A study was conducted to determine agreement between Christian school teachers and administrators regarding the importance of selected teacher evaluation criteria. Thirty-nine criteria were included from Christian school literature and from a list suggested by Manatt and Stow. The populations of the study included participants at the 1986 International Institutes for Christian School Teachers and Administrators and teachers and administrators from selected Midwest Christian schools.An instrument was administered on site to the Institute population and via mail to the Midwest population. Chi-square analyses were run to determine any significant differences of opinion.Findings1. There was a high degree of congruence of opinion between the teachers and administrators regarding the importance of the selected criteria suggesting a core of desirable teacher evaluation criteria for Christian schools.2. Thirty-five criteria, including all 20 suggested by Manatt and Stow, were considered to be very important by 3. Differences of opinion between teachers and administrators included respect for authority, which the administrators thought more important, and lesson plans and effective use of time, materials, and resources, which teachers thought more important.4. No conclusions could be made regarding the influence of any demographic information on the opinions.5. There was no evidence that a teacher's input into teacher evaluation is related to a teacher's satisfaction with teacher evaluation.A list was included in Chapter V of 22 teacher evaluation criteria which were mutually important to Christian school teachers and administrators.

No description available.

No description available.

The major purpose of the study was directed toward improvement of administration of public school custodial programs. The study was designed to: (1) provide Indiana custodial administrators with an overview of perceptions of Indiana custodial administrators generally regarding use and soundness of selected custodial management practices; (2) provide information that would be beneficial in developing or revising custodial program policies and administrative procedures; (3) provide information about custodial management practices employed in school corporations of comparable size; (4) provide information concerning the impact of employee union affiliation on the use and soundness of custodial management practices; and (5) provide institutions which prepare administrative personnel with information regarding current custodial management practices.The literature was reviewed concerning the management functions of planning, organizing, controlling, coordinating, directing, staffing, and evaluating. Literature was also reviewed concerning custodial management practices and then integrated under appropriate management functions. A list of selected custodial management practices was developed, validated, modified, and finally placed in questionnaire format.The questionnaire was distributed to sixty-selected Indiana school corporations categorized as large, medium, and small. Respondents reported use, non-use, or questioned use to each of eighty-five practices. Secondly, respondents reported each practice to be sound, unsound, or of questioned soundness. Thirdly, respondents reported reasons for non-use of practices judged to be sound but not used.Major conclusions drawn from the study included:1. Broad usage of custodial management practices described in the questionnaire was observed.2. Over 75 per cent of the selected custodial management practices were judged to be sound by school administrators.3. There was a strong relationship between size of school districts and the degree to which custodial management practices were used.4. There was a strong relationship between size of school districts and the degree to which custodial management practices were judged to be sound.5. Large school districts used more selected practices and judged more practices to be sound than medium and small school districts.6. Lack of time to implement practices was the reason reported most often for practices not used but judged to be sound.7. There was a significant relationship between union affiliation and use and soundness of selected custodial management practices.Several implications were suggested:1. Careful assignment of time priorities can improve the managerial process related to custodial programs.2. Small and medium school districts might improve custodial programs by adopting practices used by large school districts.3. Efficiency of custodial programs might be increased by utilizing cost control measures.4. Institutions that prepare administrators might improve long-range administration of custodial programs by devoting instructional efforts to management theory, organizational behavior, and business management functions.Several recommendations were made:1. Appropriate state agencies should provide leadership in procuring and disseminating information concerning the need for providing efficiency in operation of custodial programs.2. Appropriate state agencies should provide leadership in developing methods, techniques, and procedures to facilitate the improvement of custodialprograms.3. College and university professors of educational administration should provide leadership in designing programs aimed at preparing administrators who can dealeffectively and efficiently with management of custodial programs.4. The inquiry instrument should be refined and improved for use in further research at local, state, and national levels to enhance the improvement of the administration of custodial programs in educational institutions.

The purpose of the study was to identify factors which caused teacher job stress as perceived by junior high/ middle school teachers. An additional purpose of the study was to determine what strategies junior high/middle school principals used to alleviate or manage teacher job stress.A teacher questionnaire was developed for use in the study involving teachers. Three-hundred and eight teachers responded to a fifty-four item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups, i.e., tenure, non-tenure, male, female.An open-ended questionnaire was developed for use in the study involving junior high/middle school principals. Sixty-four principals responded to the questionnaire. The questionnaire consisted of a ranked list of forty-seven job stressors. The principals were asked to review the list of job stressors and to indicate ways they alleviated or managed teacher job stress.The two most stressful teacher job stressors, with a rank of ore and two of forty-seven job stressors, were caused by students. The remaining eight of the ten top causal factors of teacher job stress were: (1) uncooperative parents, (2) maintaining self-control when angry, (3) too much paperwork, (4) lack of public faith and support, (5) misunderstanding or misinterpretation resulting from ineffective communication, (6) verbal abuse by students, (7) too much time required on activities unrelated to actual teaching, and (8) conflict of concurrent demands of home and job responsibilities.Of the job stressors ranked eleven to twenty of the forty-seven job stressors, four were caused by management, three job stressors were caused by students, two job stressors were caused by colleagues, and one was caused by job task requirements.Specific activities, procedures, or policies frequently reported by principals respondents for alleviating or managing teacher job stress were reported. In general, the activities were: (1) staff cooperation, (2) inservice on stress and time management, (3) good student discipline, (4) good administrative organization and planning, (5) principal visibility, interaction, and accessibility, (6) elimination of some tasks at school, (7) good principal and staff communication, (8) principal and staff team effort, (9) parent support, and (19) an identification and understanding of causal factors of teacher job stress.The review of related literature placed more emphasis than did principals on the need of each individual teacher to develop a personalized approach in acquiring stress coping skills. Some examples of individual coping skills included: C1) good health and exercise, (2) regularity in life, (3) good attitude, (4) changing life style if current life style was not conducive to stress, (5) gain experience and work towards mastery of tasks, (6) good person qualities, (7) assign priorities and establish goals, (8) being cooperative with others, (9) establishing good social interactions, and (10) develop stress buffers and stress relievers.

The purpose of this study was to investigate and report selected Indiana public school principals' perceptions of differentiated staffing as a viable method of school personnel organization. The research was designed to examine Indiana school principals' perceptions of the differentiated staffing concept and the possible affects it may have on principals, classroom teachers, and students. The data obtained revealed the beliefs of those principals sampled concerning the relationship of differentiated staffing and school personnel organization. The original study population included 300 Indiana school principals who had been randomly sampled from the 1969-70 Indiana School Directory. Of the original sample, 100 were elementary principals (K-6, 1-6), 100 were junior high principals (7-8, 7-9), and 100 were high school principals (9-12, 10-12). A Principal's Response Instrument was designed from a review of the literature on differentiated staffing. The questionnaire was mailed to the selected principals and from this mailing, a total of 240 questionnaires were returned. This represented an eighty per cent return. Of the total number returned, eighty-five were from elementary principals, seventy-nine were from junior high principals, and seventy-six were from high school principals. Review of the data led to the following conclusions: Elementary principals, junior high school principals, and senior high school principals tended to respond in a fairly consistent pattern that did not produce a highly distinguishable difference between the three levels of school principals represented in the study.Seventy per cent of the Indiana principals perceived differentiated staffing to be a better method of school personnel organization than traditional staffing methods. They indicated that the differentiated staffing concept would need to develop the skills necessary to become specialists in group process, organization management, and human relations. Principals felt that the concept would permit the principals to be the instructional leader in the school. Principals did not feel that teachers would be in favor of differentiated staffing. However, they did feel that the concept would permit better utilization of teacher resources and would recognize a career ladder for teachers. They felt that the concept would foster good teaching techniques and that teachers' individual needs, interests, and aptitudes could be met under differentiated staffing. Principals perceived differentiated staffing as providing more meaningful educational opportunities for learners than traditional staffing patterns while meeting student individual interests, needs, and abilities. Principals favored the establishment of learning resource centers in the schools and the implementation of more individualized curriculum for students. Principals were overwhelmingly supportive to the notion that the primary concern of differentiated staffing is to promote more effective learning for students.Principals strongly favored the implementation of experimental models of differentiated staffing in the public schools in Indiana. They felt that local communities, and local, state, and national teachers organizations should be involved in planning differentiated staffing projects.

Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 528-560).

Thesis (Ed.D)--Teachers College, Columbia University, 1990. / Typescript; issued also on microfilm. Sponsor: Pearl Kane. Dissertation Committee: Frank Smith. Bibliography: leaves 135-139.

Thesis (MEd(Curriculum Studies))--University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [185]-192).