Presents a series of approaches suggested by Japanese business management successes. Suggests ways several tenets of the Japanese system can be used in American school management. (FL)

Discusses the role of the secondary principal in reading and points out the educational implications of a survey done on secondary school administrative practices. (AEA)

In 20 schools, surveys of teacher perceptions about management styles and student perceptions of teachers reveals a correlation between effective teaching and "consultative-centralized" management. Consequently, 10 "commandments" for good consultative management are provided. (TE)

The secondary school principal's role in health education was explored through: (1) ideal presentations in the literature; and (2) a survey of teachers and principals in the Chicago (Illinois) schools. Health teachers and principals agreed about the principal's role, but teachers gave health education a lower priority than principals did.…

Examines the editorial authority of administrators in private or church sponsored schools as it relates to press freedom. Offers guidelines for publications staff at these institutions to help them gain essentially the same press rights as staff members of public scholastic publications. (HTH)

This digest of assertiveness training research advises principals of their professional rights and recommends assertiveness techniques for maintaining authority over manipulative staff while preserving a collegial relationship. Such techniques as broken record, fogging, negative assertion, and negative inquiry are illustrated. (MJL)

Basic factors in planning for successful school-business partnerships are reviewed, including expectations of schools, staff involvement and support, expectations of businesses, and steps for building the partnership. Some successfully operating programs are described. (MJL)

Principals can improve the academic climate of their schools by setting educational objectives and eliminating extracurricular programs hindering their realization. Recommendations include scheduling extracurricular activities outside the school day, minimizing noninstructional uses of class time, and restructuring administration to allow…

Stressing that in order for quality circles to work, members must believe that their participation makes a difference, the author outlines procedures for setting up quality circles within schools and school districts and describes their successful operation. (MJL)

Three issues are addressed: the nature of the disciplinary unit in higher education (department); the membership of the department, particularly the chairman and his role; and how changes such as open administration, a trend toward legal or quasi-legal settlement of conflicts, and accountability to government have affected department management.…

Does the principal have a role in the humanizing process? The author believes the principal not only has a role, but plays a significant part in the process--as important a part as he has in ensuring the teachers of basic skills. (Editor)

The outcome of this study is the construction of a model which gives clearer understanding to the ramifications of the bureaucratic/professional interface and the role it plays in the processes of governance and decision-making in the schools. (Author)

The rules of the game have changed. No longer can educators afford to be naive about the forces vying for advantage in a battle where the stakes are high. Roles are being redefined, and the principal must be alert to what's happening. (Editor)

This article describes the political realities of the principalship in Ontario. It describes trends in the political position of Ontario school principals with reference to three major arenas: the provincial legislature boards of education, and the schools themselves. It has relevance for school administrators in the U. S. (Editor)

A definition of role conflict and its causes, effects, and solutions are presented based on a review of related literature. A knowledge about role conflict is important for the community educator in dealing with school personnel, school administrators, and community groups. (EC)