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Your search keyword '"Murphy, Michael J."' showing total 12 results
Start Over Author "Murphy, Michael J." Publication Type Reports
12 results on '"Murphy, Michael J."'

1. Principal Self-Efficacy and the Use of Power.

Author

Lyons, Cherie A. and Murphy, Michael J.

Abstract

The fundamental issue driving educational reform is the redistribution of power. School principals not only use their power to influence the behavior of teachers and students, but they are also affected by using power. This paper presents findings of a study that examined the relationship between principal self-efficacy and the principal's use of various power bases. Phase 1 involved a survey of 121 elementary, middle, and secondary principals in a large metropolitan school district in a western state. In phase 2, 25 principals from the first phase completed a self-efficacy questionnaire, and a random sample of their teachers completed a survey that described their principals' use of power. Findings confirmed the research hypothesis that efficacy was positively related to expert and referent power and negatively related to legitimate, coercive, and reward power. Specifically: (1) principals with higher self-efficacy are more likely to use internally-based power when carrying out their instructional leadership role; (2) as principal experience increases, so too does the likelihood that principals will use externally-based power; and (3) the longer principals spend in one assignment, the more likely they are to use externally-based power. Five tables are included. Contains 34 references. (LMI)

Published
1994

2. An Examination of the Adlerian Construct of Social Interest with Criminal Offenders.

Author

Daugherty, Douglas A., Murphy, Michael J., and Paugh, Justin

Abstract

Addresses the utility of the construct of social interest as related to the behaviors of criminal offenders. Social interest involves concern for others and optimism regarding one's view of the world. The results indicate significant relationships between social interest scores and offender outcome as demonstrated by employment status, new felony arrests, and reincarceration status. (Contains 34 references and 4 tables.) (Author/GCP)

Published
2001

3. Teacher Career Ladders in Britain. A Study of Their Structure and Impact.

Author

University Council for Educational Administration, Columbus, OH. and Murphy, Michael J.

Abstract

A career ladder for teachers has been used in Great Britain for over 40 years. The ladder contains five steps with teachers progressing up the ladder by competitive promotion. This study investigated the historical development, structure, and consequences on teacher behavior of the career ladder system used in the United Kingdom. The study was designed to gather information for policy makers who are considering and designing career ladders for teachers across the United States. Four questions provided the primary focus for the study: (1) How are the British career ladders organized? (2) Do career ladders improve teacher performance directly by providing incentives or indirectly by placing good teachers in leadership roles? (3) How does the presence of a career ladder for teachers affect work relationships among teachers and between teachers and administrators? and (4) Do career ladders improve the teacher work force by affecting occupational and career decisions of people considering teaching or currently teaching? (JD)

Published
1984

4. New Teachers React to Redesigned Teacher Work.

Author

Hart, Ann Weaver and Murphy, Michael J.

Abstract

Investigates the career and work perceptions of new teachers of varying promise and ability and the influence of new work structures on these perceptions. Findings suggest that teachers with high promise and ability make sense of their work using different criteria from teachers of lesser ability and promise. Discusses implications. (JS)

Published
1990

6. A Statewide Decentralized Approach to Public School Reform: The Case of Career Ladders in Utah.

Author

Malen, Betty and Murphy, Michael J.

Abstract

In 1984, the Utah legislature enacted a career ladder bill encouraging all local districts to develop plans for restructuring teachers' compensation and promotion options. An independent, bipartisan taskforce then created a statewide, decentralized model that increases educators' power, minimizes merit and staff differentiation, and fosters acceptance. Includes 39 references. (MLH)

Published
1985

7. Career Ladder Reforms.

Author

Murphy, Michael J. and Hart, Ann Weaver

Abstract

The pros and cons of using career ladders as incentives to attract and retain outstanding teachers are discussed, focusing on recent problems experienced in attempts to implement such models. (Author/CB)

Published
1986

8. Education and Collective Bargaining. Readings in Policy and Research.

Author

Phi Delta Kappa, Bloomington, IN., University Council for Educational Administration, Columbus, OH., Cresswell, Anthony M., Murphy, Michael J., Cresswell, Anthony M., Murphy, Michael J., Phi Delta Kappa, Bloomington, IN., and University Council for Educational Administration, Columbus, OH.

Abstract

This book consists of 26 separate articles dealing with the broad topic of collective bargaining in education and its impact on educational policy and administration. Ideas and elements of the literature are grouped into four major sections suggested by systems analysis. Part 1 shows how collective bargaining in education is influenced by many conditions and events in its environment. Part 2 introduces the major theoretical perspectives and explanations of collective bargaining. Part 3 examines the appropriateness of the strike and alternative mechanisms in educational collective bargaining. Part 4 discusses some of the effects of educational collective bargaining that are related to the operation of the school. Each of the four parts consists of a short overview by the editors, followed by six or seven selected articles by various authors. (JG)

Published
1976

9. Compensatory Education Policy and the Intermountain West.

Author

Utah Univ., Salt Lake City. and Murphy, Michael J.

Abstract

Concerned with the impact of Title I, as national education policy on four mountain west states (Utah, Idaho, Wyoming, and Montana), this study concludes that Title I has not been internalized, integrated, or institutionalized in this region of the country or in any of the four individual states. The rejection of Title I policy rests on two basic findings. First, the idea of federalism as an appropriate vehicle for making social policy dramatically contradicts the popular ideology of the region. Second, the idea of compensatory education translates into welfarism which is incongruous with the value system in these western states. Each of the states studied has Title I monies and programs. While this fact seems to contradict the stated ideological considerations, the mountain west states have utilized Title I because they are poor, polite, and law-abiding. Two recommendations are offered to make future program expectations more congruent with the needs of the region: reduction of reporting and paper work requirements in the funding of on-going Title I programs in districts where there have been no significant demographic or economic changes and exploration by the states of ways to encourage program consolidation. Based upon application in these states, it is doubtful that one national policy and particularly one set of guidelines can be appropriate to all disadvantaged children and disadvantaged districts. (NEC)

Published
1978

10. Structural Characteristics and Organizational Design Decision.

Author

Murphy, Michael J.

Abstract

This paper was presented as part of a symposium that dealt with several systematic research efforts that employed a specific methodology--the Structural Properties Questionnaire (SPQ)--as a measure of organizational structure in schools. The "subjects" in this study, 17 students in a class on organizational behavior, representing 14 different schools in 5 Utah school districts, were given instruction in structural analysis and were asked to describe their work organization in specific structural terms. The SPQ was administered to the teaching faculty in each of the subject's schools. Comparison of school descriptions provided by the class participants and by the SPQ revealed that, while there was some ability to recognize relative differences among specific factors, course participants were not consistently able to estimate structural levels. In general the class participants were poor judges of the state of structural affairs in their school organization. The results of this study would seem to suggest that administrators, left to their own means, are likely to misread the state of school organizational structure. It follows, then, that any design decisions that follow will be misguided. (Author/MLF)

Published
1979

11. Analysis of Utah Career Ladder Plans.

Author

Murphy, Michael J.

Abstract

This report analyzes the content and development of the 45 school district career ladder plans submitted in 1984 to the Utah State Office of Education. Descriptive commentary and data tables are used to examine (1) the structure and composition of planning committees; (2) teacher evaluation provisions, including changes in evaluation methods, the person or group responsible for teacher evaluation, information sources for evaluation, and the status of development of evaluation instruments and procedures; (3) the frequency of various features of career ladder plans, including extended contract years, the number and nature of steps in the career ladder, and teacher selection methods and criteria; and (4) funding and accounting methods. Eight provisions found in a few plans are noted as potential inprovements to other districts' career ladder systems. Three broader issues are also discussed: (1) whether advancement based on job enlargement violates the spirit of career ladders, (2) the respective merits of competitive selection and performance standards for promotion, and (3) whether districts should be restricted to a few "best" career ladder plans. General conclusions regarding the status and value of Utah's career ladder plans complete the report. (MCG)

Published
1984

12. Simulating Collective Bargaining in Education.

Author

Murphy, Michael J.

Abstract

Describes NEGOTIATE, an interactive computer model that synthesizes bargaining theories into algorithmic functions capable of simulating complex labor relations. The models employed in the simulation, the instructional dimension of NEGOTIATE, and various applications of the game are discussed. A seven-item reference list is included. (Author/JL)

Published
1982

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