The purpose of this study was to determine the utility of a specific conferencing model, Developmental Conferencing, as implemented by principals in a Florida school district. To address this purpose, three objectives were identified: (a) a review of the literature to determine support for the conceptual framework of the model, (b) an investigation of the use of the model by principals trained in its use, and (c) a determination of what modifications, if any, should be made to the model. / The research methodology was based on a multiple embedded case study design represented by three pairs of participants, a principal and an employee in each pair. The embedded units in the design were the five functions of the Developmental Conferencing Model (DCM). A cross case comparison was used to indicate the extent of replication among the cases. / The study included training and coaching of the principals and observation and audio taping of principal conferences. Analysis strategies employed were pattern matching and inductive analysis. / Strong support for the conceptual framework of the Developmental Conferencing Model was provided by the literature review, confirming the philosophy, functions, and components of the model. It was concluded that the principals did implement the DCM and its strategies. It also was concluded that the success of the Developmental Conferencing Model rests in the strength of the model itself and the appropriate training of and follow-up support to administrators implementing the model. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3989. / Major Professor: William R. Snyder. / Thesis (Ph.D.)--The Florida State University, 1990.

Source: Masters Abstracts International, Volume: 13-04, page: 0180. / Thesis (Ed.S.)--The Florida State University, 1974.

The study sought to investigate religious practice as perceived by Florida public school principals and principals' attitudes toward religious practice in Florida public schools. / A literature search including an analysis of court cases relating to religion and the public schools was conducted. The literature search focused on federal court decisions that defined the role of religion in the public school arena. Court cases suggested a continued activism by religious groups to influence public education via the federal courts. The literature search revealed that prayer and Bible reading in public school, religious ceremonies at graduation and baccalaureate celebrations, religious studies in the public school curriculum (including creation science), and recognition of religious clubs during activity periods were areas of concern. / A survey of elementary, middle, and secondary public school principals in Florida was conducted to assess perceived religious practice, actual practice, and principals' attitudes toward religious practice in Florida public schools. The survey was based on a previous study of religious practice in American public schools, and modified to reflect the perceptions of building unit administrators. This study utilized a stratified, random sample of school principals, chosen to insure representativeness of selected demographic variables associated with the State of Florida and school type and size. / The study found that 45.6 percent of responding principals allow the practice of silent meditation in their schools. Spoken prayer is more likely to occur at the high school level and least likely to occur at the middle school level. Over forty percent of the high school principals reported that religious clubs, devotional groups, or Bible study groups meet in their schools. Only thirteen percent of these principals reported that these religious clubs met with other non-curricular clubs. The distribution of religious literature is primarily an elementary school phenomenon. Over half of the responding principals reported that prayer and Bible reading were part of the graduation ceremonies in their districts. There is a correlation between responding principals' attitudes toward religious practice and the practice of spoken prayer in their schools and the distribution of religious literature. There is no relationship between principals' attitudes toward religious practice and the practice of allowing devotional Bible reading in public schools or permitting the practice of silent meditation. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3806. / Major Professor: Joseph Beckham. / Thesis (Ed.D.)--The Florida State University, 1989.

The purpose of this study was to identify and compare the perceptions of public school principals, teachers, and key district personnel regarding the categories of barriers to the instructional leadership of principals. The subjects included 53 principals, 30 key district personnel, and 377 teachers. Subjects rated each of the 63 questionnaire items according to the degree that each was perceived as a barrier to the principal's instructional leadership performance. / Data were analyzed by calculating frequency distributions and percentages for demographic data, means and standard deviations to compare respondent groups' perceptions of the categories of barriers to the principal's instructional leadership, and a One-Way Analysis of Variance and Tukey's Post Hoc Comparison procedure to compare significant differences in respondent groups' perceptions of the categories of barriers to the principal's instructional leadership. / The results of this study indicated principals perceived that their instructional leadership was inhibited by factors listed in the categories of Paperwork, Conferences, Autonomy/Power, and System/Organizational Factors; key district personnel perceived that principals' instructional leadership was inhibited by factors listed in the Role Expectations and Behavior category of barriers; and teachers perceived none of the categories of barriers as inhibiting principals' instructional leadership. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3978. / Major Professor: William Snyder. / Thesis (Ed.D.)--The Florida State University, 1990.

During the past decade national Commission reports have called attention to the need for reform and improvement in education and, in particular, in teaching. A review of the literature, however, indicates that teachers have had little input, through Commissions or otherwise, on educational issues to which they are central. / The Commission on Excellence in Education (1983) and the Carnegie Commission's Forum on Education and the Economy (1986) have indicated that increasing professionalism will have effects on educational improvement and teachers' participation in decision-making. However, the critical literature reviewed here casts doubt on the possibility and purported benefits of increased "professionalism" for teachers, and contributes to an understanding of the endemic exclusion of teachers from decision-making. / To add teachers' perspectives to the consideration of educational reform and improvement, telephone interviews were conducted with secondary teachers throughout Florida to address the following research questions: (A) What problems in teaching conditions are identified by teachers? How do presently practicing teachers rate conditions of teaching compared with ratings of former teachers of the same conditions? (B) Are problems and recommendations identified by teachers consistent with problems and recommendations identified by commissions and panels? (C) To what degree do teachers' responses indicate that they are satisfied with their role in the policy/decision-making process? / This study demonstrates that when teachers' voices are examined, they represent a different perspective than those of prominent national Commissions. The two groups differed substantially in their recommendations regarding salary, the paperwork and record-keeping required of teachers, and the status and prestige associated with teaching. Teachers alone addressed students' lack of interest in learning and inadequate parents' support of their child's learning as two of the most unsatisfactory conditions. / Recommendations include the following: (A) Future Commissions should conscientiously and explicitly include teachers in their structure, deliberations, and recommendations. (B) Forceful leadership at all policy levels is needed to incorporate teachers' perspectives in the organization and management of schooling. (C) Teachers cannot afford to wait for "professionalization," but must actively assert their desires for more control over educational policies. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2067. / Major Professor: Steven J. Klees. / Thesis (Ph.D.)--The Florida State University, 1988.

Saudi Arabia is experiencing swift development in all economic and social sectors. However, manpower development and employment are among the highest priorities of the Saudi government in order to reduce the influx of skilled expatriates into the country. The educational objectives of the fourth five-year plan (1985-1990) are directed toward increased productivity, improved efficiency, and higher quality; therefore, the challenge to educational leadership is great. / The General Organization for Technical Education and Vocational Training (GOTEVOT) is among the governmental agencies challenged to provide skilled Saudi manpower for the country. A major problem facing GOTEVOT is the lack of managerial and administrative personnel who are well-trained and experienced in technical and vocational education and competent to provide a framework for planning, guiding, directing, and evaluating such programs / The purpose of this study was to identify and verify competencies needed by vocational and technical education administrators in the Kingdom of Saudi Arabia and to determine whether there were differences in perceptions of their importance among (a) vocational training center administrators, (b) industrial, commercial, technical, and agricultural secondary institute administrators, and (c) postsecondary commercial institute and college of technology administrators/deans. The entire population of administrators was surveyed; 49 survey instruments were returned, representing a return rate of 84%. / The list of competency statements was developed from several sources and classified under eight categories. Respondents were asked to indicate the level of importance of each specific competency to their job performance. / All administrators rated the 153 competency statements valid and important, and therefore necessary for vocational and technical education administrators. Postsecondary and college of technology administrators (group three) were somewhat similar to the other two groups in their ranking of the eight major competency areas but different from them in their perception of the level of importance of the eight categories. / Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3557. / Major Professor: David D. Redfield. / Thesis (Ph.D.)--The Florida State University, 1988.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3022. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-07, Section: A, page: 3655. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3036. / Thesis (Educat.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3039. / Thesis (Ph.D.)--The Florida State University, 1979.