personnel preparation funds as financial resources. / Ed. D. / incomplete_metadata