This study was concerned with analyzing selected Texas school administrators in an attempt to locate intrapersonal patterns of (1) values, (2) leadership traits, (3) personality traits, (4) critical thinking ability, (5) perception, and authoritarianism. A second aspect was correlating these profiles with each other. The study had a threefold purpose. The first was to perform a detailed analysis of school administrators to determine selected intrapersonal patterns. The second was to determine possible relationships between these selected profiles. The third was to generate plausible hypotheses for testing the intrapersonal patterns found and for determining the magnitude of any existing relationships. The case studies revealed the uniqueness of each participant in this study. With the possible exception of one individual, certain weaknesses were evident in each of the participants. Canonical correlation and the Pearson correlation of D matrices determined that a relationship existed between many of the profiles. Eight hypotheses were presented at the close of the study as guides for additional research. The results of this study indicated that further research was justified in these particular areas. The results of this study indicated that intrapersonal patterns existed within school administrators and that these patterns or profiles are related. However, the determination of the magnitude of these relationships was left to additional research.

The study sought to investigate challenges faced by school level women managers and the extent to which they coped with such challenges. To collect data the study used a triangulation of three instruments: interviewing, observation and document analysis. The findings of the study revealed that the barriers that retard women's progress in management include the endocentric bias and patriarchal nature of the society which 'make it difficult for women to be accepted as managers, the traditional stereotypical perceptions of women's abilities and attitudes towards women's family roles. The study concluded that although women education managers still face many barriers in their job, they are working hard to try and cope with them. As managers they are more inclined towards contemporary approaches to management such as participative engagement of those they lead. The researcher recommended that the following seemed to be possible strategies to address the challenges: induction programmes, mentoring, women networks as well as training programmes. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Nina Bascia.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Includes tables. Sponsor: Daniel R. Davies. "This study was sponsored by the Council for Administrative Leadership in New York State."--Leaf 8. Includes bibliographical references (leaves 429-432).

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. ETD. Includes bibliographical references (p. 120-129) and appendices.

Thesis (M.A.)--Grace Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves 83-85).

The main purpose of this study was to develop a demographic/financial profile of retired Oregon public school administrators and to determine the relationship between these profile factors and the degree to which financial needs are met, the level of perceived financial satisfaction, and the level of perceived life satisfaction. Another purpose was to define those financial issues which impact the retired administrator and would be helpful in developing guidelines useful for pre-retirement planning and education. The subjects selected for the study were the 295 retired Oregon public school administrators known to the Confederation of Oregon School Administrators who had retired prior to September 1984. Thirty-two questions were asked in an attempt to gather data regarding three major areas: biographical information, financial information, and perceptions of financial/life satisfaction. A total of 198 or 67% of the retired administrators surveyed returned a completed survey instrument. Based upon the results, a demographic/financial profile evolved for the sample population. Moreover, a significant relationship was found to exist between sex, health rating, the ability to keep pace with inflation and the degree to which financial needs are met. Sex, health rating, the level of pre-retirement income, the ability to keep pace with inflation and the point at which retirement planning began were found to relate significantly with the perception of financial satisfaction. A significant relationship was also found to exist between health rating, the level of pre-retirement income, the ability to keep pace with inflation and the perception of life satisfaction. The degree to which financial needs are met related significantly with the perception of financial satisfaction and perception of life satisfaction. Finally, a significant relationship was also found to exist between the perception of financial satisfaction and the perception of life satisfaction.

The specific purposes of this study may be briefly stated as follows: (1) to determine the present status of administrative certification in the United States; (2) to determine whether the various states have set up requirements which will insure that their public schools shall have administrators who are capable of directing and supervising the educational program; (3) to indicate the degree of uniformity of requirements in the various states; (4) to secure recommendations for the certification of public school administrators from leading educators in the United States; and, on the basis of such data, (5) to make certain recommendations for a sound administrative certification program.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Laurie B. Dias, committee chair; Randall F. Dobbs, Mary B. Shoffner, Charles Xiaoxue Wang, committee members. Electronic text (333 p.) : digital, PDF file. Description based on contents viewed Apr. 19, 2007. Includes bibliographical references (p. 300-309).

The purpose of this study was to examine the effects of the presence of peers upon the oral reading performance of high achieving and low achieving students in a regular classroom setting.Related literature and research in the area of social facilitation has indicated that the presence of an audience serves to increase drive level. The interaction of drive level and habit strength results in the emission of dominant responses. During early stages of learning, incorrect responses are dominant since a response hierarchy has not been established. As learning occurs and mastery level is approached, correct responses become dominant.In order to relate these research findings to the classroom, subjects whose reading skills were below grade level were selected to represent those in the learning stage. Students whose reading skills placed them above grade level were selected to represent those in the mastery stage.The research hypotheses were as follows:1. The presence of peers will adversely affect a student's performance on an oral reading task when the instructional reading level of that student is below grade level.2. The presence of peers will enhance a student's performance on an oral reading task when the instructional reading level of that student is above grade level.Subjects were drawn from five fourth grade classes in two elementary schools in east central Indiana. A total of 76 subjects (34 low achievers and 42 high achievers) participated in the study. Participation in the study required that each student read orally at his instructional level a one hundred word passage in the presence of peers and again in isolation. Instructional levels were determined for each student through the administration of an initial placement test. This is a group test which is provided for each reading level to ensure that the student is placed at his/her instructional level. The passages read were drawn from supplementary materials provided with the basal. reading series and designed for use at appropriate instructional levels. The passages were unfamiliar to the subjects. Data were collected in the classroom during the regularly schedule reading period in an effort to maintain normal classroom atmosphere. The subject's performance was tape recorded under each treatment condition. These tape recordings were later scored by a panel of judges. Responses which were scored as errors were miscues, repetitions, insertions, and omissions. The dependent variable was the subject's oral reading performance under each of the two treatment conditions. Oral reading performance was selected as the dependent variable because it represents not only an observable, measureable variable, bat also an established classroom activity.A repeated measures design was utilized to investigate differences- in performance of high achievers and of low achievers under audience present and audience absent conditions. Since the research hypotheses were directional in nature, a one tailed t test for correlated groups was selected to determine the statistical significance of the differences between means using the .05 level of confidence.Results of statistical analysis revealed that there was no significant difference between the oral reading performance of either the low achieving or high achieving groups under audience present and audience absent conditions. Thus support was not found for the research hypotheses that the presence of an audience would adversely affect the oral reading performance of low achieving subjects and enhance the performance of high achieving subjects.