Offers suggestions administrators can use to create self-motivating attitudes in reading teachers. Suggestions include (1) listen to teachers, (2) recognize their basic needs, (3) recognize that teaching styles vary, (4) encourage the free exchange of ideas, and (5) provide alternatives to administrator ideas and recommendations. (FL)

Defines inservice, provides criteria for planning and conducting successful inservice programs, discusses its critical elements, and examines the roles of the administrator and the teacher in successful programs. (FL)

Lists seven steps for principals to take when terminating teachers: follow good evaluation processes, build a documented case, recommend the termination, notify the teacher, prepare carefully for the hearing, follow guidelines for testifying effectively, and accept the outcome. Expands on evaluation process characteristics, preparing for hearings,…

Urban secondary school teachers feel the greatest difficulties facing them in the instructional setting are caused by administrative inefficiency and classroom management problems, according to the study results reported here. Luckily, the major concerns identified can be directly addressed by administrator action. (PGD)

Describes the application by principals of situational leadership concepts to reduce conflict among groups participating in decision making. Factors covered include maturity levels of participants, flexibility of leadership style, and possible variations in conflict management strategies appropriate to different maturity levels of participants.…

Predicts that the availability of computers and demands for competency testing could drastically alter the character and uses of standardized testing by the end of the century. Warns administrators to begin preparing for the future in order to prevent misuse of the new computer capabilities. (PGD)

Argues for a transition process, when an independent school selects a new head, that emphasizes both acceptance and responsibility as well as mutual understanding among faculty, trustees, and head. (Author/MLF)

Administrator bargaining in the public schools has altered the traditional pro-managerial outlook of many principals. A survey of school administrators in New Jersey revealed that, on issues such as dismissal procedures, grievance rights, and use of outside arbitrators, middle managers diverged from superintendents and took a more pro-labor…

Examines conflict and ambiguity in the pedagogical and administrative domains of principals' roles. Questionnaires completed by 65 elementary school principals in Israel and content analysis of formal education documents indicate that role stress forces principals to neglect pedagogical duties in favor of administrative duties. (Author/MLF)

Twenty principals, 45 special, and 45 regular education teachers were surveyed on their understanding of role assignments for 49 professional tasks. Results revealed a considerable amount of role ambiguity, with the greatest level in the area of educational administrative responsibilities. There also was confusion over the role of appraisal…

Urges chief instructional officers (CIO's) to assume a prominent role in articulation-related activities within the college and with secondary and postsecondary institutions. Reviews the historical position of CIO's and enumerates ways CIO's can facilitate articulation and course approval and promote faculty involvement. (DMM)

Describes a course in psychiatric administration which is part of a "standard" psychiatric residency training program. The course combined both didactic and experiential learning for senior residents performing administrative duties for the first time. Includes details of each week's seminar. Discusses course evaluation by both teachers and…

Reports on a study of 14 elementary and secondary schools, showing that incentives encourage teachers to continue innovative practices. Notes that principals are in the best position to provide incentives and considers the nature of incentives for both principals and teachers. (PGD)

Surveyed social work administrators to examine the transition they made from a clinical to an administrative role. Findings suggest transition may be caused by lack of promotional opportunities for clinicians; continued clinical involvement by administrators; and little difficulty experienced in transition period. (Author/JAC)

A recent survey of some 3,000 administrators across the United States revealed a wide range of textbook selection procedures. (WD)