School management and organization--Florida

The level of job satisfaction of speech pathologists was examined in two organizational school systems, centralized and decentralized. The purpose of this study was to determine whether job satisfaction was greater among speech pathologists working in a centralized organizational system or among those working in a decentralized system. The rationale for this study involves the relationship between job satisfaction and employee behavior. Tardiness, apathy and sabotage are often expressions of dissatisfaction. Employee satisfaction is a key factor in maintaining low rates of absenteeism or turnover. The method for assessing positive or negative job satisfaction was an attitude questionnaire designed around five categories: (1) General job attitude satisfaction; (2) Overall system satisfaction; (3) Supervision satisfaction; (4) Immediate job satisfaction; (5) County school system satisfaction. Using the Likert scale, positive or negative job satisfaction was determined. The higher the scores the greater the magnitude of dependent variable. Subjects included a random sample of forty speech pathologists working in Broward or Dade County public school systems. Data were analyzed for correlation between paired ranks with the .05 level of probability being accepted as evidence of statistical significance. Analyses revealed statistically significant relationships among twelve out of thrity-eight questions. These results suggest that the level of job satisfaction can be altered by adjusting the characteristics of a decentralized and centralized system. Thus, to some degree job satisfaction is affected by organizational structure. Further analysis of the scores indicated that a decentralized system provides more positive job satisfaction than does a centralized system. Interpretation of findings was confounded by the following limitations. (a) The researcher can never be sure that the respondent is expressing his or her true attitude rather than a socially acceptable attitude. (b) The validity of this study is directly related to the validity of the responses made by individuals in the sample. (c) Job satisfaction involves many unpredictable factors, both intrinsic and extrinsic. Two more general concerns arise with research of this nature. First, the difficulty of determining which components of job satisfaction are most important to any given population and, second, the difficulty of determining how any one area of job satisfaction or dissatisfaction affects the other areas of the study. Research suggestions included the following: (1) Strengthening the statistical results by selection of a larger population in which to obtain base raw data. (2) The establishing of a needs hierarchy relative to job satisfaction. (3) Further research on the definition and measurement of job factors. (4) Determination of the relative independence of job factors. (5) Subdivision of the factors used in this study in the interest of producing more precise results. (6) More and better standardized instruments for the measurement of both job attitudes and their effects on job satisfaction.

Who has power and control over education, one of the most treasured and significant values of American society? This study examines the presence of the elite power structure in higher education and how organizations are used as instruments of institutional power. The research questions consider the manner in which elites are involved in the policy process and governance, the reasons why elites are so involved in Florida's public higher education, and how elites convey and implement their priorities and values. An exploratory research approach examines the presence of Farazmand's (1994, 1999) concept of organizational elites by combining qualitative and quantitative methods of data collection. The findings support the research propositions. The reason for governance change builds on three factors throughout which power and control persist, a change in membership of the State Cabinet, the Governor's desire to be accountable for education policy, and a lack of confidence in the existing governance system. Trustees advocate for their university and education in general through alumni programs, fundraising, political affiliations, business and research partnerships, and other university and community college boards. Trustees are successful business people, savvy politicians, and well connected to state political leaders. They recognize their collective assets as influence with the Florida legislature, bringing financial order and accountability, and increasing funding and resources. The existence of organizational elites and their effect are seen in several areas: lack of knowledge of trustee meetings and decisions; limited communications, a perceived disconnect between faculty and trustees, a budget process perceived as not being transparent, and a level of decision making at which most staff members are not participants. This study suggests boards work to enhance and improve their communication, outreach, professionalism, and faculty relations. Trustees, elected officials and state leaders must work to resolve the power and organization of the Board of Governors.

The role of the business partner in education has come into more prominence in the public school system, especially at the high school level. Shrinking budgets have prompted high school principals to explore the idea of business partnerships as a way to close the gap in academic achievement and provide direction for high schools struggling to meet the workforce development demands in today's society. In addition, financial support has provided opportunities for curriculum enhancement, staff development, and student support. However, as more emphasis is placed on the development of school business partnerships, the need to determine how these partnerships function successfully is a necessary part of the process. This study looked at the historical perspective concerning the involvement of the business sector and their relationship with education throughout the twentieth century. This exploratory study utilized quantitative and qualitative data gathering procedures. The purpose of this study was to identify the skills and knowledge that high school principals and their business counterparts need to have to create an equitable relationship. High school principals from three school districts in the State of Florida were asked to complete a quantitative survey, including a section in which they named their business partners. A section was provided for each principal to agree to a personal interview. One principal from each Florida school district was selected at random from among those returned surveys in which the principal agreed to be interviewed. In addition, a photo matrix was created by visiting each high school campus in which the principal agreed to an interview in order to collect data of businesses that had visible name recognition. The top six business partners based upon frequency of appearance or as indicated by the principal were selected from the matrix and contacted for an interview. The research questions that guided this study were (a) What is the nature of the relationship between high schools and their business partners? (b) What do high school principals need to know in order to create equitable business partnerships? (c) What do business partners need to know in order to create equitable education partnerships? (d) Based on this study, what recommendations emerge that will promote more equitable relationships between business and education partnerships?

This dissertation focuses attention on the ways in which public and nonpublic school administrators view socio-educational principles, their own and one another's schools, and the ways in which schools could share rather than compete. After an introduction which finds American and Floridian cultural pluralism and educational dualism to have been transplanted by early colonists, the dissertation describes the method by which the data were gathered: a thirty-four item, open-ended questionnaire which was completed by twelve public school and twenty private school administrators and officials largely in two Florida counties--Palm Beach and Broward. The data suggests that while there is general agreement for parental choice in education within both groups and general agreement about the "propriety" of four types of schools (public, independent, church-related, and proprietary), there are misunderstandings, hostilities, tensions, and territorial imperatives at work in day-to-day relationships. The problems of money, certification of teachers and administrators, and defensiveness run through the respondents' views. Areas of school functioning on which the two sectors generally agree include the right of citizens to open new schools, the threat of revenue loss, rejection of the proposed voucher system, public progression based on merit, local accreditation of private schools, and the need to check contract-status prior to engaging a teacher. Other matters are major or minor bones of contention between private and public school leaders: elitism, the problem of brain drain, white flight schools, the place of religion and state-devised curricula, teacher certifications and the right of teachers to move freely from one sector to another, and the transfer of students' records. Because evidence suggests that there is increasing cooperation between public and private school leaders at the national and state levels and no clear progress at the county level, the dissertation concludes with a recommendation that the dominant university in the area extend its interest in the relationship between the sectors and plan bridges to increasing cooperation in the interest of a quest for excellence shared by public and nonpublic schools and their leaders.

This study was undertaken to determine the status of school-based management in ten Florida school districts that received School Management Improvement Grants. A literature search was conducted to determine those characteristics indicative of school-based management, fifteen hypotheses were formulated, and two questionnaires were developed. One questionnaire was a guide for interviews, and the second was sent to school-based administrators, teachers, and advisory committee members in the districts studied. A total of 400 persons participated. Analyses of the data received indicated significant differences in the degree to which the characteristics' presence were observed when responses were grouped according to the respondents' districts. This was noted in all areas except the principal's flexibility to transfer funds. When responses were grouped according to the positions of the respondents, significant differences were observed in all areas except support services, determination of staff needs, establishment of school advisory committees, and their participation in making periodic reports. Differences in perceptions were noted in the areas of support services, staff needs, staff recommendations, staff development, school advisory committees, and the staff's ability to requisition materials. The research led to these recommendations: (1) The lack of research available concerning tangible results from implementation of school-based management indicates a need for studies in this area. (2) Education should be provided for all groups involved to improve their understanding of the concept. (3) Education, in preparation for the delegation and assumption of responsibility, should be provided. (4) The district staff should be more sensitive to the support services required by the schools. (5) More authority should be given to the principal in determining his staff needs and selecting his staff, with in-service training as needed. (6) Principals, with their staffs, should be given assistance in determining their staff development needs. (7) The establishment of advisory committees at each school should be mandated by the State Legislature. (8) Education should be provided to help members understand their roles and meet their responsibilities. (9) Present budgeting procedures should be reexamined and more research undertaken. If changes are indicated, an educational program to prepare those involved should be initiated. (10) Further research, using a control group, should be conducted.