Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 85-90).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains x, 257 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 203-224).

The critical role of the principal in school leadership and school improvement, as highlighted in the research and in the plethora of national reports on education, has increased demands for principal accountability. While it is known that principals must handle many varied expectations relative to their job performance and that clear, mutually understood criteria are essential to effective evaluation, there is little evidence that the perceptions of principals and their supervisors relative to the evaluation criteria have been adequately explored. The purpose of this study was to examine the perceptions of principals and their supervisors relative to the importance of criteria used to evaluate principals. Specifically, the study addressed the extent to which area superintendents in a large suburban school system differed in the relative importance they assigned to performance standards used to evaluate elementary versus secondary principals, the differences in relative importance principals and their supervisors (area superintendents) assigned to these standards, and the extent to which principals were able to predict the relative importance their supervisor gave to the various standards. A descriptive survey method was used in this study. The population consisted of 120 elementary principals, 41 secondary principals, and four area superintendents. Respondents were asked to assign 100 points to eight county-adopted performance standards to indicate the relative importance they attached to each. Descriptive statistics (frequencies and means) were used to report results. The major findings relative to the school system studied were: (1) that there was little variation between and among principals’ supervisors in the weights they placed on the various evaluative standards, (2) that supervisors, elementary principals, and secondary principals had similar perceptions of differences in the relative importance of the eight generic performance standards, (3) that principals and their supervisors were closer in their expectations relative to the importance of the evaluative standards than most principals thought they were, and (4) that there were few differences among principals based on any of several demographic variables studied. / Ed. D.

This investigation was concerned with the relationships between the superintendent of schools, the board of education, and the local teachers' professional organization in Tucson School District One for the period 1941-1978. Because it was the largest school district in the state of Arizona, as well as one of the largest in the United States, School District One may be considered a microcosm of many older school districts throughout the country. Many problems encountered by District One for the first time during the late 1960s and 1970s had been experienced by other large school districts in earlier decades. The relationships between the school board, superintendents, and the local teacher organization moved through three distinct phases in the years covered by this study. The first phase was a period of consensus during the years when Robert D. Morrow was superintendent of the school district. The second phase, under the administration of Morrow's successor, Thomas L. Lee, was one of transition. The harmonious relationships between the superintendent, trustees, and teachers' organization began to become strained. The third phase, under Wilbur Lewis, Lee's successor, was characterized by conflict and ended in a teacher strike in 1978. During the years 1941-1978, the superintendents' relationships with both the school board and the teacher association changed from that of close cooperation to one of increasing hostility. Among the school board members themselves, little effective dissent existed prior to 1972. In that year, the first of two major critics of the school trustees was elected to office. When she was joined on the board in 1975 by the second dissenter, the community realized that the era of cooperation and quiet disagreement was at an end. The local teachers' organization, the Tucson Education Association (TEA), began in 1917 as little more than a social and educational arm of the school district. As the teacher groups nationally became more militant in the 1960s, the TEA developed a more aggressive attitude towards educational and professional conditions in Tucson. In 1978, relationships within the school district had deteriorated to such a degree that two of the most dramatic incidents in the school district's history occurred: the teacher strike in October, and the resignation of the superintendent the following December. Years later, the effects of these two events could still be observed.

Effective relationships among the levels of educational administrators will support the emphasis on academic excellence at national, state, and local levels. Recognizing the factors involved and understanding the interactions of those factors is a complex process. This study examined the bureaucratic leadership style of a superintendent in the organizational structure and the social interaction between the superintendent and campus principals in that organization as perceived by the principals. Quantitative data were collected by using two instruments: (1) the Administration Organi zationa1 Inventory to define the superintendent's bureaucratic leadership style and (2) the Perceived Social Interaction Questionnaire to determine the degree of social interaction between the superintendent and the campus principals. The study included the superintendent and the forty-three principals of a Texas suburban public school. Data analysis examined the leadership style and its relationship to the social interaction and both style and social interaction in relationship to age, sex, elementary or secondary level, and years of experience as a principal. Results of the study did not clearly define the superintendent's leadership style in a bureaucratic organization and indicated no significant difference between the style and social interaction and the four biographical variables. However, analysis of the data revealed that more principals perceived the superintendent as a Professional with a high degree of expertise and low degree of authority when biographical data were considered. Principals who perceived the superintendent as having a high degree of expertise also indicated they had a warm and friendly social relationship with the superintendent. Further analysis revealed that older, male, secondary principals with more than ten years of experience had a warm and friendly social interaction with the superintendent. This study attempted to provide greater knowledge of the organizational structures and the inward workings of a school system so that other administrators might better understand essential factors affecting district decisions and practices

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 111-117). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 111-117). Also available on the Internet.

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