bluuebunny/crossref_metadata_2025 huggingface dataset:
AN ADMINISTRATIVE TEAM?
Authors: BOLES HAROLD W.
Published: February 2008

The team concept in school administration has been receiving attention and lip service in many school districts throughout the United States and, to a lesser degree, in Australia. In 1971 the AASA published a book on the team concept. The major ideas have been expounded in both the United States and Australia for the past decade under titles such as “democratic administration”, “group decision‐making”, “Theory Y”, “Blake‐Mouton 9,9 style” and “Organization Development”. A university study team found a situation in a Michigan school district which, if it is typical, as seems likely, indicates that some administrators may try to introduce the team concept and implement it with MBO without either concept being understood by “team” members. This single‐district study resulted in some generalized conclusions, an evaluative‐instrument form, and some forms for reporting data that may be of practical help to anyone who would like to implement the administrative team concept. This article may help other persons to obviate difficulties, administrator disappointment and staff disillusion.
FACULTY INFORMAL STRUCTURE, PUPIL CONTROL IDEOLOGY AND PLURALISTIC IGNORANCE
Authors: SALERNO LOUIS J. , WILLOWER DONALD J.
Published: February 2008

Pupil Control Ideology is expressed in terms of a custodial‐humanistic continuum. A cutodial orientation stresses the maintenance of order through strong discipline and punitive sanctions; a humanistic orientation emphasizes trust and optimism concerning students' ability to be self‐disciplining. Pluralistic ignorance is defined as the shared misperception of an attitude, norm or belief held by members of a group. 296 faculty members from 17 elementary and two high schools in a single school district completed three versions of the PCI form and a sociometric scale. Findings mealedinter aliathat there were positive relationships between the individual teacher's PCI and his perception of the PCI both of members of his informal group and teachers in the school district. Individual teachers also perceived the PCI of the typical teacher in the district to be more custodial than his actual PCI. Although perceptions of the PCI of members in the informal group were also more custodial than actual measurements indicated, such perceptions were more accurate.
CONSTRUCT VALIDATION OF A STAFF MORALE QUESTIONNAIRE
Authors: WILLIAMS K.W. , LANE T.J.
Published: February 2008

This paper reports on the construct validity of an instrument initially developed to measure five dimensions of morale among Australian teachers. Using factor analysis, the authors confirm earlier findings that this instrument (the Staff Morale Questionnaire) taps only three dimensions—cohesive pride, leadership synergy, and personal challenge. The dimensional structure appears also to be stable across different samples of teachers.
THE ORGANIZATION AND ADMINISTRATION OF SECONDARY SCHOOLS IN NEW ZEALAND: PROBLEMS, DILEMMAS AND RESPONSE
Authors: BATES RICHARD J.
Published: February 2008

Using material from contemporary New Zealand experience as a case study, this paper presents a functional analysis of the organizational problems facing secondary schools, develops a typology of dilemmas posed as a result of these problems, and discusses the manner in which various educational agencies, including the central Department, Teachers' Organizations and the recent Educational Development Conference have attempted to persuade schools to resolve these dilemmas in particular ways. Comments are also made on the internal characteristics of schools which may influence their resolution of these dilemmas in different ways thus leading to a growing heterogeneity within the state educational system.
THE ORGANIZATION OF A NEW UNIVERSITY
Authors: TOPLEY J. , WILLETT F.J.
Published: February 2008

Alternative courses which present themselves when a new university is being planned are to replicate a traditional model, or to explore new ways of promoting scholarship, drawing on the experience of existing universities and their staffs and students, and on perceptions of external needs and pressures for various sorts of learning. The latter course was followed by Griffith University, Brisbane, which opened in 1975. The decision to organize academic activities in non‐departmental schools, each with a unifying theme or problem set orientation, in combination with concern at the cumbersome decision making processes of more traditional forms, led to the design of a relatively decentralized policy making and executive structure: a Council, supported by a range of policy making and advisory committees each with explicit responsibilities and authorities; a limit number of academic and other operating divisions, each headed by an executive officer with substantial delegated authority; and a structure for an emphasis on horizontal interaction.
MORALE: A REFINEMENT OF STOGDILL'S MODEL
Authors: SMITH KEVIN R.
Published: February 2008

An attempt is made to relate a morale model developed by Stogdill to the three factors identified in 1972 by Smith, Bonnett and Smith and recently confirmed by Williams and Lane. Morale is perceived as being at least a three‐dimensional group output which, like productivity, contributes to individual inputs, expectations, interactions and performance. It is suggested that the intervening variables of leadership, purpose, task, and role perceptions may cause changes in output without any change in individual inputs at a given time. Morale surveys are pertinent to a specific place and specific time: they do not readily lend themselves to prediction.
A PILOT STUDY OF TEACHER MORALE IN THREE SECONDARY SCHOOLS IN THE NORTH OF ENGLAND
Authors: BRADY JOHN
Published: February 2008

A great deal of research into teacher morale has been carried out in the United States and in Australia, particularly N.S.W. Little if any research into teacher morale has been carried out in England and so the writer, who was visiting the country, decided to administer a questionnaire to a sample of state secondary schools. The purpose of the investigation was twofold: to demonstrate the practicality of undertaking further research and to decide if the instrument in its present form was sufficiently sensitive to measure the morale of English school teachers. For these reasons, the research had to be considered a pilot study. The questionnaire was administered to three English state secondary schools with an 88 percent response from the teachers. The data collected were analysed and some tentative conclusions were reached. The main findings were that, in its present form, the instrument was not suitable to measure teacher morale in England, that there was a need for future research into teacher morale and that older teachers apparently displayed higher morale than younger teachers.
ASSESSING THE IMPLEMENTATION OF AN INNOVATIVE INSTRUCTIONAL SYSTEM
Authors: EVANS WILLIAM , SHEFFLER JOHN W.
Published: February 2008

Many evaluation paradigms consider three rather similar concepts: input; implementation; and output. Until recently, little attention has been paid to the implementation phase of evaluation, which seems to be a critical area in need of assessment by both administrators and evaluators. The literature relating to implementation has tended to document the need for implementation studies, but has not been very useful in describing, in practical terms, how one may go about the process of assessing implementation or the subsequent use of such data for administrative feedback. This paper discusses the development and use of an implementation scale and describes basic characteristics of the instrument. Some obtained data are presented and possible interpretations of the data offered. The data would seem to indicate that instructional systems are not implemented fully in many schools. A second section of the paper presents correlational data obtained from the implementation instrument and variables that may be related to the degree of implementation of a classroom innovation. The innovative nature of the school, the climate established by the administrator, the existence of continuous training programs and staff and student attitudes were found to correlate significantly with degree of implementation.
SOME CONSEQUENCES OF A SPONSORED INNOVATION IN AN ELEMENTARY SCHOOL
Authors: DINUNZIO JOHN , WILLOWER DONALD J. , LYNCH PATRICK D.
Published: February 2008

A program designed to influence student attitudes toward school by changing teacher attitudes and behavior was set up in the fifth and sixth grade classrooms of an elementary school. Field observations suggested the importance of methods of entry, the significance of particular events as turning points, and the flow and ebb character of the fate of the innovation. It was held that much of what occurred could be explained by the nature of school social structures.
TEACHER ATTITUDES AS A FUNCTION OF PUPIL CONTROL IDEOLOGY
Authors: LEO BARTLETT V.
Published: February 2008

The Pupil Control Ideology (PCI) concept has been used extensively to describe the school organization. Teachers hate been described as either “custodial” or “humanistic” in their belief orientation to control of pupils. But clarification of the nature of pupil control and the teacher attitudes which lie at the base of control, has not been investigated adequately. The first section of the present investigation indicates the attitudes of teachers which are associated with high levels of custodialism. These attitudes include emphasis on, content to be taught, teacher direction, rigid classroom procedures and social disengagement from pupils. The second part of the study shows that while operational measures of control may be similar, attitudes underlying control may differ. In schools serving higher socio‐economic communities, teachers exhibit an “emotional disengagement—non‐teacher direction” form of ideology. The conclusion is drawn that unless future investigations both identify attitudes and explain the interactions of attitudes of teachers in each school system, Pupil Control Ideology may be an inadequate descriptor of the school as a social system.
TUITION FEE DISCRIMINATION AT NON‐GOVERNMENT SCHOOLS
Authors: HARROLD ROSS I.
Published: February 2008

This article considers the use of charging differential fees for the same tuition services as a means to widen the financial accessibility of non‐government schools to children of less affluent parents in Australia. After discussing theoretical aspects, the author considers how the theoretical concepts could be operationalized, then how a sliding scale fee schedule could be implemented without, and with, external financial assistance.
FREEDOM OF CHOICE: FOR WHOM? A POINT OF VIEW
Authors: WATT A.J.
Published: February 2008

This paper is an examination of the rationale for the policy of supplying public funds for the support of schools run by private organizations. The example of the policy chosen for discussion is a current proposal of the Australian Schools Commission. It is noted that policies of this sort are generally defended by reference to a principle of freedom of choice. However there can be a conflict between freedom of choice for parents and freedom of choice for children in that parents sometimes exercise their freedom to choose schools which will reinforce their own influence and help to bring up their children in a predetermined mould with the same ideological beliefs and personal values as themselves. Public funding of private schools, it is argued, extends the freedom of parents to choose from a range of schools, but the effect is often to limit the opportunity of children to grow up free to make their own ideological and life‐style decisions. It is suggested that if one values this latter type of freedom one ought consistently to support pluralist public schools in which a wider variety of values and points of view are represented.
THE FOURTH QUADRENNIAL INTERNATIONAL INTERVISITATION PROGRAM IN EDUCATIONAL ADMINISTRATION
Authors: FARQUHAR ROBIN H.
Published: February 2008

Preparations are well advanced for the fourth International Intervisitation Program which will be held in Canada through May 5–25, 1978. [Previous Programs were held in the U.S.A. (1966), Australia (1970) and the U.K. (1974).] The purpose of the fourth IIP is (a) to enable leading practitioners and scholars of educational administration from many countries to exchange information and ideas and (b) to enable visitors from around the world to examine closely the education systems in the host country, particularly from the point of view of administration and policy making. The Program will be divided into three periods—orientation in Montreal, visitation to two of a dozen or more nominated sites and a concluding conference in Vancouver. The organizing committee, representing each of the five major regions of Canada, expects 150 people from approximately 30 countries to participate.
COMMISSIONS AND COMMITMENT IN COMMONWEALTH EDUCATION
Authors: EEDLE JAMES
Published: February 2008

Commissions and committees of enquiry into educational matters in developing countries hate advanced over 150 years from fact‐finding missions undertaken by visitors to locally‐based investigations intended to guide government policy. In the course of time a mythology has grown up critical of such bodies which factual rebuttals can do little to dispel. Effective judgements must be based on a consideration of all relevant factors. When evaluating the degree of success of enquiries, account must be taken of both intrinsic and extrinsic influences including those beyond the education system itself. The existance of standing committees has proved valuable in ensuring the effective implementation of many recommendations. Despite their defects commissions and committees provide the best instrument available to governments to acquire specialist advice and consult with the public at large.
BUREAUCRATIC ORIENTATIONS, AUTONOMY AND THE PROFESSIONAL ATTITUDES OF TEACHERS
Authors: MARJORIBANKS KEVIN
Published: February 2008

Studies which hate examined relations between the organizational orientations of professionals, who work in bureaucracies, and measures of professionalism hate produced inconsistent and inconclusive findings. The results remain equivocal partly because restricted statistical techniques have been used and because studies have failed to differentiate between the structural and attitudinal components of professionalism. In the present study regression surface analysis was used to investigate relations between the bureaucratic orientations of 230 secondary school teachers and their professional attitudes at different levels of autonomy. The Jackknife technique was used to adjust the significance levels in the analysis. Bureaucratic orientations and autonomy had significant linear and curvilinear relations with attitude measures of ideal of service and dedication to teaching. Although the regression surfaces differed between female and male teachers, they showed that at each level of bureaucratic orientation increases in professional attitudes were associated with increases in the amount of autonomy allowed teachers. That is, bureaucratic orientations and the professional attitudes of teachers need not be in conflict if schools increase the autonomy allowed teachers.
DISCIPLINARY PROCEEDINGS IN THE STATE EDUCATION SYSTEM IN NEW ZEALAND
Authors: CRISP G.A.
Published: February 2008

The paper briefly outlines the legal procedures involved in a hearing by the Teachers Court of Appeal of an appeal by a teacher against dismissal. It discusses the duty of an employing authority to dismiss a teacher who is unsatisfactory and the general circumstances in which such a duty may arise. The obligations of the employing authority to the teacher which run with the duty are also examined, particularly the duty to act fairly. Arising from this, consideration is given to the procedure by which dismissal should be carried out. The principal conclusion offered by the paper is that since this duty to act fairly is not only a moral one, but also apparently a legal obligation, it should not only be a basis for any decision to terminate the employment of a teacher but should be capable of being shown to hate been so. In such circumstances, not only will “justice have been done, it will also be seen to have been done.”
THROUGH A LOOKING GLASS DARKLY: CONSIDERATIONS OF EDUCATIONAL ADMINISTRATION IN AN AGE OF DIVERSITY
Authors: GEORGE PEDERSEN K. , FLEMING THOMAS
Published: February 2008

As the ever‐changing social matrix affects all public institutions, so does it affect the public school. In fact, because of the school's unique status as the repository of our collective aspirations and its accessibility to the general public, the school frequently becomes the central agent in the drama of larger social change. By assuming the role as mediator between present and developing values, the school in effect sponsors its own institutional transformation. Against a background of emerging social trends, this paper attempts to explore a number of such transformations and the pedagogical “futures” which they suggest. Specifically, this discussion centres on the administration of public education in Canada, and to a lesser extent that of the United States. For the most part, focus is directed at separating administrative characteristics which might be labelled “constants”—that is, those that are unlikely to change over time—from an array of other organizational elements which are likely to experience profound revision (for example, the role of the principal). As might be expected, this is a speculative venture.
ORGANIZATION DEVELOPMENT IN SCHOOLS: EARLY DATA ON THE AUSTRALIAN EXPERIENCE
Authors: MULFORD W.R. , CONABERE A.B. , KELLER J.A.
Published: February 2008

This article provides a brief description of and early conclusions from the first Australian experiences with Organization Development (O.D.) in schools. Early feedback is felt to be important if there is not to be hasty adoption of a seemingly successful North American (and originally industrial) administrative innovation without careful analysis of the techniques in the Australian context. Aspects of the mutual adaptation that will be required between O.D. and Australian schools, if the innovation's promised potential is to be realised, are highlighted.
PUPIL CONTROL IDEOLOGY AND THE SALIENCE OF TEACHER CHARACTERISTICS
Authors: SMYTH W.J.
Published: February 2008

Australian Pupil Control Ideology (PCI) studies have generally utilized small samples in an endeavour to establish significant relationships between teacher/administrator control orientation, and a variety of person‐specific variables. The present study examines the tenability of a number of American biographically‐derived hypotheses in the Australian context. The explanatory power of the combined biographical variables of teacher age, experience, sex, organizational status and academic qualifications for variances in PCI is seriously questioned since as little as 6 percent of PCI variance may be explained by reference to these particular variables. Some potentially more fruitful avenues of enquiry for future PCI research are proffered.
DEMAND‐RESPONSE AND SCHOOL BOARD MEMBER INCUMBENT DEFEAT
Authors: LUTZ FRANK W. , GARBERINA WILLIAM L.
Published: February 2008

This study is based on the earlier work of Iannaccone and Lutz, Kirkendall and Le Doux and Burlingame and uses socio‐economic data obtained from 77 school districts in Massachusetts through the period 1963–1972. The study examines a series of hypotheses related to the “gap” that may develop between community demand and school board response. Some of the findings are (i) the Iannaccone‐Lutz model of school board member incumbent defeat is valid and the “gap” between community demands and the school board's response is an important factor in the operational model; (ii) the school board's response to community's demands (tax rate) is an important variable in determining the “gap” resulting in incumbent defeat and in predicting the variance in this political phenomenon in school districts; (iii) socio‐economic‐political indicators of school district change selected by Kirkendall are related to school board member incumbent defeat.
THE PROCESS OF CHANGE IN A HIGH SCHOOL
Authors: DUNCAN DEIRDRE J. , PEACH J.W.
Published: February 2008

The research reported in this article involved a structural change in a Canadian High School. The change resulted in the transfer of control over the budget from the school division to the school staff. It was judged to have been successful and this was attributed to a number of factors: (i) the change occurred when the school's environment was receptive to new ideas and new organizational patterns; (ii) there had been changes in education at the Provincial level; (iii) there was some dissatisfaction with the existing system at the school and the new system reduced this dissatisfaction; (iv) personnel in the school had the support of officials superordinate to them in the school division; (v) the Principal had a sound knowledge of the change agent's role; (vi) the school's staff was involved in planning and implementing the change and each member had a clearly defined role to play; (vii) the Principal was able to maintain the school's newly established control at the school level. In this article these reasons are analyzed and comparisons are made between the findings from this research and those of related studies.
THE BARRIER BETWEEN BEGINNING AND EXPERIENCED TEACHER
Authors: McINTOSH NEWBERRY JANET
Published: February 2008

A field study involving beginning teachers in elementary schools documents a hesitation by beginning teachers to ask for assistance and a hesitation by experienced teachers to offer it. Reasons given by both beginning and experienced teachers for this apparent barrier to professional consultation suggest that the beginners fear being seen as incompetent and their experienced colleagues fear being seen as interfering. This barrier is related to the more general work situation of the elementary teacher, with its high emphasis on autonomy in the selection and implementation of teaching methodologies.
THE POLITICS OF MODERATION
Authors: McMORROW J.F.
Published: February 2008

This paper presents a case study of the reaction of the Queensland Teachers Union to the moderation proposals of the 1970 Radford Report. After reviewing the events surrounding the development and implementation of Union policy concerning moderation, the implications of these events for the Union and for education in Queensland are discussed. These implications are considered in terms of the Union's internal characteristics, its principal political targets, alternative sources of influence and the industrial and political tactics adopted. The study demonstrates the importance of intramural divisions, the strategic role of individual activists and the interaction between conservative and militant pressures in determining the nature and effectiveness of teachers' organizations as pressure groups.
EDUCATIONAL POLICY AND INTERNATIONAL ASSESSMENT: IMPLICATIONS FOR EDUCATIONAL ADMINISTRATION
Authors: FRANK FREDERICK P. , MACKETT‐FRANK MURIEL
Published: February 2008

This work examines implications for educational administration of the International Association for the evaluation of Educational Achievement (IEA) surveys. Major implications discussed include productiveness of both international comparison and international measures of educational achievement. Implications are also discussed in terms of viability of the application of large scale sample survey data to decision making within individual countries. Issues generated by the IEA studies are presented including: (1) cultural relevance of test items; (2) ethnocentrism of test makers; (3) contributions to comparative analysis; (4) cost effectiveness and feasibility; (5) potential descriptive value to individual nations; (6) data interpretation; (7) relating data to micro policy issues; (8) and potential for redefining concepts of educational achievement. It is concluded that the work of educational administration must proceed with awareness of the hazards and blessings of cross‐sectional research for training, practice, and new research.
THE MAL‐ADMINISTRATION OF INNOVATION
Authors: MORGAN R.
Published: February 2008

Recent reviews of the curriculum development programmes initiated both in Britain and the United States suggest that they have largely failed to achieve their objectives. This failure has been seen by many to be the responsibility of the centre periphery (CP) model on which most of these programmes were based. In this paper it is argued that the criticisms made of the model fail to distinguish between two distinct stages of curriculum development—materials production and materials distribution. It is suggested that it is the latter which has failed, because the CP model, in Britain at least, has not been implemented effectively. Analysis of this weakness indicates that the problem lies mainly in the existing support agencies which tend to function in isolation, insulated one from another. It is argued that a more articulated pattern of curriculum development would be possible in both Britain and Australia if there were greater institutional overlap between these agencies and if curriculum development were rationalised on a national basis. Suggestions are made as to how this might be effected against a background of innovatory experience both in Britain and Australia.
RESOURCE ALLOCATION IN ENGLISH EDUCATION—AN APPRAISAL OF THE DECISIONAL FRAMEWORK
Authors: DENNISON W.F.
Published: February 2008

Four aspects of the decisional framework for resource allocation in English Education are pursued: (i) The decision process is placed in the context of both its general importance and its particular significance as the system is transformed from expansion to steady state. (ii) The basic expenditure choices and the environment in which they are made are discussed for the decentralised system, in terms of the numerous decision‐makers involved and the influences upon them. (iii) The availability and value of criteria to aid the political choices that must be made—in particular objective economic indicators—are considered. (iv) The disadvantages of the present framework, revealed mainly by recent expenditure limitations, suggest that improvement is only possible if either central government control is strengthened or alternatively local initiative is allowed to flourish.
THE CONCEPT OF LIMITATION AS THE FIRST STEP IN UNDERSTANDING CHESTER BARNARD'S ORGANIZATIONAL THEORY: A SYSTEMS APPROACH
Authors: BOLAND SMITH EDWARD
Published: February 2008

Chester Barnard has never been fully appreciated or fully understood. Most of present day theories in administration stem from Barnard's writings. In this article the author attempts to show that although Barnard's theory is complex, the key to understanding it is “the concept of limitation,” itself quite unique. The functional nature of limitation is shown and its relationship to current system analyses.
PRINCIPAL LEADER BEHAVIOUR AND SHARED DECISION MAKING
Authors: MOYLE COLIN R.J.
Published: February 2008

The study from which this article is derived was carried out in eight diversely located primary schools in the United States of America. Each had implemented the system of Individually Guided Education (IGE) several years previously; and each was chosen from among 42 schools that had already been randomly selected and studied by researchers from the Wisconsin Research and Development (R & D) Centre because they met several predetermined operational criteria. One of the several questions investigated in the study concerned the impact of the principal's leader behaviour on the decision‐making processes used in the schools, each of which was typified by the principal sharing leadership responsibilities with a representative cabinet type leadership committee, called the Instructional Improvement Committee (IIC). Field methodology incorporating interviews, observations and questionnaires was used to collect the data. In this article the background to the study is presented, the theoretical considerations of educational leadership relevant to the question explored are outlined, the research methodology is described, the pertinent collected data are tabulated and analysed, the major findings concerning the leader behaviour of the principal are reported, and the implications for practice set down. The conclusion is drawn that the leadership of the principal is a crucial factor in the functioning of the IIC.
ORGANIZATIONAL PRESSURE, PERSONAL IDEOLOGY AND TEACHER PUPIL CONTROL BEHAVIOR
Authors: BLUST ROSS S. , WILLOWER DONALD J.
Published: February 2008

In this study it was found that teachers' own views on pupil control predicted their pupil control behavior, while organizational pressures represented by teacher perceptions of the pupil control views of colleagues and the principal failed to do so. It was also found that teachers perceived their colleagues and the principal to hold more custodial pupil control views than were actually held. The explanation was advanced that teachers behave in relatively custodial ways in places of high visibility to colleagues, but behave more in line with their own views in the classroom.
THE STATE TAKE‐OVER OF SCHOOLS IN NIGERIA: A CONTROVERSY
Authors: NWAGWU NICHOLAS A.
Published: February 2008

Until the middle of the 20th Century, all the governments of the various regions in Nigeria did was to give grants‐in‐aid to the voluntary agencies that operated approved schools while a few “government schools” were established in a few strategic towns. After the Nigeria‐Biafra civil war in 1970, some State governments took over the complete ownership and control of all educational institutions in their areas of jurisdiction. The educational policies and practices of the voluntary agencies were condemned as being foreign‐oriented, irrelevant to Nigeria's needs, and divisive in the sense that denominational schools encouraged religious and tribal bigotry and unhealthy rivalry among the citizens. It was also argued that state take‐over of all schools would enable the government to plan the education system as part of the national integrated plan for social and economic development. The author supports greater control of the education system by the government and indeed a state take‐over of voluntary schools based on mutual agreement. However, voluntary agencies and private individuals should be allowed to own and run their own schools completely at their own expense within the broad framework of government regulations. However, many Nigerians objected to the unilateral seizure and control of church and private schools by the government. People argued that it was illegal to dispossess the voluntary agencies of schools they built mostly with their own resources without first of all working out an agreement with them which should include adequate compensation.
ADMINISTRATION BEHAVIOR OF SCHOOL SUPERINTENDENTS: A DESCRIPTIVE STUDY
Authors: DUIGNAN PATRICK
Published: February 2008

What do school administrators do when discharging their administrative responsibilities? How do they spend their days? Their weeks? Their years? What constitutes the basic content of their administrative behavior? Despite decades of research in educational administration, we are unable to answer these deceptively simple, but fundamental questions. This lacuna in the literature provided encouragement for pursuing this present study as a relatively untapped approach to describing and analysing the administrative behavior of school superintendents. The central problem of the study was to observe and describe the actual on‐the‐job behavior of the superintendent of schools so as to develop a composite view of his administrative behavior.
THE WORK ACTIVITY OF SCHOOL PRINCIPALS: AN OBSERVATIONAL STUDY
Authors: WILLIS QUENTIN
Published: February 2008

Despite the focal position of school principals in Australian education, there exist hardly any data on the work that they actually do. This study reports on continuous observations — for three weeks each — of the principals of a State High School, an Independent College and a Catholic College in Melbourne. The variables of their work during the school day were recorded by the researcher, who attempted non‐participant observation, and the principals kept a diary of their “after‐hours” work. The content and characteristics of their work are described with the Findings expressed in a set of propositions about the principalship.
THE IMPLEMENTATION OF THE DISADVANTAGED SCHOOLS PROGRAM IN AN AUSTRALIAN COUNTRY REGION: AN EVALUATION
Authors: NEBAUER A.J. , SUNGAILA H.M.
Published: February 2008

The Disadvantaged Schools Program was one important outcome of the Karmel Report, commissioned by the Whitlam Government in 1972. This report identified several deficiencies in Australian education, relating generally to marked inequalities in educational opportunities for certain children, particularly those belonging to ethnic groups, poor families, and economically depressed urban or isolated rural areas. The disadvantage experienced by female children was also identified. In addition the report stressed the lack of material resources, the poorly prepared teachers, and the highly bureaucratic, centralised, administration of education leading to the virtual exclusion of parents, teachers and the community from any real decision making in educational policy.
A PEDAGOGY FOR TEACHERS AND OTHER EDUCATIONAL DECISION MAKERS
Authors: PATTERSON GRAHAM
Published: February 2008

Teachers and educational decision makers often take a problem solving approach to difficulties that arise in their professional sphere. The solutions are often effective in the short term, but the situation is inevitably changed by implementing the solution and the dynamics of the situation demand further action. Paulo Freire advocates a problem posing approach based on dialogue which is quite different to a problem solving approach that assumes the decision maker has all the necessary knowledge and wisdom. There is rather interesting and unexpected support for Freire's problem posing approach in Pirsig's didactic novel, Zen and the Art of Motorcycle Maintenance. These two writers, Freire and Pirsig, have a similar message for teachers and administrators even though their styles and contexts are “worlds” apart.
ANXIETY IN ORGANIZATIONS: EXPLORATIONS OF AN IDEA
Authors: CRANE A.R.
Published: February 2008

The paper sets out to explore the idea that anxiety is an endemic factor in organizational membership. Harry Stack Sullivan's concept of anxiety as “threatened self esteem” is accepted. Mention is also made of the relevance of the work of Eric Berne, of Edward Jones and his colleagues and of the Johari Window model.
SUPERVISORY BEHAVIOR AND TEACHER SATISFACTION
Authors: FRASER KEN P.
Published: February 2008

The problem of this study was: (a) to determine the degree of agreement between teacher perceptions of actual and preferred supervisory behavior in Montana public schools during the 1978–1979 school year; and (b) to relate differences between actual and preferred supervisory behavior to the degree of teacher satisfaction with supervision. The major findings of the study were that: (a) responses to a few of the items were dependent either on sex, or teaching level, or years of teaching experience; (b) many Montana teachers would prefer to experience more often thirty‐one supervisory practices recommended in the literature since 1970; (c) satisfaction with supervision is significantly related to the absolute values of the difference between actual score and preferred score for those same thirty‐one supervisory practices taken collectively; and (d) the absolute values of discrepancy scores for seventeen of the thirty‐one recommended supervisory practices were found to make a significant, unique contribution to the prediction of one or more of the satisfaction indices.
SEX BIAS IN THE EVALUATION OF ADMINISTRATORS
Authors: FRASHER JAMES M. , FRASHER RAMONA S.
Published: February 2008

Using a set of in‐basket materials that suggest specific leadership styles, 135 graduate students in educational administration evaluated hypothetical superintendents who were depicted as female or male and rule bound or flexible. Overall, the fictitious female superintendent was rated as less fair and less flexible than her male counterpart. Moreover, the female superintendent described as rule bound was rated as more inflexible than the male who exhibited identical behaviors and the woman described as flexible was rated as less flexible than the identidal male. When these results were viewed in the context of a body of literature that shows women administrators to be fully as effective as men and in the context of the small number of women in educational leadership positions, they strongly suggest that sex bias has operated to the disadvantage of women and the education profession.
A STRATEGIC APPROACH TO MARKETING A UNIVERSITY
Authors: DOYLE PETER , NEWBOULD GERALD D.
Published: February 2008

The environment in which U.S. universities operate is expected to become more difficult. This paper translates the marketing function, as developed for business, into a university setting. The recommendation is that universities need to revise management priorities; in particular: more responsiveness to the market, and, a shift from concern for internal efficiency to a concern for organizational effectiveness.
WORK‐RELATED ATTITUDES OF ACADEMIC STAFF AT AUSTRALIAN UNIVERSITIES AND COLLEGES
Authors: EVERETT J.E. , ENTREKIN L.V.
Published: February 2008

A survey of the work‐related attitudes and demographic charcteristics of academic staff is reported. Nine institutions were surveyed: two universities and two colleges of advanced education in each of Western Australia and New South Wales, plus the largest university in New Zealand. The attitudinal items related to publication, research, teaching methods, relevance of local needs, the reward structure, the administrative hierarchy, administrative duties, the work environment, colleagues, mobility, geographical isolation and professional association meetings. The demographic characteristics surveyed included faculty, sex, rank, age, level of qualification, publications and place of highest qualification. Differences between the demographic characteristics of universities and colleges, and between the institutions of each group are reported. The attitudinal items used and the method of extracting meaningful attitudinal variables from these items are discussed. The attitudinal analysis permits the role differentiation between the institutions to be examined, and this discussion is the subject of a companion paper.
A COMPARATIVE STUDY OF LEADER BEHAVIOR OF SCHOOL PRINCIPALS IN FOUR DEVELOPING COUNTRIES
Authors: SARA NATHIR G.
Published: February 2008

Findings of research on behavior of school principals in four developing countries are summarized to shed light on the question of university of certain patterns of leader behavior. Certain similarities in the way leaders behave in different cultures lead, at least in a tentative way, to the conclusion that extra‐organizational (i.e. cultural) variables seem to be of little importance in the study of leadership. Implications of the findings are discussed, especially in regard to development of theory in administration.
EDUCATIONISTS AND INDUSTRIAL ISSUES: LIMITS TO THE MIXING OF POLITICS AND LAW
Authors: BIRCH I.K.F.
Published: February 2008

Litigation is not a much sought after means used by participants in Australian education to advance political aims for reasons such as earlier discouraging decisions of the courts, the limited access to them and the cost involved once in them. Such judgements on matters educational which have been delivered have not been innovative and, on the contrary, have tended to frustrate the political goals of those challenging existing provisions. These generalizations are supported by the decision in the recently decided University Staff case in which State judges chose to follow the High Court of Australia's decision in the Teachers' case of 1929 and its comparatively narrow view of “industry”, thus frustrating the political intentions sought by judicial intervention.
ACADEMIC STAFF WORK LOADS IN A UNIVERSITY
Authors: FRY NEVILLE H.
Published: February 2008

The work loads of academic staff at the University of Queensland are analyzed and comparisons made between the work loads of staff by rank and by academic field. The analysis confirms that there are significant differences among the average work loads of staff members according to rank and goes on to reveal differences between the work loads of staff members in different groups of academic departments. The study suggests that apart from those of staff in the clinical sciences group of departments, the work loads, although different in nature, are comparable in magnitude.
EDUCATIONAL ADMINISTRATION: SOME PHILOSOPHICAL AND OTHER CONSIDERATIONS
Authors: WILLOWER DONALD J.
Published: February 2008

In this paper, which was presented at a Conference for Lecturers in Educational Administration held in Melbourne in August 1981, the author expands upon past criticisms of the phenomenological and Marxist perspectives, provides an extensive analysis of the concept of loose coupling and puts forward a philosophical alternative to the phenomenological and positivistic positions. The interplay of philosophical viewpoints with issues in theory, research and preparation in educational administration is emphasized.
THE “FREEDOM AND AUTHORITY MEMORANDUM”: A PHILOSOPHICAL ADDENDUM IN EDUCATIONAL ADMINISTRATION
Authors: KAMINSKY JAMES S.
Published: February 2008

This article is a philosophical investigation of the “Freedom and Authority Memorandum”, written by A.W. Jones then Director‐General of Education in South Australia. The article has several purposes. First, it is an example of the contribution that philosophy can make to the formulation of educational policy. Second, it compares and contrasts two institutional styles for the purpose of elucidating the kind of bureaucratic organization commended by the memorandum. Third, the article attempts to demonstrate that contractual consent theory, in and of itself, does not dissolve many of the most serious problems that revolve around ideas of freedom and authority. Last, the article illustrates why, given the assumptions of institutional collectivism, the commitment to institutional individualism implicit in the “freedom and Authority Memorandum” cannot necessarily lead to happiness.
EFFECTS OF SCHOOL SIZE UPON SOME ASPECTS OF PERSONALITY
Authors: CAMPBELL W.J. , COTTERELL J.L. , ROBINSON N.M. , SADLER D.R.
Published: February 2008

Are the effects of school size transmitted in measurable quantities to the personalities of pupils? Having argued that the learning environments of small and large schools could differ in predictable ways, the authors examined the effects of these differences on the personality development of pupils. Multiple regression analysis revealed the effects of school size to be reflected in only two of eight personality outcomes — sense of cohesion and concern for persons. Two variables — attitude towards school and fear of failure — are regarded as “not proven” and four variables — functional identity, sense of internal control over events, breadth of role constructs, and cognitive complexity showed no evidence of the effects of school size.
AN ADVOCATE'S CASE FOR THE HUMANITIES IN PREPARATION PROGRAMS FOR SCHOOL ADMINISTRATION
Authors: POPPER SAMUEL H.
Published: February 2008

Despite a long‐time effort, at least since 1963, to enlarge the base of knowledge utilization in Educational Administration by drawing humanities content into preparation programs for school administration, only modest progress has been made toward this end. A two‐fold explanation is offered. Most notably, it is argued, the practical value of the humanities in Educational Administration has not been projected persuasively in the discourse. The article herewith means to alter this condition and to generate a fresh momentum for blending humanities content with theoretical ideas which are central to school organization and administration.
HERMENEUTICAL PHENOMENOLOGY IN THE STUDY OF EDUCATIONAL ADMINISTRATION
Authors: VANDENBERG DONALD
Published: February 2008

This paper serves as a response to the interchange between Sungaila and Riffel in the Journal in May and October, 1979. In this paper the writer applies some of his earlier methodological ideas about phenomenology and educational research to the study of educational administration in a way that might be of interest to the readers of the Journal. The main argument is that the kind of phenomenology that should be used in the study of educational administration is the kind the experienced practitioner would employ to articulate and conceptualise the insights she or he has gained through administrative experience. This would establish the basic concepts regarding the phenomena perceived in the administrator's lived world, thereby furnishing the appropriate context to guide the application of specific theories, strategies, and research results.
ADMINISTRATIVE STYLE AND STAFF MORALE
Authors: HUNTER ROBIN W.
Published: February 2008

This study investigates the effect of administrative style, in particular the degree to which staff perceive that they participate in decision making, on morale in a tertiary institution. Findings indicate that staff morale is significantly related to the degree of participation, and also lend support to the Herzberg two‐factor theory of job satisfaction.
A STUDY OF HIGHER ORDER NEED STRENGTH AND JOB SATISFACTION IN SECONDARY PUBLIC SCHOOL TEACHERS
Authors: PASTOR MARGARET C. , ERLANDSON DAVID A.
Published: February 2008

It was the purpose of this study to identify areas of teacher motivation by determining teacher needs and their relationship to job satisfaction. This objective was pursued by applying the concept of higher and lower order need strength to secondary public school teachers. This concept was first developed and applied in business administration as a means of measuring worker motivation. It is based on the assumption that a match between the needs experienced by the individual and the needs fulfilled by the job bring greater job satisfaction and thus an increase in job productivity. While a predominance of higher order needs in secondary school teachers was found, the correlation of need strength and job satisfaction varied by school district. Apparently teaching in some schools is more satisfying to teachers with lower order needs while teaching in other schools is more satisfying to teachers with higher order needs.
CLINICAL SUPERVISION: A PRINCIPAL'S PERSPECTIVE
Authors: ISHERWOOD GEOFFREY B.
Published: February 2008

The purpose of this study was to describe effective clinical supervisory behavior as perceived by school principals and to contrast the findings with other current studies of clinical supervision. Three aspects of a principal's supervisory behavior were studied, the verbal behavior used by the principal with the teacher in post‐observation lesson analysis sessions, the basis of authority the principal had over the teachers, and the frequency of clinical supervisory behavior. Sixty‐five principals completed a Q‐sort that described eight different supervisors and rated them from most to least effective. Only the principal's supervisory verbal behavior was perceived as related to the perception of effective clinical supervision.