This study investigated the relationships between two personality variables, Machiavellianism (i.e., manipulativeness) and locus of control as well as the combined relationships of these two variables with a third, affective variable, job satisfaction. A sample of 225 public school secondary level administrators were given the Mach IV Scale, the Mach V Scale, the Facet-free Job Satisfaction Questionnaire, the Rotter I-E Scale and a bibliographic personal status questionnaire. The literature reveals that high Machs outperform low Machs When three personal and situational conditions occur. Moreover, Mach orientation correlates with external locus of control and low job satisfaction. All three of the predicted relationships were found to be significantly related as hypothesized. / Ed. D.

If the intent of Public Law 94-142 is to be realized as it pertains to the provision of appropriate placement and programming within the least restrictive environment for handicapped students, there must be an improved understanding of the attitudes, training, and experience of the principal as they relate to his practices. The purpose of this study was to examine the attitudes and training of elementary school principals in a large mid-Atlantic school system as they related to their least restrictive environment practices toward students with specific learning disabilities and/or emotional disturbances who are placed in self-contained, (Level 4) special education classes in their schools. A review of literature indicated no instruments emphasizing elementary school principals' attitudes, training, and current LRE practices. A survey instrument was developed that was sensitive to the above variables. The sample which responded to the survey instrument included 46 elementary school principals who supervise self-contained (level 4) learning disabilities and/or emotionally impaired classes out of a total population of 46 principals and 72 special education teachers working with these programs. The multi—part survey instrument completed by principals included 3 sections: LRE Practices, Opinions Related to LRE Practices, and Demographics. Thirteen LRE activities were delineated to provide a composite of the LRE practices over which the principal has direct influence. The special education teachers responded to a modified survey instrument that focused on their principals' LRE practices. / Ed. D. / incomplete_metadata

The purpose of this study was to investigate the attitudes of principals toward educating handicapped students in the regular schools of Kuwait. The sample for this survey was composed of regular school principals in the State of Kuwait for the 1986-1987 school year. Of the 400 Principals, 229 principals were randomly selected. A 79.5% response was received. The survey instrument consisted of 40 statements to measure attitudes of individuals regarding acceptance of special education programs in regular school. A Likert-type scale was used to rate the perceived influence of each statement. Frequency, mean, standard deviation, t-test, analysis of variance, and chi-square were used to answer the study questions. The findings of the study indicated that 100 of the 182 principals identified positive attitudes toward serving handicapped students in the regular schools, there were no significant differences between male and female principals, but there were significant differences among principals at the three levels (elementary, intermediate, and secondary). / Ed. D.

The purpose of this study was to investigate Virginia public secondary school principals' knowledge of and attitude toward P.L. 94- 142, personal background, and the relationship of these variables to the provision of special education services at the building level. Provision of services was defined as the proportion of students receiving special education services, the number of students served in self-contained classes, and by a special educator's rating of the principals' influence and support for special education. Knowledge and attitude scores were normally distributed for the 46 principals. A mean score of 14.18 was obtained on the 29 item instrument, Knowledge of P.L. 94-142. A mean of 70.82 (100 possible, the higher the score the more positive the attitude) was found on the instrument, What is Your Opinion? Regression analysis using the three dependent variables accounted for 11 to 20 percent of the variance in the provision of services. Twenty percent was controlled when using the special educators’ rating of the principals' influence and support for special education. Fifteen percent of the variance was controlled for using the number of students in self-contained programs. Eleven percent of the variance was controlled for using the proportion of students served in the building. Special education administrators consistently reported their perception that principals' knowledge and attitudes strongly influence the provision of special education services in their buildings. They also attributed more influence over special education at the building level to the principals than the principals perceived. The relationship between special education administrators' perceptions and principals' perceptions and scores were consistently low and in some cases negatively correlated. / Ed. D.

published_or_final_version / Education / Master / Master of Education

Shrinking budgets and swelling public accountability characterize public education in the 21st century. Pressures to increase achievement while assuring the emotional and physical safety of all students make the work of the secondary principal daunting. A leader for equity must be a symbolic, visionary, and instructional leader that creates positive change that leads to student achievement, especially for students that are traditionally underserved. The demands placed on school administrators generate leadership burnout. As we strive to meet the rigorous goals of improving academic achievement while teaching and caring for each child, we must create environments for effective administrators to thrive in their schools long enough to impact a school's culture and produce equitable outcomes. The purpose of this dissertation is to describe and explain the issues around nurturing the human spirit of high school principals. Chapters One and Two will describe the context of the problem and a literature review. In Chapter Three, the research will be described including the methodology, instruments, and the process for data collection and analysis. Chapter Four will describe the findings of the research that examines how a clear focus on equity and relationships lead to feelings of satisfaction, self efficacy, and career/personal fulfillment for each of the leaders in this study. The study includes two groups, Principals of Color and White principals that are allies to people of color. Chapter Five synthesizes the findings and makes recommendations for future practice and policy.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to examine the perceptions,)[ elementary school principals of teacher evaluation practices in the Los Angeles Unified School District. Specifically, the current study was guided by the following research questions: 1) What are the perceptions of elementary public school principals regarding the effectiveness of teacher evaluation in public elementary schools? and 2) To what extent do elementary school principals' perceptions of the effectiveness of teacher evaluation vary by selected demographic variables (e.g. socio-economic status (SES), Academic Performance Index (API) score, student ethnicity makeup, and size of school)? The collective bargaining agreement for the school district was reviewed and the perceptions of the different principals regarding teacher evaluation practices as well as their specific evaluation procedures at the site level were compared. Results revealed that the collective bargaining agreement did not place serious limitations on evaluation practices. Results of this study also demonstrated that elementary school principals indicated overwhelmingly that teacher evaluation needed to be improved to be more comprehensive, including more informal observations and feedback to be taken into account during the evaluation!on process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. Results further indicated that time constraints and other factors limited the ability of principals to provide meaningful feedback to teachers. The results of this survey reflect a desire on the part of elementary school principals to see the teacher evaluation process changed to become more effective. This change in the teacher evaluation process will help principals make a difference for everyone- principals, teachers, and students alike.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education