Data from a random sample of principals and superintendents were analyzed to test hypotheses concerning the relationships between self-monitoring and selected personal, organizational, and community variables. Findings were that community urbanity, cost per pupil of programs, and administrator's age are significant predictors of high…

Reports on a study to determine whether beliefs held by trustees about issues related to admissions, tuition, curricula, faculty and student involvement, student and faculty conduct, board commitment and priorities, finance, and control were associated with various trustee characteristics, including whether the trustee had been elected or…

Male and female higher education administrators were compared with teachers and college students. Findings supported (1) the concept that masculinity and feminity are not bipolar opposites but are two separate dimensions, and (2) the hypothesis that women administrators in higher education are not necessarily less feminine than other women.…

Attitudes, leadership skills, technical skills, and organizational support make the crucial difference between the reactive and proactive person or organization. These factors create the unique cluster of skills that set the effective continuing educator apart from others. (LRA)

Standards of competence and ethics are seen as needed in college development. Basic characteristics of professionalism for development officers are identified: industry, resourcefulness, personal resilience and perspective, assertiveness, respect for academic principles, a deep conviction about the merit of individual institutions, a knowledge of…

Reports on a study conducted during 1979-80 which produced statistics describing 263 top-level women administrators employed in 56 colleges and universities in Alabama, Florida, Tennessee, Mississippi, and Georgia. Special attention is given to women administrators at the University of Alabama. (Author/SJL)

Looks at the growth in the number of women college presidents over the past five years. Reports survey results on the backgrounds, characteristics, qualifications, attitudes, and advice of women presidents. Describes the strategies of the National Identification Program for the Advancement of Women in Higher Education Administration. (DD)

Recollections of a tour of an atypical school and its atypical administrator--A. S. Neil. (Editor)

Discusses the findings of a study conducted to determine the emerging organizational patterns of those schools of allied health professions located administratively in university-based academic health centers. The study also includes certain personal and professional characteristics of faculty and administrators of these developing organizational…

Reviews research on principal effectiveness and pronounces the results inconclusive except in revealing that principals have little effect on academic achievement, that personal characteristics are unrelated to success, and that a leadership style demonstrating high concern for both people and task is best. (Author/JM)

Novels about American higher education are examined to discover the images of college and university presidents projected through fiction. Fictive presidents are found to be vain, ambitious, hyperaggressive, failures at coping with crises, and--in contrast to fictive faculty--either uninterested or unsuccessful in extracurricular sexual…

Suggests that women and non-Whites are excluded from promotion into the administrative sector of education as a result of informal organizational processes. Explores the sponsor-protege relationship as a socialization process and its effect on the promotion of women and minorities. (Author/GC)

At the Hauppauge School District, a committee of educators became involved in a project concerning teacher evaluation of administrators. The committee devised an evaluation instrument in relation to the district's philosophy of education and to the administrator's job descriptions. Describes the completed instrument. (Author/RK)

Dogmatism and pupil control behavior are related but the relation is not direct. Dogmatism operates through ideology to structure behavior. (Author/IRT)

The school must consider questions of self, identity, and awareness. Such a school would demand that administrator-educators consider themselves as individuals not only immersed in change but also active agents whose purpose is to move the society toward more justice, greater openmindedness, actualization, and efficacy. (Author)