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PRINCIPLES OF SCHOOL-BASED MANAGEMENT: STATE OF THE PRACTICE IN FLORIDA ELEMENTARY SCHOOLS
Title
PRINCIPLES OF SCHOOL-BASED MANAGEMENT: STATE OF THE PRACTICE IN FLORIDA ELEMENTARY SCHOOLS.
Creator
ESLER, MARY BROWN., Florida Atlantic University, Wells, Jack G.
Abstract/Description
The problem examined in this study was to determine the extent to which elementary school principals were exhibiting a commitment toward the practices of school-based management. The research of the literature reflected a paucity of evidence related to the implementation of school-based management. Florida schools have been directed toward school-based management as a result of a legislative mandate in an effort to bring about accountability at the local school level. The literature reflected...
Show moreThe problem examined in this study was to determine the extent to which elementary school principals were exhibiting a commitment toward the practices of school-based management. The research of the literature reflected a paucity of evidence related to the implementation of school-based management. Florida schools have been directed toward school-based management as a result of a legislative mandate in an effort to bring about accountability at the local school level. The literature reflected a void in revealing the state of the practice in elementary schools. The sample population of this study consisted of 311 Florida elementary school principals selected at random from those listed in the Florida Education Directory 1980-81. Two hundred forty-two of those responded, forming the survey sample. The survey instrument was developed by the Planning, Research and Evaluation Department of the State of Florida, Department of Education, in 1976. The areas covered by the survey included instruction, support services, parental involvement, management and finance. The conclusions were as follows: (1) About half of the elementary school principals were practicing school-based management. (2) Principals made the majority of decisions at the school level. (3) There was no significant difference in implementation of school-based management practices and geographical location. (4) Principals made the majority of management decisions compared to district level personnel and shared decision-making. (5) Parent Advisory Councils participated at a moderate level in all schools. (6) There was no evidence to suggest that implementation of school-based management was a function of (a) chronological age, (b) gender, (c) recency of Administration/Supervision certification, or (d) years of experience as a principal.
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Date Issued
1981
PURL
http://purl.flvc.org/fcla/dt/11783
Subject Headings
Elementary school principals--Florida, Elementary school administration--Florida
Format
Document (PDF)
CRITICAL TASKS OF THE ADMINISTRATIVE ASSISTANT IN THE ELEMENTARY SCHOOLS OF PALM BEACH COUNTY
Title
THE CRITICAL TASKS OF THE ADMINISTRATIVE ASSISTANT IN THE ELEMENTARY SCHOOLS OF PALM BEACH COUNTY.
Creator
VOSS, GAY SHERMAN, Florida Atlantic University
Abstract/Description
Problem: The purpose of this study was to identify the tasks that the administrative assistants, principals and teachers perceived to be the most important tasks for the Administrative Assistant of Instruction in the elementary schools of Palm Beach County, Florida. Also of interest was the agreement and disagreement between and within the three groups. Conclusions: 1. The administrative assistant should be involved in many tasks. The primary duty assignment according to the participants in...
Show moreProblem: The purpose of this study was to identify the tasks that the administrative assistants, principals and teachers perceived to be the most important tasks for the Administrative Assistant of Instruction in the elementary schools of Palm Beach County, Florida. Also of interest was the agreement and disagreement between and within the three groups. Conclusions: 1. The administrative assistant should be involved in many tasks. The primary duty assignment according to the participants in this study should be in the area of improvement of instruction. 2. The administrative assistants are willing to work in many areas if the principals are willing to let them become more involved. 3. It appears that there is some evidence of role conflict.
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Date Issued
1977
PURL
http://purl.flvc.org/fcla/dt/11689
Subject Headings
Elementary school administration--Florida--Palm Beach County, Elementary school teaching
Format
Document (PDF)
MODEL MICROCOMPUTER-BASED MANAGEMENT SYSTEM FOR LEARNING DISABLED ELEMENTARY SCHOOL STUDENTS
Title
A MODEL MICROCOMPUTER-BASED MANAGEMENT SYSTEM FOR LEARNING DISABLED ELEMENTARY SCHOOL STUDENTS.
Creator
STAGGS, MARY WEEKS, Florida Atlantic University
Abstract/Description
The purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone...
Show moreThe purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone calls to these fifteen schools revealed that only six were using the microcomputer to assist with management procedures for special education classes. A personal visit to each of the six schools which were using the microcomputer determined that the only duty the microcomputer was performing was attendance record-keeping. The information gathered from the survey, questionnaire, telephone calls, and personal visits indicated a need for the development of a program to be utilized with a microcomputer at the school level which would assist in the management of special education. The study then focused on the development of a model program in one elementary school which would assist with special education management. This was accomplished by designing a computer program that accomplished a variety of record-keeping tasks on the microcomputer such as attendance records, mailing labels, classroom rosters and other demographic data for individual classes. Programs were also utilized that assisted with the scoring of student mastery tests that were a part of a county-wide unified curriculum. The RECIPE program, which assists with the task of creating and implementing the individual education program, was incorporated into the model. Several recommendations were made at the conclusion of this study. The microcomputer should be more accessible to school administrators and teachers. In-service training in the use of the microcomputer should be provided to all interested personnel and students. A computer department should be a part of the school system to provide programmers, in-service trainers, and to program, evaluate, and disseminate software. Colleges and universities should begin classes in computer literacy and programming for all future teachers. Educators must take over the job of writing and programming appropriate software for use in our schools. Education in the microcomputer age should not be in the hands of technicians.
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Date Issued
1984
PURL
http://purl.flvc.org/fcla/dt/11850
Subject Headings
Special education, Children with disabilities--Education, Elementary school administration, Electronic data processing--Education (Elementary)
Format
Document (PDF)
elementary principal's role in promoting reading improvement
Title
The elementary principal's role in promoting reading improvement.
Creator
Hillard, Lurana Case., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description
The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school...
Show moreThe primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12156
Subject Headings
Reading (Elementary), Reading (Elementary)--Florida, Educational innovations--Florida, School improvement programs--Florida, School principals--Florida, Elementary school administration--Florida--Evaluation
Format
Document (PDF)
CAREER EXPECTATIONS AND JOB FUNCTIONS OF THE ELEMENTARY SCHOOL ASSISTANT PRINCIPAL AS PERCEIVED BY ELEMENTARY SCHOOL PRINCIPALS AND ASSISTANT PRINCIPALS IN PALM BEACH COUNTY, FLORIDA
Title
CAREER EXPECTATIONS AND JOB FUNCTIONS OF THE ELEMENTARY SCHOOL ASSISTANT PRINCIPAL AS PERCEIVED BY ELEMENTARY SCHOOL PRINCIPALS AND ASSISTANT PRINCIPALS IN PALM BEACH COUNTY, FLORIDA.
Creator
NORTON, DOROTHY MORRISON., Florida Atlantic University
Abstract/Description
The purpose of this study was to determine the actual job functions of the elementary school assistant principals in relation to their career aspirations. This was done by comparing the job functions of assistants who chose assistant principalship as a stepping-stone to principalship with those assistants who chose assistant principalship as a career. In addition, a comparison was done between the career aspirations of male and of female assistant principals. The study also compared the...
Show moreThe purpose of this study was to determine the actual job functions of the elementary school assistant principals in relation to their career aspirations. This was done by comparing the job functions of assistants who chose assistant principalship as a stepping-stone to principalship with those assistants who chose assistant principalship as a career. In addition, a comparison was done between the career aspirations of male and of female assistant principals. The study also compared the perceptions of the job functions of assistant principalship between principals and assistant principals and between male and female assistant principals. The Assistant Principal Job Function Questionnaire was developed by the researcher to determine the actual job functions of assistant principals in six categories of responsibility: (1) School Administration and Supervision, (2) Curriculum and Instructional Supervision, (3) Pupil Services, (4) Clerical Work, (5) School/ Community Relations, and (5) Professional Development and Involvement. The questionnaire was mailed to all 122 elementary school administrators in the Palm Beach County Schools. Fifty-three principals and fifty-seven assistant principals responded, making a total of 110, or 90 percent. A Chi-Square analysis of responses was done to determine significant relationships in each of the comparisons. Findings of the study suggest that there were significant differences in the perceptions of the job functions of the assistant principalship (1) between assistant principals and principals, (2) between male and female assistant principals, and (3) between the assistants who aspired to principalship and those who did not. There was a significant difference between male and female assistant principals in their career aspirations. The principals recognized their responsibility for the training of their assistants for principalship, but many female assistant principals were undecided about seeking the principalship. Assistant principals consistently perceived themselves to have more responsibility than the principals perceived them to have. Male assistant principals perceived themselves to have more responsibility than the female assistant principals perceived themselves to have. Assistant principals who chose the assistant principalship as a stepping-stone to the principalship perceived themselves to have more responsibility than the assistant principals who chose the assistant principalship as a career perceived themselves to have.
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Date Issued
1986
PURL
http://purl.flvc.org/fcla/dt/11885
Subject Headings
Elementary school principals--Florida--Palm Beach County, Women school administrators
Format
Document (PDF)
desired role vs. the actual role of the Lutheran elementary school board as viewed by selected principals, school board chairpersons, and pastors of the Lutheran Church-Missouri Synod
Title
The desired role vs. the actual role of the Lutheran elementary school board as viewed by selected principals, school board chairpersons, and pastors of the Lutheran Church-Missouri Synod.
Creator
Stucky, Bradd William, Florida Atlantic University, Urich, Ted R.
Abstract/Description
The Lutheran Church-Missouri Synod has always advocated Christian day schools. One of the major missions of the Lutheran Church-Missouri Synod, according to its Constitution, is the furtherance of Christian parochial schools and thorough instruction in confirmation. Although the governance of each school varies, typically, a school board's general duties include defining policy and ensuring its implementation. The purpose of this study was to determine the degree of similarity between the...
Show moreThe Lutheran Church-Missouri Synod has always advocated Christian day schools. One of the major missions of the Lutheran Church-Missouri Synod, according to its Constitution, is the furtherance of Christian parochial schools and thorough instruction in confirmation. Although the governance of each school varies, typically, a school board's general duties include defining policy and ensuring its implementation. The purpose of this study was to determine the degree of similarity between the desired role and the actual role of the Lutheran elementary school board as described by principals, school board chairpersons, and pastors in the Lutheran Church-Missouri Synod elementary schools in the United States. The sample was comprised of 200 Lutheran Church-Missouri Synod schools selected at random from the United States during the 1999--2000 School Year. The School Board Function Survey instrument for the principal, school board chairperson, and pastor were sent to each of the selected schools. It consisted of 47 tasks commonly associated with school boards. Respondents were asked to indicate on a Likert scale the (a) desired amount of involvement they believed the school board should have with a task and (b) the actual amount of involvement they believed the school board does have with a task. Data were analyzed via two statistical procedures. First, a paired t-test was calculated. Second, a table of the mean differences in the ratings was provided. A general threshold for significance was set at the .05 alpha level. Results indicated a significant difference between the desired role and actual role of the school board on 38, 26, and 35 of 47 tasks commonly associated with the school board as viewed by principals, school board chairpersons, and pastors, respectively. School leaders would do well to provide opportunities that clarify the mission of the school and the role of the school board. Subsequently, upon a clear delineation of the mission and role of the school board, consistent and continual examination by the principal, the school board chairperson, and the pastor would seem beneficial.
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Date Issued
2000
PURL
http://purl.flvc.org/fcla/dt/12629
Subject Headings
Lutheran Church--Missouri Synod --Board of Parish Education, Lutheran Church--Education--United States, Elementary school administration, School boards--United States, School management and organization
Format
Document (PDF)