The purpose of the study was to compare the relationship between educational preparation, clinical experience, and the nurses’ self-perceived decision making characteristics. The characteristics analyzed were frequency of making decisions, difficulty in making decisions, influential factors in decision making, and process used in decision making. The retrospective correlational design used a convenience sample of 93 associate and baccalaureate degree nurses from hospitals within Midwestern United States. Informed consent for the study was assumed by the completion and return of the demographic data form and the two questionnaires: Clinical Decision Making in Nursing (Jenkins, 1985) and the Decision Making Questionnaire (Pardue, 1987). Confidentiality of the subjects was maintained through the use of coding. There were no foreseeable risks or discomforts.Eight hypotheses were developed and analyzed by multivariate analysis of variance and post-hoc univariate analysis. The results indicated no significant differences in frequency of making decisions, difficulty in making decisions or process used in decision making between baccalaureate and associate degree nurses. The only significant difference in influential factors was in the factor of “stress”. No significant differences existed for frequency, difficulty, or process used between experienced and inexperienced nurses. However, a significant difference was found in the influential factors of decision making between the two groups. The areas of difference were “experience” and “role-modeling”. / School of Nursing

English, verbal vs. non-verbal content of courses taken and The present study was conducted to find the relationship between TOEFL scores and the graduate CPA's of the foreign students with Arabic as their native language. The results of the study indicated non-significant correlations for all 116 students, for males and females and for students having departmental majors in areas of education and sciences. A significant negative correlation was found for business majors. The factors responsible for non-significant or negative correlation between TOEFL scores and the CPA's seem to be restriction of range for graduate CPA's, difference between beginning and acquired language proficiency in the small number of individuals involved. In view of the above results, the TOEFL does not seem to be a good predictor of academic success for foreign students with Arabic as native language. It should be replaced or, supplemented with some other criteria of academic success at American colleges and universities. / Department of Educational Psychology

The study was designed to facilitate the development of a set of guidelines which might be used by administrative personnel of a school system to plan and implement a program of teacher evaluation. A review of literature and research relative to teacher evaluation programs was made to identify principles and desirable practice relative to the development of evaluation philosophy, approaches and activities. The review of literature was intended to also focus upon purposes of evaluation, responsibilities for making evaluations, criteria for evaluation and acceptance of evaluation procedures and techniques by professional faculty.The study also included a review and analysis of evaluation programs conducted within the seventeen member school systems of the Northwest Indiana Public School Study Council as of September 1973. Written descriptive materials and all directions, forms and regulations relative to the teacher evaluation programs were provided by the superintendents of the member school systems. All materials were analyzed in order to determine the nature, scope and procedural characteristics of practical. on-going evaluation programs.From the analysis of literature in the field and from the analysis of the selected number on on-going evaluation programs actually being used in school settings, it was intended that guidelines and suggestions could be developed which could be of vague to school officials and administrative personnel desirous of planning and implementing a program of teacher evaluation.Review and analysis of teacher evaluation literature and on going programs utilized by the member school corporations of the Northwest Indiana Public School Study Council were used in formulating and recommendations. The recommendations focus on procedures deemed necessary for the development of an effective teacher evaluation program and include recommendations relative to responsibilities of school organization personnel, developmental procedures, evaluation program content, and implementation and follow-up procedure.The findings from a review of literature and on-going programs of teacher evaluation made it possible to draw certain conclusions. Conclusions were also based in part on the unreported reading done, conversations held with professional educators, personal experiences as an educational administrator as well as personal observations and reflections. Sixteen separate conclusions were drawn. A few of the most important ones are: Teaching performance can and must be evaluated by administrators and/or supervisory personnel within the public school setting. The board of School Trustees must specify the purpose of a teacher evaluation programas it relates to the goals of the local system, and the implementation of an evaluation program is the responsibility of the administrative staff of the corporation.The guideline recommendations for planning and implementing a teacher evaluation program touches on the following considerations. These are the responsibilities of the board of school trustees, the superintendent of schools, and the evaluation committee which has been established by the superintendent of schools. The content of the teacher evaluation program should include purposes of the program, operational considerations, a development of assessment guide, and the development of report forms to be used in addition to assessment guide. Implementation and follow-up recommendations are also a part of the guideline recommendation3 made as a result of the study.

The present study was an attempt to look at the empirical classification of children's learning disabilities based on neuropsychological variables at differing IQ levels. Subjects were divided into four groups based upon Full Scale IQ (i.e., 70-79, 8089, 90-99, 100-110). Subsequent clustering of the test data within each group suggested that while the students in the 70-79 IQ range were represented by a single impaired cluster, each of the other IQ groups had both a moderately impaired cluster and a non-impaired cluster. The study attempted to respond to criticisms of previous research by using a large sample of subjects (N = 928), utilizing a broad range of subjects with a representative sample of abilities, and applying an interpretable structure to the cluster analysis (i.e., neuropsychological variables within IQ levels). The present research further offered a perspective on programming by way of neuropsychological functioning. As such, the results argued for placement procedures for learning disabled children that are apart from those formulas relative to achievement and intelligence. / Department of Educational Psychology

This study was formulated around the critical issues of teacher selection, potential discrimination, and candidate competence. This study investigated the effects of teacher candidate's age, ethnic name and undergraduate Grade Point Average (G.P.A.) on the school principals' evaluation of the candidate in the resume screening stage of selection.One hundred secondary school principals from a national random sample rated the hypothetical teacher candidates with different age conditions and resume conditions (ethnic name and G.P.A.). The principals' ratings for each candidate on the six selection criteria on the evaluation form were computed to yield a composite score for the candidate. Analysis of Variance (ANOVA) was used to examine the differences among composite scores for the candidates with different age and resume conditions. There was no statistically significant difference found in the principals' ratings for the candidates with different age conditions. This finding indicated that candidate's age did not have an effect on the principals’ evaluation. There was a statistically significant difference in the principals' ratings for the candidates with different resume condition. This finding indicated that candidate's resume condition had influence on the principals' evaluation.A post-hoc procedure, Tukey (HSD), was further used to detect the specifics of the resume condition effect. The data analyses indicated that candidate's G.P.A. had a direct effect on the principals' evaluation only for the Anglo-Saxon name candidates not for the Hispanic name candidates The data analyses also indicated that candidate's ethnic name had an indirect effect on the principals' evaluation, and the effect was in favor of the Hispanic name candidates with a high G.P.A. / Department of Educational Leadership

Assuring quality of the education is the overriding role of the Ministry of Education. The new adopted model for Whole School Evaluation is different from the previous school inspection system carried out in South Africa under the apartheid regime. Accountability is the cornerstone of all the programmes that are aimed at improving the quality of learning and teaching in our schools. It is therefore important to evaluate whether or not our efforts have an impact in the schools. It is against this background that the monitoring and evaluation became a reality and a necessity. Accountability is anchored by monitoring and evaluation. Formerly it was assumed that the systems would work without any monitoring and evaluation process. But the dawn of democracy dictated that monitoring and evaluation process is a clear reality and an integral part of any programme. This research project looks into the effectiveness of the performance management programmes with regard to Whole School Evaluation to the educators in the Mafikeng District of the North West Province. Some of the issues discussed in this research are t How effective is this programme in building up the school education system as a whole? • Are there any problems encountered in the proper implementation process? • Is this programme functional? The findings suggest that evaluation is an integral part of the education system that can build an educator if applied in the right way. / (MBA) North-West University, Mafikeng Campus, 2003

The purpose of the study was to analyze career patterns of public school superintendents in Michigan serving school districts with a student population of 5,000 or more. Evidence indicated commonalities exist in the career path administrators follow to become the superintendent of a large Michigan school district.The population consisted of 77 superintendents in school districts of 5,000 plus enrollment. Sixty-three (81 percent) superintendents returned the questionnaire and ten of the responding superintendents were interviewed.Major findings from the questionnaire and interview instrument were:1. The superintendents in Michigan's large school districts are male between the ages of 4.6 and 55 and began their career in a public high school around age 24.2. The superintendents first administrative position had been either as an elementary principal, central office administrator, or a high school principal.3. Generally the superintendent accepted his first superintendency in a district of more than 5,000 students between the ages of 36 and 45.4. Most of the superintendents had a master's degree when first employed as a school administrator. A majority of the superintendents currently hold a doctorate.5. Human relations skills, a good background in school finance, and experience were necessary attributes in getting the appointment to the superintendency. The individual desiring to be the superintendent of one of Michigan's large school districts should be aware of factors which may enhance that goal. The individual must consider:1. The age at which career goals are determined and begun.2. The age of entry into the field of education.3. The size of the school district where first educational employment is accepted and where all subsequent administrative positions are accepted.4. Involvement in extra-curricular activities does not guarantee administrative promotion.5. The doctorate is of maximum importance in the career pattern of the large school district superintendent.6. Human relation skills, financial expertise, and experience are important criteria in seeking employment as a school superintendent.

The study was designed to determine the extent to which selected Indiana superintendents of schools tie work as central life interest and to compare leadership behaviors of superintendents identified as having high interest in work and superintendents with low work interest, as perceived by subordinate administrators. Ninety-five of the 116 superintendents invited to participate in the study completed the Central Life Interest Inventory developed by Dubin. Analyses of responses resulted in identification of the intensity to which superintendents viewed work as a central life interest. Subordinate administrators identified by the twenty-five superintendents identified as having high commitment to work and subordinate administrators identified by the twenty-five superintendents identified as having low interest in work were invited to evaluate respective superintendents by means of the Leader Behavior Description Questionnaire- - Form XII.Twelve null hypotheses were developed to facilitate determination of statistically significant differences between subordinate administrator evaluative response of superintendents having high interest in work and superintendents having low interest in work. Statistical treatment of the twelve hypotheses was accomplished by means of the chi-square test of significance. The .05 level of confidence was established as the critical probability level for the non-acceptance of hypotheses.Findings relative to the first study purpose, which was to measure the extent to which selected Indiana superintendents view work as central life interest, were:1. Thirty-two, or 33.6 percent, of the ninety-five participating superintendents had a high interest in work as a central life interest.2. Eighteen earlier studies had measured the extent to which persons in various occupations viewed work as a central life interest. When superintendents were compared and contrasted, nine occupational groups reflected higher interest in work as a central life interest and nine groups reflected lower interest in work as a central life interest. Superintendents had a higher interest in work as a central life interest than lumber workers, truck drivers, American factory workers, secondary teachers, elementary teachers, principals, industrial arts teachers, clerical workers, and British factory workers. Superintendents had a lower interest in work as a central life interest than management personnel in Japanese industry, cooperative extension agents, nurses, Amana Colony workers, management personnel in American industry, middle managers in Oregon, middle managers in seven states, industrial supervisors, and German industrial workers.Findings relative to the second study purpose, a comparison of the leadership behaviors of the high and low superintendent groups as measured by perceptions of subordinate administrators using the Leader Behavior Description Questionnaire--Form XII instrument, were no statistically significant differences were found to exist for the three specific leadership behaviors factors of Representation, Demand Reconciliation, and Initiation of Structures. Statistically significant differences were found to exist for each of the nine specific leadership factors of Tolerance of Uncertainty, Persuasiveness, Tolerance of Freedom, Role Assumption, Consideration, Production Emphasis, Predictive Accuracy, Integration, and Superior Orientation.The major conclusion relative to the first study purpose was that even though relatively small percentages of superintendents might score as having high commitment to work as a central life interest, superintendents as a group do have high professional standards and are committed to performing job responsibilities effectively and efficiently. The major conclusion relative to the second study purpose as that superintendents with a high commitment to work as a central lire interest, are perceived by subordinates as being more effective leaders.

Numerous studies in the behaviour sciences are concerned with the role of human values as a determinant of human behaviour. In recent years an increasing attention is being paid to the subject of human values in the managerial context. Students of managerial behaviour agree that the value system of an individual manager is one of the factors which affect his behaviour at work. The main objective of this research is to investigate the feasibility of classifying the managerial workforce in Egypt into different types according to their systems of values, and to demonstrate how data about types of managers could be used in improving managerial performance in Egypt. Another objective of this study is to investigate the role of culture in the formation of the value system of a specific cultural group. To carry out these investigations, a theoretical framework was developed. Two instruments were included in this framework: (1) The Personal Value Questionnaire (P.V.Q.) [developed by G.W. Ailport]. (2) The Managerial value Questionnaire (M.V.Q.) [developed in this study). Both instruments were based on the work of the German philosopher Edward Spranger "Types of Men", in which he classified human personalities into six types according to six classes (dimensions) of values (i.e. Theoretical, Economic, Aesthetic, Social, Political and Religious values). The data of this study was derived from: (1) A national sample of 256 Egyptian managers. (2) Two cultural groups ((246 Egyptian business students] and (595 American business students from D. Palmer's study of "Personal Values and managerial Decision]). The Egyptian Managers: Personal and managerial value profiles of the Egyptian managers were identified. Although the two profiles appeared to be dissimilar, a link between them was found. This indicates that the value system of the Egyptian manager is not simply a unitary system which expresses a single profile (a rank order of importance) of the six value dimensions in both personal and managerial lives. Rather, it is an interlocking network of dominant ( personal) and variant (managerial) patterns of values. When used as a discriminatory variable, the managerial value profile proved to be useful in identifying four types of managers that exist in Egyptian society (i.e. Economic, Social, Political, and Religious managers). The four types differ in their primary value orientations and are expected to differ in their organizational performance, especially in their perception of daily problems, their interpretation of the organization policies and goals, and their dealing with individuals and groups. The analysis of the managerial value profiles of the four types of managers suggests that only the Economic and Religious managers could be motivated to serve the objectives of business organizations in Egypt. They are expected to give a predominant position to such organization's goals as high productivity, organizational growth and profit maximization. The Two Cultural Groups: A cultural contrast of the personal value profiles of Egyptian and American business students marked five significant differences between the two groups. The analysis of these differences emphasized the role of Islamic culture in shaping the personal value profile of the Egyptian group. Finally, a proposed model (including six dimensional equations) for the classification of a specific manager into one of the four types (i.e. Economic, Social, Political, and Religious managers) was designed.

High satisfaction rates and the lack of response variability are problematic areas in survey research. An important area of methodological concern for self-report survey is the sensitivity and reliability of the instrument. This research examines the effects of a positive (right) centred scale on the distribution and reliability of satisfaction responses in a positive respondent population. A total of 216 participants were randomly assigned to one of the following three experimental Likert scale conditions: 5–point equal interval balanced scale; 5–point positive (right) packed scale; 5–point positive (right) centred scale. The distribution of responses occurred in the direction hypothesized. Comparable discrimination was found across the three conditions. Although, the study findings did not prove to be significant, the equal interval balanced scale produced the lowest mean score, contrary to previous research findings.