Abstract: Pupil control behaviour is conceptualized as a continuum ranging from “custodialism”, which views students as irresponsible and undisciplined needing strictness and punishment to “Humanism”, which emphasizes a democratic atmosphere in which students are capable of self‐discipline and are treated accordingly. The theoretical framework relates dogmatism, pupil control ideology and pupil control behaviour. The general hypothesis is that closed‐mindedness will be positively related to custodialism in pupil control ideology, which in turn manifests itself in custodial pupil control behaviour. The prediction was supported. The results of the investigation indicate that dogmatism and pupil control behaviour are related; but more importantly, that the association is not direct. The analysis suggests that dogmatism operates through ideology to structure behaviour.

Abstract: Organization Development, as widely practiced in schools, is characterised by a diagnosis of organizational problems that is carried out collaboratively by facilitator and client. The design of the Organization Development intervention is presumably based upon this diagnosis. Since Organization Development is a planned, sustained effort to change the organization's culture in significant ways one might expect the diagnostic procedures to utilise systematic techniques for assessing organization culture. Further, these diagnostic techniques should reflect a conceptually unambiguous understanding of the nature of organizational culture and its elements. An enquiry of 83 American Organization Development consultants with experience as facilitators in public schools indicated that only seven reported using one or more of the recognised assessment techniques for which there are published data concerning factor structure, reliability and validity. Others reported utilising various combinations of interviews and paper‐and‐pencil techniques developed for local use. The authors discuss the implications of their findings in terms of Organization Development technology through scientific efforts.

Abstract: The study investigates the relationship of intelligence, sex, and selected “home background” variables to student perceptions of the high school environment. In addition it also investigates the independence of the Activities Index (AI) and the High School Characteristics Index (HSCI) which are parallel instruments based on Murray's need press theory. There are two major conclusions arising from the findings of this study. Firstly, student perceptions of the school environment are influenced by a number of variables, namely, sex, intelligence, educational aspiration, mother's occupation, and personality. This influence, however, is not strong enough to affect seriously the normal use of the HSCI as a measure of the global or overall environment of the high school. But evidence points to the need for further investigation of individual differences in perceptions of the school environment. Secondly, the study shows that the parallel instruments are “factorially” independent of each other. This means that students' perceptions of the school environment are largely independent of their personality.

Abstract: A great deal of research into teacher morale has been carried out in the United States and in Australia, particularly N.S.W. Little if any research into teacher morale has been carried out in England and so the writer, who was visiting the country, decided to administer a questionnaire to a sample of state secondary schools. The purpose of the investigation was twofold: to demonstrate the practicality of undertaking further research and to decide if the instrument in its present form was sufficiently sensitive to measure the morale of English school teachers. For these reasons, the research had to be considered a pilot study. The questionnaire was administered to three English state secondary schools with an 88 percent response from the teachers. The data collected were analysed and some tentative conclusions were reached. The main findings were that, in its present form, the instrument was not suitable to measure teacher morale in England, that there was a need for future research into teacher morale and that older teachers apparently displayed higher morale than younger teachers.

Abstract: The years 1964–1975 saw an unparalleled expansion of the Commonwealth Government's involvement in Australian education at all levels. At the beginning of that decade the Menzies Liberal‐Country Party Government, which had repeatedly asserted that education was a State not a Commonwealth responsibility, was directly involved only in the university sector. Yet by 1975 Federal involvement had been extended to include not only the creation of a Federal Department of Education and Science but also the assumption of broad responsibility for determining the national priorities and levels of funding in the college, school, technical and further education and pre‐school sectors.

Abstract: Using material from contemporary New Zealand experience as a case study, this paper presents a functional analysis of the organizational problems facing secondary schools, develops a typology of dilemmas posed as a result of these problems, and discusses the manner in which various educational agencies, including the central Department, Teachers' Organizations and the recent Educational Development Conference have attempted to persuade schools to resolve these dilemmas in particular ways. Comments are also made on the internal characteristics of schools which may influence their resolution of these dilemmas in different ways thus leading to a growing heterogeneity within the state educational system.

Abstract: Alternative courses which present themselves when a new university is being planned are to replicate a traditional model, or to explore new ways of promoting scholarship, drawing on the experience of existing universities and their staffs and students, and on perceptions of external needs and pressures for various sorts of learning. The latter course was followed by Griffith University, Brisbane, which opened in 1975. The decision to organize academic activities in non‐departmental schools, each with a unifying theme or problem set orientation, in combination with concern at the cumbersome decision making processes of more traditional forms, led to the design of a relatively decentralized policy making and executive structure: a Council, supported by a range of policy making and advisory committees each with explicit responsibilities and authorities; a limit number of academic and other operating divisions, each headed by an executive officer with substantial delegated authority; and a structure for an emphasis on horizontal interaction.

Abstract: Computer‐based educational information systems can extend the “bounded rationality” of administrative decision making. They structure the administrator's problem‐solving approach and systematize the communication linkages within organizations. They produce information for providing decision makers with a more complete knowledge, an increased range of alternatives, and an improved capability for anticipating decision consequences.

Abstract: This article considers the use of charging differential fees for the same tuition services as a means to widen the financial accessibility of non‐government schools to children of less affluent parents in Australia. After discussing theoretical aspects, the author considers how the theoretical concepts could be operationalized, then how a sliding scale fee schedule could be implemented without, and with, external financial assistance.

Abstract: The study examines superintendents' attitudes toward community participation at the advisory and control levels in four areas of educational policy making: curriculum, student policy, finances, and personnel. Three hypotheses were posed: (1) superintendents' attitudes toward community advisement would be more favourable than their attitudes toward community control; (2) attitudes would differ on four selected school issues; (3) five independent variables (size, ethnic composition of system geographic location, geographic setting, and type of community involvement practiced) would influence the superintendents' attitudes toward advice and control. The names of superintendents with student populations over 15,000 were obtained from the Educational Directory. Superintendents' attitudes toward community participation at the advisory and control levels were measured on the Community Participation—Community Control Attitudinal Inventory. The results support hypotheses (1) and (2). For hypothesis (3), only size (over 50,000/under 50,000) and school setting (suburban/city) were significant independent variables. The larger the system the more favourable the superintendents' attitudes toward community advisement on curriculum issues, student policy issues, and personnel issues. However, they held less favourable attitudes toward community control of school finances than superintendents from smaller school districts. On community advisement re student policy issues, superintendents from city school districts held more favourable attitudes than their suburban counterparts; they held, however, less favourable attitudes on community control of school finance issues than suburban superintendents.

Abstract: In Africa, there is a great desire to achieve social and economic development through a full and proper education and utilization of the abundant human resources available. However, great inequalities in access to education exist for different social classes and for different parts of each African Country. Attempts to equalize opportunities include the introduction of free universal primary education, and the building of boarding primary schools for nomadic tribes; the reduction of secondary school fees; and the establishment or expansion of Federal and regional scholarships, bursaries and loan schemes. There are also admission quota schemes in favour of women and disadvantaged regions. Racial, private and church‐owned schools have been abolished or taken over by the government. Plans have been made for the establishment of large numbers and varieites of educational institutions especially in the rural areas and underdeveloped regions of each country.

Abstract: This paper is an examination of the rationale for the policy of supplying public funds for the support of schools run by private organizations. The example of the policy chosen for discussion is a current proposal of the Australian Schools Commission. It is noted that policies of this sort are generally defended by reference to a principle of freedom of choice. However there can be a conflict between freedom of choice for parents and freedom of choice for children in that parents sometimes exercise their freedom to choose schools which will reinforce their own influence and help to bring up their children in a predetermined mould with the same ideological beliefs and personal values as themselves. Public funding of private schools, it is argued, extends the freedom of parents to choose from a range of schools, but the effect is often to limit the opportunity of children to grow up free to make their own ideological and life‐style decisions. It is suggested that if one values this latter type of freedom one ought consistently to support pluralist public schools in which a wider variety of values and points of view are represented.

Abstract: The purpose of this paper is to report the findings of a study which examined the relationship between status congruence and teacher satisfaction with the team teaching situation. Using the Sampson model of status congruence, the degree of correspondence across two dimensions of status ranking was examined—personal status (as determined by age, sex, education and teaching experience) and leadership status (as determined by one's holding or not holding a position of formal leadership). Since the relationship tested was not found to be significant, this led to further examination into the dimensions of status ranking selected for this study which resulted in the elucidation of unpredicted difficulties encountered when attempting to operationalise the concept of status congruence in non‐laboratory settings.

Abstract: In this, the Walter D. Cocking Lecture for 1975, the author examines the emerging relationship between the professor of educational administration and the state governance of education in the U.S.A. The paper is developed around five critical issues, (1) increasingly major decisions for education will be made at the state level, (2) educators will have less autonomy in making these decisions, (3) many professors are essentially school district oriented with little sense of state action, (4) professors need additional understanding and appreciation of state level policy making, and (5) this increased understanding and appreciation should lead to revised programs for research and training in educational administration.

Abstract: The financial problems of the 1970's are forcing universities and C.A.E.'s to give increasing attention to the resource allocation process. In considering this issue one of the first problems encountered is the lack of goal clarity, a lack which makes rational budgeting a difficult task. The nature of the budgetary process is strongly influenced by the structural character of university decision‐making which is primarily political, despite the use of quasi‐bureaucratic devices such as formula budgeting. There is empirical evidence to support the political model and internal pressure groups play the major role in this although the external funding of research is also a significant factor. One of the predominant influences is the incentive system of the institution and the fact that there are few rewards for improving the efficiency of the educational process has implications for resource allocation. Modern techniques which have proved to be useful in government institutions such as program budgeting, do not appear to have wide application in tertiary education.

Abstract: The Pupil Control Ideology (PCI) concept has been used extensively to describe the school organization. Teachers hate been described as either “custodial” or “humanistic” in their belief orientation to control of pupils. But clarification of the nature of pupil control and the teacher attitudes which lie at the base of control, has not been investigated adequately. The first section of the present investigation indicates the attitudes of teachers which are associated with high levels of custodialism. These attitudes include emphasis on, content to be taught, teacher direction, rigid classroom procedures and social disengagement from pupils. The second part of the study shows that while operational measures of control may be similar, attitudes underlying control may differ. In schools serving higher socio‐economic communities, teachers exhibit an “emotional disengagement—non‐teacher direction” form of ideology. The conclusion is drawn that unless future investigations both identify attitudes and explain the interactions of attitudes of teachers in each school system, Pupil Control Ideology may be an inadequate descriptor of the school as a social system.

Abstract: Many evaluation paradigms consider three rather similar concepts: input; implementation; and output. Until recently, little attention has been paid to the implementation phase of evaluation, which seems to be a critical area in need of assessment by both administrators and evaluators. The literature relating to implementation has tended to document the need for implementation studies, but has not been very useful in describing, in practical terms, how one may go about the process of assessing implementation or the subsequent use of such data for administrative feedback. This paper discusses the development and use of an implementation scale and describes basic characteristics of the instrument. Some obtained data are presented and possible interpretations of the data offered. The data would seem to indicate that instructional systems are not implemented fully in many schools. A second section of the paper presents correlational data obtained from the implementation instrument and variables that may be related to the degree of implementation of a classroom innovation. The innovative nature of the school, the climate established by the administrator, the existence of continuous training programs and staff and student attitudes were found to correlate significantly with degree of implementation.

Abstract: Futures research and long‐range planning in an urban school district involve the use of a methodology having no direct answers or precise rules in terms of experimental and design alternatives. While some design options can be found in operations research and management science, futures research projects in education are more likely to follow the directions for policy analysis initially suggested by Yehezkel Dror and re‐examined in Aaron Wildavsky. They note in policy analysis, 1. Much attention would be paid to the political aspects of public decision‐making and public policy‐making (instead of ignoring or condescendingly regarding political aspects) … 2. A broad conception of decision‐making and policy‐making would be involved (instead of viewing all decision‐making as mainly a resources allocation) … 3. A main emphasis would be on creativity and search for new policy alternatives, with explicit attention to encouragement of innovative thinking … 4. There would be extensive reliance on … qualitative methods … 5. There would be much more emphasis on futuristic thinking … 6. The approach would be looser and less rigid, but nevertheless systematic, one which would recognise the complexity of means‐ends interdependence, the multiplicity of relevant criteria of decision, and the partial and tentative nature of every analysis … (Wildavsky, Aaron, “Rescuing Policy Analysis from PPBS” Public Administration Review 29. 1969. pp. 189–202. Wildavsky's reference is to Dror's “Policy Analysts : A New Professional Role in Government Service” Public Administration Review. 27. 1967. pp.200–201). The intent is to describe a single futures research project conducted in a large urban school district staff development program. It is reported here as a means to outline a general approach to policy planning that might be used or adapted by other administrators who share an interest in futures research.

Abstract: The thesis of this paper is that preparation programs for educational administrators would be vastly improved if available knowledge were systematically used in the design, management and study of the instructional programs. A review of the literature revealed that (1) conceptual and empirical knowledge have been rarely and inadequately discussed as foundations for program design; (2) management systems or technologies have not been discussed with reference to preparatory programs; (3) theoretical frameworks and sound research methodologies have been disregarded in most research about preparatory programs. Recommendations are made for increased knowledge utilisation in preparing educational administrators. Specifically suggested are: (1) implementation of various management technologies in departments of educational administration; (2) application of behavioral science theories and research methodologies to the study of existing preparation programs; and (3) use of theoretical and empirical knowledge to design and evaluate innovative preparatory programs. Suggestions regarding particular technologies pertinent to program management, specific theory‐based questions to guide research, and relevant bodies of knowledge applicable to program design are included. Conceptual systems theory is recommended as a foundation for programs designed to train “perceptive generalist” practitioners.

Abstract: The Australian Capital Territory has shaken off the bonds of the New South Wales Department of Education and instituted an Authority responsible directly to the Federal Government. The new system includes in its design for “a working partnership for local‐central control” school boards. This paper attempts a comparison of that partnership with that evolved within the New Zealand experience. The A.C.T. Authority as it is presently constituted exercises control only over government primary and secondary schools. The discussion is therefore restricted to these fields and ignores preschool and technical education and independent schools, all of which are expected eventually to be brought within the scope of the Authority. Six issues are discussed in detail: (1) the general question of centralisation, (2) the role of a centralised agency, (3) the role of the community in an education system, (4) life‐long education, (5) the appointment of staff, and (6) the control of finance.