The purpose of this study was to probe the attitudes of elementary teachers with respect to teacher autonomy, perceived and desired, and its relation to job satisfaction. It was also the purpose of this study to probe the attitudes of dissatisfied elementary teachers as to the nature and degree of their dissatisfaction. Specifically, the study was to answer the following research questions: (1) To what degree do elementary teachers perceive they have autonomy in their work, as measured on the Perceived Teacher Autonomy Scale, (2) To what degree do elementary teachers desire autonomy in their work, as measured on the Desired Teacher Autonomy Scale, (3) To what degree is there discrepancy between the perceived and desired degree of autonomy afforded elementary teachers in their work, as measured by the difference between scores on the Perceived Teacher Autonomy Scale and Desired Teacher Autonomy Scale, (4) What is the likelihood that elementary teachers who perceive low autonomy, but desire high autonomy, will experience low job satisfaction in their work as measured on the Job Satisfaction Scale, and (5) Is there a greater likelihood that elementary teachers who perceive low autonomy, desire high autonomy, and have low job satisfaction, will be planning to leave the teaching profession than teachers who have lower desire for autonomy and greater job satisfaction? Results from an initial questionnaire indicated that teachers who perceived low autonomy but desired high autonomy were less satisfied with their work than other teachers. In addition, these teachers indicated a greater likelihood of defection from teaching. Ten follow-up interviews further indicated that the areas of autonomy teachers were most concerned with were input into the decision making process that affects their classroom instruction and teacher evaluation as it relates to their professional development. Data gathered in this study clearly show the desire of teachers to have greater autonomy in their work. Such a lack of autonomy increased the likelihood of teacher defection. The findings indicate the need to address teacher job satisfaction and their implications for organizational and staff development.

The purpose of this study is to identify some issues encroaching upon the efficiency and relevance of Guinea-Bissau's educational system. The study has attempted to answer the following questions: (1) What approaches have dominated educational reform in Africa? (2) What factors are behind Guinea-Bissau's educational problems? (3) What are the alternatives, including language policies, that would help Guinea-Bissau break with neo-colonialism and intellectual dependency? The study was divided into five areas: The first area presented an overview of Africa's educational problems. The next area of emphasis examined traditional education in pre-colonial Africa, including its philosophy, the curriculum and methodologies of teaching and learning. It also examined African educational development during independence. Educational policies were seen as primarily determined by the imperatives of resource constraints, manpower needs, and by pressures from both national and international interest groups. The third area explored the special educational problems and requirements of Guinea-Bissau's educational system. Guinea-Bissau's educational problems were seen as determined by lack of financial resources. Other categories of problems were the result of planning and coordination inefficiencies and lack of the necessary indigenous skills to redirect the development of educational system after independence. It is assumed that none of the borrowed educational traditions, be it Portugese, French or English, are adequate to the solution of Guinea-Bissau's problems. The fourth section presents an interdisciplinary framework to the analysis of issues considered essential in designing an autochthonous educational system for Guinea-Bissau. The last area of emphasis explored alternative techniques and methods which could accelerate educational development in Guinea-Bissau. The results of a research study on the relevance and efficiency of Guinea-Bissau primary education suggests that the structures and values of both the modern and the traditional African society, would have to be incorporated. The proposed reforms recognize the existence of degrees of interdependence between traditional and modern values. It is a proposition that sees latitude for compromise and synthesis. An educational system designed with this in mind might be able to cater to the particular learning needs and circumstances of Guinea-Bissau.

The affirmative action officer is the key figure in establishing, implementing, and sustaining an affirmative action program. This study was directed toward the perceptions of actively engaged affirmative action officers in higher education. The affirmative action officers responded to their perceptions of their functions, duties, and responsibilities as these variables impacted their role in affirmative action. The purpose of this study was to focus on the actual and ideal functions, duties, and responsibilities of the affirmative action officer. More specifically, the questions that guided this study were: (1) How does the affirmative action officer view his/her role? (2) What are the prioritized functions, duties, and responsibilities of the affirmative action officer as seen from the perspective of the affirmative action officer? (3) Is there a common core of functions, duties, and responsibilities shared by affirmative action officers? If so, what are those common characteristics that ensure the probability of success in the role? A mail questionnaire was designed. The questionnaire consisted of two sections. Section I gathered information on the affirmative action officers' perceptions of their functions, duties, and responsibilities. This section was divided into seven major areas: Promotion, Personnel, Procedures, Process, Recruitment, Goals and Timetables, and Grievances. The affirmative action officers rated statements in Column I (Actual--current role) and in Column II (Ideal--what their role should be) on an eight-point scale. Section II of the questionnaire gathered demographic data from the affirmative action officers. This section was divided into three major areas: (1) Personal Data, (2) Affirmative Action Data, and (3) Present Position as Affirmative Action Officer. The questionnaire was mailed to both four- and two-year private and public institutions of higher education. Forty-five percent of the surveys were returned by the affirmative action officers. Among the conclusions drawn from the data received, the following appeared to be evident: (1) Affirmative action officers could achieve a greater maximum in the performance of their functions, duties, and responsibilities if they would be able to spend more time and effort on those items that were addressed in each of the seven major areas (Promotion, Personnel, Procedures, Process, Recruitment, Goals and Timetables, and Grievances) of the questionnaire; (2) more Whites were affirmative action officers than any other ethnic group; (3) females tend to serve as affirmative action officers than males; and (4) usually affirmative action officers were between thirty to thirty-nine years of age.

The purpose of this study was to explore the relationship between the level of collegiate administrative support and the extent of nursing faculty practice. A questionnaire developed using Dicken's operationalization of House's social support theory, along with additional evidence of support from the literature, was mailed to administrators of all National League of Nursing accredited baccalaureate nursing programs in the United States. Three hundred and six completed questionnaires (71%) were received by the cutoff date and data from the structured questions were analyzed using the Statistical Package for the Social Sciences. Written responses were recoded into the structured categories or were classified and summarized. Chi-square analysis revealed that there was a significant relationship between nine demographic variables and the percentage of faculty in practice. Guidelines for practice as evidence of instrumental support, was found in only 20% of the programs, but this was significantly related to the percentage of faculty in practice. Two variables reflecting instrumental support, which included team taught courses and release time for practice, were the only ones significantly related to faculty practice. For all three variables, as the availability for that support increased, the percentage of faculty in practice increased. No appraisal or emotional support variables were significantly related to practice. More than half of the administrators had direct control over flexible teaching schedules and team taught courses. All supports were significantly related to the administrators ability to control or influence that support. Financial constraints was the most frequently reported reason for the unavailability of supports. Faculty practice was used as a criterion for promotion/merit and tenure decisions in the fewest number of programs and was the least important criterion in almost half of them. More than half of the written comments indicated that administrators would like to include practice in these decisions and increase its importance. All benefits of faculty practice found in the literature were reported to be observed by administrators and almost all administrators would be encouraged to continue or initiate support based on these benefits.

The purpose of the study was to analyze the nongraded primary programs in public elementary schools in California. The specific purposes of the study were: (1) to locate and identify nongraded primary programs in California, (2) to discover and report. the present status of the programs, ( 3) to discover and report the curricular and instructional changes that have taken place as the result of nongrading, and \4) to survey and report the policies and procedures used in the evaluation of the programs.

The purposes of this study were: (1) to discover and report current policies, programs, and procedures for supervision of instruction, (2) to identify, classify, and quantify the essential elements of programs of supervision of instruction, (3) to analyze administrative staffing for supervision of instruction in public junior colleges, and (4) to develop a proposed plan for supervision of instruction for junior colleges.

This research is an exploratory study of role conflict and role ambiguity and their relationships to effectiveness in the substitute teaching services. In many public school systems, large numbers of substitute teachers are assigned to a classroom on a daily basis when the regular teacher is absent. The assignment is usually done through a central administrative office. Substitutes are assigned with very short notice; and since their assignment is based on availability, they may be asked to teach a subject outside their certified field. In addition, the lesson plans left for the substitutes by regular teachers may be incomplete or too complex. These situations prevent the school district's goal of instructional continuity from materializing. Thus, some studies have shown substitute teachers to be ineffective in the classroom because they were unable to effect the continuity principle. These studies, however, do not show the relationship between role clarity and effectiveness. This research uses role theory as a framework in which to examine the performance of substitute teachers. The literature suggests that role conflict/ambiguity may be related to certain personal and behavioral outcomes. Conceptual models have also shown other indirect factors that may influence the final performance outcome. The primary question of this research was what needs to be done to improve the substitute teaching services. Specific questions include: (1) To what extent, if any, is there an inter-sender role conflict? Do regular teachers and administrators have a common view regarding the role of the substitute teacher? (2) According to administrators, regular teachers, and substitute teachers, is there role ambiguity regarding the work of substitute teachers? (3) According to administrators, regular teachers and substitute teachers, how effective are substitute teachers at specified tasks? Hypotheses were also tested to determine the relationship between role ambiguity and effectiveness, and the relationship between the socio-economic status of the work-place and the perceived performance. Data on the perceived role, and effectiveness of substitute teachers were collected by random sampling from three groups of educators in two socio-economic areas in the city. ANOVA was used to compare role ambiguity and role conflict. A constructed effectiveness scale gave a reliability coefficient alpha of .82. Pearson correlations were also used to test hypotheses. The results show a negative relationship between role ambiguity and substitute teacher effectiveness. However, there was no role conflict among the three groups of educators tested, nor did the socio-econanic status of the work-place make any difference in their perception of the substitute teaching services.

The purpose of this study was to determine the extent to which Transformational Leadership Theory was being practiced by elementary school principals participating in the restructuring process. The multifactor Leadership Questionnaire was used to survey principals of restructuring and non-restructuring California elementary schools. An analysis of the findings indicated that there was no statistically significant difference in mean levels of transformational leadership traits between those principals participating in the restructuring grant program and those who were not participating. A significant difference was found when the mean transformational leadership trait scores were compared between males and females participating in the study. Females had higher mean scores. The study found that all principals who participated in the study exhibited qualities of transformational leadership. The study suggests that further work in gender differences and more careful definitions of the restructuring category as it relates to Transformational Leadership Theory would be of value.

The purpose of this study was to: (1) develop a profile of the California Teachers of the Year, (2) describe how these award winning teachers were able to share their teaching expertise with their colleagues and the general public, and (3) explore the impact of selection as California Teacher of the Year and its affect on the professional careers of the recipients. A survey questionnaire was sent to eighty teachers who were either a finalist, or who received the award as the California Teacher of the Year, between 1972 and 1992. In addition to the questionnaire, the researcher conducted interviews with selected respondents. The typical California Teacher of the Year is: forty-four years old, married, Caucasian, and has no dependent children. This teacher of the year will teach for twenty-eight years as a high school teacher in a school with a student population between 501-1000. Changes that occurred to the professional careers of the recipients were requests to speak to educational and non-educational groups, to speak at various conferences, and present at an array of different workshops. California Teachers of the Year were able to share their teaching expertise through presenting at various conferences/workshops and serving on numerous educational committees. Recommendations to the California Department of Education and the sponsors of the California Teacher of the Year program are: provide a monetary award, expand the program in order to recognize more teachers every year, involve more teachers in the selection committee, and conduct a more elaborate ceremony to announce the finalists. Other suggestions include: intensive public relations training, mentors to provide support and guidance, and increased publicity.

The purpose of this study was to examine the relationship among cultural flexibility, leadership style, leadership style flexibility and leadership style effectiveness among Mexican-American principals in Northern California. Three instruments were utilized to collect quantitative self-perception data from principals regarding these variables. Qualitative data was collected through interviews to elicit information that might not be provided through the surveys. Two additional questionnaires were utilized to validate principals' self perceptions and to strengthen the overall research design. Instruments were mailed out to 105 Mexican-American elementary and secondary principals in Northern California. Forty-three subjects returned and completed all three questionnaires. Completed surveys were also received from 16 supervisors and 59 teachers. Fifteen principals were randomly selected for the follow-up interviews and 10 were actually interviewed. The study contained six major hypotheses and nine research questions. The results of this study indicated that the predominant leadership style among Mexican-American elementary and secondary school principals is high supportive, low directive. These principals also scored in the average range of leadership style flexibility and effectiveness. Findings further revealed that 37% of the Mexican-American principals possessed a high or very high degree of cultural flexibility, 46% a moderate degree of cultural flexibility and 17% a low or less than average degree of cultural flexibility. This data demonstrated that 37% of the principals in this study possessed a "mostly modern" orientation, 22% possessed a balanced orientation and 51% possessed a "mostly traditional" orientation. The hypotheses in this study were rejected. The findings did not reveal a positive correlation between principals' cultural flexibility scores and their leadership style, leadership style flexibility and effectiveness. The interview qualitative data, however, indicated that a majority of principals interviewed perceived that cultural flexibility does influence their leadership style and leadership effectiveness, particularly as it relates to communicating with students and parents, working with teachers, and possessing a broader sensitivity and understanding of educational issues in multicultural school environments. Considering the mixed findings and conclusions emerging from the quantitative and qualitative data, this study is an important first step in the investigation of the relationship between cultural flexibility and leadership in educational settings. This study provides recommendations for further inquiry and suggests implications for administrator preparation.