A study attempted to identify vision development and leadership characteristics of elementary school administrators in Ankara, Turkey. School administrators were asked to supply information about the following: (1) five characteristics that they like and dislike in their schools; (2) the internal and external obstacles affecting the operation of…

This report is the fourth in the National Presidents' Study series and presents results of the 1998 study responded to by 2,380 college and university presidents. Highlights of presidents in 1998 compared to 1986 include: the percentage of women presidents doubled, from 9.5 percent to 19 percent; the proportion of minority presidents increased…

Provided are statistics on women in educational administration (including a sampling of 10 school districts in northeastern Ohio) and discussions of laws/resolutions governing equal opportunities for women and women as effective administrators. Recommendations and suggestions to help eliminate sex discrimination are also provided. (JN)

This article demonstrates how personal construct theory is used to make generalizations about the perceptions of those in educational and other organizations and to identify organizational subcultures. Constructivist researchers should focus on the individual within the organization, rather than strive for generalized norms about organizational…

Describes the results of a study of three programs successfully teaching basic skills. Characteristics of successful schools include careful alignment of curriculum and instruction and grade-level instructional planning. (Author/JM)

Evaluated self and organizational responses of 384 middle level managers. Compared groups of high and low likelihood of promotion and groups of varying degrees of mutuality. Found these groups are independent. Suggests both likelihood of promotion and mutuality appear useful in clarifying managerial work motivation. (Author/JAC)

Reviews research on the principal's role as instructional manager. Considers four factors: instructional organization, including time, class size and arrangement, and grouping; school climate; the principal's exercise of authority, power, and influence; and the nonschool context, such as personal and district characteristics and the external…

Describes the results of a two-year study to evaluate an assessment center. Results indicate that it is a valuable, valid, job-related instrument for the selection of school administrators. (Author/JM)

The role of the superintendent as a societal architect is one which combines the needs of clients with the superintendent's educational beliefs and philosophy. This role creates a learning environment that deals with the future needs of society. (CJ)

The author notes that early sex stereotyping often prevents women from forming the aspirations and assertion skills necessary for occupational success. She describes how she escaped this conditioning and advanced herself by goal-setting and the help of role models. Part of a theme issue on women and leadership. (SJL)

Appellate Justice Klein describes her childhood and education, especially her independent attitudes and refusal to accept stereotyped sex roles. She urges women to seek political power, so that they need no longer beg to men for equal rights. This article is part of a theme issue on women and leadership. (SJL)

It is essential that the best possible governmental relations officer be chosen to represent a college or university. Preparing a position paper listing the officer's duties, outlining the qualities needed to perform these activities effectively, and offering guidelines for conducting a governmental relations program are advocated. (MLW)

The president is the chief strategist, chief definer, and chief planner. Managing the advancement process demands organized involvement of significant people, setting an appropriate tone, working well with well-chosen colleagues, and organizing the institution to bring the programs and the people together in academically "respectable"…

Reports on a study examining such hypotheses as that proportionally fewer women than men seek administrative posts, that women who become administrators have more teaching experience than male administrators, and that male and female candidates have equal academic qualifications. (IRT)