This paper summarizes two exploratory case studies of teachers' perceptions about their receptivity to evaluation and about possible determinants of this receptivity. The…
This paper summarizes two exploratory case studies of teachers' perceptions about their receptivity to evaluation and about possible determinants of this receptivity. The first study explores relationships of receptivity to teacher controllability of evaluated behaviors. It surveys perceptions of elementary school teachers and suggests the existence of a strong positive relationship in activities associated with motivating students. The study also offers a discussion of the significance of controllability as a possible determinant of receptivity. The second study extends the investigation of the relationship between receptivity and controllability. It surveys perceptions of secondary school teachers. Specifically, it explores relationships between receptivity and controllability over two kinds of decision: those associated with teaching activities and those associated with evaluation of these activities. The study also explores the effect on the above relationships of trust and confidence which teachers have in the expertise of their evaluators. The former two relationships are found to be positive. The first, but not the second, is found to be affected by trust and confidence. Selected implications of the findings are offered.
The approach used here to the study of philsophical influences on educational administration is an examination of case studies of administrative decisions in educational…
The approach used here to the study of philsophical influences on educational administration is an examination of case studies of administrative decisions in educational organizations where the decisions are considered as dependent variables, and the value and/or fact bases of the decisions are considered as independent variables. Nine such case studies are summarized. Decision‐making which deals with educational purpose is viewed as one significant area in educational administration where philosophical consideration can be studied. The study of correlations between administrative decisions and the value and factual bases should make contributions toward the prediction of administrative decisions. Additional significance of this study should focus on the development of strategies to influence or change administrative decisions.
A conflict of interests between two groups of educationists over proposed legislation for a school structural change is examined. Compromise is not achieved and evidence…
A conflict of interests between two groups of educationists over proposed legislation for a school structural change is examined. Compromise is not achieved and evidence shows that the party which possessed more political power eliminated the threat of the other party. The process of conflict resolution is shown to reflect both a continuous utilization by the parties of legitimate influence and a gradually increasing use of illegitimate influence. Evidence also suggests that both parties adhered to the principle of minimization of waste of influence resources. A brief discussion of governmental organization for education in Israel precedes this case in educational politics. Hypotheses based on the work of Iannacconne and related to administrative and political influences of the parties to the conflict arc stated. A cross cultural dimension is added along certain theoretical constructs by comparing state politics of education in Israel and in one American State.
Presents selected findings from an ongoing investigation ofrelationships between changes in student test scores and specificactions taken by principals in regard to…
Presents selected findings from an ongoing investigation of relationships between changes in student test scores and specific actions taken by principals in regard to student learning. Uses a list of 20 open‐ended questions to elicit from school principals verbal descriptions of their behaviours associated with student test scores. Each of the 20 questions deals with a different behavioural step belonging to a rational decision‐making model and were addressed to two samples of elementary school principals of schools which experienced either a continuous improvement or a continuous decline in student test scores in reading, writing and mathematics over a three‐year period. Differences found between the two groups included those related to the principals′ perceptions of the need to improve student test scores, and those related to the nature of principals′ involvement in this area. Also discusses selected issues concerning the research design and methodology used in the study ‐ e.g. the cyclical nature of the two central variables (change in test scores and change in principal behaviour) – and the study′s internal validity. Concludes with a brief analysis of the possible contributions of the findings to the debate regarding the usefulness of the rational model of administrative behaviour. Argues that, under conditions which force an emphasis on outcomes, the concept of rationality in administrative behaviour has both practical and theoretical implications.
Aims to demonstrate how conceptual frameworks can guide managerial training in education. Such purpose should apply to various countries because the concepts, by their…
Aims to demonstrate how conceptual frameworks can guide managerial training in education. Such purpose should apply to various countries because the concepts, by their nature, have universal characteristics. Uses three managerial functions: the rationale for their selection; the methods of teaching them; and the results of teaching as benchmarks of the use of the guidelines. Also provides an argument that other managerial functions can be taught in the same way. This work, which focuses on communication, style and problem solving, is considered experimental in nature. More research is needed to understand better the relations between conceptual frameworks and administration training.
Reports on two sets of perceptions which public school principals have about empowerment. One set involves the recent expansion of responsibilities delegated to principals by their superiors in the school district office as well as the empowering by the principals of their teachers of some of these responsibilities. The other set of perceptions focusses on the introduction of input by principals as evaluatees to their evaluation by their superiors in the school district office. Offers conceptual guidelines about empowerment as guides for these studies and introduces these first. Ends with selected implications of these studies for practice.
Examines university‐based training programmes for school management in the USA. Surveys these programmes and opinions about them. Demonstrates how one institution used…
Examines university‐based training programmes for school management in the USA. Surveys these programmes and opinions about them. Demonstrates how one institution used global information to design changes in its training programme. Describes selected changes in the programme of this institution and draws selected implications for school management training programmes in other nations.
Examines relationships between the role of elementary school principals in teacher in‐service activities and: what principals acquire in administrator in‐service training;…
Examines relationships between the role of elementary school principals in teacher in‐service activities and: what principals acquire in administrator in‐service training; and what principals do in regard to teacher follow‐up activities in the classrooms. Using interview and observation techniques, relationships are found which reflect successful efforts extended towards school improvement.
Each member of the Journal’s Editorial Advisory Board reviews the state of empowerment in today’s organizations.
This article extends previous theoretical work done in the area of empowerment in learning to empowerment in managerial training in education. The focus is on learning…
This article extends previous theoretical work done in the area of empowerment in learning to empowerment in managerial training in education. The focus is on learning environment which are developed and within which empowerment occurs. Two such cases are described. The description includes that of the subject matter learned, the teaching methodology used and the learning outcomes. Outcomes appear to be valuable regardless of the empowering environment so long as the latter is designed to enhance learning by having trainees exposed to practice. What is most exciting about this effort is that not only skills are acquired effectively but also new knowledge is generated as part of the empowered training outcomes.