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ESTABLISHMENT OF A MODEL FOR EDUCATIONAL ADMINISTRATIVE DEVELOPMENT PROGRAMS
Title
THE ESTABLISHMENT OF A MODEL FOR EDUCATIONAL ADMINISTRATIVE DEVELOPMENT PROGRAMS.
Creator
WHITLEDGE, CHARLES HAMILTON, Florida Atlantic University
Abstract/Description
The problem of this study was to develop a model and procedures (strategies, an organizational format, programs and components) for educational administrative development programs based on business organizational development theory and practice. Organizational development is a concept which has evolved, in the business sector, from increased emphasis in the areas of planning, organization theory and human resources development. Public school systems throughout the country are increasingly...
Show moreThe problem of this study was to develop a model and procedures (strategies, an organizational format, programs and components) for educational administrative development programs based on business organizational development theory and practice. Organizational development is a concept which has evolved, in the business sector, from increased emphasis in the areas of planning, organization theory and human resources development. Public school systems throughout the country are increasingly unde r pressure to improve the quality of education and increase their efficiency at a time when available funds are being sharply curtailed . Just as Planning, Programming and Budgeting Systems (PPBS) has been adapted to and is now used throughout the educational structures in this country, organizational development would appear to be a natural follow-on as elements of our educational system increase in size and complexity. The model outlined in this study is based on efforts of a County-University-Industry consortium. The consortium was formed to establish a developmental program for the Broward County·, Florida School System, based on organizational development theory, techniques and practice as developed within the business sector. The model sets out: 1. A schematic (Concept Guide) to depict the approach to the establishment of an overall administrative development program. 2. A series of component schemata illustrating the formulation of managerial, organizational and policy changes. 3. A recommended "type" organization to implement an educational administrative development program. 4. A set of procedures which outline and describe the process of program design, development and implementation. 5. An outline of component programs applicable to educational administrative development. The model was not designed to be highly detailed and applicable only to a specific size school district or to a school district with a specific set of problems. Rather, emphasis was on the development of an approach which properly recognizes the wide variation of types of problems encountered by the typical rapidly expanding school system. Recommendations were made with regard to areas in which additional research is required.
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Date Issued
1974
PURL
http://purl.flvc.org/fcla/dt/11645
Subject Headings
School management and organization--United States
Format
Document (PDF)
RECIPROCAL PERCEPTIONS BETWEEN ADMINISTRATIVE PERSONNEL IN SELECTED PUBLIC AND INDEPENDENT SCHOOLS (FLORIDA)
Title
RECIPROCAL PERCEPTIONS BETWEEN ADMINISTRATIVE PERSONNEL IN SELECTED PUBLIC AND INDEPENDENT SCHOOLS (FLORIDA).
Creator
GARTEN, RICHARD M., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description
This dissertation focuses attention on the ways in which public and nonpublic school administrators view socio-educational principles, their own and one another's schools, and the ways in which schools could share rather than compete. After an introduction which finds American and Floridian cultural pluralism and educational dualism to have been transplanted by early colonists, the dissertation describes the method by which the data were gathered: a thirty-four item, open-ended questionnaire...
Show moreThis dissertation focuses attention on the ways in which public and nonpublic school administrators view socio-educational principles, their own and one another's schools, and the ways in which schools could share rather than compete. After an introduction which finds American and Floridian cultural pluralism and educational dualism to have been transplanted by early colonists, the dissertation describes the method by which the data were gathered: a thirty-four item, open-ended questionnaire which was completed by twelve public school and twenty private school administrators and officials largely in two Florida counties--Palm Beach and Broward. The data suggests that while there is general agreement for parental choice in education within both groups and general agreement about the "propriety" of four types of schools (public, independent, church-related, and proprietary), there are misunderstandings, hostilities, tensions, and territorial imperatives at work in day-to-day relationships. The problems of money, certification of teachers and administrators, and defensiveness run through the respondents' views. Areas of school functioning on which the two sectors generally agree include the right of citizens to open new schools, the threat of revenue loss, rejection of the proposed voucher system, public progression based on merit, local accreditation of private schools, and the need to check contract-status prior to engaging a teacher. Other matters are major or minor bones of contention between private and public school leaders: elitism, the problem of brain drain, white flight schools, the place of religion and state-devised curricula, teacher certifications and the right of teachers to move freely from one sector to another, and the transfer of students' records. Because evidence suggests that there is increasing cooperation between public and private school leaders at the national and state levels and no clear progress at the county level, the dissertation concludes with a recommendation that the dominant university in the area extend its interest in the relationship between the sectors and plan bridges to increasing cooperation in the interest of a quest for excellence shared by public and nonpublic schools and their leaders.
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/11892
Subject Headings
School management and organization--United States, School management and organization--Florida
Format
Document (PDF)
threat of school choice and changes in public school organizations
Title
The threat of school choice and changes in public school organizations.
Creator
Thompson, Jeanethe D., Florida Atlantic University, Pisapia, John
Abstract/Description
This study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected...
Show moreThis study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected schools. The School Organization Teacher Survey was field-tested twice to check reliability and validity. Cronbach alpha values were 0.88 and 0.93 for the pilots. The unit of analysis for this study was the school. Eight hundred (800) surveys were sent to 160 schools; 331 representing 112 schools were completed and returned for a response rate of 71.3%. Descriptive statistics, multiple regression, and analysis of variance techniques were utilized to determine whether and to what degree relationships existed between the independent variable of grade and threat and the dependent variable of change in the organizational practices by the principals. The results of this study are consistent with the literature on public school choice or market theory. First, a strong relationship was found between school choice and changes in school organizational practices. Faced with the voucher threat, Florida public school principals made changes in teaching conditions, enhancing opportunities for student learning, and encouraging parental involvement. Second, the level of threat felt dictated the level of response by principals. Principals at low performing schools felt a greater sense of urgency and responded more quickly and to a greater degree. Principals at high performing schools, on the other hand, did not feel this threat and did not make changes in their organizational practices. The results from this provide support for the use of choice as a mechanism for school reform, since, as the results indicate, principals made changes in their practices to improve the performance of their students when faced with the threat of losing students to other schools through vouchers or opportunity scholarships.
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Date Issued
2004
PURL
http://purl.flvc.org/fau/fd/FADT12107
Subject Headings
School choice--United States, School management and organization--United States, Educational equalization--United States, Charter schools--United States, Privatization in education--United States
Format
Document (PDF)
Leadership styles of secondary school principals as perceived by secondary school teachers
Title
Leadership styles of secondary school principals as perceived by secondary school teachers.
Creator
Ross, David Brian., Florida Atlantic University, Bryan, Valerie
Abstract/Description
The purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the...
Show moreThe purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the Leadership Orientations (Other) survey based on the four frames identified by Bolman and Deal. Secondary teachers employed by The School District of Palm Beach County were surveyed during the spring term of 2005. Of the 975 surveys that were distributed, 349 respondents returned completed surveys, a return rate of 35.8 percent. Descriptive statistics revealed two prevalent leadership orientation frames of principals as perceived by their teachers. Analysis of Variance (ANOVA) and post hoc analysis were used to examine differences in the secondary school teachers' perceptions of their principals' leadership orientation frames considering teacher variables of age, gender, ethnicity, educational level, teaching discipline, and years of experience. A t-test was used to identify significant differences in the secondary school teachers' perceptions of their principals' overall effectiveness as managers or as leaders. The human resource frame and political frame were identified as the prevalent orientation frames. This finding is partially congruent with results reported by several other authors (Davis, 1996; Durocher, 1995; Eckley, 1997; Suzuki, 1994) who found the human resource frame to be prevalent in education settings. There were no significant differences among the teachers considering age, gender, and teaching discipline regarding the leadership orientation frames of their principals, however there were significant differences considering ethnicity, educational level, and years of experience. The teachers' ratings of their principals' overall effectiveness as managers was significantly higher than their ratings of the principals' overall effectiveness as leaders, t (348) = 2.24, < .05. Further study is warranted to explore ways that principals develop as effective in both their leadership and management.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12218
Subject Headings
School administrators--Rating of--Florida--Palm Beach County, Educational leadership--Florida--Palm Beach County, Education, Secondary--United States--Evaluation, School management and organization--United States
Format
Document (PDF)