Administrative Organizational Patterns for Compensatory Education Schools.

Overview & Synopsis

The purpose of this dissertation was to determine the need for alternative administrative patterns in elementary schools which receive State and Federal compensatory education funds. Findings show that: (1) compensatory education principals indicated that they spent a significantly greater amount of time than did noncompensatory education principals in matters relating to instructional aides, parent advisory committees, and resource teachers, (2) there were no identifiable general job areas which were more directly related in terms of individuals and/or groups with whom the principal works to the work of the principal in a noncompensatory education school, (3) both groups studied spent similar amounts of time per week on school related business, (4) noncompensatory education principals indicated that professional activities related to working with students, teachers, and curriculum development, make the greatest demands on their time whereas compensatory education principals indicated that matters related to plant management, State and Federal program operation, and student discipline make the greatest time demands, and (5) noncompensatory education principals indicated that, if more time were available, they would do a better job of working with students and staff in counseling and curriculum, and would generate closer relationships within the community, whereas compensatory education principals indicated that they would spend more time in the area of curriculum development. (Author/AM)