This study compares present policies and procedures for selection of school board members in districts of The Council of Great City Schools with those advocated by board members, professional educators, and representatives of lay organizations. To determine present selection policies for school board members, a questionnaire was sent to the business manager of each participating district. Replies were received from twenty-one of the districts and presented in tables including number and percentage of respondents for each item. To determine opinions of board members, professional educators, and members of lay organizations, a thirty-five-item questionnaire was mailed to 190 board members, 22 school superintendents, 19 college professors, 19 PTA representatives, 22 NAACP representatives, and 11 chamber of commerce representatives. After a return of 200 usable questionnaires, data were presented in separate tables including number of respondents and percentage of respondents. Using the contingency coefficient technique for statistical analysis, null hypotheses were formulated to test relationships between the opinion of respondent groups and selection policies and procedures actually in use. The chi square test was applied to test the relationships, with the .05 level of significance as the criterion. Results were tabulated collectively. Tabulated results indicate that board members should be elected at general elections on a non-partisan basis representing at-large districts, should serve four-year, overlapping, unrestricted terms, should meet local legal requirements, should receive some type of compensation, and should not represent occupational and other special interest groups. Based on this survey, it is recommended that a similar study be made in districts with less population than those districts studied to determine if policies and'procedures for selection of school board members in the districts are comparable.

Submitted by BRUNO SENDRA DE ASSIS (brunosendra@gmail.com) on 2017-06-14T11:30:58Z No. of bitstreams: 1 Dissertação Final - Bruno Assis - 12_06_17.pdf: 2716222 bytes, checksum: cdfe732a082e82e59387c49c6ba123e3 (MD5) / Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2017-06-14T11:44:06Z (GMT) No. of bitstreams: 1 Dissertação Final - Bruno Assis - 12_06_17.pdf: 2716222 bytes, checksum: cdfe732a082e82e59387c49c6ba123e3 (MD5) / Made available in DSpace on 2017-06-14T12:35:02Z (GMT). No. of bitstreams: 1 Dissertação Final - Bruno Assis - 12_06_17.pdf: 2716222 bytes, checksum: cdfe732a082e82e59387c49c6ba123e3 (MD5) Previous issue date: 2017-05-11 / School managers are fundamental agents to guarantee an adequate educational environment that favors the students teaching-learning process. Among the various skills and abilities required for the position, the leadership capacity and the maintenance of a school climate focused on cooperation and pedagogical objectives stand out. The present study sought to analyze the state legislations in all the federative units and the microdata of the National System of Evaluation of Basic Education - SAEB, in order to investigate how the policies of appointment to the position of director are associated to the leadership factors of the director and of School climate, created through the Item Response Theory (TRI). The results shows a statistically significant difference in average school climate and director leadership according to the modality of selection adopted. The highest coefficients obtained are associated with the public tender and the selection process with election. The political indication presented lower averages for these factors and, although it is not directly linked to state policies, they predominate in most of the federative units. On the other hand, the magnitude of this effect is much lower if the different characteristics of each site are compared. Other explanatory variables relevant to this model were also identified. / Os diretores escolares são agentes fundamentais para garantir um ambiente educacional adequado que favoreça o processo de ensino-aprendizagem dos alunos. Entre as diversas competências e habilidades exigidas para o cargo, destacam-se a capacidade de liderança e de manutenção de um clima escolar voltado à cooperação e aos objetivos pedagógicos. O presente estudo buscou analisar as legislações estaduais em todas as unidades federativas e os microdados do Sistema Nacional de Avaliação da Educação Básica – SAEB, a fim de investigar como as políticas de provimento ao cargo de diretor estão associadas aos fatores de liderança do diretor e de clima escolar, criados por meio da Teoria de Resposta ao Item - TRI. Os resultados mostram que existe diferença estatisticamente significante na média de clima escolar e de liderança do diretor de acordo com a modalidade de seleção de diretor adotada. Os maiores coeficientes obtidos estão associados ao concurso público e ao processo seletivo com eleição. Já a indicação política apresentou menores médias para estes fatores e, embora não esteja diretamente vinculada a políticas estaduais, predominam na maioria das unidades federativas. Por outro lado, a magnitude deste efeito é bem inferior se comparadas as diferentes características de cada local. Também se identificaram outras variáveis explicativas relevantes para este modelo.