The Problem. The purpose of this study was to investigate the possibility that congruences and conflict surround group perceptions on task performance of building level supervisors in the area of Program Planning and Development (PPD). It was hypothesized that teachers, principals and curriculum specialists perceive the task performance of curriculum specialists in certain task areas in PPD with varying degrees of satisfaction and dissatisfaction.;Research Procedure. The subjects were 103 of 122 randomly selected teachers, 28 principals and 28 curriculum specialists in an urban school system. A 38-item PPD Questionnaire, developed by Nathaniel Lee and modified by the investigator, was used to collect data. Statistical tests employed to test the hypothesis were: (1) one-way analysis of variance followed with Scheffe Multiple Range comparisons to determine if significant differences existed between the groups of teachers, curriculum specialists and principals and (2) discriminant analysis (stepwise procedure) to determine the variables that discriminated "best" between the groups.;Findings. The hypothesis was accepted. There appear to be significant differences between teachers and curriculum specialists in such areas of PPD as Program Implementation and Program Supervision and between teachers and principals in such areas as Identification of Needs and Testing Program. There also appears to be a set of six individual tasks that discriminates "best" between the groups.;Conclusion. Although this study focused on supervision at the building level rather than central office level, the findings verified many of the discrepancies found in a majority of research studies assessing the conflict between teachers and central office supervisors. of the three groups, teachers appear to be least satisfied with the performance of curriculum specialists and principals appear to be most satisfied. However, the curriculum specialists reported less satisfaction with their own performance than did the principals, when reporting on this performance. Recommendations for further research are included.

The purposes of the study were to determine: to what extent student enrollment has declined in the state and in local school divisions in Virginia during the decade 1972-1981; what policies, if any, have been enacted by the State Board of Education relative to declining enrollment; and what effect a severely declining enrollment may have had in the areas of formal curriculum, professional personnel, and school organizational patterns and utilization of buildings.;It was found that during the decade studied: (1) statewide enrollment declined overall by less than six percent; (2) 62 percent of the divisions experienced a net loss in enrollment; (3) nine divisions declined in enrollment for ten consecutive years; (4) eighteen divisions declined 20 percent and more; (5) eleven divisions declined by 25 percent and more.;No policies related to declining enrollment were enacted by the State Board of Education during the decade studied.;A questionnaire was sent to the superintendents of eleven divisions which had declined by 25 percent and more during the decade studied. Completed questionnaires were returned by ten divisions, or 91 percent. Changes related to declining enrollment were found to have been effected in the areas of formal curriculum, professional personnel, and school organizational patterns and utilization of buildings. While the respondents did not cite declining enrollment as the sole cause of the changes effected, 73 percent of the changes were reported to have been partially or substantially the result of declining enrollment. The eleven divisions studied included large cities, small cities, suburban, and rural areas within Virginia, and were geographically dispersed. Ninety percent of the responding divisions reported layoffs, involuntary transfers between schools, and establishment of new attendance zones. One hundred percent of the respondents cited seniority as either the only criterion or one of several criteria considered in their divisional reduction-in-force policy. None of the responding divisions were reported to have a School Board policy on the use of surplus space.

Teacher turnover has become a concern in the field of education. The purpose of this study was to determine if there was a statistically significant relationship between faculty trust in principals, colleagues, and clients and voluntary teacher turnover intentions. The secondary purpose of this study was to investigate possible reasons for teacher turnover and potential job alternatives for teachers in order to compare the differences between teachers who intend to leave the profession (attrition) and teachers who intend to stay in the profession (retention), as well as teachers who intend to leave their current school (migration) and teachers who intend to stay in their current school (non-migration). A teacher survey provided the data source for this study. The survey was distributed to 880 elementary, middle, and high school teachers in a selected Virginia school district. Teachers were asked to complete a modified version of Hoy and Tschannen-Moran's (2003) Omnibus Trust Scale. Also, teachers were asked to complete a Teacher Turnover Survey that provided information concerning their turnover intention.;The results from the study indicated that there was a moderate statistically significant relationship between trust in the principal and teachers' intention to leave their current school, and a moderate statistically significant relationship between faculty trust and teachers' intention to leave their current school. Administrative support, retirement, and parent respect yielded a significant difference between "leavers" and "stayers". Administrative support and retirement yielded a significant difference between "migrators" and "non-migrators".

This research was designed to determine any differences that have occurred in the last fifteen years regarding the demographics, roles, responsibilities, and job satisfaction of support services middle management in higher education.;A sample of mid-level administrators in the state of Virginia responded to a demographics questionnaire and to the Job Descriptive Index (JDI) and Job in General Scale (JIG), two tests of job satisfaction.;The results showed that there has been no appreciable differences in the types of positions or the inherent responsibilities in the last 15 years. These positions were still dominated by white males by a two-to-one ratio, and the average age for those surveyed was 45 years. Minorities comprised only nine percent of the respondents.;Support services middle managers in Virginia are well-educated, over 75% holding a Master's degree and beyond, and they have been employed at their institution almost 10 years. Average staff size is 17 employees. There seems to be no preferred educational path in obtaining these positions.;Responses to the JDI and the JIG were delineated by sex, years of education, and years of job tenure, and this survey showed no significant difference in the responses given by any of these delineations. Compared to national norms, males scored roughly the same as and females scored slightly below national norms; educational level appears to influence work on present job, pay, and opportunities for promotion; respondents with 10-15 years of tenure scored below national norms on work on present job, pay, and opportunities for promotion, whereas those with more than 16 years of tenure scored above national norms on the same three scales. Educational level and years of tenure was not an indicator of levels of dissatisfaction for supervision or coworkers.;These extrinsic variables do not appear to influence job satisfaction. Further studies are needed to examine intrinsic values, such as autonomy and recognition, to discover where problems lie within the institution.

No description available.

The major purposes of this study were to describe the recruitment practices of the public school divisions in Virginia and to examine the relationship between recruitment sources used in Chesapeake Public Schools and four measures of personnel effectiveness (retention rates, job performance, job satisfaction, and attendance of teachers). Data were collected using three questionnaires designed for the study, the Minnesota Satisfaction Questionnaire, and archival records maintained by Chesapeake Public Schools. Information was solicited from the superintendents or chief personnel officers of the 133 public school divisions in the Commonwealth of Virginia and from teachers hired in Chesapeake Public Schools between 1989 and 1993, inclusively.;Data related to the recruitment practices of Virginia school divisions were analyzed using descriptive statistics. Data related to recruitment source effectiveness were analyzed using chi-square tests and analyses of variance.;Study findings indicated that most Virginia school systems do not have written policies addressing teacher recruitment or a plan for regularly evaluating the recruitment process. In addition, most use traditional methods of recruiting such as campus recruitment and recruitment brochures and provide little or no training for recruiters. No statistical difference was found in the retention rates, job performance, job satisfaction, or attendance rates of teachers who were recruited from different sources. Results of this study suggest that school systems need to carefully evaluate their recruitment efforts to determine if their recruitment goals are being met.

An issue of growing importance in the field of education is the retention of novice teachers. Current statistics indicate that new teachers are leaving the field at an alarming rate, providing much cause for concern (Billingsley, 2004; Graziano, 2005; Ingersoll & Smith, 2003). Since the current demand for educators stems partly from growing attrition rates of teachers, especially those within the first five years of their careers, schools must begin making concerted efforts to improve forms of assistance offered to novices in hopes of increasing retention (National Commission on Teaching and America's Future, 2003). School systems have been experiencing difficulty recruiting and retaining quality teachers. The No Child Left Behind Act (NCLB) was signed into law January 2, 2002 by U.S. President George W. Bush, bringing the issue of addressing teacher attrition issues into the national spotlight.;Cousin (2000) analyzed stress factors that influenced novice teachers' from one south Mississippi school district intentions to stay in the profession. The current study replicated Cousin's study in a southeastern Virginia school district five years later. Participants were drawn from 42 separate schools---26 elementary, 10 middle, and 6 high schools. Novice teachers, those with one to five years of teaching experience, were targeted. A total of 251 of the 325 novices who were invited to participate returned surveys that were subjected to data analyses including Pearson correlations, multiple stepwise regression analyses, analysis of variance (ANOVA), and t-tests.;The purpose of this study was to replicate Cousin's (2000) study in which she aimed to: (a) analyze the relationship between those teachers who intend to stay in the profession; (b) identify those variables that influence that decision; and (c) determine if working conditions, job satisfaction, satisfaction with the quantity and quality of professional and peer support, teacher self-efficacy, stress induced by student misbehavior, certification routes, and satisfaction with induction influence commitment levels. Comparisons between the two studies' findings are outlined. Further, induction practices that may influence novice teachers' intentions to stay in the profession are highlighted.

No description available.

No description available.

The purpose of this study was to create a model to predict institutionalization of partnerships between schools and businesses. The study posited that institutionalized partnerships will contain ten program qualities which are missing in partnerships that do not become institutionalized. These ten critical program qualities include: (1) the perception in both partners of a need which engagement in a partnership might fulfill, (2) the identification of specific rewards to both partners, (3) putting the terms of the partnership agreement in writing, (4) support of the chief executive officer, (5) support of the school administration, (6) financial stability of the business partner, (7) substantial community influence of the business partner, (8) location of the business partner within the geographic boundaries of the school division, (9) competence of the personnel charged with implementing the terms of the agreement, and (10) frequent exchange of information.;The researcher identified ten school-and-business partnerships representing a mix of urban, small city or town, suburban, and rural school divisions. Five institutionalized partnerships and five non-institutionalized partnerships were studied to determine whether the ten program qualities influenced institutionalization. Partnership sites were visited, and school officials were interviewed following a planned schedule of questioning to ascertain whether the program qualities were present in the partnerships.;Results suggested that each of the ten program qualities was a cornerstone of institutionalization. Every partnership which failed to become institutionalized also failed to include one or more of the program qualities. All institutionalized partnerships included all ten program qualities.