Purpose: The purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of the "Journal of Educational Administration". Design/methodology/approach: This paper is historical in design. Information relevant to its 50 years of…

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 have attempted to persuade schools to resolve these dilemmas. (Author/IRT)

Common goal-setting practices are based on questionable assumptions. Organizational goals are established through the process of committing policies and allocating resources. Goal-setting should be viewed as a major confrontation of values and administrators and policy-makers might better clarify school goals by examining their actions.…

Discusses the problem of allocation and acquisition of resources from an administrative point of view. Suggests that an administrator's accountability as a leader is fixed in how efficiently and effectively resources are deployed in the organizational goal attainment efforts. (Author/DN)

In furtherance of its seven-fold objectives, the CCEA has established a publications program, organized conferences and seminar/workshops, encouraged the foundation of affiliated groups of educational administrators, carried out its first survey of aspects of educational administration within the Commonwealth, and arranged visits of specialists…

Addresses four basic questions about interinstitutional cooperation as represented by the consortium: What motivates colleges and universities to cooperate with one another? What are the advantages of interinstitutional cooperation? What are the disadvantages? What are the organizational and managerial problems of the consortium? (Author)

Computer-based educational information systems produce information that provides decision-makers with a more complete knowledge, an increased range of alternatives, and an improved capability for anticipating decision consequences. (Author/IRT)

Argues that organizational structure and behavior cannot be explained by considering the organization as a separate entity. Organizations must be considered within the framework of the cultural milieu in which they exist. (Author/IRT)

A total of 296 faculty members completed three versions of the Pupil Control Ideology (PCI) form and a sociometric scale. Findings revealed positive relationships between the individual teacher's PCI and his perception of the PCI both of members of his informal group and of teachers in the school district. (Author)

Reports the initial results of a longitudinal study of the organizational socialization of educational administrators. Part I claims that socialization through the life-cycle may be conceived as a series of learned interpersonal relationships through which individuals build up a repertoire of interpersonal responses that condition new…

Probes some ways in which teachers in a preschool system adapted their behavior in the light of the demands that they perceived the organization placed on them. Also examines the communication of power and authority that influenced the behavior of the teachers. (Author/IRT)

The purposes of this study are first, to isolate the individual factors in conflict which teachers experience in their work, and second, to determine their relationships to perceived bureaucracy, central life interests, voluntarism, and satisfaction. (Author)

Presents the conceptualizations (systems analysis) on which a particular task was modeled, details the way in which the theoretical framework was translated into practice, reports briefly on the methodology employed, and demonstrates the success of the analytic tool adopted. (Author/IRT)

Principals' perceived investment in responsibility is not equivalent to their expected returns in authority. There are discrepancies between teachers' and supervisors' perceptions of principals' authority and responsibility, as well as discrepancies between teachers and supervisors, and between them and principals. (Author/IRT)

In the present study, candidate behavior was conceived as a function of the richness of the interpersonal repertoire brought to the situation of candidacy and of contextual properties of the situation itself. (Author/IRT)