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Title: PERCEPTIONS OF FLORIDA EDUCATORS AND SCHOOL BOARD MEMBERS REGARDING THE PRINCIPAL'S ROLE IN COLLECTIVE NEGOTIATIONS.
Creator: SKINNER, NOLAN G., Florida Atlantic University
Abstract/Description: The problem. The purpose of this study was to determine the perceived role of the principal in collective negotiations as viewed by elementary and secondary teachers, elementary and secondary principals, superintendents, and school board members in Florida. Conclusions. 1. Educators with different employment responsibilities have different perceptions of the principal's role in negotiations. 2. Educators with similar job responsibilities, in different areas of the state, have similar...
Show moreThe problem. The purpose of this study was to determine the perceived role of the principal in collective negotiations as viewed by elementary and secondary teachers, elementary and secondary principals, superintendents, and school board members in Florida. Conclusions. 1. Educators with different employment responsibilities have different perceptions of the principal's role in negotiations. 2. Educators with similar job responsibilities, in different areas of the state, have similar perceptions of the principal's role in negotiations. 3. Superintendents have formulated the strongest opinions of the role of the principal in negotiations as indicated by generally more extreme scores than characterized the other employment categories. 4. Instructional level (i.e., elementary or secondary) has no significant effect on the perceptions of teachers or principals concerning the principal's role in negotiations.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11644
Subject Headings: School personnel management, Teacher-principal relationships, School superintendents, School principals
Format: Document (PDF)

Title: TRANSITIONAL TURBULENCE: THE RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE, POWER, AND AN INCOMING PRINCIPAL.
Creator: Varo-Haub, Amy L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This qualitative case study explored the changing relationships and cultural evolution that occurred over the course of the initial year of a principal transition within a private upper school. Collected data included interviews, observations, and documents. All data were reviewed and analyzed in order to understand the experience that the transitioning principal, administrators, faculty, college counselors, and staff encountered during the course of the transition. The conceptual framework...
Show moreThis qualitative case study explored the changing relationships and cultural evolution that occurred over the course of the initial year of a principal transition within a private upper school. Collected data included interviews, observations, and documents. All data were reviewed and analyzed in order to understand the experience that the transitioning principal, administrators, faculty, college counselors, and staff encountered during the course of the transition. The conceptual framework of this study was based on a social constructivist mindset and was ethnographic in nature: the researcher understood and defined the culture and transition experience through data synthesis, revealing varied interpretations of the culture and transition on the place and self.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013424
Subject Headings: Corporate culture, School principals, Educational leadership
Format: Document (PDF)

Title: An analysis of opportunities for middle and high school principals to develop public speaking skills for effective educational leadership.
Creator: Agnon, Doris Stahl., Florida Atlantic University, Gray, Mary B.
Abstract/Description: Recognized leadership skills generally include communication skills and public speaking ability. Some children develop leadership and public speaking skills early in life. Some high schools and colleges emphasize public speaking. Adults frequently enroll in seminars such as Dale Carnegie programs or join organizations such as Toastmasters International. The researcher's own years of teaching and speaking experience have led her to believe in the potential value of public speaking for children...
Show moreRecognized leadership skills generally include communication skills and public speaking ability. Some children develop leadership and public speaking skills early in life. Some high schools and colleges emphasize public speaking. Adults frequently enroll in seminars such as Dale Carnegie programs or join organizations such as Toastmasters International. The researcher's own years of teaching and speaking experience have led her to believe in the potential value of public speaking for children, adults, and leaders in education organizations. Principals must speak competently and professionally. The purpose of this study was to determine how and when secondary school principals learned public speaking skills. The research also assessed their public speaking involvement and the importance they placed on public speaking for themselves, their staff, and their students. The researcher developed a questionnaire which was distributed to 101 middle and high school principals in Broward and Palm Beach county school districts in Florida. Completed responses were received from 52 principals. The most frequently cited-preparations for public speaking were college and high school courses. Public speaking skills were learned during high school and college years for 32 respondents. Only two had taken a Carnegie or Toastmasters course. Six principals said Carnegie or Toastmasters Youth Leadership type programs were offered in their schools, but 33 said they would be interested or wanted additional information. The principals most often cultivated public speaking skills by encouraging teachers to invite students to speak in class, inviting teachers and students to speak at assemblies, or by having drama clubs or debate teams. The last question was, "How important is public speaking in what you do today?" Very important was checked by 48 principals; somewhat important was checked by the remaining four respondents. The researcher believes that public speaking should be cultivated at all levels of education. Future research may consider whether resiliency of at-risk students could be enhanced by offering formal training in public speaking. The findings support the researcher's hypothesis that if school administrators recognize the importance of public speaking in their own experience, they are more likely to support its development among staff and students.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12612
Subject Headings: School principals, Educational leadership, Public speaking
Format: Document (PDF)

Title: PERCEIVED IDEAL LEADERSHIP BEHAVIOR OF PUBLIC HIGH SCHOOL PRINCIPALS IN FLORIDA (SUPERINTENDENTS, KEY DESIGNATED ADMINISTRATORS, FIVE REPORTING REGIONS).
Creator: BECKER, KENNETH RAYMOND, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: Procedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some...
Show moreProcedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some regions and within some regions. Differences were noted by years of academic experience, degree earned, age of respondent, and/or position held. Recommendations. (1) Incorporate variables of administrative level, region, years of experience, degree, and age in the development of principal competencies. (2) Initiate follow-up studies using the same methods to determine the impact of competency training. Include elementary and middle school principals and compare results. (3) Investigate the regions that are most widely divergent and explore the cause(s) of divergence. (4) Initiate a follow-up study of a comparison of the items on the ILBDQ with the Florida principal competencies.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11854
Subject Headings: Leadership
Format: Document (PDF)

Title: A PRESCRIPTIVE MODEL OF AN ADMINISTRATIVE ASSESSMENT PROCESS FOR THE SELECTION OF ELEMENTARY SCHOOL PRINCIPALS.
Creator: SEARLE, ROBERT QUINLAN., Florida Atlantic University
Abstract/Description: The study involved the application of systems techniques to developing a model prescribing procedures for obtaining job relevant data concerning applicant competency to perform the functions of the elementary school principal. The model is intended for use in the overall procedures by which individuals may be selected for elementary principalships. Costs of and potential uses for administrative assessment were discussed. Literature sources for identifying job functions, competencies and...
Show moreThe study involved the application of systems techniques to developing a model prescribing procedures for obtaining job relevant data concerning applicant competency to perform the functions of the elementary school principal. The model is intended for use in the overall procedures by which individuals may be selected for elementary principalships. Costs of and potential uses for administrative assessment were discussed. Literature sources for identifying job functions, competencies and simulation exercises were appended to the study. Implications for further study described the need for implementation of the model and identified research by which the model could be evaluated.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11710
Subject Headings: Elementary school principals--Selection and appointment
Format: Document (PDF)

Title: Principals' perceptions of professional learning communities.
Creator: Ball, Louise A., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: This multi-site case study focused on principals who participated in a unique professional development model: a learning community. The study was twofold. First, research was conducted in order to describe the experiences and perceptions of principals involved in a professional learning community and second, to understand how participation in a professional learning community influences principals' thinking and leadership practice. This inquiry was conducted in two districts located in the...
Show moreThis multi-site case study focused on principals who participated in a unique professional development model: a learning community. The study was twofold. First, research was conducted in order to describe the experiences and perceptions of principals involved in a professional learning community and second, to understand how participation in a professional learning community influences principals' thinking and leadership practice. This inquiry was conducted in two districts located in the northeast and southeast parts of the United States. The sample consisted of twenty-one participants: sixteen principals, four learning community coaches, and one administrative director. Data was collected from 21 interviews, 39 hours of observations, and 66 documents. The study revealed nine major findings. The research found that the learning community provided a new level of professional development for principals and eliminated isolation. It was found that the demands of the principal's position limit the depth of involvement. The role of the learning community coach is significant. It was also found that challenges exist in sustaining the learning community. Goals of the learning community emerged as the group developed and perceptions of principals' work varied. Further, membership in the learning community fostered the principal's role as lead staff developer. Finally, there was evidence that changed professional practice and thinking exists for principals who participated in the learning community. Recommendations for design, establishing a system of accountability, promoting district and state support, and future research are provided. The design of the learning community needs a clearer, more defined role of the principal. A system of accountability, including documentation and evidence of improved performance may assist by giving credibility to the model. Documentation and evidence may also enlist the support of the district and state, which is greatly needed for sustaining this model. Finally, further research is needed regarding professional development for principals, particularly learning communities.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12074
Subject Headings: Career development, Educational leadership, School principals
Format: Document (PDF)

Title: Mentoring across multiple generations of school leaders.
Creator: Andrews, Janis., Florida Atlantic University, Bogotch, Ira
Abstract/Description: Higher expectations for student achievement, administrative shortages, and more diverse emotional, social and learning needs of students, make the job of the educational leader a challenging one for today's school principals and district administrators. Superintendents and educators across the nation report a shortage of qualified candidates to fill principal vacancies. Mentoring was studied as a strategy to support the retention and development of school leaders. This phenomenological study...
Show moreHigher expectations for student achievement, administrative shortages, and more diverse emotional, social and learning needs of students, make the job of the educational leader a challenging one for today's school principals and district administrators. Superintendents and educators across the nation report a shortage of qualified candidates to fill principal vacancies. Mentoring was studied as a strategy to support the retention and development of school leaders. This phenomenological study focused on mentoring practices across multiple generations of educational leaders that had been successfully mentored. Selected mentors identified proteges whom they had mentored. The identification of mentors and proteges continued through five school leader mentoring generations. Each family consisted of five participants who had served as both mentor and protege. Each participant was asked open-ended interview questions about their roles as a mentor and as a protege. A total of 10 school leaders participated in this study. There were two interrelated research purposes of this study: (a) To understand the different meanings/practices of mentoring and being mentored, and further; (b) to explore whether there may be intergenerational patterns of mentoring that have been "inherited" by members of mentoring "families." In studying the relationship between mentoring and leadership development, the research design identified two distinct "families" of mentors and proteges. The significance of this design allowed the researcher to focus on "inherited" patterns of mentoring in order to better understand how mentoring might simultaneously promote cultural transmission and reproduction as well as the need for mutual and continuous learning. This study found that the cultural norms and values of Mentoring Family 1 and of Mentoring Family 2 were passed on from the first generation to the next through traditional mentoring and/or co-mentoring strategies. Mentoring strategies passed on from one generation to the next in both Family 1 and in Family 2 through mentors providing opportunities that opened doors that lead to advancement, socialization of proteges into new professional roles, and the development of trust and friendship. Role modeling and informal communication were the key learning strategies identified. These mentoring traits passed on relatively unchanged from one dyad to the next in both families.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12036
Subject Headings: Educational leadership, Mentoring in education, School principals
Format: Document (PDF)

Title: IDEAL LEADER BEHAVIOR OF THE ELEMENTARY SCHOOL PRINCIPAL: EXPECTATIONS OF DISTRICT ADMINISTRATORS, TEACHERS, AND PRINCIPALS.
Creator: YATES, EDRIS YORK, Florida Atlantic University
Abstract/Description: Problem. This study sought to answer the following research questions: (1) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Initiating Structure of the elementary school principal? (2) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Consideration of the elementary school principal? Procedures. Forty-five...
Show moreProblem. This study sought to answer the following research questions: (1) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Initiating Structure of the elementary school principal? (2) Is there a difference between the expectations of district administrators, teachers, and principals concerning the leader behavior dimension of Consideration of the elementary school principal? Procedures. Forty-five elementary school principals, forty-five teachers, and forty-five district administrators constituted the sample for the study. The Ideal Leader Behavior Description Questionnaire developed at Ohio State University was utilized to gather data. The research instrument yielded scores for each respondent along two subscales or dimensions, namely, Initiating Structure and Consideration. The statistical technique of one-way analysis of variance was used with the .05 level of significance selected upon which to evaluate the results. In addition, items were ranked according to importance as indicated by the responses of individuals in each group. Findings. (1) District administrators, teachers, and principals did not differ significantly in their expectations concerning the ideal leader behavior dimensions of Initiating Structure or Consideration of the elementary school principal. (2) District administrators, teachers, and principals expected the ideal principal to exhibit moderately high levels of Initiating Structure and Consideration. (3) Examination of item responses revealed dissimilarities as well as similarities between the expectations of the groups concerning the ideal principal. Recommendations. Research could be conducted to determine: (1) if moderately high Initiating Structure and Consideration behaviors are actually being exhibited by the principals as is expected by the reference groups, (2) the degree of relationship existing between the expectations of teachers and the principal in school centers, (3) if teachers in particular situational environments have different expectations for the ideal principal than do teachers in other environments, (4) if principals with particular leader behavior preferences are observed as being more effective in certain situations, and (5) why respondents expect the principal to behave in certain ways.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11763
Subject Headings: Elementary school principals--Florida, Leadership
Format: Document (PDF)

Title: THE EVALUATION OF THE PUBLIC SCHOOL PRINCIPAL THROUGHOUT THE STATE OF FLORIDA.
Creator: MANGIONE, ERIC J., Florida Atlantic University
Abstract/Description: The annual written evaluation of public school principals is mandated by Florida State Statutes but it appeared that no investigation had been conducted into the state-wide status of this process. This unknown state-of-the- art condition lead to the central problem raised for solution in the study. What is the precise nature of the principal evaluation process throughout the State of Florida? This was designed as a descriptive, exploratory study which did not involve the development of new...
Show moreThe annual written evaluation of public school principals is mandated by Florida State Statutes but it appeared that no investigation had been conducted into the state-wide status of this process. This unknown state-of-the- art condition lead to the central problem raised for solution in the study. What is the precise nature of the principal evaluation process throughout the State of Florida? This was designed as a descriptive, exploratory study which did not involve the development of new principal evaluation instruments. Specific questions to be undertaken and discussed in the study were: 1. What forms of evaluation design are currently being used? 2. What are the major tasks of principals, as defined in the districts' principal evaluation instruments? 3. What are the criteria, methods, and conditions of the principal evaluation process? 4. How congruent are the content and processes of the districts' principal evaluation systems with the theories proposed by authorities in the field? 5. How congruent are superintendents and principals perceptions regarding the principal evaluation process? To provide answers to the central problem and major questions the following research operations were conducted: 1. The collection, analysis, categorization, and summarization of Florida principal evaluation instruments. 2. The surveying of district superintendents and randomly selected principals to obtain additional data relevant to the study topic. 3. A review of the literature to determine practices and procedures that might be incorporated in a systematic principal appraisal process.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11724
Subject Headings: School principals--Rating of--Florida
Format: Document (PDF)

Title: A COACHING CONNECTION FOR SCHOOL PRINCIPALS TO PREPARE ASPIRING LEADERS IN BUILDING AND SUSTAINING EQUITABLE LEARNING ENVIRONMENTS.
Creator: Policastro, Katherine Rena, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Demographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership...
Show moreDemographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership practices build and sustain equitable learning environments. School leaders have a large impact on the equity driven practices that exist within the organization; however, research indicates that they may not be prepared to lead such practices. Therefore, supporting the path of aspiring leaders through coaching, since they will eventually lead the charge, has great potential to be critical in the success of equity in our schools, and was the focus of this study. The purpose of this qualitative case study was to explore and describe the coaching relationship between the principal and aspiring leader in order to understand how this relationship furthers the development of the aspiring leader into a school leader devoted to building and sustaining equitable learning environments.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014355
Subject Headings: School principals, Educational leadership, Educational policy
Format: Document (PDF)

Title: MUSLIM WOMEN LEADING ISLAMIC SCHOOLS IN THE UNITED STATES: THEIR STORY.
Creator: Shatara, Leila H., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: The number of Islamic schools continues to increase in the United States and the majority of these schools are led by Muslim women (Islamic School League of America, 2021). Whether women in general or Muslim women specifically, research on women in leadership remains sparse; the need to document the stories of these leaders is imperative. Muslim women are targets of negative imagery in the media and are sometimes secondary players within their own communities because cultural traditions often...
Show moreThe number of Islamic schools continues to increase in the United States and the majority of these schools are led by Muslim women (Islamic School League of America, 2021). Whether women in general or Muslim women specifically, research on women in leadership remains sparse; the need to document the stories of these leaders is imperative. Muslim women are targets of negative imagery in the media and are sometimes secondary players within their own communities because cultural traditions often overshadow religious rights. Islam is clear on the position of women as equal to men as illustrated in Surah 33 Verse 35: The submitting men, the submitting women, the believing men, the believing women, the obedient men, the obedient women, the truthful men, the truthful women, the steadfast men, the steadfast women, the reverent men, the reverent women, the charitable men, the charitable women, the fasting men, the fasting women, the chaste men, the chaste women, and the men who commemorate Allah frequently, and the commemorating women; Allah has prepared for them forgiveness and a great recompense. As the above verse clearly identifies the status of men and women in the Quran, often Muslim communities, like much of the world, tend to judge women and treat women differently than their male counterparts. The reality is that both Muslims and non- Muslims have misconceptions about the position of women in Islam. This study provides a platform for Muslim women leading Islamic schools, their perspective, and is founded in a framework centered on Prophetic characteristics of leadership.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013964
Subject Headings: Muslim women, Muslim school principals, Educational leadership
Format: Document (PDF)

Title: A STUDY OF MALE PRINCIPALS' ATTITUDES TOWARD WOMEN ASPIRING TO SCHOOL-BASED ADMINISTRATIVE POSITIONS.
Creator: AIELLO, KATHLEEN H., Florida Atlantic University
Abstract/Description: The purpose of this study was to investigate the attitudes of male principals in the State of Florida toward women aspiring to school-based administrative positions. Specifically, the study examined the following: (1) the overall attitudes of male principals toward women, (2) their attitudes toward selected behavior traits, (3) their attitudes toward selected feminine barriers, (4) their attitudes toward selected manager traits, and (5) their overall attitudes toward women with relationship...
Show moreThe purpose of this study was to investigate the attitudes of male principals in the State of Florida toward women aspiring to school-based administrative positions. Specifically, the study examined the following: (1) the overall attitudes of male principals toward women, (2) their attitudes toward selected behavior traits, (3) their attitudes toward selected feminine barriers, (4) their attitudes toward selected manager traits, and (5) their overall attitudes toward women with relationship to five selected demographic characteristics: organizational level of employment, age, race, length of time in position, and school enrollment size. In order to assess the attitudes of male principals toward women, a questionnaire was mailed to 700 selected principals in public schools throughout the State of Florida. Of the 700 questionnaires mailed, 74 percent (517) were completed and returned. The questionnaire contained five demographic data items and twenty-one opinion statements which constituted the attitude scale. A seven step Likert-type scale was used to measure the strength of reported attitudes. The seven possible response choices for each item on the attitude scale were as follows: (1) strongly agree, (2) agree, (3) slightly agree, (4) neither agree nor disagree, (5) slightly disagree, (6) disagree, and (7) strongly disagree. Eleven of the opinion statements were positively directed so that agreement response choices indicated favorable attitudes toward women, and ten statements were negatively directed so that agreement response choices indicated unfavorable attitudes. In order to facilitate analysis of the data, each response choice was assigned a numeric weight which ranged from one to seven with the higher weights being assigned to the response choices that were more favorable toward women. Therefore, the higher a respondent's total score on the twenty-one opinion statements, the more favorable were his attitudes toward women. Analysis of the data clearly indicated that male principals in the State of Florida reported favorable attitudes toward women. Only 1.4 percent of the respondents expressed overall attitudes that were unfavorable toward women. A separation of the Women as Managers Scale into its three sub-elements indicated that 98.1 percent expressed favorable attitudes toward selected behavior traits, 90 percent expressed favorable attitudes toward selected feminine barriers and 97.5 percent expressed favorable attitudes toward selected manager traits. However, the intensity of favorable attitudes varied with each opinion statement. Pearson product-moment correlation coefficients indicated that the relationship of the five selected demographic variables to male principals' overall attitudes toward women was not statistically significant at the .05 level. The principals' overall attitudes toward women aspiring to school-based administrative positions were not significantly related to their organizational level of employment, age, race, length of time in position, or their school enrollment size. The study concluded with the following recommendations: (1) The study should be repeated with the same target population using a different instrument; (2) An attitude scale should be developed that specifically measures attitudes of principals toward women; (3) Further research is necessary in order to determine if attitude difference exists due to sex of the principal or to the nature of attitudes unique to the principalship; and (4) A method of assessing attitudes of male principals that excludes the social desirability factor identified as prevalent in attitude questionnaires needs to be developed.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11769
Subject Headings: School principals--Florida--Attitudes, Women school administrators
Format: Document (PDF)

Title: COMPETENCIES NECESSARY FOR PRINCIPALS TO ADMINISTER INTERNAL ACCOUNTS IN SECONDARY SCHOOLS OF FLORIDA (STUDENT ACTIVITIES, EXTRA-CURRICULAR, SUPERVISION).
Creator: POLE, FRANCINE LESTOURGEON., Florida Atlantic University
Abstract/Description: The primary purpose of this study was to survey secondary school principals and district finance officers of Florida, so as to identify and evaluate the competencies which they deem necessary for administering the internal accounts. Additionally, the study sought to ascertain if there was agreement within and between the two respondent groups concerning the following: (1) the necessary competencies; (2) the level of importance of the specified competencies; (3) the most appropriate time for...
Show moreThe primary purpose of this study was to survey secondary school principals and district finance officers of Florida, so as to identify and evaluate the competencies which they deem necessary for administering the internal accounts. Additionally, the study sought to ascertain if there was agreement within and between the two respondent groups concerning the following: (1) the necessary competencies; (2) the level of importance of the specified competencies; (3) the most appropriate time for acquiring and developing the competencies; (4) the possible relationships between the indicated competencies and selected demographic characteristics. To examine these areas the survey research design was designated as appropriate and a questionnaire was designed to seek the necessary information. The individuals to be surveyed were from two populations. The first population consisted of the 67 district finance officers of Florida. Due to the small size of this population all members were surveyed. Of the 67 finance officers, 60 returned usable questionnaires. This gave an 89.5% return rate. The second population was randomly drawn from the 297 secondary schools of Florida. A sample size of 30%, or 89, of the 297 secondary schools was represented. Of the 89 principals, 72 returned usable questionnaires. This gave an 80.8% return rate. To analyze the areas under consideration, research questions and null hypotheses were developed. The statistics employed to perform the analysis were both descriptive and inferential. The descriptive statistics utilized were the following: means, standard deviations, minimum and maximum values and percentages. The inferential statistics employed were the one-way analysis of variance and the chi-square test for significance. The results indicated the following: (1) all competencies were perceived as necessary and, as groups, rated very to moderately important; (2) all competencies required an educational medium which, as groups, was perceived to be on-job training; (3) enrollment of the school may possibly affect the competency group, Business Management.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11881
Subject Headings: High school principals--Florida, Schools--Accounting
Format: Document (PDF)

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)

Title: THE LIVED EXPERIENCES OF PRINCIPALS HIRING AND RETAINING TEACHERS FOR HIGH POVERTY MINORITY SCHOOLS.
Creator: Baugh, Francine, Barakat, Maysaa, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: Having an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common...
Show moreHaving an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common experience – they receive a federal grant, Teacher Incentive Fund (TIF), which is additional funding for bonuses to hire and retain teachers and provide professional support. The study includes research that provides context to the factors that contribute to the teacher shortage problem within schools with this specific student demographic and the way in which this impacts the inequitable distribution of qualified instructors. The research also contains literature which informed the study's theoretical framework - Critical Race Theory and Theory of Oppression and the concepts of leadership practices, asset-based thinking, and teacher motivation. The researcher found that the principals experience anxiety filling vacant positions due to teacher shortage. There were three prominent themes that framed the findings: Hiring Teachers, Retaining Teachers, and Teacher Shortage. Principals experience challenges with employing teachers because of their negative perceptions of the students. Most of the teachers they hire are Black and Hispanic, and the Teacher Incentive Fund grant did not help attract teachers to accept a position, but it helped retain them. The principals work arduously to keep teachers by giving them support and creating a positive school culture, in addition, most of them find that Black and Hispanic teachers remain at the school more than White teachers.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013769
Subject Headings: Educational leadership, Critical race theory, School principals, Teacher turnover
Format: Document (PDF)

Title: A STUDY OF THE LEGAL AUTHORITY OF THE SECONDARY SCHOOL PRINCIPAL IN FLORIDA AS DEFINED BY CONSTITUTIONAL PROVISIONS, STATUTORY PROVISIONS AND APPELLATE COURTS.
Creator: MILLER, BENJAMIN SELMAN., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine the origin or the secondary school principal in Florida and to identify the source of his legal authority. The provisions of the Constitution of the United States and Florida, the Florida Statues, the Rules and Regulations of the State Board of Education of Florida, the Biennial Reports of the State Superintendent of Education, the Florida Attorney General Reports, and judicial decisions of state and federal courts were examined and briefed....
Show moreThe purpose of this study was to determine the origin or the secondary school principal in Florida and to identify the source of his legal authority. The provisions of the Constitution of the United States and Florida, the Florida Statues, the Rules and Regulations of the State Board of Education of Florida, the Biennial Reports of the State Superintendent of Education, the Florida Attorney General Reports, and judicial decisions of state and federal courts were examined and briefed. Pertinent legislation and supportive appellate case decisions were then analyzed for their bearing upon the principal's authority relative to selected areas of responsibility of the secondary school principal in Florida.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11657
Subject Headings: High school principals--Legal status, laws, etc --Florida
Format: Document (PDF)

Title: TOWARD A METHOD FOR SELECTING PRINCIPAL MENTORS IN FLORIDA.
Creator: GEISMAR, THOMAS JAY., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The Broward County, Florida school district has implemented an intern principal program for training new principals. One area of concern regarding the intern principal program is the process used for selecting mentors for intern principals. Toward generating a model for choosing mentors, the purpose of this study was to examine the relationship between six clusters of principal competencies and five clusters of mentoring traits. The relationship between the competencies and mentoring traits...
Show moreThe Broward County, Florida school district has implemented an intern principal program for training new principals. One area of concern regarding the intern principal program is the process used for selecting mentors for intern principals. Toward generating a model for choosing mentors, the purpose of this study was to examine the relationship between six clusters of principal competencies and five clusters of mentoring traits. The relationship between the competencies and mentoring traits was examined to determine the degree to which it is possible to predict each mentoring trait cluster from ratings on the six principal competency clusters. The sample for this study was 91 principals in the Broward County, Florida public schools. The instrument used was the Mentor Identification Instrument which asked the sample to rate someone who had significantly influenced their career on the principal competencies and the mentoring traits. A Likert type scale was used. Canonical correlation indicated a significantly high degree of multivariate overlap between the principal competencies and the mentoring traits. Multiple regression showed that the principal competencies were highly predictive of each mentoring trait cluster. Further analysis yielded models that classified mentors and non-mentors with more than 80% cross-validated accuracy. Recommendations regarding the implementation of these selection models are included.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11893
Subject Headings: School principals--In-service training--Florida
Format: Document (PDF)

Title: LEVELS OF SATISFACTION AMONG PRINCIPALS IN SELECTED FLORIDA SCHOOL DISTRICTS (JOB DESCRIPTIVE INDEX).
Creator: CALLARMAN, MARY HELEN, Florida Atlantic University, Rothberg, Robert A., Weppner, Daniel B.
Abstract/Description: This study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically...
Show moreThis study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically significant conclusions drawn from the data were: (1) Principals of large schools were more satisfied than principals of small schools on the dimension of promotion. (2) Principals of large middle/junior high schools were more satisfied on the dimensions of promotion, supervision, and co-workers than principals of small middle/junior high schools. (3) Principals of large middle/junior high schools were more satisfied on the supervision dimension than those of large high schools. (4) Principals of small high schools were more satisfied than principals of small middle/junior high schools on the promotion and co-worker dimensions. Perhaps the most important conclusion drawn from this research is that principals at all levels in large and small schools alike are more satisfied with those dimensions of the job over which they have some control and that pertain to interpersonal relations--co-workers, supervision, and the work itself--and are least satisfied with those dimensions over which they have little or no control--pay and promotion.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11851
Subject Headings: Job satisfaction--Testing
Format: Document (PDF)

Title: The responsibilities of the assistant principal in the elementary schools of Dade County Public School System as perceived by teachers, principals, and other assistant principals.
Creator: Harllee, Elnora B., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The purpose of this study was to determine the actual job responsibilities of the assistant principal in the elementary school of Dade County Public School System as perceived by the teachers, principals, and assistant principals employed in the elementary schools of Dade County, Florida. After a review of literature, a questionnaire was developed by the author which was based on the writings by authorities in the field of elementary school administration and other areas of education. The...
Show moreThe purpose of this study was to determine the actual job responsibilities of the assistant principal in the elementary school of Dade County Public School System as perceived by the teachers, principals, and assistant principals employed in the elementary schools of Dade County, Florida. After a review of literature, a questionnaire was developed by the author which was based on the writings by authorities in the field of elementary school administration and other areas of education. The questionnaire encompassed the Florida Principal Competencies and the Dade County Performance Appraisal. Data were obtained from the sixty-item questionnaire with a Likert-type scale for the participants to indicate their perception as to the level of importance each item had to the responsibilities of the assistant principals. These perceptions, of the teachers and the principals, the teachers and the assistant principals; and the principals and the assistant principals were compared. The hypotheses tested were (1) no significant differences existed in perceptions of the assistant principal's responsibilities as perceived by teachers and principals, (2) no significant differences existed in perceptions of the assistant principal's responsibilities as perceived by teachers and assistant principals, and (3) no significant differences existed in perceptions of the assistant principals and principals. A Chi-Square analysis of responses was used to determine significant relationships in each of the comparisons. The questionnaire was mailed to all 180 elementary schools in Dade County. One hundred eighty-seven teachers, eighty-six principals, and 117 assistant principals responded to the questionnaire, making a total of 390 or 54 percent. Findings of the study suggest that there were significant differences in the perceptions of the responsibilities of the assistant principal presented in the research and that attention should be given to these issues by those who write the job description and structure the job responsibilities. Perceptions of the job by the person performing the job as well as those related to the job impact how the activities are carried out and how the job performance contributes to the total school program.
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/11924
Subject Headings: Elementary school principals--Florida--Miami-Dade County
Format: Document (PDF)

Title: School principal influence actions, climate, culture, and school performance.
Creator: Miron, Bree J., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative, non-experimental study was conducted to investigate the link between school principal influence actions, climate, culture, and school performance. Additionally, this study sought to determine if the influence of these variables or the relationship among them is altered by individual and/or institutional characteristics. The first phase of the study was conducted to determine whether or not the Customer Survey aligned to distinct dimensions. Two factors were identified:...
Show moreThis quantitative, non-experimental study was conducted to investigate the link between school principal influence actions, climate, culture, and school performance. Additionally, this study sought to determine if the influence of these variables or the relationship among them is altered by individual and/or institutional characteristics. The first phase of the study was conducted to determine whether or not the Customer Survey aligned to distinct dimensions. Two factors were identified: Staff Attitudes and Student Disruptions. The second part used regression to examine the relationships among four constructs and test the seven hypotheses.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004307, http://purl.flvc.org/fau/fd/FA00004307
Subject Headings: Critical pedagogy, Educational leadership -- Influence, School improvement programs -- Evaluation, School mangement and organization, School principals -- Influence
Format: Document (PDF)

Educational leadership (15)	+ -
School principals (12)	+ -
Critical pedagogy (3)	+ -
Educational leadership. (3)	+ -
School improvement programs. (3)	+ -

School management and organization. (3)	+ -
Women school administrators (3)	+ -
Elementary school principals--Florida (2)	+ -
High school principals (2)	+ -
Leadership (2)	+ -
Mentoring in education (2)	+ -
School improvement programs (2)	+ -
School management and organization (2)	+ -
School principals--Florida (2)	+ -
School principals--United States (2)	+ -
Teacher turnover (2)	+ -
Action research in education (1)	+ -
Action research in education. (1)	+ -
African American women educators--Biography (1)	+ -
Assistant school principals--Professional relationships. (1)	+ -
Attitudes (1)	+ -
Bowen, Murray,--1913-1990 (1)	+ -
Burn out (Psychology) (1)	+ -
Career development (1)	+ -
Corporate culture (1)	+ -
Critical race theory (1)	+ -
Discourse analysis (1)	+ -
Dropouts--Prevention (1)	+ -
Education (1)	+ -
Education -- Research -- Methodology (1)	+ -

Florida (2)	+ -
Collective bargaining--Teachers--Florida--Miami-Dade County (1)	+ -
Community and school--United States (1)	+ -
Education--Jamaica--Finance (1)	+ -
Education--Parent participation--United States (1)	+ -

Elementary school principals--Florida--Miami-Dade County (1)	+ -
Floria (1)	+ -
High school principals--Florida (1)	+ -
High school principals--Florida--Attitudes (1)	+ -
Home and school--United States (1)	+ -
School board members--Jamaica (1)	+ -
School principals--Florida (1)	+ -
School principals--Jamaica (1)	+ -
Social aspects (1)	+ -
Student counselors--Florida--Attitudes (1)	+ -
United States (1)	+ -

No Child Left Behind Act of 2001. (2)	+ -
Individuals with Disabilities Education Act 2004. (1)	+ -

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