DOCUMENT RESUME EA 029 831 ED 430 307 Hunt, Thomas J. AUTHOR Doctoral Dissertations on Catholic Schools in the United TITLE States, 1988-1997. National Catholic Educational Association, Washington, DC. INSTITUTION ISBN-1-55833-212-X ISBN 1998-00-00 PUB DATE NOTE 110p. National Catholic Educational Association, Publications AVAILABLE FROM Dept., 1077 30th Street, NW, Suite 100, Washington, DC 20007-3852; Web site: http://www.ncea.org Directories/Catalogs (132) Reference Materials PUB TYPE MF01/PC05 Plus Postage. EDRS PRICE *Catholic Schools; Catholics; *Doctoral Dissertations; DESCRIPTORS Educational Assessment; Elementary Secondary Education; Higher Education; Profiles ABSTRACT This booklet provides synopses of 302 dissertations, all written in the period from 1988 to 1997, that focus on Catholic schooling. Of the total, 156 of the dissertations originated at non-Catholic universities, with 106 of these authored at state-supported, public institutions. The dissertations are grouped under the following categories: administration, leadership, principals, supervision; bishops, pastors, priests; boards, governance community; curriculum, academic programs; diversity-ethnic, innercity, international, minority, multicultural, racial, special needs; elementary education; finance; gender; history; identity mission; justice; law; parents; planning; reform, restructuring; religion, faith, morality, values; religious orders; school choice; secondary education; students; teachers; and technology. Each entry features the name of the author, the title of the work, the institutional affiliation of the author, and the year of completion. The entries also include a summary of the dissertation. When considered chronologically, the publication rate of dissertations did not vary much by year, ranging from 27 to 36. Of all the categories listed, administration, leadership, principals, supervision contained the most dissertations, 40, followed closely by history at 35. Only two of the dissertations addressed the subject of technology. (RJM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. * * ******************************************************************************** DOCTORAL DISSERTATIONS CATHOLIC SCHOOLS ON UNITED STATES IN THE 1988-1997 BY THOMAS C. HUNT U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1;4:i:document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Az TO THE EDUCATIONAL RESOURCES J INFORMATION CENTER (ERIC) Published by National Center for Research in Catholic Education Sponsored by Department of Chief Administrators of Catholic Education of the National Catholic Educational Association DOCTORAL DISSERTATIONS CATHOLIC SCHOOLS ON IN THE UNITED STATES 1988-1997 PREPARED BY THOMAS C. HUNT DEPARTMENT OF TEACHER EDUCATION SCHOOL OF EDUCATION THE UNIVERSITY OF DAYTON NATIONAL CATHOLIC EDUCATIONAL ASSOCIATION 3 Copyright 1998 National Catholic Educational Association, Washington, DC 20007 1077 30th Street, NW, Suite 100 Washington, DC 20007-3852 4 ISBN 1-55833-212-X TABLE OF CONTENTS FOREWORD INTRODUCTION vi ADMINISTRATION, LEADERSHIP, PRINCIPALS, SUPERVISION 1 BISHOPS, PASTORS, PRIESTS 13 BOARDS, GOVERNANCE 15 COMMUNITY 19 CURRICULUM, ACADEMIC PROGRAMS 21 DIVERSITY-ETHNIC, INNER-CITY, INTERNATIONAL, MINORITY, MULTICULTURAL, RACIAL, SPECIAL NEEDS 27 ELEMENTARY EDUCATION 35 FINANCE 41 GENDER 45 HISTORY 51 IDENTITY, MISSION 61 JUSTICE 67 LAW 69 PARENTS 71 PLANNING 77 REFORM, RESTRUCTURING 79 RELIGION, FAITH, MORALITY, VALUES 81 RELIGIOUS ORDERS 89 SCHOOL CHOICE 93 SECONDARY EDUCATION 97 STUDENTS 105 TEACHERS 109 TECHNOLOGY 115 In 5 FOREWORD For a number of years, the National Catholic Educational Association has published listings of doctoral dissertations related to Catholic education. This publication, prepared by Dr. Thomas C. Hunt of the School of Education at the University of Dayton, includes dissertation summaries that are derived directly from the authors' abstracts of their dissertations. All involved in Catholic schooling, especially teachers, administrators and researchers, will find this publi- cation a valuable resource. The National Center for Research in Catholic Education is grateful to Dr. Thomas C. Hunt for this valuable contribution to those in leadership and administrative positions in Catholic education. Lourdes Sheehan, RSM Executive Director Department of Chief Administrators of Catholic Education INTRODUCTION Renewed interest in Catholic schooling in recent times is evidenced by the number and kind of dissertations been conducted in the last ten years. on Catholic schools in the United States and its territories which have Numbering 302 in all, these dissertations reflect the changes that have enveloped Catholic schools and their per- sonnel and patrons. There are several phenomena which merit mention in this brief "Introduction." First, of the 302 dissertations conducted from 1988 through 1997, 156 (about 51.5%) were written at non-Catholic universities, with 106 of these authored at state-supported, public institutions. Second, only two focused on aspects of technology. Thirty- nine (approximately 13%) were published under the auspices of the Institute for Catholic Educational Leadership of The University of San Francisco, where Sister Mary Peter Traviss, 0.P., has been a leader in research conducted on Catholic education for some years. Chronologically, the publication rate of dissertations has not varied much by year, ranging from 27 to 36, with the exception of 1992 (a low of 19). Further breakdowns reveal that Administration, Leadership, Principals, Supervision (ALPS) leads the categories with 40, followed closely by History with 35, and at some distance by Religion, Faith, Morality, Values (RFMV) with 25 and Diversity with 23. Finally, a caveat. The placing of dissertations in certain categories sometimes involved more than a little judgment. For instance, a dissertation on the challenges of faith leadership involving the lay elementary urban principalship in the history of Catholic schooling could have been placed in ALPS, Diversity, Elementary Educa- tion, History, or RFMV. The compiler hopes that the publication of this data will prove helpful to students seeking fruitful studies on Catholic schooling, to their advisors, and to the cause of Catholic schools, which serve both the Church and the nation. He acknowledges with gratitude the support of the National Catholic Educational Association, without which this document could not have been produced. NOTE: The following summaries are derived directly from the authors' abstracts of their dissertations, taken from Dissertation Abstracts International, UMI databases. 7 vi ADMINISTRATION, LEADERSHIP, PRINCIPALS, SUPERVISION Anastasio, Patricia Ann. "The Recruitment, Selection and Preparation of Catholic School Principals in Six Dioceses in the United States." Ed.D., Fordham University, 1996. Sought to understand how dioceses have assumed responsibility of recruiting, selecting, and preparing prin- cipals from the laity. Also attempted to understand how dioceses are responding to goals of 1991 National Con- gress on Catholic Schools for the 21st Century. Sought further to understand how sensitive dioceses are to emerg- ing understandings of lay leadership and spirituality. Six dioceses selected; case study method utilized. Results revealed that over one half of the dioceses in U.S. have recruitment programs and more than two thirds have selection and preparation programs. Findings further suggested that dioceses rely on local colleges and universi- ties to impart theoretical, while they prepare personnel in technical areas particular to their own diocese. Revealed further that diocesan directors perceive no distinction in leadership and spirituality exercised by laity; that pro- grams are strengthened when dioceses collaborate with other dioceses, with pastors and search committees, and with colleges and universities; and that diocesan programs incorporate principles and elements of similar pro- grams in public education. Byrd, Pamela Ann. "Job Satisfaction of Catholic School and Public School Principals in Arkansas." Ed.D., University of Arkansas, 1997. Twofold purpose to: 1) determine if there was a relationship between job satisfaction of Catholic school principals in the Diocese of Little Rock and job factor variables and 2) determine if there was a relationship between job satisfaction of public school principals in Arkansas and job factor variables. Questionnaire with accompanying letter explaining purpose of study given to the 35 principals in Catholic schools of Little Rock Diocese and 35 public school principals. Number Crunchers Statistical Software (NCSS) used to conduct follow- ing tests: 1) Pearson Correlation; 2) Spearman Correlation; and 3) Cross Tabulation. Study found significant relationships between job satisfaction of Catholic school principals and job factor variables of number of years as principal and perceived support from their pastor. Similarly, study found significant relationship between job satisfaction and the job factor variable of superintendent support of public school principals. Recommendations for pastors included: 1) offering full support to their principals; 2) considering a weekly meeting with principals for ongoing communication and dialogue about school matters; and 3) emphasizing years as principal when hiring new principals. Recommendations for superintendent included: 1) offering full support to principals; and 2) main- taining monthly contact with principals. Carr, Kathleen Mary. "Catholic Elementary School Leadership: A Study of Principals' Motivation, Efficacy and Satisfaction." Ph.D., The Catholic University of America. 1995. Examined the effects of demographic factors and motivation orientation on principals' sense of efficacy and satisfaction within each aspect of Manno's (1985) framework to conceptualize Catholic school leadership: spiri- tual, educational, and managerial. Catholic principals responsible for spiritual leadership efficacy and spiritual leadership satisfaction. Survey method utilized. Findings showed a reciprocal relationship between a principal's sense of efficacy and satisfaction. Principals had high levels of mission and professional motivation in deciding to continue as leaders in Catholic schools. Mission motivation an important predictor for educational and managerial satisfaction. Principal's sense of efficacy increased the more s/he participated in the life of the Church. Lay princi- pals reported higher levels of educational and managerial efficacy and educational satisfaction; religious princi- pals had higher levels of spiritual satisfaction; they shared similar levels of spiritual efficacy. Leadership efficacy and satisfaction increase when religious mission of school influences principals to continue as Catholic school leaders and a personal sense of religiosity informs how the principal views life. Clune, Patricia. "Implementation of Year-Round Education: A Case Study of Five Catholic Schools." Ph.D., Georgia State University, 1994. Compared and contrasted the implementations of year round education in five Catholic schools. Utilized cross-site case study methodology, historical documents and semi-structured interviews. Findings indicated that the primary reason four of the five schools adopted a year round calendar was improved educational benefits for students. Identifies barriers to implementation, e.g., child-care concerns, conflicting family schedules, concern about on-going studies, and fear of change. Strategies used to diffuse resistance included adequate, clear and effective communication and education, among others. Concluded that advantages from implementation were 1 categorized by academic growth for students, professional benefits for staffs, and enriched personal opportunities for students, staffs, and families. Coley, Kenneth Scott. "Transformational and Transactional Leadership and the School Principal: An Analysis of Selected Private Secondary School Principals in Maryland." Ed.D., University of Maryland College Park, 1993. Compared nonpublic (Catholic, Independent, and Protestant) secondary school principals' self-perception of their use of transactional or transformational behaviors with teachers' perceptions of their principals' use of these behaviors. Data provided by 24 principals (96% response rate) and 160 teachers (74% response rate). Leithwood Leadership Survey employed to gather data. Findings indicated that the six transformational processes (provides vision or inspiration, models behavior, fosters commitment to group goals, provides individual support, provides intellectual stimulation, and holds high performance standards) and the contingent reward transactional leadership process were present in the study, with the management-by-exception transactional process the least utilized. The perceptions of the principals and teachers about the presence of the eight leadership processes vary according to the age of the school with the most significant differences being between the schools aged 21 to 50 years and the schools over 50 years old. Diamond, David Edward. "An Analysis of Leadership Behavior and Self-Efficacy of Principals of Catholic Secondary Schools." Ph.D., The Catholic University of America, 1997. Study examined 3 leadership roles and the sense of self-efficacy of administrators in Catholic secondary schools. Roles of educational and managerial leadership shared by administrators in all schools. Catholic school administrator also has task of being a spiritual leader. Study delineated 2 distinctive elements within each of the 3 roles that serve to specify the work of the administrator. Two subdivisions of educational leadership are 1) sym- bolic and cultural leadership, and 2) curriculum and instructional leadership. Two subdivisions of managerial leadership focus on 1) the institution and 2) personnel. Spiritual leadership involved 1) spiritual and moral devel- opment and 2) a Catholic philosophy of education. Author-composed survey instrument sent to randomly selected 750 principals of Catholic secondary schools; 404 were returned. Survey contained 109 questions in 3 sections: 1) demographic information; 2) principal's leadership behavior; and 3) principal's sense of self-efficacy. Major research questions and hypotheses of study involved relationship of demography to leadership and self efficacy. Lay and religious principals' sense of self efficacy as spiritual leader also of interest. Study indicated that both lay and religious principals identify themselves as capable educational, managerial, and spiritual leaders. One of the most important conclusions drawn is that there is no difference between lay and religious principals concerning their sense of self-efficacy as spiritual leaders. Participation in professional activity largest influence on principals' leadership. Percentage of Catholic faculty members also important element for principals' leadership. Almost one- third of respondents indicated they had experience in other than a Catholic school. Dias, Orsete Jesus. "Principals' and Teachers' Perceptions of the Extent of Shared Decision-Making in Urban and Suburban Catholic Elementary Schools." Ed.D., St. John's University (New York), 1994. Investigated from a random sample of 85 Catholic elementary schools from urban diocese of Brooklyn and from suburban diocese of Rockville Centre the extent of shared decision-making as perceived by principals and their faculty. Sought to determine whether there were significant multivariate relationships among selected factors as age, gender, etc. Also attempted to ascertain if there were any significant relationships between faculty's per- ceptions and morale. Found that both groups perceived extensive faculty involvement in dimensions of goals, standards, curriculum, and staff development and little or no involvement in matters of budget and staffing. Prin- cipals rated themselves higher than teachers on every dimension of the Teacher Involvement and Participation Scale (T.I.P.S.), but there was a perfect correlation i between their rankings of the extent of teacher participation on the various dimensions of the T.I.P.S. There were significant differences between urban and suburban teachers on 3 of the 8 dimensions, on no dimension did the mean scores exceed .19. Finally, the faculty's perceptions as to the extent of their participation were all significantly correlated with their perceptions of morale. Dillon, Geoffrey Russell. "Catholic Secondary School Principals' Perceptions of Their Involvement in School-Initiated Student Referrals for Psychological Evaluation." Ed.D., University of San Francisco, 1997. Study explored roles in which, and extent to which, Catholic secondary school principals participated in student referrals for psychological evaluations. Primarily descriptive, study also explored relationships of this participation to the principals' perceptions of the variables of school mission, competencies of the principal, and the training and experience of the principal related to school-initiated student referrals for student outcomes. Principals revealed a significant commitment to the psychological well-being of their students, as part of the Catholic school's mission, and a willingness, both in their role-understanding and current contributions, to be involved in school-initiated referrals. Findings reflected a universal practice among Catholic secondary schools (n=172), of recommending students for evaluations. Slightly fewer principals (94%) indicated a school practice of requiring students to undergo an evaluation, when appropriate. In required referrals, 98% of principals participated in school's decision-making process; 99% participate in conferences with parents and student. Majority assessed 9 2 their participation as competent; 15% questioned their competence in decision-making process, and 18% had questions about their competence in school conference. Lack of training major reason for questions. Suggestions for professional practice are addressed to groups exercising influence on the student referral process. Ferrare, James Peter. "Identifying Discriminating Items for Student Feedback to Principals." Ph.D., Iowa State University, 1990. Primary purpose of study was to create and test items for student evaluation of principal performance. Items were designed utilizing 5 correlates of the effective school and current research on principal behaviors as defined by the School Improvement Model Project at Iowa State University. Study involved 599 students in grades 5, 8, and 11 representing 32 schools from 24 public school districts and one Roman Catholic Diocese during the fall semester of the 1989-90 school year. Samples drawn from each grade level to test various hypotheses. Data from questionnaires analyzed using the Menne and Tolsma methodology to determine item discrimination powers. Items which discriminated at the .05 level of significance were identified. Items on the 2 sections of the question- naire that were found to be discriminating between principals were analyzed to determine the correlation between student responses on the discrimination questionnaire and the potentially biasing factors of the student's like or dislike of the principal, attendance patterns, and their interest in school. Hypothesized that differences in item discrimination powers would be identified in the analysis of data between male and female principals, public and nonpublic school principals, principals of large and small schools, and between participating grade levels (5, 8, and 11). Students rated the performance of female principals more favorably on items involving instructional leadership while male principals were perceived to operate a safer and more orderly school environment. Nonpublic school principals were perceived to interact more frequently with students and run a safer and more orderly school environment. Students from small schools (less than 350 students) perceived their principal to be more involved in student activities and overall demonstrated a more caring attitude. Overall, 5th grade students rated the perfor- mance of their principal more favorably than grade 8 or 11 students. Griesgraber, James John. "Job Satisfaction and Role Clarity of the Catholic Elementary School Prin- cipal." Ph.D., University of Minnesota, 1988. Purpose of study was to analyze differences in role expectations between Catholic elementary school princi- pals and their governing boards of education in selected Catholic elementary schools in the U.S. What is the relationship between clarity of the principal and job satisfaction? Role Norm Inventory, developed by Fosket and Wolcott, was instrument chosen to measure role clarity. Five of 45 items on inventory were reworded to make the instrument relevant for Catholic school principals. Piloted in 10 schools to measure its clarity. Minnesota Job Satisfaction Questionnaire developed by Psychology department of Univ. of Minnesota chosen to measure job satisfaction. Financial limitations restricted the number of respondents to a maximum of 500. 44 Catholic elemen- tary schools across the U.S., with potential of 44 principals and 396 board members, randomly chosen to partici- pate. U.S. divided into 6 geographical regions and 3 additional subsections of urban, rural, and suburban. Repre- sentative number of schools randomly selected from each of the 18 categories. Each principal received appropriate materials, asked to administer them, and return them. Initial study done in fall of 1985. Due to poor response rate second sampling conducted in fall of 1987. Principal job satisfaction measured as function of role congruence as determined by response of principals and boards of education to the Catholic elementary school principal role norm inventory. Haymon, Darlene L. Robinson. "Relationships among Elementary School Principals' Leadership Style, School Climate, and Student Achievement in Differing Racial-Ethnic and Socioeconomic Status Contexts." Ed.D., University of Southern California, 1990. Purpose of study was to identify the leadership behaviors related to student achievement and school climate, thereby providing additional information about the elementary school principalship and its affects on student achievement. Survey research utilized. Data gathered by use of Leadership Behavior Descriptive Questionnaire and Organization Climate Questionnaire. Student achievement measured by reading subtest scores from the Cali- fornia Test of Basic Skills. Number of students receiving free lunch determined socioeconomic status of schools. Data analyzed by chi-square analysis, factor analysis, and multiple regression stepwise regression. T-test used to determine probability. Found that teachers' perceptions of principals' leadership style related to: teachers' rating of the actual climate; 3rd grade reading achievement; and 3rd grade achievement. The percent of white students was related to 6th grade achievement and principals' leadership style. There was a strong positive relationship between socioeconomic status and percentage of white students. School climate was not related to 3rd or 6th grade achieve- ment. Concluded that principals' leadership style was positively related to teachers' perceptions of school climate. Recommended that 1) principals should focus on strengthening leadership behaviors that relate to student success; 2) a similar study should be conducted with a larger sample; and 3) determine what aspects of high socioeconomic status could be simulated in low socioeconomic I status contexts to increase student achievement. 3 1 0