The study describes recent changes that have taken place in state certification standards as they apply to special education leadership personnel. Data were collected from the 50 state education agencies regarding certification of special education administrators and supervisors. An analysis of these data revealed that a number of changes have occurred. There are presently 30 states that have some provision for the certification of the leadership position in special education. However, specific criteria for certification vary a great deal across states. Several states confirmed that they are in the process of developing or revising their certification standards for special education administrators and/or supervisors.
The purposes of this study were to build a theoretical model for job satisfaction and to test its predictive efficacy using six educator groups. The posited inequity relationships were directionally supported but the beta weights and the explained variances were low. Cecil Miskel and Richard Hatley are Associate Professors of Educational Administration and Douglas Glasnapp is an Associate Professor of Educational Research at the University of Kansas, Lawrence Campus.In over 300 years of American experience with education, teaching has been associated with such concerns as religious and moral promptings, low income, and limited prestige; consequently, the rewards for teaching usually have been viewed in terms of the work itself. Lortie supported this position with the observation that a &dquo;dedicatory ethic&dquo; has developed among educators which elevates service motives at the expense of material benefits.2 As a result, a popular ideology arose claiming that the proper work orientation for educators is a willingness to teach children with little thought of economic reward.However, a growing militancy among teachers, repeatedly demonstrated by sanctions and strikes, is causing a change in this ideology. Perhaps the continuing teacher unrest is even fostering the development of a &dquo;new&dquo; ideology which characterizes teachers as having lost their interest in teaching itself in favor of increased extrinsic incentives. Similarly, public school administrators have become subject to ideological descriptions. For example, Brown has observed that administrators have been commonly characterized as cautious men who avoid risk and seek security in the decision-making process.3Compounding the problem of such unconfirmed biases is the fact that descriptive, explanative, and predictive theoretical models, and also comparable empirical investigations which specifically relate to the work attitudes of educators, are limited in number and scope.Since there is so little counterbalancing scientific knowledge, those who have strong opinions on this subject have become more and more confident of their own viewpoints. Clearly, this lack of theoretically I
The purpose of this study was to assess the role conflict reso lution behavior of high school principals. The investigation focused on five distinct resolution modes, underlying reason, legitimacy, and sanction variables, and the issue of hierarchical aspects of conflict episodes. Findings prompted development of a reconceptualized model of role conflict resolution. Richard Hatley is Associate Pro fessor of Administration, Foundations, and Higher Education at the University of Kansas; Buddy Pennington is Superintendent of Schools at Brule, Nebraska.
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