Describes and compares findings of two studies made a decade apart and in different parts of the country covering role perceptions of elementary school principals -- what they thought their roles actually were and what they thought they should be. (Author)

An analysis of the philosophy, administrative procedures, and personal style of new administrators as an example of what may become a general trend in schools. (JF)

Interactions between three styles of supervisory and three styles of subordinate behavior were studied. Cross cultural similarities in the relationships due to supervisory-subordinate interactions were found, but there were differences when each style was considered separately. (DB)

Educators in Vermont are making a determined effort to relate the education of their students to their needs and desires. Courses in photography, special programs, and relaxed restrictions are some of the techniques employed to achieve this goal. (CK)

Presents an outline for a course designed to acquaint the school principal with the reading process, since he has the primary responsibility for the school reading program and the great potential to improve reading on a school-wide basis. (MB)

Surveyed 212 chief student affairs officers to study career paths, individual characteristics, and the influence of school size on responsibilities. Results showed few changes in responsibilities in recent years. Those administrators from small colleges tended to have more experience in and preparation for student affairs work. (JAC)

Presents a tongue-in-cheek system for classifying educational administrators into four categories (Artful Dodger, Commander in Chief, Leader of the Pack, and Facilitating Master) according to leadership style and administrator characteristics. A brief sampler survey is included. (JAC)

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)