In-depth interviews were conducted with ten Black male administrators. The interviewing process used a phenomenological approach which focused on the meaning that Black male administrators at predominantly White four-year institutions of higher education make of their work experiences. The meaning made by the participants is based on their personal interpretations and evaluations of their experiences. The in-depth phenomenological interview procedure utilized three ninety-minute interviews with each of the participants. The first interview asked the participant to reconstruct significant experiences in his life that led him to his current position. In the second interview participants reconstruct aspects of their current experiences in order to give the researcher a better understanding of the participants' work. The third interview is a culmination of the previous interviews where now participants reflect and make meaning of their work. The interviews were audio tape-recorded and later transcribed verbatim in order to maintain accuracy. To do justice to the data the researcher presents the material in two ways: first, as summarized narratives of the participants' experiences at predominantly White four-year institutions of higher education and their work experiences in their own words; and second, as a narrative outlining important themes that connect these individuals experiences to the body of literature presented in this study. Themes are analyzed by comparing the profiles (Appendices A-J) of senior administrators, junior administrators, as well as administrators who have institutional responsibilities versus those who have minority-focussed responsibilities. The common themes that emerged from the data are grouped under eight different headings: Work Environment, Work Experiences, Relationships with Whites, Relationships with Blacks, Mentoring/Support Networks, Being Black, Job Performance, and Issues of Diversity. These headings serve as an organizing framework for discussing institutional implications. The data as well suggests areas of consideration for Black male administrators at predominantly White institutions of higher education.

Problem. Spanish-English bilingual-bicultural instructional aides (BIAs) have played a key role in the practice of bilingual education since its inception in 1968. For more than a decade now, bilingual aides have assumed the responsibility for direct instruction of primary language and math skills for thousands of children because of a lack of qualified teachers. The quality of their performance in this key role may determine program success. At the same time, there is a pronounced lack of clear evaluation standards which accurately reflect what aides do or what aides should do. Hence, there is a need to define BIA work quality by identifying its components. Purpose. Recent research provides substantive information about BIA roles and functions. There is a need to describe how aide performance is evaluated currently in order to begin work on changes that make evaluation criteria consistent with this research. The primary purpose of this study was to determine the range and variety of criteria used to evaluate BIAs, as well as to determine the appropriateness of the criteria to the role. A secondary purpose was to make some preliminary assessments of the relevant skills of aide evaluators. Procedures. Two questionnaires were developed to survey Spanish-English bilingual-bicultural education programs throughout California. One questionnaire gathered information on the procedures and criteria used to evaluate BIAs. The other gathered information about the language, culture, experience, and certification characteristics of aide evaluators. The questionnaires were sent to 162 school districts and to 344 aide evaluators. The population sample consisted of 104 (64%) school districts and 227 (66%) evaluators. The results of the surveys provided a field-based description of BIA evaluation procedures. A literature-based description of aide roles and functions was derived from the recent research. The results of both descriptions were reconciled into a Master BIA Evaluation Criteria Checklist. Findings. Most California school districts use evaluation criteria that seem uniformly limited. They also use evaluators whose skills are limited. These deficiencies may be overcome by adequate evaluation criteria. This study developed a comprehensive checklist of performance evaluation criteria and entry-level skills specific to BIAs. Districts may use the Checklist's major headings, job-specific role components, and corresponding job functions in order to develop instruments to meet the needs of maintenance and transitional programs alike. Similarly, from the Checklist, districts may develop instruments that remain within the limits of, as well as compensate for, deficient evaluator skills.

"The principal considers the 'how' as important as the 'what'. Success in developing a school program in which understandings and improvements grow in the most desirable way is dependent on how it is done. How can the principal grow in leadership ability? How can the principal help teachers to become enthusiastic about their school programs? How can the principal help children to interpret their school to parents, friends, and laymen? How can the principal help parents and the general public realize their responsibility for a modern program of elementary education? These responsibilities and opportunities place demands upon the elementary school principal which he can rarely meet without systematic preparation for doing so. This preparation may be gained, at least in large part, by (a) growing in his own leadership ability, (b) by giving attention to principal-teacher relationships, (c) by giving attention to principal-pupil relationships, and (d) by the optimum utilization of people and common media of communication in the school community. This paper presents a study of the ways by which the principal can do each of these"--Introduction. / Typescript. / "February, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 55-57).

The development of worldmindedness is an educational objective endorsed by many prominent educators. How worldmindedness can be created and developed is a question acknowledged in much of the literature and needs to be answered if the world is to move toward a future of peace and understanding. Authorities agree that to prepare Americans for an interdependent world, the United States must incorporate global education into the nation's existing educational system. This task will require strong leadership on America's college campuses. Consequently, before an effective worldmindedness program can be established in institutions of higher learning, administrators' attitudes toward such a program must be determined. Just as a person's attitude toward nationalism/internationalism can indicate that person's response to government policies, so also are administrators' attitudes firm indicators of their interest in higher education's implementation of worldmindedness programs. For this investigation, worldmindedness was defined as a value orientation toward the human race rather than knowledge or interest in international relations. Sixty administrators in higher education in the state of Oregon were studied to ascertain if their family, personal and educational backgrounds had any effect on their worldminded attitudes. Respondents were employed at community colleges, private or state institutions, with positions in the administrative hierarchy ranging from presidents to directors or deans of academic departments. Data were obtained utilizing two instruments combined into one: a questionnaire composed of demographic socio-economic, personal and educational background information, and the "World-mindedness Scale," developed by Donald L. Sampson and Howard P. Smith. The results of the study were encouraging. Only 10.3% of the subjects were below the neutral score, 39.7% were above the mean and 31.0% were in the top third of the Worldmindedness Scale indicating strong worldmindedness. A total of 87.9% were above the theoretical neutral. The findings of the literature were supported by the study. Socio-economic backgrounds, educational experience (formal and informal), college major, course work, foreign language study, travel and type of world news garnering were found to assist in the development of worldminded attitude. No significant differences were found between administrators and institution of employment.

The purpose of this descriptive study was to determine if public school districts in California have policies which manage student-to-student sexual harassment in grades four through eight according to established criteria. Seven general questions were generated from the literature review and then subdivided into 23 specific questions. In the policy analysis, it was determined whether each of the 23 variables was included and how explicitly the information was stated according to a five-point Likert scale. It also was noted whether school district student sexual harassment policies matched the wording of the California School Boards Association sample policy on each item. The policies of 118 school districts from 14 central California counties were analyzed. Written surveys also were collected from the 118 districts and provided background information. Variables included the range of grades within districts (K-12/Adult, K-12, K-8, K-6, and 7-12), site of district, and location (urban, suburban, or rural). In addition, ten district administrators were contacted in telephone interviews. They were asked questions about the extent of student-to-student sexual harassment in their district and the effectiveness of their policies. Administrators also were questioned about the type and extent of preventive training provided by their district for students and staff members. There were no major differences between policies when analyzed by grade range, location, or size, and the analysis shows that even the best policies did not contain all the information which was recommended in the literature review. Four policies were assigned a rating of "good." There were 55 policies that were considered "average," 50 policies which were labeled "poor" and 10 policies which were "very poor." It was recommended that school administrators review their existing policies and revise them as necessary to reflect the findings of this study. It is further recommended that more extensive preventive training should be given to staff members and students. Further research should be done to determine how explicit student sexual harassment policies are in the other 44 California counties as well as school districts in other states.

Purpose. Roles and obstacles to parent involvement at the site level are identified. Methods and strategies for developing parent involvement programs are investigated. Parent, teacher and administrator group perceptions are described and compared. Methodology. Descriptive and comparative surveys address role expectations, potential obstacles, and current parent involvement trends. Parent, teacher, and administrative group responses at Lathrop School are analyzed using mean ranks and median scores for each group. School records for parent involvement activities are examined. Findings. Of the 28 items addressing parent involvement role expectations, eight decision-making, two Parents as Teachers, and one Parents as Learners items show statistically significant differences in group perspectives for role expectations. Of the 31 items analyzing obstacles, group perceptions are different in four areas. Two items show a statistically significant difference among group beliefs in the area of school attitudes. Identification of current parent involvement trends indicate that parents are involved most frequently as Teachers and least frequently as Decision Makers. Recommendations. Lathrop School can use the study to develop clear role expectation guidelines. Suggestions are made for establishing role expectations for all four categories of parent involvement. Recommendations are given for addressing cultural obstacles and suggestions are made for further research and implementation of a more effective parent involvement program.

The purposes of this study were to investigate the professional growth needs of teachers in California and to assess their need satisfaction, with additional reference made to their perceptions of the Professional Growth Plan(s). Twenty-five professional opportunities were listed in the professional growth needs assessment survey instrument created by the researcher, and the subjects under study were asked to identify their needs and to evaluate their need satisfaction in relation to these professional opportunities. The population selected for this study was the Professional Clear Multiple Subject Teaching Credential holders prepared by the Gladys L. Benerd School of Education at the University of the Pacific between 1985 and 1991. The data collected from the survey instrument and telephone interviews were used to determine the extent to which the subjects' identified professional growth needs were met, and to examine whether California's mandated requirements for professional growth were perceived as being able to facilitate the subjects' need satisfaction. The findings of this study suggest that there is no universal growth path that addresses teachers' professional needs. For a better understanding of their needs, continuous needs assessments should be conducted. In order to maximize teachers' commitment to professional growth, the system should strive to remove obstacles, build in support, and extend growth opportunities. A growth-oriented system seems to hold a greater promise of success for teachers' professional growth than does an accountability system.

Demographic changes in California have made the goal of a more culturally diverse faculty extremely important to the future of higher education. Confounding issues associated with affirmative action policy seemed to be contributing to a stalling of progress. This study sought to identify a range of conceptions and approaches used in dealing with affirmative action and to assess the work of affirmative action directors regarding their dealings with faculty and the hiring process. Value conflict and political sensitivity discovered during preliminary research led to the use of a qualitative, key-informant, semi-structured interview approach with assurances of anonymity placed in the forefront. Interviews were conducted with five affirmative action directors and ten department chairs on five California State University campuses. The data were analyzed to develop categories then re-analyzed to test emergent theory. Four ideological stages associated with the evolution of affirmative action emerged from the data. This framework is used to organize the complex issues and show that some of the problem stems from divergent conceptions of affirmative action. Also found was a significant amount of miscommunication. Affirmative action directors did not seem sufficiently aware of the common ground they shared with faculty relative to solving the diversity problem. A range of sub-issues associated with the structure and culture of a complex university are also identified. These sub-issues illustrate three things: variations of purpose between affirmative action directors and faculty; views of affirmative action directors toward faculty; and a legitimacy problem which depends on the administrative placement of affirmative action directors, their administrative style and their credibility with faculty. The four stage framework helps to show that while faculty appear to be reconceptualizing quality to meet the diverse cultural needs of a drastically changing student clientele, affirmative action policy adjustments are failing to keep pace. For the purpose of minimizing conflict and streamlining transition, recommendations include changes in affirmative action directors' jobs. Also recommended is: use of the framework to study other universities; and alternation of the type of procedures used in this research with quantitative methods to refine the framework or develop others.

Purpose. The purposes of this study were several-fold. Each of these purposes contributes to the development of a more clear and comprehensive definition of the concept of "empowering management." First, the study was designed to determine if there is any difference between professional-level employees in human service and private industry organizations in regard to their perceived level of empowerment. The second purpose was to determine whether there is a relationship between professional-level employees' perceived level of empowerment and the level of employment related burnout they reported. A final objective was to determine whether any relationship exists between professional-level employees' perceived level of empowerment and several demographic variables, including: years of experience; number of years with current employer; gender; and status as a supervisor or non-supervisor. Procedures. Surveys were sent to 345 graduates of the Master of Social Work program and 311 graduates of the Master of Business Administration program at Eastern Washington University. The survey instrument consisted of two parts. Part I was a 24-item questionnaire designed for the purpose of this study to measure employees' perceived level of empowerment within their organization. Part II was an adapted version of the Maslach Burnout Inventory. The number of responses analyzed was 247. Statistical analyses included the Pearson product-moment correlation, t-tests of correlation coefficients, and two- and three-way analysis of variance. Findings. The statistical evidence from this study indicated that there is no significant difference between human service professionals and private industry professionals in relation to their overall perceived level of empowerment. The results further indicated that for professionals in either type of organization, an inverse relationship exists between their perceived level of empowerment and their reported level of burnout. An additional finding was that persons who are supervisors tend to report higher perceived levels of empowerment than those who do not supervise others. Regarding the burnout variable, results from the study revealed higher scores on the Personal Accomplishment subscale by private industry professionals than by human service professionals. And finally, it was found that males tended to report higher levels of burnout than females on the Depersonalization subscale.

The purpose of this study was to determine California elementary vice principals' perceptions of the actual time allocated to their duties, the time that should be given to their duties, and their level of responsibility for each of their activities.