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Publication date: 1 January 1989

Lillian Radford

To be a student and reader in the areas of educational administration or organisational leadership has, in the last ten years, necessitated constant exposure to the name…

135

Abstract

To be a student and reader in the areas of educational administration or organisational leadership has, in the last ten years, necessitated constant exposure to the name Sergiovanni. Prolific writer, gifted teacher, creative researcher and caring mentor are all terms applied to this gentle American, born of Italian parents in New Rochelle, New York.

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Journal of Educational Administration, vol. 27 no. 1
Type: Research Article
ISSN: 0957-8234

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Publication date: 1 January 1969

Fred D. Carver and Thomas J. Sergiovanni

In his study of Canadian schools (mean teacher size 25) Andrews concluded that the use of the OCDQ is valid in both elementary and secondary schools. In this study of 36 large…

47

Abstract

In his study of Canadian schools (mean teacher size 25) Andrews concluded that the use of the OCDQ is valid in both elementary and secondary schools. In this study of 36 large Illinois high schools (mean teacher size 93) Carver and Sergiovanni reveal that 72% of the schools were classified as having a closed climate. No school was placed on the open half of the climate continuum. This distribution differs greatly from that of the original Halpin and Croft study but is more in accord with the results of Watkins' study of nine secondary schools (mean teacher size 52). Carver and Sergiovanni conclude that the OCDQ is unsuited for use in large secondary schools (mean teacher size more than 25–30). With some modifications the instrument might reflect climate in large secondary schools with department chairmen as respondents.

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Journal of Educational Administration, vol. 7 no. 1
Type: Research Article
ISSN: 0957-8234

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Publication date: 1 January 1971

FRED. D. CARVER and THOMAS J. SERGIOVANNI

The major purpose of this study is to test the applicability of an eight‐variable axiomatic theory of organizations to the secondary school. Three corollaries, derived from the…

149

Abstract

The major purpose of this study is to test the applicability of an eight‐variable axiomatic theory of organizations to the secondary school. Three corollaries, derived from the seven major propositions of the theory, were tested with data from 36 secondary schools in Illinois. The methodological processes employed to obtain measures of complexity, adaptability, and job satisfaction are presented following explication of the larger theoretical framework. An extended discussion of the findings and their implications for the theory applied to schools concludes with suggestions for methodological changes and an expanded research approach.

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Journal of Educational Administration, vol. 9 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1989

Thomas J. Sergiovanni

One′s mindscape of educational administration as a field of studyand practice determines the kind and worth of knowledge that emerges andits use in practice. Mindscapes of the…

1107

Abstract

One′s mindscape of educational administration as a field of study and practice determines the kind and worth of knowledge that emerges and its use in practice. Mindscapes of the “Neats” and the “Scruffies” are contrasted and evaluated for goodness of fit to the realities of practice. Concluding that the mindscape of the Scruffies fits better, implications are drawn for preparing school administrators and for enhancing critical reflection. Four levels of reflective practice are identified for attention and a model for informing professional practice comprising antecedents, theories of practice and professional practice episodes is presented.

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Journal of Educational Administration, vol. 27 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1972

WAYNE K. HOY

Although there is some support for the use of the OCDQ in secondary schools, more recent studies of organizational climate have raised doubts as to the validity of the instrument…

46

Abstract

Although there is some support for the use of the OCDQ in secondary schools, more recent studies of organizational climate have raised doubts as to the validity of the instrument in such a situation—particularly in “large” secondary schools. From his study of 45 “large” secondary schools in New Jersey (mean number of teachers 80; mean student enrollment 1240) the author concludes that (I) the prototypic profile method of designating discrete climates among secondary schools is not useful, (II) the subtests of the OCDQ tap and measure important aspects of the organizational climate of secondary schools.

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Journal of Educational Administration, vol. 10 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1980

KEN P. FRASER

The problem of this study was: (a) to determine the degree of agreement between teacher perceptions of actual and preferred supervisory behavior in Montana public schools during…

250

Abstract

The problem of this study was: (a) to determine the degree of agreement between teacher perceptions of actual and preferred supervisory behavior in Montana public schools during the 1978–1979 school year; and (b) to relate differences between actual and preferred supervisory behavior to the degree of teacher satisfaction with supervision. The major findings of the study were that: (a) responses to a few of the items were dependent either on sex, or teaching level, or years of teaching experience; (b) many Montana teachers would prefer to experience more often thirty‐one supervisory practices recommended in the literature since 1970; (c) satisfaction with supervision is significantly related to the absolute values of the difference between actual score and preferred score for those same thirty‐one supervisory practices taken collectively; and (d) the absolute values of discrepancy scores for seventeen of the thirty‐one recommended supervisory practices were found to make a significant, unique contribution to the prediction of one or more of the satisfaction indices.

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Journal of Educational Administration, vol. 18 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1967

THOMAS SERGIOVANNI

Present thought and action relating to satisfaction and motivation of teachers appear to he based on the assumption that job factors which satisfy teachers and job factors which…

2078

Abstract

Present thought and action relating to satisfaction and motivation of teachers appear to he based on the assumption that job factors which satisfy teachers and job factors which dissatisfy teachers are arranged on a conceptual continuum. This paper tests an alternate assumption which was proposed by Frederick Herzbcrg and his associates. Herzberg suggests that job factors which satisfy workers and job factors which dissatisfy workers are not arranged on a conceptual continuum but are mutually exclusive. The findings of the study reported here revealed that some factors, reported by teachers as contributing to their job satisfaction and job dissatisfaction, were polar in a positive direction and other factors were polar in a negative direction. Achievement, recognition and responsibility were factors which contributed predominantly to teacher job satisfaction. Interpersonal relations (students), interpersonal relations (peers), “supervision technical”, school policy and administration, unfairness, status and personal life were factors which contributed predominantly to teacher dissatisfaction. Further, the satisfaction factors identified for teachers tend to focus on the work itself and the dissatisfaction factors tend to focus on the conditions of work. The results of this study tend to support the universality of Herzberg's findings.

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Journal of Educational Administration, vol. 5 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1979

JOSEPH A. SARTHORY

The purpose of this paper is to argue that organizational structure behavior cannot be explained by considering the organization as a separate entity. Three types of evidence are…

620

Abstract

The purpose of this paper is to argue that organizational structure behavior cannot be explained by considering the organization as a separate entity. Three types of evidence are offered to support this viewpoint. Additionally, a case is made for open systems theory development to explain behavior in schools and to stimulate the theory movement in Educational Administration.

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Journal of Educational Administration, vol. 17 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1973

MARK HANSON

All too often in education the “band wagon” has played an important role in the adoption of innovations. An innovation is often dropped into the schools' environment by…

96

Abstract

All too often in education the “band wagon” has played an important role in the adoption of innovations. An innovation is often dropped into the schools' environment by enthusiastic leaders who have the expectation that anyone can recognize its obvious merits and will adapt his behavior accordingly. Subordinates, however, make their own judgements on how to respond to the innovation and, in varying degrees, elect to accept or subvert its conditions. Within a framework of organizational theory, this study attempts to explain the differing positive/negative responses of distinct groupings of educators toward the adoption of various classifications of innovations. The findings in this study suggest that the educational subsystem or subsystems which, in order to adopt the innovation, are required to make the greatest modifications in their normal procedures of operation will raise the highest level of resistance.

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Journal of Educational Administration, vol. 11 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1975

E.A. HOLDAWAY

This study was undertaken in 1971–72 to compare the proportions of staff in various types of positions in public K—12 education in two Australian states and two Canadian…

42

Abstract

This study was undertaken in 1971–72 to compare the proportions of staff in various types of positions in public K—12 education in two Australian states and two Canadian provinces. For reasons of accessibility of data, cost, travel time, and familiarity of the researcher with the systems, the Australian states of Victoria and Queensland and the Canadian provinces of Alberta and British Columbia were selected as being representative of structurally “centralized” and “decentralized” educational systems. In addition, the study has as asociated objectives the comparison of (1) the proportions of salaries paid to personnel in various types of positions, and (2) the various administrative structures.

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Journal of Educational Administration, vol. 13 no. 1
Type: Research Article
ISSN: 0957-8234

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