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Route to administrative licensure perceptions of preparation regarding traditional and examination route assistant principals /Kelly, Joseph Pierre, January 2009 (has links)
Thesis (Ed. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 129-136).
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A survey of problems as perceived by first year public school superintendents in Indiana / First year public school superintendents in IndianaSpeicher, Allen Dean 03 June 2011 (has links)
There is no abstract available for this dissertation.
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A comparison of three types of in-service delivery for educational administratorsTerry, Cynthia S. Sabine, Creta D., January 1979 (has links)
Thesis (Ed. D.)--Illinois State University, 1979. / Title from title page screen, viewed Feb. 14, 2005. Dissertation Committee: Creta D. Sabine (chair), John Brickell, David Franklin, Sally Pancrazio, Samuel Price. Includes bibliographical references (leaves 69-71) and abstract. Also available in print.
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The impact of in-service training on self-perceived effectiveness as measured by lead-selfHardesty, Janice Hansen. January 1982 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 79-84).
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The relationship of psychological type and other personal variables to the decision-making behavior of administratorsMacrides, George Arthur. January 1981 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 147-157).
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Pupil services administrator leadership style and subordinate job satisfactionHarlan, F. James. January 1980 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 70-75).
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An analysis of the role of the assistant superintendent in charge of instructionKlein, Russel Eugene, 1926- January 1969 (has links)
xi, 203, 4 p. A print copy of this title is available through the UO Libraries under the call number: SCA Archiv Theses K672 / This study was concerned with the role expectations
held for the position of assistant superintendent in charge
of instruction by the incumbents of the focal position,
superintendents, and principals; and the assistant superintendents'
perceptions of the expectations of superintendents
and principals.
The purpose of the study was three-fold: 1) to
determine the degree of intraposition consensus, or agreement,
within the three role-defining groups regarding
their expectations for the behavior of the assistant superintendent;
2) to determine whether or not there were
significant differences among the three role-defining
groups regarding their expectations for the behavior of
the assistant superintendent; and 3) to determine whether
or not there were significant differences between the assistant
superintendents' perceptions of the expectations
of superintendents and principals and the expectations expressed by assistant superintendents, superintendents,
and principals.
The study was based upon data collected from 41 superintendents,
50 assistant superintendents, 86 secondary
school principals, and 224 elementary school principals.
A comprehensive role norm inventory consisting of 71
role norm statements was used to identify respondents'
expectations and perceptions regarding the relationship of
the position of assistant superintendent to that of superintendent
and principal.
In addition to posing two questions dealing with
intraposition consensus, the study projected fourteen hypotheses.
These hypotheses were related to the problem of
interposition consensus regarding the expectations of the
role-defining groups, and to the relationship of the assistant
superintendents' perceptions to their own expectations
and to the expectations of superintendents and
principals.
The level of intraposition consensus for each of the
role-defining groups was found to range from an almost
complete lack of consensus to almost complete consensus
depending upon the particular role norm in question. All
role-defining groups exhibited a higher level of intraposition
consensus regarding how assistant superintendents
should act toward superintendents than they did regarding how assistant superintendents should act toward principals.
Intraposition consensus was also higher on dependent behavior
role norms than on independent behavior role norms.
Perception errors on the part of assistant superintendents
occurred more frequently when predicting the
expectations of superintendents and principals for the
appropriate behavior of assistant superintendents toward
principals, than was the case when predicting the expectations
of superintendents and principals for appropriate
behavior toward superintendents.
Assistant superintendents were found to perceive
superintendents and principals as having expectations
similar to their own expectations for the behavior of the
assistant superintendent.
In those instances where statistically significant
differences occurred between the expectations of one role-defining
group and those of another, these differences
occurred most often on role norms dealing with assistant
superintendents' behavior toward principals.
While statistically significant differences occurred
on individual role norms, the expectations of superintendents
for the behavior of assistant superintendents did
not differ significantly with the expectations of principals
on 83 per cent of the role norms included in the
inventory. statistically, significant differences were found
on only four role norms when the expectations of secondary
school principals were compared with those of elementary
school principals.
When the expectations of assistant superintendents
were compared with the expectations of superintendents,
statistically significant differences were found on only
nine role norms. Thus, the expectations of these two
groups were similar for 87.3 per cent of all role norms.
The expectations of assistant superintendents were
found to differ significantly from those of all principals
on nine role norms. Again, the expectations of these two
groups were similar for 87.3 per cent of all role norms.
Thus, the findings of the study supported the hypothesized
relationship that assistant superintendents,
superintendents, and principals hold similar expectations
for the role of the assistant superintendent. / Adviser: John E. Suttle
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Guideline recommendations for planning an administrative team evaluation program for Kokomo-Center Township Consolidated School CorporationHorner, Larry W. 03 June 2011 (has links)
The study was designed to facilitate the development of a set of guidelines which could be used by administrative personnel at Kokomo-Center Township Consolidated School Corporation (KCTCSC) in planning and implementing a program of administrative evaluation. A review of literature and research concerning administrative evaluation programs was made to identify principles and desirable practices relative to the development of evaluation philosophy and activities. The review of literature also was intended to focus upon the purpose of evaluation, responsibilities for making evaluations, criteria for evaluation, and acceptance of evaluation procedures and techniques by the administrative team members.The study included a review and analysis of evaluation programs conducted within the nineteen member school systems of the Indiana Public School Study Council as of January 1979. Twelve superintendents of the member school systems provided written descriptive materials. Selected materials were analyzed in order to determine the nature, scope, and procedural characteristics of practical, ongoing evaluation programs.The study also included a KCTCSC team survey. The survey was designed by a committee of representative administrators to solicit the opinions of all administrative team members of KCTCSC on eight specific areas affecting an evaluation program.Conclusions drawn from the findings of a review of the literature, the Indiana Public School Study Council Member Superintendent's Questionnaire, and the Kokomo Administrative Team Evaluation Survey Questionnaire were as follows.A. Administrative performance can and should be evaluated on a regular basis.B. Authorities are not in agreement that only one process of evaluation is correct.C. Evaluation may include two main purposes: the first, to help the evaluatee establish relevant performance objectives and work systematically toward objective achievement; and secondly, to assess the evaluatee's present performance in accordance with prescribed standards.D. Evaluation should require the evaluator(s) to assess the. performance of the evaluatee by rating the evaluatee on a value scale that may have varying degrees of excellence.E. Management by Objectives (MBO) should be a supplement to evaluation procedures that stress rating. Self-evaluation should always be encouraged.F. Formal evaluation of administrative team members should be conducted annually within the time framework of individual state laws. Informal evaluation should be a continuous process, on a day-to-day basis supplementing the formal process.G. The superior or supervisor should conduct the formal evaluation with informal documented evaluation input from peers, staff, students, parents, community, and evaluatee as situations and/or time warrants.H. Particular attention should be paid to amassing specific documentary evidence regarding each behavioral characteristic to be assessed.I. Evaluation should be supported by data, records, commendations, and critical comments, work achieved, spotchecks, special activities and awards.J. Little new information, if any, should be saved for the formal appraisal. Evaluation should concentrate on guidance and counseling, not solely on checking up on the evaluatee.K. The evaluator should enter the evaluation process with a mutual, unprejudiced, and unbiased attitude with respect to the evaluatee.L. The best evaluation system is of no value if the information is simply gathered and stored or ignored.M. Improvement of evaluatee performance involved two processes, assessment of evaluatee and in-service or job development.Guideline recommendations for planning and implementing an administrative evaluation program touch on the following considerations: 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. Implementation and follow-up recommendations are also a part of the guideline recommendations made as a result of the study.
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Standards for school leaders considering historical, political, and national organizational influences /Cox, George Stanley, January 2007 (has links) (PDF)
Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 133-152)
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Differences in attitudes and educational philosophy of selected and nonselected applicants for public school administrative positionsHart, Jacquelyn D., January 1985 (has links)
Thesis (Ph. D.)--University of Florida, 1985. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 66-70).
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