Current Search: School administrators--Florida (x)
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- 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.
Show less - Date Issued
- 1981
- PURL
- http://purl.flvc.org/fcla/dt/11783
- Subject Headings
- Elementary school principals--Florida, Elementary school administration--Florida
- Format
- Document (PDF)
- Title
- PREVALENCE AND SOURCES OF ADMINISTRATIVE STRESS AMONG CHIEF ADMINISTRATIVE OFFICERS IN BROWARD COUNTY, FLORIDA NONPUBLIC SCHOOLS.
- Creator
- WEISSBERG, LEON., Florida Atlantic University, Wells, Jack G.
- Abstract/Description
-
This study is designed to determine the prevalences and sources of administrative stress among chief administrative officers in Broward County, Florida nonpublic schools. The study offers a brief history of nonpublic school education in Broward County, in Florida, and in the United States. In a review of the literature the study identified pertinent administrative and managerial stress research. The researcher developed the Nonpublic School Administrative Stress Survey (NSASS) instrument...
Show moreThis study is designed to determine the prevalences and sources of administrative stress among chief administrative officers in Broward County, Florida nonpublic schools. The study offers a brief history of nonpublic school education in Broward County, in Florida, and in the United States. In a review of the literature the study identified pertinent administrative and managerial stress research. The researcher developed the Nonpublic School Administrative Stress Survey (NSASS) instrument which was used to collect the information discussed. The study concluded that administrators have some specific sources of administrative stress. Respondents identified educational development as a source of administrative stress. This component included specific problem children, sufficient time spent with students, scheduling of classes, designing school programs, implementing school programs and establishing and implementing innovative ideas. Significance was discovered in determining the administrators self-reported perception of administrative stress for 3 of 11 variables. The variables of age, highest earned degree and years of experience at a particular school were significant in determining the perceptions of administrative stress held by the nonpublic school administrators. The variables of sex, state certification of administrators, clerical status (religious degree), school size, school level, school type, school administrative structure and certified status of school faculty, were inconclusive in determining significance as variables of perceived administrative stress. It was further discovered that biographical variables are more significant factors in determining perceptions of administrative stress than are environmental variables. The researcher concludes that there is a need for much greater emphasis on research in the nonpublic sector of education with particular emphasis upon the nonpublic school administrator. The results of the data are based on 62 nonpublic school chief administrative officers in Broward County, Florida nonpublic schools.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11857
- Subject Headings
- School administrators--Florida--Broward County, Stress (Psychology)
- Format
- Document (PDF)
- 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.
Show less - 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)
- Title
- ATTITUDES TOWARD MERIT PAY FOR INSTRUCTIONAL PERSONNEL: A SURVEY OF FLORIDA PUBLIC SCHOOL DISTRICT POLICY MAKERS AND ADMINISTRATORS.
- Creator
- WIEGMAN, JOHN ROBERT, Florida Atlantic University
- Abstract/Description
-
The purpose of this investigation was to examine whether the perceptions of school board members, superintendents, instructional administrators, and personnel administrators were non-supportive or supportive of merit pay. The attitudes toward the study topic were sought through a survey instrument. Three hundred seventy-six respondents provided replies to the survey instrument; a 74 percent return. Descriptive analyses, Scheffe's F-test, and Cramer's V were used to test the direction and...
Show moreThe purpose of this investigation was to examine whether the perceptions of school board members, superintendents, instructional administrators, and personnel administrators were non-supportive or supportive of merit pay. The attitudes toward the study topic were sought through a survey instrument. Three hundred seventy-six respondents provided replies to the survey instrument; a 74 percent return. Descriptive analyses, Scheffe's F-test, and Cramer's V were used to test the direction and significance of response. The findings of the study indicate that the perceptions of Florida public school policy makers and administrators toward merit pay for instructional personnel are mildly non-supportive. The study concluded with two recommendations for further research: (1) A longitudinal study should be initiated to examine the effects of teacher merit pay on a specific population over a sufficient period of time, and (2) survey groups likely to hold distinct attitudes toward merit pay (i.e., teacher, legislators) should be included in the survey population.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11856
- Subject Headings
- Bonuses (Employee fringe benefits)--Education, School administrators--Florida--Attitudes
- Format
- Document (PDF)
- Title
- EFFECTIVE CITIZEN PARTICIPATION STRATEGIES FOR EDUCATIONAL LEADERS.
- Creator
- BARBER, DANIEL MAXFIELD, Florida Atlantic University, Kite, Robert H.
- Abstract/Description
-
This study examined the effectiveness of citizen participation strategies occurring most frequently in the administration of educational programs. Determining the most frequently occurring citizen participation strategies required an exhaustive search of case studies noting the frequency of occurrence of the various strategies. A second search of the case studies yielded twenty critical criteria or issues which were frequently mentioned in the selection of a particular citizen participation...
Show moreThis study examined the effectiveness of citizen participation strategies occurring most frequently in the administration of educational programs. Determining the most frequently occurring citizen participation strategies required an exhaustive search of case studies noting the frequency of occurrence of the various strategies. A second search of the case studies yielded twenty critical criteria or issues which were frequently mentioned in the selection of a particular citizen participation strategy. Strategies found to occur most frequently were the public hearing, advisory committees, organizations and workshops. A panel of experts was randomly selected from a list of educational leaders with experience in citizen participation. A questionnaire was drafted, field tested and then mailed to each expert. It was found that educational leaders rank the advisory committee strategy as the most effective strategy followed by the workshop, organizations and public hearings. Another conclusion reached was that when specific criteria are suggested, the preferred strategy is subject to change based on the criteria and circunstance of the situation. The study further revealed that when a specific criteria or issue is weighted most heavily, the educational leaders identify different strategies as being most effective for the various circumstances. Differences in the frequencies of first choice responses within the demographic categories were also interpreted to be significant by the chi-square test.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/11637
- Subject Headings
- Citizens' advisory committees in education, Stress (Psychology), Job stress
- Format
- Document (PDF)
- 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.
Show less - 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)
- Title
- Perceptions of tenth-grade mathematics teachers and school administrators toward Florida's school accountability system: The A+ Plan.
- Creator
- Ferrer, Lourdes., Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
The purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand...
Show moreThe purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand written field notes, and document analysis. This study found that the school performance grade, teaching assignment course level, and race or ethnicity were not a source of variability in participants' perceptions. The A+ Plan was unanimously viewed as a bureaucratic reform initiative that used a power coercive approach to obtain compliance. Participants believed that the A+ Plan's fundamental belief that "every child can learn and that no child should be left behind" was unrealistic, and did not share the plan's central assumption that students' performance on the Florida Comprehensive Assessment Test is the direct result of their performance as teachers. They believed that students' natural abilities and personal motivations to learn surpass any other variable in determining the students' level of achievement. The FCAT was judged as an ineffective and unfair tool for teachers' accountability purpose because it did not provide information about students' academic growth in a year, and also, because it compared schools that differed in their students' demographics. The participants believed that they should not be held accountable, punished or rewarded for their students' performance on the FCAT because their students' scores on the mathematics section of the test was the outcome of their previous mathematics experience and English language proficiency. They believed that the school grade was merely a reflection of the school population, and that publicizing grades made the hiring and retention of qualified teachers more difficult and damaged their professional reputation and esteem in the community at large. The participants held that the A+ Plan was creating an environment where teachers perceived their work as more stressful and less rewarding because of what they view as unfair and unrealistic standards.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/11967
- Subject Headings
- Mathematics teachers--Florida--Attitudes, Educational change--Florida, Educational accountability--Florida, School administrators--Florida--Attitudes
- Format
- Document (PDF)
