Problem Formal education can be carried on in many settings ranging from simple one-teacher school in a small district to a multi-school system offering an extensive number of services. Because not all districts are equally efficient, from time to time it is necessary to reevaluate the administrative structure of education in a particular area. For this reason, this study has been made of the four existing school districts which comprise all the territory in Calaveras County in an effort to answer the question, "What is the most advantageous type of school district organization for Calaveras County?" This problem has been of primary concern to the county committee on school district organization and to the residents who have on occasion manifested strong opinions on school district organization. It should be emphasized that while details of supporting evidence vary from year to year, certain basic principle in educational administration remains fairly constant. To shift the evidence in a search for basic principles was a continuing task for this study and helped to point the way to a solution. Delimitation of Problem The problem of school district reorganization in Calaveras County can be approached basically in two ways. One approach concerns a study of the curriculum, a determination of the quality of teaching, and an attempt to measure the results of teaching under the present district organization. A major task would then present itself, that of establishing a cause-and-effect relationship between the quality of teaching and efficient district organization. The task would be difficult to carry out, especially since it is well realized that good teaching can occur under the most trying circumstances, and poor teaching can at times be carried on under ideal conditions. In this type of study, variables are too numerous and too great to establish a valid correlation. Another approach consists of analyzing district organization through definitely measurable aspects such as the scope of the education program, fiscal support, housing, enrollment, and pupil services. It is this latter administrative type of study which was utilized in this study. It was not the intent of this study to discuss the details of school administration in Calaveras County, but rather to be concerned only with district reorganization. Inasmuch as district organization plays an important part in determining the extent of the education program, the amount of financial support, the adequacy of housing, and the kind of pupil services offered, it can also be said in reverse, and logically, that the education program needed and wanted should be the controlling factor that determines what type of district should be formed. In other words, what kind of district is needed to produce the program desired? This study is based primarily upon the assumption that the residents of Calaveras County want the best education program possible within the resources available, and that all other issues should be subordinate.

The purpose of this interpretive case study was to determine the ways in which the superintendent communicates expectations for principal performance in relation to three areas of instructional leadership: building commitment to a shared vision and values; working with teachers to foster instructional improvement; and ensuring student achievement and equity. The central premise of the study was that the superintendent holds an essential piece of the puzzle that is school reform, and by putting this piece into place, individual schools can work together as part of a larger system to improve learning opportunities for students. The research design incorporated a variety of qualitative methods to view the superintendent in routine, formal and informal interactions with principals and central office leaders. Burns' (Leadership, 1978, Harper and Row) theoretical model of transactional and transformational leadership was used as a lens for viewing superintendent behavior. The results of the study indicated that the superintendent demonstrated a leadership style that combined elements of transactional and transformational leadership. Specifically, she communicated expectations for principal instructional leadership through a pattern of behavior characterized by directing behavior, fostering development, and encouraging collaboration. She employed a typology of methods that included formal and informal mechanisms, as well as transactional and transformational ones. There was agreement among the superintendent and principals regarding the importance of the three areas of instructional leadership--vision and values, instructional improvement, and achievement and equity--as top district priorities for principal performance. The findings of the study led the researcher to conclude that the superintendent played a key role in conceptualizing and communicating expectations for principal performance and in developing a consistent understanding of the principal's role in instructional improvement; also, in helping to shape the cultural norms of the district and to set the agenda for school reform. Other conclusions referenced the vision articulated by the superintendent and her persistence in making explicit expectations for principal instructional leadership. Some unanticipated findings emerged from the study as well, suggesting further research to clarify how the superintendent influences principal instructional leadership and school reform. The unanticipated findings were related to the superintendent's adaptation of her leadership style to different settings; also, to differences in perceptions regarding the potency of the superintendent's transformational leadership; and, to the recognition that transformational leadership may be developmental.

The purposes of this study were to: (1) describe Committee on Assignments (COA) teacher assignment trends for the 1989-92 school years, (2) compare teachers' and administrators' perceptions of local assignment committees, and (3) develop recommendations for enhancing the usefulness of the COA option. Four surveys were distributed to district-level staff, site administrators, and classroom teachers in one hundred and twenty-two randomly-selected California school districts. Teacher assignment data were obtained from the Commission on Teacher Credentialing. Analysis of the findings revealed that: (1) 62 percent of the school districts in the sample did not utilize the COA option, (2) counties with the greatest number of full-time equivalent teachers had the lowest COA assignment rates, (3) the greatest percentage of COA assignments was reported at the middle and high school levels, (4) the greatest percentage of COA assignments in the elective subjects was authorized at the elementary and middle school levels, (5) the greatest percentage of COA assignments in the core curriculum was authorized at the high school level, (6) school districts that did not utilize the COA perceived the option as unnecessary, (7) school districts that utilized the COA chose the option to provide assignment flexibility and to authorize unique, teaching assignments, (8) respondents perceived that approval prior to the beginning of the semester required change, and (9) teachers and administrators perceived themselves as equal decision-makers who understood their committee responsibilities. Eight recommendations were proposed: (1) provide workshops and technical manuals for school districts, (2) encourage governing boards to adopt policies relating to teacher assignment options, (3) disseminate information to the public regarding teacher assignment options, (4) encourage COA members to use collaborative, decision-making strategies, (5) consider proposing legislation to allow COA approval of teaching assignments at any time during the semester, (6) consider proposing legislation to expand the assignment limit to a greater percentage of a full-time teaching assignment, (7) consider forming an advisory panel of COA participants to review the Committee on Assignments option, and (8) consider establishing formal assistance programs for teachers assigned to out-of-field subjects.

The purpose of the study was to provide information regarding the degree to which federal funds tend to equalize the disparities in fiscal capacity among California elementary and unified school districts.

Purpose: The purpose of this study was to determine the relationship between the evaluations of recorded group interview.s and standard persona.l interviews of prospective elementary and secondary teachers. The results could provide a possible alternate method for the preliminary screening of candidates on parochial school campuses.

The study was designed to investigate the feelings of teachers in selected K-6 elementary schools located in northern California, which had a predominantly black enrollment and a predominantly white enrollment as to those conditions of teaching which constitute job satisfaction or dissatisfaction. Null hypotheses related to job satisfaction stated that there would be no difference between job satisfaction scores of teachers in predominantly black schools and teachers in predominantly white schools. Null hypotheses related to job satisfaction stated further that there was no relationship or differential interrelationship between job satisfaction and sex, age, and highest degree completed.

The purpose of this study was to develop a model that could be utilized by school districts for the evaluation of the elementary school principal.

PURPOSE: The purpose of this study was to describe the California Opportunity Program and to determine if the program was meeting its legislative mandate to assist students in resolving problems impeding success in regular classes. PROCEDURES: Six school districts were selected from the one hundred twenty-four California school districts operating Opportunity Programs at the secondary level during the 1972-73 school year. The Opportunity Program in each school district included in the study was described on the basis of interviews with school district administrators, building administrators, instructional staff, students, and classroom observation. Data Here collected from each school district regarding student selection process, teacher-student ratio, teacher preparation, auxiliary services regularly rendering assistance, administrative support, facilities, program focus, classroom procedures, student evaluation procedures, perceived factors contributing to Opportunity Program success, and rate of successful student return to regular classes. FINDINGS: The data collected indicated that wide variations existed in the implementation of the Opportunity Program. The student selection process reflected the program philosophy of each school district; two of the school districts felt that the purpose of the Opportunity Program was both behavioral rehabilitation and as such was not to be used for remediation, while the remaining four felt that the need for behavioral rehabilitation was often accompanied by a need for remediation. Although only one school district has a screening committee, all agreed that one should improve their opportunity Program. Teacher··student ratio ranged from 1:12 to 1:25, with teacher havinq fewer than 15 students assuming additional school duties. Less than thirty percent of the teachers held graduate degrees, While just over thirty-five percent were on their first teaching assignment. All of the Opportunity Programs had teacher-aides, four made regular use of school counselors, three were assisted by school administrative staff, two received aid from school psychologists, two had student teachers, and one was afforded weekly psychiatric consultation. Administrative support was characterized by half as strong and half as adequate. All Opportunity Programs were housed in facilities as good or better than the regular classes in their respective school districts, with five of the six school districts either conducting their program in a separate facility or planning t.o do so in the near- future. Individualized instruction was employed by all, with programmed materials being used by four programs. Counseling was primarily confined to group work, with emphasis on parental involvement in-half the programs. Remedial instruction and field trips were consider·the two most important factors contributing to Opportunity Program success, followed by the employment of a selection committee and vocational education. The rate of successful return to regular classes ranged from five to thirty-three percent. CONCLUSIONS: (1) The Opportunity Program does not successfully return a high percentage of students to regular classes. (2} It does provide an alternative educational experience which enables some students who would otherwise drop out to graduate from high school. (3} Most of the students being served by the Opportunity Program need more than the short-term assistance suggested by this legislative mandate. (4} The California State Department of Education should assume an active role in developing program guidelines and curriculum. RECOMMENDATIONS !'OR FUR'I'!!ER STUDY: Educational research should be conducted to: (1} Replicate? this study with a larger sample. (2) Consider the relationship of such variables as sex, race, academic ability, language facility, interests, attitudes, family and other out of school factors to Opportunity Proqram success. (3} Compare student select.ion criteria with rate of successful student return to regular classes. (4) Investigate the relationship between various Opportunity Program curricula and rate of successful student return to regular classes. (5) Interview a large sample of Opportunity Program students and parents to determine if their educational expectations are being met.

PURPOSE: The purpose of this study was to: (1) determine if significant differences in job satisfaction existed between Mexican American administrators and other public school administrators; (2) determine if differences existed in the area of work task, work situation, and career opportunity between the two groups; and(3) determine if differences existed between the age levels and job satisfaction of the two groups. HYPOTHESES: This study tested the null hypothesis that no significant relationship existed between Mexican American and other public school administrators in relationship to overall job satisfaction, satisfaction of work tasks, situations and career. PROCEDURES: The California Public School Administrators Opinionnaire was mailed on a state-wide sampling to two hundred Mexican American and two hundred others. Subjects responding were one hundred twelve Mexican Americans and one hundred twenty-three other public school. administrators. The Opinionnaire consisted of nineteen demographic questions and seventy-six job satisfaction questions divided into three sub-factors of work environment. Analyses were performed using a z test as a test of significance. CONCLUSIONS: The findings indicated that there was no significant difference in the overall job satisfaction be.tween Mexican American and non-Mexican American public school administrators in California. There were, however, significant differences in two of the .three sub-factors of the work environment. Non-Mexican American administrators felt more satisfaction in the work situation and Mexican American administrators felt more satisfaction with career opportunities. There was no significant difference between the two groups regarding work tasks performed. Age comparisons between the two groups also showed no significant differences. RECOMMENDATIONS: Further research should be concerned with (1) replicating the study with a different California population sample; (2) replicating the study on a national scale; (3) that a comparison be made between Mexican American administrators and teachers; (4) that analysis be made as to determining the basis for differences discovered; (5) that philosophies of Mexican-American and non-Mexican Americans be compared; (6) that management styles be compared between the two groups;· (7) that comparisons be made on how superiors feel their subordinates will respond on the Opinionnaire and how they actually responded; and (8) that Mexican American and non-Mexican American administrators be compared through evaluation by their subordinates and/or superiors.

Problem: The problem of this study was to develop a model·for evaluating teacher performance that would be suitable for implementation in Iran. Purposes: The primary purpose was to develop a model suitable for-·evaluating teaching performance in the schools of Iran that would enable school administrators to assess and evaluate teacher performance. The model would need to include procedures and activities that would: (l) help teachers to identify their strengths and weaknesses, (2) help teachers to improve their specific instructional behavior in terms of individual and national needs, and (3) to identify the perceptions and attitudes related to teacher evaluation in order to obtain data for developing a comprehensive model. Evaluation models and policies o~ sixteen California school districts were also analyzed to select items and procedures that would be suitable for Iran and utilized as part of the proposed model. Findings: There were numerous discrepancies in concepts and attitudes between administrators and teachers related to the effectiveness of teacher evaluation and the implementation of evaluation procedures and policies. Evaluation models and procedures in California differ from school .district to district, but performance areas are somewhat similar due to the requirements of the Stull Act. The major purposes of teacher evaluation in California are to identify teacher strengths and weaknesses and to improve teaching behavior. The major purpose of teacher evaluation in Iran is to identify the best teacher. The interviews in Iran indicated that both administrators and teachers realized the need for a model that would improve instruction. Conclusion: It was possible to develop a model for evaluation.teacher performance in Iran, and the model would be accepted by administrators and teachers. The model would need to support stated goals of education and national needs. Recommendations for Further Study: It is recommended that study be given to: (1) how a teacher evaluation model could be developed to assist the individual teacher to improve his/her instruction, (2) the feasibility and procedures for a multiple approach to teacher evaluation including the sources of input, (3) identification of those procedures and activities necessary to train teacher evaluators, and (4) identification ,'_)! of the procedures that are necessary to keep teacher performance evaluation current with existing goals and educational philosophy.