No description available.

The objective of this study was to determine the career pattern and profile of Canadian university CEOs. As well, it was anticipated that a career pattern model and profile for future research would be developed. A survey design was employed. Sixty-one of 83 CEOs provided usable data. A 22 item questionnaire was developed to elicit data concerning their career patterns and profiles. Data were converted into 31 items for statistical analysis. It was concluded that CEOs' careers followed either an academic or administrative pattern. The typical CEO began their career as an educator, and continually moved toward administrative positions, typically in higher education institutions. The typical CEOs' was a male, 54 years old, married, Christian (Protestant), with an earned doctorate in a Profession or Humanities fields from an institution outside of Canada. The development of a"career tree" model was the salient finding of the study.

The purpose of the study was to investigate contemporary practices for structuring public school administrative salaries in selected school districts, to analyze administrative salaries in selected school districts, to analyze practices reported, and to develop a conceptual model for structuring public school administrative salaries.School districts perceived as being innovative by a panel of experts with a national perspective were selected. Respondent superintendents provided school district salary policy and administrative regulations or procedures with explanations, clarifications, or comments which might facilitate accurate interpretation of the salary structure. Responses were analyzed, structure classifications were identified, and frequency of application of selected classifications were identified for the sample school districts and descriptively presented. A conceptual model was prepared from the aggregated data coupled with findings from the literature review for application to structuring of public school administrative salaries.Seven structure classifications emerged from data analysis: (1) time, (2) base rate, (3) role, (4) education, (5) longevity, (6) performance assessment, and (7) index. Each of the seven classifications were defined as follows: (1) time - contractual commitment, (2) base rate - standard salary amount, (3) role - position held by the administrator, (4) education - minimum formal training necessary to enter administrative positions, (5) longevity - length of service in education, (6) performance assessment - evaluation of administrator achievement, and (7) index - administrative salary schedule based on teacher salary schedule.Five of the seven classifications were utilized to develop the following conceptual model:AS = BR x (EW1 + TW2 + RW3) + (PA x BR)whereAS = Administrative salaryBR = Superintendent annual base salary E = EducationT = Time (length of contract) R = RoleW = Weight of factor (W1 + W2 + W3 = 1.00)PA = Performance assessmentSchool districts could add other factors, but the design of the model dictates factor weights adding to 1.00.

This study of district instructional leadership for school improvement sought to identify leadership practices among Indiana curriculum directors and to investigate relationships between their self-rated practices, student achievement, and certain demographic variables. For the purposes of this study, the curriculum director was designated as the administrator with primary responsibility for oversight of district curriculum and instruction, irrespective of specific position or title. Using Kouzes and Posner's Leadership Practices Inventory: Self (3rd ed.), participants provided self-ratings of their leadership behaviors on five sub-scales: challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. Three of these practices, challenging the process, inspiring a shared vision, and enabling others to act, were of particular interest since these skills are repeatedly cited in the literature as critical to effective district leadership for school improvement. Data provided by 262 (89.4%) of Indiana's 293 public school districts suggested that curriculum directors' relative strengths were enabling others to act and modeling the way. A key issue emerging from the study was the need for curriculum directors to further develop their skills in challenging the process and inspiring a shared vision since these are essential to effective instructional leadership but were among the least likely to be endorsed. Several demographic variables were noted as predictors of self-rated leadership skills; advanced levels of education were positively correlated to challenging the process and inspiring a shared vision, and the position held by the curriculum director was associated with four of the sub-scales: challenging the process, inspiring a shared vision, enabling others to act, and modeling the way. Notably, in 56.5% of the districts the superintendent acted as the curriculum director and provided instructional leadership in addition to other typical responsibilities. This finding suggests that expertise in instructional leadership as well as school finance and human resource development is important for aspiring and practicing superintendents. Finally, after controlling for demographic variables, the researcher concluded that no correlation existed between self-rated leadership practices of Indiana curriculum directors and student achievement. / Department of Educational Leadership

Typescript. / Bibliography: leaves 294-301. / Microfilm. / xvii, 301 leaves, bound 29 cm

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Linda Muzzin.

Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves [96]-98.

Thesis (Ph.D.)--University of Toronto, 2002. / Includes bibliographical references (leaves 526-548).

Thesis (Ed. D.)--Youngstown State University, 2008. / Includes bibliographical references (leaves 119-127). Also available via the World Wide Web in PDF format.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 124-133). Also available on the Internet.