Presents competencies the school site administrator must have in order to foster the appropriate learning environment and suggests an integrated system of preservice and inservice training to foster these competencies. (Author/JM)

Describes the most frequent stress producers identified by school administrators. Suggests four areas that warrant further training and improvement--time management, interpersonal relations, community relations, and coping with rules and regulations. (Author/WD)

As part of a larger study, describes and analyzes the efforts of four junior high school teachers attempting to develop and implement an innovative educational program. Focuses on how administrative advocacy or reluctance affects teacher initiation and development of the program. (Author/MLF)

The basic working situation of the higher education administrator is seen as too frustrating and personally divisive for many capable people. Those who survive make personal sacrifices that are never understood or appreciated by their colleagues--a situation partly responsible for locking women out of academic administration. (MLW)

The school principal is in a propitious position to offer leadership in developing a sex education program. His position of leadership and respect can facilitate the development of a Citizens Advisory Committee which, in turn, can ensure cooperation and leadership in setting the goals for developing a sex education program. (Author/CM)

Reports on four pilot studies which investigate the vice principalship role in high schools and its relationship to school organizational context. Examines school environmental factors as well as the alliance-building and maintenance activities of vice principals. (Author/ML)

Lists 13 skills to make success for board members more likely, including skills in obtaining information; building coalitions; establishing school district goals; evaluating the superintendent, school operations, and the board itself; differentiating between the roles of the board and the superintendent; and judging personnel issues. (Author/JM)

Urban parents, particularly those who are poor and members of a minority group, are intimidated by the schools that serve their children and, therefore, do not participate in school programs. This article suggests steps urban principals can take to establish an effective parent involvement program. (Author/WD)

Successful curriculum implementation must be deliberate, planned, and supervised. Characteristics affecting the success of curriculum innovations include the degree of change from the status quo, complexity, explicitness, practicality, and comparative advantage of the curriculum. Teachers' personalities, comprehension, and willingness to…

The Audit of Administrator Communication Instrument was developed to provide the principal with teacher perceptions of the principal's communication skills and to collect research data on principal-teacher communication. The instrument was developed in three stages: theoretical constructs; testing and analysis; and revision of the instrument. (JN)

Various leadership theories and their applications to school principals are explored. Principals need to be aware of their own tendencies in leadership situations and to understand the range of behaviors open to them. Principals should also take into account characteristics of the educational environment. (CJ)

The author believes that the unit teacher position can be a cost-effective method for providing first-rate inservice education. From her own experience as a unit teacher, she analyzes the role and describes some of the administrative advantages and problems. (Editor/CT)

Reviews theoretical and empirical information on organizational retrenchment and educational administrators' responses to the current decline in education. Argues that administrators must (1) adopt a more open and political administrative orientation to benefit from necessary retrenchments, (2) spur innovation, and (3) improve organizational…

The principal must analyze curriculum content and instructional methods and correlate these with instructional objectives and outcomes. (JM)

An elementary school principal explains how she promotes a positive working and learning environment in her school through written and verbal praise, open communications, and the sharing of ideas. (SJL)