John R. Hoyle

Job Satisfaction in Educational Organizations: A Synthesis of Research Findings

This inquiry synthesized empirical findings on job satisfaction published in the first 26 volumes of Educational Administration Quarterly. A 14-stage model for quantitative synthesis was developed and validated to classify, record, and analyze study characteristics found in the synthesis population of EAQ articles. This synthesis yielded 330 distinct job satisfaction research hypotheses and 613 relational effect sizes. Nearly three fourths of these effect sizes were less than .30, that is, less than moderate in magnitude. Meta-analyses were performed for 6 of the 330 research hypotheses; the largest mean effect sizes were found for the relationships between overall job satisfaction and both role ambiguity and role conflict. These findings seem to lend preliminary support to the Situational Model of Job Satisfaction. Recommendations for reporting research findings and future research into job satisfaction follow from these and other findings.

Urban CEO Superintendents' Alternative Strategies in Reducing School Dropouts.

The focus is on strategies used by 10 urban districts to reduce school dropouts. Thirty-eight strategies for dropout prevention were identified. Although the majority identified dropout prevention strategies, only two districts referred to “recovery programs.” If district spokespersons mentioned their CEOs using a systems approach in reducing dropouts, the program plans were more specific and recovery programs more active. A surprise was the silence about instructional initiatives for early grade intervention and dropout prevention. The most common prevention strategy was punitive measures involving the criminal justice system, that is, police departments, district attorneys. Thus, it is not surprising that the dropout rate in several of these cities remains unabated during the past 5 years.

Programs in Educational Administration and the AASA Preparation Guidelines

Persistent problems in the formal preparation of educational administrators and the background of the 1983 AASA guidelines are briefly discussed prior to the presentation of an overview of the guidelines themselves. As specific competencies and skills are presented, the rationale for each is set forth.

The Politics of Superintendent Evaluation

The evaluation of the superintendent by the school board can be a process characterized by mutual respect or, conversely, it can be an intensely stressful, highly political process. This article gives an overview of the superintendent evaluation process, explores the politics that surround it, and provides strategies/processes for improvement.

Maintaining America's Egalitarian Edge in the 21st Century: Unifying K-12 and Postsecondary Education for the Success of All Students

Futurists, policy makers, and other stakeholders propose sweeping reforms of the American education system. However, there is little evidence that the current add-on, underfunded system will reverse the failure pattern among children of color and those living in poverty. This article presents a dramatic and feasible proposal to establish a collaborative learning community to improve all levels of education by combining the public schools and higher education. A unified education system would blend ongoing efforts in the PK–16 movement with International Baccalaureate, Advance Placement, and other public school–higher education links into a new seamless system with instruction, curriculum, and technology that would produce independent, productive learners in all racial and ethic groups beginning at age 3 and continuing though graduate education. The article reviews research efforts to build partnerships between public schools and higher education and ends with a futuristic scenario of a successful unified system in 2035.

Can a Principal Run the Show and Be a Democratic Leader

Committees or principals do not run schools; rather, they share a vision of success and empower one another to make their vision a reality.

Administrator Performance Evaluation: A Comparison of Two Measures in the Management Profile.

The Management Profile is an appraisal measure that examines the actual job performance of a manager to ascertain relative strength in six management functions and three leadership roles. The management functions examined are administration, technical competence, influence/control, persuasion, training/development, aad forecasting/planning. The leadership roles examined are: evaluator, director, and motivator. This study examined relationships between tuo measures: the Perceived Performance Inventory (PPI) and the videotaped interview. The ?PI looked at perceptions of six skill areas that were largely parallel to the six functions examined by the videotaped interview. The PPI identified the perceptions that different audiences have of an administrators summarized performance. The videotaped assessment examined specific performances in specified areas and assigned ratings to them. Appended are (1) 10 references; (2) a management profile; and (3) eight data tables. (SI) *******************************************************************x*** r. Reproductions supplied by EDRS are the best that can Le made from the original document. ***********************************************************************

The Pros and Cons of Teaching Ethics in the Public Schools

The schools may be asked to do far too much in reforming society; however, the teach ing of ethics and values is the most important job we have. This, according to these writers, who look at both sides of the values issue on the following pages.

The Prineipal's Headaehe— Teacher Evaluation

What are the goals of teaeher evalua tion? Who and what should be evaluated? Some suggestions are provided on the following pages.

A Vision for Linking Pre-K and Higher Education Through Learning Communities

Every child deserves the opportunity to pursue a university degree. Envision a future where all American children are happy and successful, and where the unnecessary barriers to higher learning and general well-being were eliminated. Should our educators and policymakers want anything less? Toward these goals, collaborative learning communities in schools can help assure that every child’s life is filled with contentment and that all children are given every opportunity to be successful and experience fulfillment. At the current time, the school system, at all levels, has failed in its social contract to the nation that, in effect, promises to make all children’s and adolescents’ dreams come true.