To anyone who wishes to work in educational administration, having a clear understanding of how one perceives others, how one is perceived, and how one interprets what one perceives is a great advantage in relating to many different kinds of people (Owens, 1995, p. 40). Schoonover (1988, p. vi) stated, "Interpersonal skills are the basis for all management practices. They represent the foundation for productive work and employee satisfaction." The degree to which school principals possess interpersonal skills could be pivotal in the creation of a school climate conducive to student success. Unfortunately, research findings are very limited in clarifying high school principals' interpersonal skills. Thus, the research is vital in the investigation of the perceived relationship between principals' interpersonal sensitivity and the perceptions of the campus improvement teams of the principals' interpersonal sensitivity. Research is needed to add to the theoretical and practical dimensions of the principal's interpersonal skills. This study utilized a blend of descriptive research methods and naturalistic inquiry to gain insight into the differences between the principal's perception of his own interpersonal sensitivity and the perceptions of his campus team members. An important implication of the study was that awareness of the differences in perception between the principal and the campus team members is an important step in the development of interpersonal skills for the principal. The findings of the survey instrument showed that there were differences in the self-assessments of the principals and their respective campus teams' assessment of their interpersonal sensitivity. Among the differences was overall, the male principals tended to rate themselves higher on the instrument than did their campus teams and the female principals tended to be rate themselves lower than did their campus teams. The ability to perceive the needs of others and affect their behavior is essential in leadership. Being aware of the skills of interpersonal sensitivity is the first step to putting into practice the theories of management, motivation, and decision making.

Friendship is an extremely significant and meaningful relationship for women of all ages, yet little research has been conducted on the friendships of adult women. Recent research indicates that aspects of friendship change as people progress through their adult years and take on family and work roles, but previous studies have focused on the structural attributes of friendships and not on the qualitative nature of these relationships. The main focus of this research was the level of emotional closeness between adult women and their closest non-kin friend, and how that closeness may be associated with women's stage of the family life cycle and work status. In addition, frequency of contact and similarities between friends were also investigated. A questionnaire was mailed to 666 randomly selected women from the voter registration list of a partly urban county. The final sample consisted of 315 adult women. Findings from this study indicate that emotional closeness and frequency of contact in the closest friendships of adult women were not associated with respondents' family or work status. Women and their closest friends were significantly similar in gender, age, family life cycle stage, and work status. All respondents were more likely to have close friends who were married. Intimacy was found to be related to duration of the friendship, where the friend lives, and form of contact. The primary source of close friendships for women at all stages of the family life cycle was either community or work. The data indicate that women are similar to their closest friend in certain social attributes and are able to maintain close friendships during adult years even when other roles are making demands on their time and energy. Friendship is a vital and meaningful relationship to women throughout adulthood. Continued research which investigates the qualitative nature of these relationships from a dyadic and longitudinal perspective is needed. / Graduation date: 1991

This paper refers to Chen and Zhang (2006), placing the¡§interpersonal relationship¡¨ into the decision-making function of user enterprise and dispatched workers. Simultaneously, we revise the dispatched workers¡¦ restrictions and eliminate the shortcomings which contrary to the facts, in order to let the setting of the model much more reasonable. Furthermore, we provide an equilibrium analysis of a decision-making model from the aspects of supply and demand, and completely analyze the dispatched work which is rapidly expansive.

The dyadic-interactional perspective of personality suggests that behavior is a function of both stable personality traits and the dynamic interpersonal environment. According to this theory, interpersonal behavior generally follows the principle of complementarity where behavior tends to be complementary on a dimension of dominance-submissiveness and supplementary on a dimension of warmth-coldness. Implicit trait policies are thought to influence judgments of behavioral effectiveness and be influenced by personality traits. The current study examines the dyadic-interactional perspective using a situational judgment test (SJT) method in order to more fully understand both the relationship between personality traits and behavior but also to better understand the basic assumptions of the dyadic-interactional perspective. A 24-situation SJT was developed by the author to measure appropriate and inappropriate situations along the dimensions of dominance and warmth. Ten advanced psychology graduate students served as expert raters. Personality scales and the SJT were completed by 317 undergraduates for course credit. Interpersonal skills rated by 117 of the participants’ friends served as a performance criterion for Hypothesis 5. Results support a congruence effect where the fit between response and trait warmth has a positive effect on judgments of behavioral effectiveness. Although a quadratic implicit trait policy effect was observed, results did not support a congruence effect for dominance. Interpersonal rigidity was shown to moderate the effect of both dominant and warm responses but was not shown to moderate the effect of traits. Complementarity hypotheses were not supported, likely due to range restriction of analyzed situations. Exploratory analyses revealed effects in support of interpersonal theory. Situations and responses influenced perceived behavioral effectiveness in accordance with the propositions of interpersonal theory. Situational appropriateness was identified as a moderator of the relationship between situations and responses. Situational judgment test scores were scored in accordance with interpersonal theory. Scores were not shown to observable interpersonal skills as hypothesized, correlating with only one 4-item subscale. Results extend both implicit trait policies and interpersonal theory. Implications, limitations, and future research directions are discussed.

To anyone who wishes to work in educational administration, having a clear understanding of how one perceives others, how one is perceived, and how one interprets what one perceives is a great advantage in relating to many different kinds of people (Owens, 1995, p. 40). Schoonover (1988, p. vi) stated, "Interpersonal skills are the basis for all management practices. They represent the foundation for productive work and employee satisfaction." The degree to which school principals possess interpersonal skills could be pivotal in the creation of a school climate conducive to student success. Unfortunately, research findings are very limited in clarifying high school principals' interpersonal skills. Thus, the research is vital in the investigation of the perceived relationship between principals' interpersonal sensitivity and the perceptions of the campus improvement teams of the principals' interpersonal sensitivity. Research is needed to add to the theoretical and practical dimensions of the principal's interpersonal skills. This study utilized a blend of descriptive research methods and naturalistic inquiry to gain insight into the differences between the principal's perception of his own interpersonal sensitivity and the perceptions of his campus team members. An important implication of the study was that awareness of the differences in perception between the principal and the campus team members is an important step in the development of interpersonal skills for the principal. The findings of the survey instrument showed that there were differences in the self-assessments of the principals and their respective campus teams' assessment of their interpersonal sensitivity. Among the differences was overall, the male principals tended to rate themselves higher on the instrument than did their campus teams and the female principals tended to be rate themselves lower than did their campus teams. The ability to perceive the needs of others and affect their behavior is essential in leadership. Being aware of the skills of interpersonal sensitivity is the first step to putting into practice the theories of management, motivation, and decision making.

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains iv, 55 p. Includes abstract. Includes bibliographical references (p. 38-49).

Thesis (M.A.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 136 p.

Thesis--University of Florida, 1970. / Description based on print version record. Manuscript copy. Vita. Bibliography: leaves 295-297.

Thesis--University of Florida. / Description based on print version record. Manuscript copy. Vita. Bibliography: leaves 114-120.

Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002. / Includes bibliographical references (leaves 61-70). Also available in electronic version. Access restricted to campus users.