Purpose. The purpose of this study was threefold. The primary purpose was to focus on crucial issues which were identified as significant by the 116 Black school superintendents. The findings were compared to a 1982 national study conducted by the American Association of School Administrators. The secondary purpose was to develop a profile of incumbent Black superintendents in the United States during the 1983-84 school year to determine if substantial differences existed between Black superintendents and those surveyed in the 1982 study. The tertiary purpose was to identify factors which Black superintendents stated they encountered en route to the superintendency and which affect job performance. Procedure. The investigator mailed to each of the 116 Black school superintendents a packet containing a cover letter, numbered questionnaire, letter of endorsement, and stamped, addressed return envelope. All respondents who failed to return the questionnaire within two weeks were sent a follow-up packet which included a cover letter, numbered questionnaire, letter of endorsement and stamped, addressed return envelope. A telephone survey was conducted with 10 percent of the superintendents who did not return the questionnaire within two weeks after receipt of the follow-up letter. Findings. Regardless of the superintendents' ethnicity, there were common crucial issues/challenges which superintendents, in general, had to face. Black superintendents, as well as non-Black superintendents, felt that the number one issue/challenge which they faced was financing schools. No substantial differences were noted between Black and non-Black superintendents with reference to personal characteristics of superintendents, but Black superintendents perceived that societal attitudes that Blacks lack competency in leadership positions was the number one factor which they encountered en route to the superintendency and which affected job performance. The number two factor was racial discrimination. Additionally, Black superintendents reported lack of role models, a predominance of non-Black employees, and exclusion from the informal social system were key factors which they encountered en route to the superintendency and which affect job performance. Implications for Further Study. Replication of this study should be made with Black building principals, central office administrators or school board members, and an ethnic group other than Black superintendents i.e., Hispanic or Asian. (Abstract shortened with permission of author.)

Purpose. The purpose of this study was to describe the administration of gifted education programs in rural Alaskan school districts for grades K-6. A secondary purpose was to extrapolate from the survey data successful programs and procedures currently adopted in rural Alaskan schools for gifted and talented education. Procedures. A survey instrument was developed and mailed to a sample of 47 rural Alaskan school superintendents. Findings. In 94% of the schools sampled, gifted education programs existed, and served approximately 7% of the school population. Intellectual ability and specific academic ability were the definitions most utilized. All the districts used multiple identification criteria, with individual IQ tests, achievement test scores, general aptitude tests, and teacher nomination as the most utilized methods. Math, language arts, and computers were the most highly implemented curricular options with 74% of the districts providing programs in those areas. Half of the districts provided for curricula in the fine and performing arts. Although Native children comprised over 50% of the districts population, they were only 19.5% of the gifted program. One-fifth of the program provided special definitions of giftedness that were culturally relevant, 40% provided special identification methods for Native children. Special programs incorporating the Native culture were provided by 26% of the districts. The community was active in gifted programs primarily through the use of mentors. Planning, assessment, evaluation, and support were engaged in by about one-fifth of the communities. Successful programs, as reported by the respondents, appear to be those which combine both the traditional, academically oriented curricula and the more non-traditional offerings related to leadership, arts, and Native cultural and linguistic areas. Community mentors, interested teachers, and use of outside resources such as the fine arts and computer camps offered within the state are the means to accomplish such a diversity of programs in small schools. Recommendations. The commitment to gifted education as evidenced by the survey should continue. Gifted programs should be expanded to include those elements of a successful program as indicated by the survey respondents--academically oriented curricula as well as inclusion of leadership, the arts, and Native cultural and linguistic areas.

Purpose. The purpose of this study was to determine the barriers to advancement in educational administration as perceived by women administrators in public education and to identify those which were seen as the greatest obstacles to advancement. Procedure. A twenty-one item survey was developed through a comprehensive review of the literature and sent to a sample of 342 full-time California public school women administrators. Findings. Eighty-seven percent of the surveys were returned. None of the 21 barriers was excluded; thirteen were placed in the "moderate to important" range, with absence of an "old boys" network, sponsorship, or other support systems ranked as the most serious barrier. Some differences in the perceptions among the various administrative groups were noted. Conclusions. (1) Barriers exist for women educators who wish to advance in administration. (2) Few differences in perceptions were found between line and staff officers or among superintendents, assistant superintendents, coordinators, elementary and secondary principals. (3) Age, marital status, years in administration, and size of district were not related to responses. (4) External barriers, those emanating from the society and its institutions, are seen as more serious obstacles to advancement than internal barriers. (5) Administrators who plan to advance perceive barriers as more serious than those who have no career plans for advancement. (6) The organizational structure, both formal and informal, poses serious obstacles to the advancement of women. (7) An overwhelming number of successful women administrators were encouraged to advance by their superordinates. (8) The majority of women administrators have career aspirations. Recommendations. (1) Similar studies could be conducted with entry level administrators, with male administrators, with those women who are currently qualified but who have not applied for administrative positions, to determine their perceptions of the barriers to advancement. (2) A study of women who have been unsuccessful applicants for administrative positions might offer other insights into those factors which discriminate against the advancement of women could be helpful.

Purposes. Professional development for renewal of California teacher credentials was mandated as the result of public concern about teacher competency, effectiveness and tenure. While such legislation was in the proposal stage, this study was made. The problem was to determine California teacher and administrator perceptions of proposed legislative mandates and implementing procedures. The study gathered and analyzed information about the perceptions of California public school teachers and administrators toward the acceptability of guidelines for periodic teacher credential renewal, if such legislation passed. Areas of inquiry included: (1) acceptable general principles, (2) favored activities to be included, (3) favored renewal periods and units needed for renewal, and (4) favored validation procedures for evidence of professional development fulfillment. Methodology. Data were gathered from a sample of 144 randomly selected California public school site administrators and teachers. Frequency distribution and Chi Square analysis were used for data analysis. Perceptions of California public school teachers and administrators were compared with trends in other states and professions and with specifics of the Hughes/Hart Educational Reform Act of 1983. Findings. Respondents appeared to agree that professional development should be a function of the local school district, with specification and control either by the district or the Commission on Teacher Credentialing. The requirements should be only for teachers who obtained a credential after a specified date. Respondents favored four sponsored activities and three personal activities, all of which should relate with the specific job. They favored renewal periods of five years with either five or fewer or six to ten as the designated number of semester units for renewal. Validation procedures most favored were achievement of passing grades in a college/university course with assessment by supervising principal, department head or other site administrator. Recommendations. Studies should be made to (1) achieve conclusive validation/assessment procedures, (2) ascertain acceptable specific areas for study, and (3) determine the best methods for the Commission on Teacher Credentialing to perform renewal procedures.

Purpose. The purpose of this investigation was to determine the relationships that exist between current practices employed by California school districts to provide inservice training for elementary principals and pupil academic achievement. Procedure. The extreme high and low school districts with respect to pupil academic achievement were identified using 1981 district scores and comparison score bands for the California Assessment Program, grade six test. The superintendents in all of the districts and all principals in a systematically selected sample of those districts were surveyed by mail to determine practices, policies and perceptions pertaining to inservice training for elementary principals. Content of the survey instruments was based on the recommendations from the Managers Report and research validated characteristics of effective inservice programs. Differences and relationships between the high and low achieving districts were determined using t-tests, point-biserial and Pearson product-moment correlations. Findings. In general, there was found to be no significant difference or relationship between district achievement level and the policies, practices and perceptions pertaining to principal inservice among either the district administrators or the principals. Based on five components on the principals' survey, however, there was an indication that the principals in the high achieving districts perceive themselves to be more involved in planning, conducting and participating in inservice training activities than those in the low achieving districts. Implications for Further Study. (1) Replicate the study of principals' perceptions using a larger sample or another method for selecting the sample. (2) Apply statistical methods to the data collected for this study to determine within group differences among the inservice components. (3) Explore the specifics of principal involvement in inservice planning and decision-making. (4) Replicate this study based on the identification of the high and low achieving schools throughout the state rather than districts. (5) Explore other variables which may differentiate the high from the low achieving districts (e.g., principals' experience, training, administrative structure of the district, economic base of the area in which the district is located).

PURPOSE; The purpose of this study was to review the literature related to evaluation of elementary school principals, to identify current practices, and to develop a model which would include evaluation areas of responsibility, the nature of elementary principal responsibilities and competencies, the procedure for evaluating elementary school principal functions, and how such evaluations should be utilized.

Purpose. The purpose of this study was to investigate perceived leadership behavior of principals in selected California public elementary schools with a high Hispanic student population. Two groups of schools were selected for comparison: those with high scores on the sixth grade California Assessment Program test of reading achievement, and those with low scores on the same test. Procedure. The population of this study was composed of California public elementary schools meeting specific criteria. Also included in the sample were all full-time teachers at the selected schools, the school principals, and a certificated central office employee knowing the principal. Participants numbered 110. The instrument used was the Leader Behavior Description Questionnaire-Form XII by Ralph M. Stogdill. The data were processed using multivariate analysis of variance. Findings. Low achieving school principals appear to represent their faculties more often indicating their staffs have less concern and accountability, have the ability to tolerate uncertainty, use persuasion more effectively and exhibit strong convictions, work less with faculty on instructional improvement, and are more concerned with faculty well being and personal needs. Recommendations. (1) Effective schools need to be studied in depth with regard to specific leadership characteristics in addition to those studied in this research and with regard to other characteristics which may account for their success. Such a study might clarify effective leadership behaviors and if leadership is the result of a specific situation. (2) Leadership behavior of all principals at California public elementary schools identified as effective should be studied in depth by the California State Department of Education and other agencies to identify the characteristics of effective leadership and effective schools. Such a study could improve the educational programs in all schools. (3) Studies suggested above should include a larger sample so that generalization can be made with a clearer picture of findings.

If renewal programs are to be re-defined, planned, and implemented, then a basic question must be posed. What are the continuing professional development needs of school principals for the future and how do educational administrators, teachers, and boards of education perceive these needs?

Purpose. The purpose of this study was to determine the effect of collective bargaining on the role of the high school principal in California as perceived by California high school principals. Procedures. A survey instrument containing 35 items was developed through a review of the literature. It was sent to 198 high school principals in California based on a stratified, proportional random sample of 25 percent of high school principals from unified and union high school districts. Findings. A total of 87 percent of the surveys were returned with ten items scoring above three on a five-point scale indicating that the high school principals felt their role had been affected by collective bargaining. The results of an ANOVA showed that there were no significant differences in the perceptions of high school principals based on district size, years of service, union or non-union environment, percentage of union membership in economic areas, and the current sole bargaining representative of the district. There was no relationship between the percentage of union membership in economic areas and the principals' perception of a union or non-union environment or the years of service as a high school principal. There was a significant relationship between the medium percentage of union membership in economic areas and the CTA affiliates as well as the medium-sized districts. Conclusions. (1) The California high school principals surveyed perceived their role as a high school principal affected because of collective bargaining regardless of the district size, years of service, union or non-union environment, or union membership by economic areas; (2) collective bargaining has changed the role of the high school principal in California because collectively bargained agreements are reached at the district level and mandated to the principal at the site level. Recommendations. (1) That further study be done on ways to equip principals with inservice training to deal with the effects of collective bargaining on their role as a principal; (2) that school districts should survey their own principals and analyze the outcome in relationship to the role description and expectations of their high school principal's role as well as other levels of the principalship; (3) that boards of education, in recognition of the increased difficulty of the principals' jobs as a result of collective bargaining, take steps to ensure their involvement in the process and their consultation in vital issues prior to the final agreement; (4) that a definitive study be made of the principals' involvement in the collective bargaining process to determine methods of minimal and maximum limits; and, (5) that the expectations for and responsibilities of principals be reassessed in light of changes brought about by collective bargaining and that opportunities for principals to receive continuing training in working in a collective bargaining atmosphere be expanded.

Purpose. The purpose of this study was to determine the relationships between the actual and ideal role of directors of state and federal categorical programs as perceived by those directors in California school districts. Procedure. One hundred fifteen elementary districts, 28 high school districts, and 91 unified school districts comprised the 234 districts in the sample. A stratified random sample of directors in these districts was surveyed by mail to determine the actual and ideal relationships by item and subscale. Subscale areas were: Program Planning, Implementation, and Evaluation, Budgeting/Financial Management, Program Reporting/Supervision, Personnel Management, and Public Relations. Independent variables were district type, average daily attendance (ADA), and entitlement, and the dependent variable was degree of responsibility. Respondents were asked to indicate degree of responsibility on one of five responsibility classifications: none, little, shared, major, or full to each of 50 survey items. (Descriptive information and differences between the actual and ideal role were determined using frequency distributions, one-way analyses of variance, and nondirectional t-tests.) Findings and Conclusions. For both the actual and ideal role, directors perceived a majority of identified tasks and subscales are a shared or major responsibility. Directors perceived 3 tasks actually require full responsibility while one ideally should be a full responsibility. Significant differences in the perceptions of directors were found between district type, ADA, entitlement, and subscale areas. There were significant differences between the actual and ideal role on 30 of the 50 survey items. Twenty-eight of the 30 significant differences indicated higher mean scores on the actual role suggesting that directors perceived they should assume less responsibility in those areas. Recommendations. (1) Replicate the study using different criteria for small, medium, and large districts by ADA and entitlement. (2) Conduct follow-up studies to determine role changes in view of potential state legislative amendments in categorical programs, to determine who shares directors' responsibilities. (3) Apply statistical procedures to results of this study between demographic factors for the actual and ideal role.