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V a“. ,1:
‘ 9

A STUDY OF THE PERCEPTIONS‘MAT
ADMINISTRATORS, ELEMENTARY TEACHERS,
CONSULTANIS, AND SPECIAL AREA TEACHERS
HAVE OF THE ELEMENFARY SPECIAL AREA

TEACHER AND CONSULIANT ROLE

Thesis for flu: Degree of Ed. D.
MICHEGAN STHE WWERSITY

James David Huffman
£959

THESIS

This is to certify that the

thesis entitled

A Study of the Perceptions that
Administrators, Elementary Teachers,
Consultants, and Special Area

Teachers Have of the Elementary Special
Area Teacher aegdbgConsultant Role

presen

James David Hoffman
has been accepted towards fulfillment

of the requirements for

Ed. D. degree mEducation

“nanv- n’n‘oocnw

Date June 8. 1959

0-169

LIB.
Michig

1 Unr

 

 

 

A STUDY OF THE PERCEPTIONS THAT ADMINISTRATORS,
ELEMENTARY TEACHERS, CONSULTANTS, AND SPECIAL
AREA TEACHERS HAVE OF THE ELEMENTARY SPECIAL

AREA TEACHER AND CONSULTANT ROLE

by

James David Hoffman

AN ABSTRACT

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in partial fulfillment
the requirements for the degree of

DOCTOR OF EDUCATION
Department of Teacher Education

1959

I
Approved M Q

 

 

R)

JAMES DAVID HOFFMAN ABSTRACT

Statement of the Problem

 

The purpose of this study was to identify the role
expectations that elementary teachers, elementary admin-
istrators, elementary consultants and special area
teachers had of the special area teacher-consultant roles,
and make a clear delineation between the two roles. Role
expectations of the respondent groups were compared and

convergence and divergence of opinion noted.

Procedure

 

Elementary administrators, teachers, consultants
and special area teachers in seventeen communities in
Michigan were given a questionnaire dealing with seven
selected consultant-special area teacher roles. These
respondent groups were asked to indicate the degree of
expectation they held concerning their perception of
how the special area teacher-consultant performed the

roles.

Findings
It was hypothesized and proven that there was incon-
sistency in role perception of these roles with more
divergence of expectation than convergence.
It was found by use of the "F" test that significant

differences existed in the role perception of the special

JAMES DAVID HOFFMAN ABSTRACT

area teacher by these four respondent groups on thirty-two
of the sixty-two items on a questionnaire. It was found
by the use of the "F" test that significant differences
existed in the role perception of the consultant by these
four respondent groups on thirty-two of the sixty-two
items on a questionnaire.

There was divergence of expectation concerning where
the role of the special area teacher occurred on six of
eleven items, divergence concerning teaching roles with
children on five of eleven items, divergence concerning
consulting-teaching relationships with teachers on five
of fifteen items, divergence concerning educational
background and role effect on five of six items, diver-
gence concerning status effects on four of six items,
divergence concerning responsibilities of supervision on
five of nine items, and divergence concerning the role as
a representative of the central office on two of four
items.

There was divergence of expectation concerning where
the role of the consultant occurred on six of eleven
items, divergence concerning teaching roles with children
on five of eleven items, divergence concerning consulting-
teaching relationships with teachers on ten of fifteen

items, divergence concerning responsibilities of supervision

JAMES DAVID HOFFMAN ABSTRACT

on four of nine items, and divergence concerning the role
as representative of the central office on one of four
items.

Individual groups' perceptions caused more signifi-
cance of divergence of role perception than variables
within the single groups.

There was perceived a similarity between the actions
of the special area teachers and consultants on forty-
four of the sixty-two items, and a difference between the
actions of the special area teachers and consultants on
eighteen of the sixty-two items. For this data analysis
the respondent groups were considered as one group of edu-
cators. It was hypothesized there was intermixing of roles
and this was partially proven.

Viewing the respondent groups separately reveals
that teachers view the roles as similar in action and
performance on fifty-two of the sixty-two questionnaire
items, administrators on thirty-eight of the sixty-two
items, consultants on forty of sixty-two items, while
special area teachers view the two roles as similar on
only thirty of the sixty-two items.

This indicates that teachers, who have daily contact
with both roles, see little difference between the roles,
while special area teacher consider the difference great.

Consultants and administrators perceive great difference

\N

JAMES DAVID HOFFMAN ABSTRACT

also. Possibilities of roleconflict are definitely estab-

lished.

Recommendations

 

To lessen possibilities of role conflict concerning
these positions, it is advised that school groups begin
with the convergent areas of role perception and work
toward eradicating their differences of thought concerning
the divergent areas. School groups should attempt to
become more consistent in their expectations of the partic-
ularized roles, and delineate more clearly between the two
roles.

These findings could be the basis for bringing about
convergent expectations if studied in in-service training
programs, pre-service training programs, and consultant-
special area teacher meetings. This is necessary to estab-
lish "common—ground" expectations, when viewing the trend
toward the evaluation of specialization and subject learning
in America's public schools of today. Our educational
institution is becoming more complex, and every role acted
in it must be perceived clearly and consistently by all
groups, so that we may have smoothly operating social
relationships. Smooth relationships are powerful deter-

minents of the successful functioning of any institution.

A STUDY OF THE PERCEPTIONS THAT ADMINISTRATORS,
ELEMENTARY TEACHERS, CONSULTANTS, AND SPECIAL
AREA TEACHERS HAVE OF THE ELEMENTARY SPECIAL

AREA TEACHER AND CONSULTANT ROLE

by

James David Hoffman

A THESIS

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in partial fulfillment
the requirements for the degree of

DOCTOR OF EDUCATION

Department of Teacher Education

1959

 

9/5/90
M/é/w

ACKNOWLEDGMENTS

The writer wishes to express his grateful and sincere
appreciation to all who have contributed to the inception,
development, and completion of this study.

Special acknowledgment is due to Professor William V.
Hicks, Chairman of the author's doctoral committee, who has
given wise and patient counsel throughout the study. Also,
for the inspiration which has come to the writer, from him,
over the past two years in his studies in the field of
elementary education and student teaching.

The writer is deeply indebted to Professor Wilbur B.
Brookover, for the guidance concerning the original theore-
tical framework for this study and for the encouragement
and valued suggestions in the execution of the research
phases of this study. To Drs. William Walsh and Calhoun
Collier, appreciation is here expressed for their continuing
interest and aid in the development of this dissertation.

Finally, to those principals, teachers, special area
teachers and consultants, who so willingly gave of their
time and opinion in the response to the questionnaire, a

debt of gratitude is here acknowledged.

ii

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS. . . . . . . . . . . . . ii
LIST OF TABLES . . . . . . . . . . . . . v
LIST OF FIGURES. . . . . . . . . . . . . vi
Chapter
I. INTRODUCTION 1
Introductory Statement . 1
Statement of the Problem . . . A
Basic Hypothesis . . . . . . . . 5
Testable Hypotheses . . . . . . 5
Importance of the Study. . 6
Scope and Limitations 13
Procedures and Techniques Involved 11
Definitions. . . 13
Summary . . . . . . 16
II. REVIEW OF THE LITERATURE . . . . . . 17
Background for the Study . . . . . 179/
Role Analysis Framework. . . . . . 17
Related Studies . . 23
Normative Authoritative Writings on
Consultant- Special Area Teachers . . 33 .
Summary . . . . . . . . . . . 38s/
III. PLANNING AND CONDUCTING THE STUDY . . . 43
Introduction . . . . . . A3
General Methods of the Study . . 43
A Definition of Generalized Working Role A3
A Definition of Consultant. . . AA
A Definition of Special Area Teacher . ASv’
Grouping of Role Actions on the
Questionnaire . . . . . 45
Selecting the S hool Districts . . . 47
Summary . . . . . . . . . . . 48
IV. PRESENTATION AND ANALYSIS OF DATA . . . 53
Problem . . . . . . . . . 53
Method of Analysis . . . . . . . 53
Presentation of the Data . . . . . 51
Summary of Analysis of Data . . . . 93

iii

‘0

Chapter
V. RECORDED COMMENTS. . . . . . .
Summation of Teacher Comments. .
Summation of Administrator Comments.
Summation of Consultant-Special Area
Teacher Comments
Summary . . .
VI. SUMMARY AND CONCLUSIONS.
Summary .
Conclusions. . . .
Implications . . . . . . .
Suggestions for further Research.
BIBLIOGRAPHY. . . . . .
APPENDIX A
APPENDIX B . . . . . . . . . . . .

iv

Page

95%
97

99
133

131

131
1l3
112
116

118 J
129

136

LIST OF TABLES

Table Page
I. Classification of Teachers, Administrators,
Consultants, and Special Area Teachers
According to School Systems . . . . . . 52
II. Total Number of Teachers, Administrators,
Consultants, and Special Area Teacher
Response . . . . . . . . . . . . 54

III. List of Sixty-Two Selected Items Dealing
with Generalized Special Area Teacher-
Consultant Role . . . . . . . . . . 57

IV. Spread or Concentration of Replies to
Questionnaire Items by Respondents Concern-
ing the Perceived Role Performance of the
S.A.T. and Consultant . . . . . . . . 135

V. Number of Significant Differences in the
Means of the Respondent Groups on Items
Pertaining to Special Area Teacher- .
Consultant Roles. . . . . . . . . . 62

VI. Means and Significance of Difference Among
Means of Respondents' Perceptions of Items
Pertaining to Sixty-Two Selected Items on
Questionnaire with Special Area Teacher . . 66

VII. Means and Significance of Difference in
Means of Respondents' Perceptions of Items
Pertaining to Sixty-two Selected Items on
Questionnaire with Consultant . . . . . 69

VIII. Difference Between Role Performances of
Consultants and Special Area Teachers
Concerning the Sixty-two Selected Items
on the Questionnaire . . . . . . . . 83

Figure

10.

ll.
12.
13.
14.

LIST OF FIGURES

Percentage of agreement of expectation
concerning where perceived role occurs,
items 1.110 s a 0

Percentage of agreement of expectation
concerning teaching and other roles with
children, items 12-22 .

Percentage of agreement of expectation
concerning consulting-teaching relationships
with teachers, items 23-37

Percentage of agreement of expectation
concerning educational background and
experience and role effect, items 38-43

Percentage of agreement of expectation
concerning status effects and resultant role
perception, items 44-49

Percentage of agreement of expectation
concerning responsibilities of supervision
and role effect, items 50-58.

Percentage of agreement of expectation
concerning being a representative of central
office and role effect, items 59-62

Where the role is performed

Teaching relationships with children

Teaching-consulting relationships with
teachers . . . . . . . . . .

Educational background and experience
Status effects.

Responsibilities of supervision . .
Representative of central office.

vi

Page

72

73

74

76

77

78
84
84

84
84
85
85
85

CHAPTER I

INTRODUCTION

Introductory Statement

 

This study was designed to identify and clarify the
role of elementary special area teachers and consultants.
Role perception data from elementary teachers, administra-
tors, special area teachers, and consultants were gathered
and compared.

The need to clarify these roles was the hypothesis
that a clear understanding of role might be a critical
factor in the interactions of a complex school situation.
Role conflicts emerge in situations where interpretation
of role is unclear and/or ambivalent. Every educator
should have, ideally, thorough knowledge of his operating
role as he perceives it, or his colleagues perceive it,
and as he interprets the institutionalized image which the
culture implies. This role knowledge leads to smoother
social relationships which in turn lead to the solution
of practical operating problems of the educational
institution.

As the American school system has become more complex
with its increased population, the task of educators has

also become more complex. Curricular offerings which

society demands that the school system provide the young
has become increasingly large and expanded.

' To cope with these complexities and expansions the
American school system introduced specialists into the
self-contained reading, writing, and arithmetic oriented
elementary classrooms. These specialists operated at
scheduled times to instruct the "special subjects."

Physical education, music, art, science, and other special
areas were gradually introduced into our school system in
this fashion. The roles of the instructors of these special
subjects became specialized and finally fully institution-
alized in the public schools. Terrian says of this process:

Society needs to have its work done, and in its own

massive way, sets about dividing up the labor, clarify-

ing the tasks, designating the rewards, and finding
people to fill the various jobs. As societies become
increasingly complex, the tasks become more and more
specialized, finally taking on the qualities of
institutions. As such, they seem no longer to be
entirely subject to the persons who perform them,

but rather to take on characteristics which appear

to be supraindividual. When this happens, they

play a part in the selection of the people who do the

work, and to a considerable extent, control their

behavior. This is how occupational roles come into
being.
Changing emphasis from subject centered curricula
to child centered curricula in the past three decades, how-
ever, has caused these special areas to be me-structured. The

school system introduced consultants to help self-contained

 

1Frederick W. Terrien, "The Occupational Roles of
Teachers," The Journal of Educational Sociology, Vol. 29,
No. 1 (September, 1955), p. IA.

 

elementary classroom teachers to instruct special areas.
The emphasis was not primarily on the subject itself;
consideration was also given to the social, emotional,
physical and intellectual backgrounds, needs, interests,
and developmental level of children in the classes to be
taught. The special area subject to be taught has not
been rejected, along with the special area teacher, but
rather the emphasis has changed, with the consultant
serving as a snythesizer, processor, and resource person
of the knowledges in the special area. In many cases
teaching is now directed by both classroom teacher and
specialist toward the afore-mentioned child-centered
considerations.

This changeover, or restructuring, of the special
area teacher role to the consultant role, however, has
not been accomplished smoothly. Some school systems have
rejected the philosophy behind the original change. Other
systems have made the change, but kept the older titles.
Still other systems have mixed the roles, with the result
becoming one of confusion, so that the rich possibility of
resources and stimulation in each special area, in many
systems, has not been presented to the child in an inte-
grative fashion.

What is needed then, and what this study attempted
to do, was to make a clear delineation between the two

roles. This research isolated and separated the role

perceptions held by teachers, administrators, special area
teachers, and consultants, and discovered convergence or
divergence in the perceptions of these roles.

The insights gained by the isolation of these roles
and the divergence or convergence of opinion will be used,
it is hoped, by the teachers and consultants and their
colleagues, for the process of clear identification with
their role in the educational institution. This identifi-
cation, and then the incorporation of this information
into their own personality should help the education
institution to operate more smoothly. It is assumed that

if this happens, better instruction for learning will occur.

Statement of the Problem

 

The various professional people with whom the con-
sultant and/or special area teacher interact in accomplishing
the requirements of their role may define this professional
generalized role in different fashion. The special area
teacher and/or consultant may likewise hold role perceptions
and definitions which are not convergent with the definitions
and perceptions of others. The purpose of this study was
to identify the role perception which special area teachers,
consultants, regular teachers, and administrators hold of
the special area teacher and consultant.

This role perception in generalized form was encom-
passed by putting together the various facets of the con-

sultant and/or special area teacher role: the working

schedule, the area where this schedule is performed,
teaching relationships with children, consulting relation-
ships with teachers, experience, training and background,
personal relationships with staff, and supervisory functions
contained within the roles. These role parts were contained
in a questionnaire to which the different groups of edu-
cators responded.

These role parts revealed the total perceived and
currently held images the respondents had of the consultant
and special area teacher. The responses to the individual
questionnaire items were analyzed and analysis of variance

between means was made between respondent groups.

Basic Hypothesis

 

The generalized role of the consultant and/or special
area teacher is perceived differently by consultants,
special area teachers, elementary teachers, and adminis-
trators in elementary schools in selected systems in the
State of Michigan, thereby creating possibilities of role

conflict.

Testable Hypotheses

 

l. The mean scores on individual items on a question-
naire pertaining to generalized special area teacher roles
are significantly different among the respondent groups.

2. The mean scores on individual items on a question-
naire pertaining to generalized consultant roles are signif—

icantly different among the respondent groups.

3. There will be perceived differences of role
expectations of the special area teacher as compared to the
consultant by the respondents as indicated by a significant

difference in the means of the items pertaining to the roles.

Importance of the Study

 

Consultants and special area teachers need to under-
stand the role or roles that elementary teachers and admin-
istrators expect them to assume in elementary schools.

They need to understand the role as each other identifies
it. The elementary teacher needs to know what role the
general consultant or special area teacher perceives and
will assume in the elementary schoolroom.

Each teacher, consultant, special area teacher, and
administrator, is likely to behave in terms of the expect-
ations each holds of each other's position. However, here
we are only concerned with the perception of the consultant
and special area teacher role. The consultant and special
area teacher are likely to behave as they perceive their
role and as significant others perceive it. To date, there
is no specific research pertaining to these role expect-
ations. Orville G. Brim, Jr., speaking in a book prepared
for the American Sociological Society and sponsored by the
Russell Sage Foundation, states this:

Apart from these studies of the school superintendent,
the role of the educators with his colleagues really
has been neglected. Brookover, while presenting a

case study of clique formation among educators in one
school, points out that there are strong informal

cliques in every educational institution (including
universities) based on age, congeniality, subject
matter, and other characteristics, which are powerful
determinants of the actual functioning of the edu-
cational system and which have been relatively
ignored. . . . Very much needed are comparable studies
of the way in which the educator, as teacher or
administrator in elementary schools, or as professor
at higher educational levels, acquires knowledge of
the roles he is to play and incorporates the neces-
sary skills, motives, and ideology as part of his

own personality.

Brookover was concerned chiefly with submerged role
conflict possibilities. This study was concerned with
open conflict, assuming that the actual teaching roles
must be clearly delineated before the submerged conflicts
can be assayed.

A consultant's or special area teacher's teaching or
consulting role may be satisfying only to the degree that
those interacting have perceptions which align themselves
in action. Satisfaction leads to a.well adjusted life and
career. Every job (role) has value; Dr. Bruno Solby, in

Sociometry, specifically writing on "The Role Concept in

 

Job Adjustment," identifies three values.

Social saturation value, i.e., the value that a cer-
tain "job" has in helping the individual to experience
a saturation of his emotional needs for interpersonal
relationships; role value, which represents his finan-
cial compensation plus the various individual and
cultural symbols he experiences in the job situation;
and integration value, i.e., this part of the pro-
ductivity value of a job which the individual experi-
ences as ability to express his specific talents in
productive work.3

 

2Orville G. Brim, Sociology and the Field of Education
(New York: The Russell Sage Foundation, 1958), pp. 54-55.

3Bruno Solby, "The Role Concept in Job Adjustment,"
Sociometry, Vol. 7 (1944), pp. 222-229.

 

 

Solby, basing much of his research on J. L. Moreno's

development of the role concept, described in Who Shall

 

Survive, and other writings,“ goes further to state:

If the role value the individual experiences in
his job is so closely related to his social saturation
value that in the individual's emotional experience
they very nearly become identical, the integration
value the individual experiences through the job in-
creases proportionally to the increase in the role
value. If, for instance, a man in his "job" of being
a physician realizes in his profession all the
desirable roles, and at the same time the saturation
of his needs for interpersonal relationships because
of his close relationships to his patients or because
his family and friends love and admire him because
of his being a (good) physician, this individual
experiences wellbeing as the result of the higher
integrative value of his job. Any increase in the
role value accompanied by an increase in the social
saturation value will augment his experience of
integration.5

If increase in role value helps accomplish positive

andlmmflifiulintegration, knowledge of role would be the first

 

step. Knowledge of role, as it is perceived, should lead
to increase in role value.
Role conflict decreases role value. Solby investi-
gates the negative also, by stating:
If the role value is decreased and becomes smaller
than the social saturation value, the social saturation

value will have to increase proportionately if the
degree of integration is to be maintained. If the

 

4J. L. Moreno, Who Shall Survive, Das Stegreiftheater,
Berlin, 1923; "Sociometry and the Culture Order," Sociometry,
VI:3:229-344, pp. 331-332, 1943; "Inter-Personal Therapy and
the Psychopathology of Inter-Personal Relations," Sociometry,
I:l-2:9-76, pp. 44-47, 1937; and "Mental Catharsis and the
Psychodrama," Sociometry, III:3:239-244, 1943.

 

 

 

 

5Solby, op. cit., p. 226.

role value however decreases without any change taking
place in the social saturation value the integration
value of the job diminishes too.

In their writings, Moreno, Solby, and Lewin,7 conclude
that acquisition of role concept helps for positive life
adjustment. Louis Doyle concluded that knowledge of role
expectations held by professional persons interacting with
teachers offered the opportunity for teacher to be,
"provided with the psychological support necessary in the
performance of their roles in keeping with the dynamic
character of a democratic society."8

The range of expectations with which pupils, parents,
school board members, administrators, and teachers, may
have of various roles in the teaching profession are rela-
tively unknown. Dissertations by Doyle, Ferneau, Stewart,
Manweiller, Jones, and Cowan9 have begun exploring some of
those expectations. Theirs is vital, usable research.
This research concerning special area teacher consultant

roles as they are perceived by certain members of the

teaching profession should add to those pilot explorations.

 

61bid., pp. 226-227.

7Kurt Lewin, Resolving Social Conflicts (New York:
.Harper and Company, 19487, p. 113.

 

8Louis A. Doyle, "A Study of the Expectancies which
Elementary Teachers, Administrators, School Board Members,
and Parents Have of Elementary Teachers' Roles" (unpublished
Ed.D. dissertation, Michigan State University, East Lansing,
Michigan, 1956), p. 137.

9See Bibliography for list. These will be discussed
in Chapter II.

13

Such an exploration could possibly supply some clues

as to some of the uncertainty and dissatisfaction that has
been openly expressed in periodicals in the past ten years,

concerning the generalized roles of the consultant and

special area teacher. There are two camps of thought as

to role to be performed. If two opposing camps are pulling

at teachers, conflict in role could result.

It is for insight into the extent of the conflict

that this research is dedicated.

Scope and Limitations
The study will be an attempt to identify the general-

ized professional working role of consultants and special

area teachers as perceived by consultants, special area

teachers, teachers, and administrators,
The study utilized an open-ended questionnaire and

interviews administered to consultants, special area

teachers, classroom teachers, and administrators, and devised

to identify facets of professional roles. From these

preliminary methods a formalized questionnaire was developed.
TPhe data collected in the formal instrument was restricted

tc> the responses to the questionnaire and generalized only

tc> the population. This population, from which a random

SEunple was taken, was limited to seventeen communities in

tflle State of Michigan. The communities were picked as

\

loSee Bibliography for list. These will be discussed

in Chapter II.

11

representative of rural, small town, city, and metropolitan
school systems. The datawere concerned with role conflict
possibilities, and did not indicate the depth or cause of
the conflict. The role conflict possibility items, however,
furnish a starting point for role clarification.

The aspects of the generalized professional working
roles of consultants and special area teachers were the

only ones considered. Personal and out-of—school social

roles were not involved.

Procedures and Techniques Used

In gathering literature background necessary for this
research two areas of research and periodical and textbook
opinion were analyzed. The first area was the sociological-
psychological concept of role and the second was the areas
of specialization in subject areas in elementary schools.
In addition, interviews and contacts were made with edu-
cators so as to profit from the breadth of their experience.

Generally, the research studies were in teacher and
administrator roles. Little was found specifically on the
IPOIe of the special area teacher and/or consultant except
<Dpinion articles in the special areas.

Role literature in the past was concerned with the
t>I’oad conceptual approach. Though often brilliant in
irlsight, as developed in theory by Willard Waller, it was

huased on personal insight and observation.11 Since the

\

llWillard Waller, The Sociology of Teaching (New

12

early 1940's, however, research and investigation in the
behavioral sciences concerning teacher role theory has

been more specific and less general. Studies are beginning
to build in this theoretical role area, increasing its
significance.

These broad, and previous, opinions and theories were
investigated, as well as current research. From these
writings was developed the analytical role approach. Thus,
the questionnaire was developed not only to get at extrinsic
and obvious external behavior, but some of the more complex
internal motivations that cause actors to define role
behavior in terms of expectencies which they hold for them-
selves and which others hold for them. Assuming that
actors or persons will act the role which is the sum of
these expectations, the questionnaire was developed to
define and "collect" these expectations.

The expectations, listed as questionnaire items,
were compiled from teachers, consultants, administrators,
and special area teachers. The writer had done previous
.research in the field which also furnished background infor-
Ination on the training and subsequent role of consultants
Enid/or special area teachers.12

The questionnaire development and subsequent research

Esteps are outlined by number below:

“I...—

3fiork: John Wiley and Sons, 1932), pp. 321-337.

12James Hoffman and William Engbretson, unpublished
1?esearch, Department of Education, Western Michigan Univer-

sity. 1957.

13

1. Develop a questionnaire containing an intensity
scale of role parts that consultants and/or
special area teachers could perform based on
activities suggested by professional educators.

2. Submit this questionnaire to a group of experi-
enced teachers and a jury of twenty experts with
experience in all areas of specialization for
criticism and editing concerning clarity, com-
pleteness, and appropriateness.

3. Submit this questionnaire to the teachers, admin-
istrators, special area teachers, and consultants
in elementary schools in the population chosen.

4. Compile the data, completing an analysis of
variance among groups on both roles.

5. Interpret the data, identifying convergence or
divergence of opinion among groups concerning
each role, and identifying areas of difference
and similarity between the roles.

6. Record a summation of the written comments on
the questionnaire. Interpret the summation.
Draw conclusions and draft recommendations.

8. Indicate areas for further research.

Definitions

 

1Role

Accordingly, to include all aspects of role require-
ments, we must define social role as an organized
pattern of expectancies that relate to the tasks,

14

demeanors, values, and reciprocal relationships to be
maintained by persons occupying specific membership
positions and fulfilling desirable functions in any
group.

The functioning form the individual assumes in the
specific moment he reacts to a specific situation in
which other persons or objects are involved. The
symbolic representation of this functioning form,
perceived by the individual and others, is called the
role. The form is created by past experiences and

the cultural patterns of the society in which the
individual lives, and malee satisfied by the specific
type of his productivity.

Generalized Role

 

Two or more persons come in contact with each other
over a sufficient length of time (and) each begins

to have certain expectations as to how the other will
act or behave. Eventually these expectations become
generalized, e.g., while the contact has been with
only two or three consultants the school administrator
begins to expect pretty much the same behavior from
all consultants.l

Expectations

 

1. Members of any group have role expectationg of
any actor in a broadly defined situation.1

2. Members of any group may have expectations of any
actor in a particular position or situation.

 

13E. L Hartley and R. E. Hartley, Fundamentals of
fiigcial Psychology (New York: Alfred A. Knoph, 19527, p. 486.

124

 

Solby, op. cit., p. 224.

15Elmer Ferneau, "Which Consultant?," Administrator's
Ahatebook, Vol. 11, No. 8 (April, 1954), p.1.

 

16

The research is concerned with the generalized,
IIroadly defined situation and expectations.

15

3. Any group may have expectations of a particular
actor in a specific situation. 7

Consultant18

A subject area person (such as one trained in art)
who plans and works with the classroom teacher in his
special area. Often he would serve as a resource person

for methods, processes, and materials in the special area.

Special Area Teacher

A teacher (such as a teacher of art) who functions
as the person solely responsible for teaching his special
subject. This teacher usually instructs in hislown room
or in the regular elementary classroom teacher's room on a

fixed schedule. The classroom teacher in each grade is

not required to be present.

Elementary Teacher

A person who is employed in public schools and who
has the responsiblity of instructing children in the various

.grades up to and including grade six.

.Administrator

A person who is employed in public schools and who

llas the responsibility of administering a.public elementary

K

l7Wilbur Brookover, "Research on Teacher and Adminis-
tIT‘ator Roles," Journal of Educational Sociology, Vol. 29

(ESeptember, 19557, p. 3.

18The purpose of the study was to define these roles.
TWlese definitions, of necessity were given on the question-
nilire to furnish a starting point for the respondent.

16

school consisting of grades up to and including grade

six.

Respondent Groups

The term "respondent group," relative to this study,

refers to the consultants, special area teachers, admin-

istrators, and elementary teachers chosen in the original

sample.

Perceived

To have become aware of through the senses, as of
sight, hearing, etc.: acquire a mental impression

of, from the immediate presentations of sense
modified by the reactions determinedlBy.attention,
interests, previous experience, etc.

Summary
In this chapter background for the study has been

described and the rationale behind the study has been

sketched in some detail. The problem as well as the basic

hypothesis has been stated. In addition, a detailed

examination was given as to the background of role value

and role knowledge, and the psychological implications of

'the knowledge and lack of knowledge of role. The scope and

ILimitations of the study were briefly outlined.
The procedures and technique to be used for the study

ViKare stated. Finally, a list of definitions and a summary

‘chnclude the chapter.

\_

19Winston Dictionary College Edition (New York: John
C3. Winston Co” 19A5), p. 719.

CHAPTER II
REVIEW OF THE LITERATURE

Background for the Study
The review of literature for this study will concen-

trate largely on two major areas of writing--that of role

analysis from the socio-psychological, cultural, and

interactive reference, to authoritative writings on the

normative aspects of the consultant's and/or special

teacher's role.

Role analysis information will be discussed first as

it lays the foundation for the theoretical point of depar-

ture for this research study.

Role Analysis Framework
Although previous attention was given this topic, more

definition is relevant to this study due to the fact that

‘the analytical tool of role is a complex one. "Current

(definitions for the term 'role' range from the term as a

to a descriptive term

fkar highly personalized styles of individual behavior,"l

Esubstitute for the concept 'status'

tNagins Doyle in his review of the literature of teacher role.

\

1
Doyle, op. cit., p. ll.

17

18

Gross, Mason, and McEachern, in their approaches
preceding their research of the superintendent role, list
three major categories of role definition. Although not
exhaustive, they are at least representative of the major
role formulations in the social science literature.2 These
categories are (1) normative culture patterns, (2) personal
interpretation, and (3) situational or interactional. In
other words, the person's role is defined in (l) a normative
pattern by the culture; (2) by the person's intellectual
or emotional response to it, or a "gestalt" of these; and
(3) the actor's response to the institutionalized version,
another's version, and his own version.

Looking at the definition from the combined pattern,
it would follow that any study of role theory must seek
information on visual involvement, normative analyzations
of the job, mental involvement, and social-psychological
considerations of how people think. In either case, the
job or position, and actor, are important. For the purpose
of viewing some role research which binds together these
previously-mentioned formulations, the writer paraphrases

from a conceptual framework developed by Brookover.3

g

2
Neal Gross, Ward Mason, and Alexander McEachern,
E§plorations in Role Analysis (New York: John Wiley and

A

Sons, I958), passim.

3Wilbur Brookover, "Public Images and Expectations
Of Teachers,” College of Education Quarterly, III, No. 4
(October, 1957I, p. 8.

 

19

1. Members of any group have role expectations of
an actor in a broadly defined situation. The general ex-
pectations which a group attributes to an occupant of a
teaching position might be termed a first level of role
expectation.

2. Members of any group may have expectations of
any actor in a particular position or situation.

3. Any group may have expectations of a particular
actor in a particular specific situation. This would be
the expectations teachers at school A have of their partic-
ular principal.

Relevant to this study are other studies pertaining
to the broadly defined role, or number one by Brookover,
recognizing that particularized images affect the broadly
held image. These will be mentioned later in this chapter.

The subjective character of role definition provides
the background and rationale for the present study. We are
concerned here with the perceptions the actor (elementary
teacher or administrator), has in a social working situation
with another actor (consultant and/or special area teacher).
We proceed on the theory that roles are partially defined
in terms of the expectancies which the actor holds for
others who are acting in the situations with him. In this
case we are interested in the general expectancies which
elementary teachers and administrators hold of the working

role of the consultant and/or special area teacher. The

23

roles, to conclude our theory base, are also partially
defined by the actor's own thinking of how he perceives

the role and how he thinks others perceive it.

Related Studies

 

As stated previously there were two distinct areas
of literature then which had to be investigated for the
background for this study. The first area was the concept
of role, and the second area was any general theoretical
literature pertaining to the normative position of the
consultant or special area teacher in the elementary school
system. Occasionally, articles or research about consul-
tants and/or special area teachers contain the word "role"
helping bring the two areas together.

The concept of role is not new, although insight into
its "gestalt" perhaps is. Waller points out how Shakespeare
states,

All the world's a stage,

And all the men and women merely players,

They have their exits and their entrances,

And one man in his time plays many parts

very much aware that man, in his lifetime, played many roles,
4 _

some well, some poorly. Children know the importance of
practicing for future-to-be-assumed role parts. "Let's
pretend,” they shout. As the writer is putting these words

on paper, his daughter is at the door, pretending, or taking

¥

“Waller, op. cit., p. 321.

 

21

the role, of a housewife, and has just shooed another little
girl (pretending to be an irate mother), away. Assuming
roles and role rehearsal builds future competence.

However, even though Shakespeare, little children,
and people were unconsciously aware of role, it awaited the
social psychologists to delve into its true existence and
verbalize it. George Herbert Mead, speaking of the results
of social interaction, and laying the base on the canvas
for a later painting of role, states clearly,

We are not, in social psychology, building up the
behavior of the social group in terms of the behavior
of the separate individuals composing it. We attempt,
that is, to explain the conduct of the individual in
terms of the organized conduct of the social group,
rather than to account for the organized conduct of
the social group in terms of the conduct of the separate
individuals belonging to it. For social psychology,
the whole (society) is prior to the part or parts.

The social act is not explained by building it up out
of stimulus plus response; it must be taken as a
dynamic whole--as something going on--no part of which
can be considered or understood by itself--a complex
organic process implied by egch individual stimulus
and response involved in it.-

Society is prior to the part or parts. The role exists

then, in the minds of men. Mead was not the only social-
psychologist working in this area. Dewey touched on role
laying stress a little differently on internal phenomena.6
Previously mentioned was J. L. Moreno. Willard Waller mused

<Tver role when he states,

\

5George H. Mead, The Social Psychology of George Herbert
Akaad, edited by A. Strauss TChicago: University of Chicago

Pess, 1934), p. 134.

6John Dewey, The School and Society (Chicago: Univ-
eI‘sity of Chicago Press, 19327, p. 134.

— —I - . _. ._ _______.__—__ __._ ___.._-.___ _._____.__ .9-.- «h..- .. - .. .

22

The role arises from that bipolar organization of the
field of consciousness in which self and others real
or imagined, are given over against each other in ex—
perience. The action of the individual thus comes to
be oriented with reference to an entire situation of
which the supposed attitude of that other is a part.
Thus when one behaves in a social situation of this
sort, he behaves self-consciously-—to some extent he
plays a part. This behavior is always different from
what it would be if another were not present, and it
was therefore with a correct intuition that Spencer
made modifications in the behavior of one individual
as a result of the pressure of another the basis of
his theory of social control.

The role appears as the organization of the individ-
ual with reference to an entire situation; it is the
response of the individual to the entire situation
so it has taken shape in his mind. Some insight, cor-
rect or incorrect in to the attitudes of others is
implied. The insight may be entirely failacious, or
it may be incomplete, but to play a role is to regulate
one's behavior by the imagined judgments of others.

Waller has many pages on role and almost speaks
directly to this research when he states:

The patness of a role, its propriety or impropriety,
depends upon its acceptability. One individual

never . . . responds directly to another; he responds
rather to a moge or less veracious imagined construct
of that other.

Much research has been based on these pioneers who
developed the concept of role. One of the earlier compil-
ations of work, covering that before 1952, was done by W. W.
Charters, writing about role in the school as a social

System. He says, "The concept of role has become an analyt-

ical tool of central importance in many contemporary

\

7Waller, op. cit., p. 322.

8Ibid., p. 323.

23

sociological and social psychological systems."9 He goes
on to state that this concept's importance stems from the
fact that an individuals' behavior is strongly influenced
by the expectations which members of various important
groups have of him and his relationships with them.13
Three years later Brookover reviews Charters and
others to date, laying a pattern for later research, in-
cluding this one, by discussing research in teacher role
as being a valuable analytical tool.11 For this pattern
he summarizes and discusses the work done and being done
in teacher and administrator roles.
Brookover mentioned incomplete studies, those
beéng done at Stanford, and one being done by Gross,
Mason, and McEachern. One of those at Stanford is complete}2
with teachers in colleges and universities perceiving their
role to be, in rank importance, (1) mediator of the culture,
(2) director of instruction, (3) member of school organi-
zation, (4) teacher as counselor and guidance worker, and

(5) member of the profession. Academic and education

department rankings were compared, with a great deal of

-‘

, 9W. W. Charters, "The School As A Social System,"
.Zfle Review of Educational Research, 22; 1:42,

 

10Ibid., p. 42.

llBrookover, "Research on Teacher and Administrator
ROles," op. cit., pp. 2-13.

l2Persis Hamilton Cowan, "Teacher Role Perception in
cOlleges and Universities" (unpublished Ed.D. dissertation,
Stanford University, Stanford, California, 1956). This and

 

24

perception similarity. This was Washburn's scale of ranking
scale and Washburn constructed the ranking scale from the
report of Group D, at the National Education Association
conference in 1953 and published as Measures of Teacher

13

Competence.

 

Gross, Mason, and McEachern, in Explorations in Role

 

 

Analysis, a depth study of the role of the superintendent,
lay a basis for a revised concept of role conflict, based
14

on interactive situations. From their research, much of
the definitive material and the questionnaire type and
scale for this study were obtained.

Getzels and Cuba concluded, importantly for this
research, that they found:

1. The teacher is defined both by core expectations
common to the teaching situation in general and by
significantly varying expectations that are a func-
tion of local school and community conditions.

2. Many of the expectations attached to the teacher
role are inconsistent with expectations attached
to other roles the teacher typically occupies.
That is the teaching situation is in many critical
elements characterized by role conflict.

3. The nature of the role conflicts is systematically
related to certain differences among schools and
among communities.

4. The existence of role conflicts may be taken as
evidence that the teacher role is imperfectly

 

 

O‘ther works at Stanford are based on the Report of Special
(kPoup A, The Albany Conference. See footnote 13.

13Factors in Teaching Competence, Report of Special
Crl"oup A, The Albany Conference, June 23-26, 1954 (Washington,
D.c.: National Education Association, 195A), pp. 4-5.

14Gross, Mason, and McEachern, op. cit., passim.

25

integrated with other roles. The consequence of
role conflict may be frustration for the individ-
ual teacher and ineffectiveness for the educational
institution.

5. There are differential reactions among teachers
in the extent of their liability to (or being
troubled by) role conflict in the teaching situa-
tion. These differential reactions are system-
atically and meaningfully related to certain
personal characteristics of the teachers.

Of vast importance to the theoretical framework of
this research was work completed by Elmer Ferneau in role
expectation of consultations on the State Department level.
A member of the Midwest Administration Center's staff,
Ferneau investigated the theory of roles, as developed by
Parsons, Shils, and others, to determine whether or not
it provided at least one explanation of why the same state
department of education staff member working on the same
problem in two different school situations might be suc-
cessful in one and fail in the other. In 1953-1954 he
analyzed 192 case studies of consultive service to twelve
midwestern states which had been collected in connection
with the Center's 1951-1952 study of the work and character-
istics of state department staff members. On the basis of
his analysis, he identified three types of consultants
16

found on staffs of state departments of education.

‘

15J. W. Getzels and E. E. Guba, "The Struture of Roles
Eind Role Conflict in the Teaching Situation,” The Journal 30,
<3f Educational Sociology, Vol. 29, no. 1 (September,l955),p£1c

 

l6Elmer F. Ferneau, "Role—Expectations in Consultations"
(Umpublished Ph.D. dissertation, Department of Education,
The University of Chicago, Chicago, Illinois, 1954).

 

26

The first type of consultant was the "expert" who
"directs his efforts at arriving at the right answer for
the particular problem in the specific situation." The‘
second was the "resource person" who "directs his efforts
towards providing an abundance of information so that the
persons in the situation can have a choice of a wide range
of alternate pragmatic solutions to the problem." The third
was the "process person" who “directs his efforts towards
developing a method of working with all persons concerned
which will bring about behavioral changes, and these changes
will enable persons to solve their own problems."17

Ferneau located 132 administrators in Kansas, Michigan,
Nebraska, and Wisconsin who had reported in the Center's
evaluative study that they had received consultative
services from their state departments of education in cur—
riculum problems during 1952. In addition, he located forty-
three state department staff members who had provided the
consultative service to the 132 administrators and their
staffs. He had, ofcourse, the valuations of the adminis-
trators and their staffs regarding the value of these con-
sultations. The same information was obtained from the
State department staff members. Ferneau had the individuals
111 both groups provide answers to an instrument that indi-
Cated the behavior which a respondent, if he were an admin-

isStrator, expected of a consultant, and vice versa.

\

171bid., p. 8.

27

With these data available, Ferneau could compare the
expectations which the administrators and consultants had
for each other. Furthermore, he could compare their eval-
uations of the consultations in which they had been involved
in the light of the expectations which they had expressed.
His comparisons yielded findings which were in accord with
the theory of roles and which gave an explanation concerning
some successes and failures in consultation. When a con-
sultant and an administrator disagreed to any important
extent as to the type of behavior they expected of each
other, one or both usually ranked as of low value the con-
sultation in which they had been involved. In other words,
the administrator who expected from consultants the "expert"
approach, but received services from the consultant as a
"resource person" rated the consultation as a failure. On
the other hand, the administrator who looked upon consul-
tants as "process" people usually ranked as low value the
consultant who behaved as an expert.

Ferneau‘s research gave insight to this research.

If a special area person comes into an elementary classroom
and functions as a consultant would (according to our
definition), the classroom teacher "saw" that person serving
or functioning as a special area teacher (according to our
definition), a conflict may result.

Ferneau also found that there was a definite prefer-
ence on the part of both administrators and consultants for

the "process" approach to curriculum problems.

28

Bidwell, writing in The Journal of Educational Socio-

 

 

logy, draws conclusions about satisfaction in teaching and
administrative roles. Stating that, "The school adminis—
trator and the teachers may be seen as participating in a
system of reciprocal role-expectations,"18 he concluded
that:

1. Convergence of teacher's role-expectations toward
the administrator and their perceptions of his
behavior will be accompanied by an expression by
these teachers of satisfaction with the teaching
situation.

2. Divergence of teacher's role-expectations toward
the administrator and their perceptions of his
behavior will be accompanied by an expression by
these teachers of dissatisfaction with the teaching
situation.

3. The level of teaching satisfaction is dependent
upon convergence or divergence of expectations and
perceptions of their fulfillment and is independent
of the nature of the expectations.19

Doyle,23 did work in the expectation convergence
between teachers' perception of their role and parents',
administrators', and school board members' perceptions of
that same role. In comparing the beliefs of the teachers

with the expressed expectations of administrators, school

board members and parents, it was found that teachers held

k

18Charles Bidwell, "The Administrative Role and
Satisfaction in Teaching," The Journal of Educational
§gciology, 29:1; 41, September, 1955.

19

 

Ibid., p. 42.

2O
Doyle, op. cit., passim.

29

many beliefs which the others did not share. The greatest
divergence was that teachers held erroneous beliefs as to
what parents expected of them fifty per cent of the time.

Although reporting areas of possible conflict of role,
Doyle did not investigate the results of the possible role
conflict. He reported convergence or divergence of role
expectations.

Attitudes affect roles--and attitudes are formulated
by experience during aging. The desirability of comparing
the variables of age and experience with role perception
in this research was demonstrated by Lieberman. Although
working with workingmen‘s attitudes and role affection, it
was concluded that the work could be generalized to other
situations. He stated that one cannot simply assume that
relationships found between attitudes and roles are a mutual
function of the interaction of selection and adaptation.21

The administrator role has been researched more com-
pletely than any other professional education:nahe. Brook-
over summarizes this research up to 195522 as reported.
This administrative research contributes to theoretical
formulations, but was investigated more for procedural

insight. An example is Carter's, 1954, who developed

 

21Seymoor Lieberman, "The Relationship Between Atti-
tudes and Roles: A Natural Field Experiment" (unpublished
Ph.D. Dissertation, University of Michigan, Ann Arbor,
Michigan, 1955).

22Brookover, "Research on Teacher and Administrator

Roles," op. cit” passim.

33

instruments to extract relationships between a principal's
background, self-concept, role concept, values, and pattern.
of work, stating the procedure leans heavily on the inter-
view.

Role is being investigated more and more, from the
area of the role of the superintendent's wife,224 to that of

25

supervisory expectations. These also contributed to
theoretical background and gave procedural insight. In
like fashion contributions were made by research concerning
normative "Job" responsibilities and training.

Normative Authoritative Writings on Consultant-
Special Area Teachers

 

 

There are literally hundreds of articles concerning
the pros and cons of special area teaching over consulting
methods and vice versa. Those written since 1950 were
abstracted and are listed in the bibliography. These

articles either call for more skill in specialization,

 

23Patricia Carter, "An Exploratory Study of Relation-
ships Existing Among a Public School Principal's Background,
Self-Concept, Role Concept, Values, and Patterns of Work"
(unpublished Ed. D. dissertation, University of Florida,
Tallahassee, Florida, 1954).

24Martha King, "The Role of the School Superintendent's
Wife" (unpublished Ph. D. dissertation, Ohio State
University, Columbus, Ohio, 1957).

25Helen Jambor, "Discrepancies in Role Expectations
for the Supervisory Position" (unpublished Ph. D. disser—
tation, University of Minnesota, Minneapolis, Minnesota,
195 .

31

therefore, in favor of the special teacher assuming control
of the class, or more and better working relations between
teacher and consultant. Representative articles concerning
each stand will be discussed.

Examples of this general theoretical writing are Hicks,
Jameson, and Keliher, all of whom are in favor of consul-
tants performing as defined in Chapter I. Keliher states:

Elementary schools today include rich experiences in
science,music, art, dramatics, dance, physical edu-
cation, speech, library usage, shop, and simple home
arts. This vast and wonderful growth in the elementary
curriculum has thrown into the ranks of elementary
school staffs numerous specialists trained in these
various fields. In some systems they are still called
"special teachers." In many school systems, however,
because of a shift in the way the specialists work in
classrooms, mgre and more systems speak of them as
consultants.2

Miss Keliher goes on to take a stand for consultants
as such and not as "special" special area teachers. Hicks
and Jameson ask insightful questions about role in The
Elementary School Principal At Work. It is asked,

Do special consultants in music, art, and physical
education have supervisory responsibility? Do they
advise with the principal or with anyone else on the
teacher's effectiveness? Is the consultant a peri-
patetic teacher, or are her functions much broader?
Does the regular teacher remain in the classroom when
the specialist is teaching, or does this afford a
free period for the teacher? .How does the specialist
relate his work to the teacher: Is he invited,

assigned, or does heQwork with the classroom teachers
at his own volition?

 

26Alice V. Keliher, "You and Your Consultants," Grade
Teacher, Vol. 74 (January, 1957), p. 85.

27William V. Hicks and Marshall Jameson, The Elementary
§ghool Principal At Work (New York: Prentice-Hall, Inc.,
1957), p. 99.

 

32

Hicks and Jameson state that the consultant's and/or
special area teacher's tasks can become frustrating if limit
lines are not drawn cooperatively and agreed upon by the
majority of teachers and administrators concerned. Stating
that a consultant (or specialist) cannot be a traveling
teacher, a consultant, and a supervisor all at the same
time, they delineate the responsibilities thus:

His job should be that of helping to improve teaching
in the special areas. He should be the school system's
resource person for the teachers in the subject of

his specialty.

He can function best if every teacher understands that
he has no "rating” or evaluative responsibility. This
maximizes his rapport with the faculty, and teachers
feel freer to consult with him.

He works under the direction of the elementary prin-
cipal when he visits the elementary school. In this
respect, it should be a matter of understanding rather
than one of policy.

His assignment to teach regular classes should depend
upon the number of schools in which he works. Some
school systems have succeeded fairly well in having
consultants combine their work with some teaching.
Gradually, as enrollments have grown, the teaching
function has become less important.

We believe that teachers teach children, and that

"the teaching of art," for example, is secondary to
'"teaching children in the subject of art." We believe
that classroom teachers with the help of effective con-
sultants, can teach their own physical education, art,
and some vocal music. We suggest that all teachers
through grade four might be able to teach vocal music
to their homeroom classes. In grades five and six,

we favor the help of a specialist trained technically
in the field of vocal music to teach these grades.

Our recommendation thus would mean that the specialist
works directly with all teachers in the improvement
of teaching in art, in vocal music, and in physical

33

education. The consultant or specialist in music
teaches classes in gradeg five and six, except where
the teacher is capable.2

Hicks and Jameson are against fractionalizing the
elementary classroom. Another work in this area, by Fair-
child, claims that the role of art specialist in the
elementary school has been considerably affected by changing
concepts of childhood education.29 The same though, only
in the special area of music, is suggested by Edelfelt.3O

Not to slant the philosophy of the special area toward
consultation, it should be stated here that the majority of
31

articles were in favor of changing to consultancies. In

 

other words, special areas are being treated in many school
systems as special areas and probably taught by a "special-
ist." Therefore, articles asking for "change" due to our
"changing society" or "changing knowledge of how children

learn" would be more numerous. One article, for example,

 

28Hicks and Jameson, op. cit., pp. 99—130.

29Mildred Fairchild, "The Art Specialist and the Im-
provement of the Art Education Experiences of Elementary
School Children" (unpublished Ed. D., dissertation, Teachers
College, Columbia University, New York, New York, 1951).

30Roy Edelfelt, "The Improvement of Instruction in
Music Teacher's Colleges Preparing Elementary School
Teachers" (unpublished Ed.D., dissertation, Teachers College,
Columbia University, New York, 1954).

31This review of the literature was completed in
August, 1958. It is to be noted that a current review of
the literature might reveal a majority of writers in favor
of_returning to special teachers. For example, see George
Askerland, “Some Teacher Views on the Self Contained Class-
room," Phi Delta Kappan, 7:43:283, April, 1959.

 

 

'34

in favor of the continuance of the specialist, was by
Frech. 2 He defined the special area teacher as more of

a resource person, infringing upon the definition currently
held by many people of the consultant. Such differences

in definition add credence to this study, which is aimed

at a more clear delineation of these two roles.

The United States Office of Education reports ten
most frequently asked questions of them concerning physical
education in the elementary schools. Four are of use to
this research.

1. Who teaches physical education and with what help?
2. How extensive is the program of activities offered
to the children under the various patterns used

in providing instruction?

3. How are the services of special teachers, consul-
tants, or specialists in physical education utilized?

4. What is the educational background of the special
teachers, gnsultants, or specialists in physical
education?

The answer to the third question is of vital interest
to this study. The office reported that a total of 5,225
persons are employed as special teachers, consultants,

and specialists by the 523 school systems who helped answer

the question. Of these, 57 per cent (2,990) are men, and

E

32J. A. Frech, "Special Areas Have Come of Age,"
Education, Vol. 4 (March, 1953), pp. 59—64.

 

33Elsa Schneider, "10 Questions on Physical Education
in Elementary Schools" (Washington, D. C.: U. S. Department
Of Health, Education, and Welfare, 1957), p. 2.

35

43 per cent (2,235) are women. Sixteen per cent (476) of
the total number of men, and 14 per cent (333) of the total
number of women are members of the central staff. Twelve
per cent (335) of the total number of men, and 14 per cent
(303) of the total number of women are assigned to individ-
ual schools to assist classroom teachers or special teachers
of physical education. Seventy-two per cent (2,159) of the
total number of men, and 72 per cent (1,608) of the total
number of women are assigned to do the day-by-day teaching
of physical education in the elementary schools. In 255 of
the 523 school systems reporting, these special teachers of
physical education are assigned to teach in more than one
school.

According to the United States office of Education's
report, there is not much consulting done in the area of
elementary physical education.

Alice Miel summarizes the arguments for the self-
contained classroom and for specialization in this fashion:
Pro self-contained arguments:

Students learn better in an atmosphere conducive to
mental health. It is important that a child has the
help of an accepting, sensitive adult who knows him
as a total operating individual, not just a learner
of art, reading, etc.

Student can balance himself better in the eyes of
homeroom teacher, where she sees he is good in art
and poor in math; than the teacher who has him for

only one subject.

One of the greatest advantages is economy in the use of
time for learning, working on several goals at once.

36

Helping children develop competence in personal and
social problem solving, is the sort of teaching that
is likely to fall between homeroom and departmental
teacher if they are divided.
Flexibility of time.

Pro specialists arguments:
Self-contained classroom may not live up to its poten-
tialities or teacher may not make use of its opportuni-
ties for pupil-teacher relations.

May be more barren than classes set up for intensive
experiences on one subject.

Best road to take is the one with the most promise.
Education is made up of many things and can't be accom-
plished by one teacher nor by the isolation of subjects.
The most value is seen in supplementing the teacher and
classggom with other people and materials and facili-
ties.

With such strong points in opposition it is no wonder
that the elementary classroom teacher might have difficulty
in deciding what role should be for the consultant and/or
special area teacher, or even know what to call them.

One of these offices seeing this difficulty is the
United States Office of Education. The conference of
special area teachers came to these conclusions concerning

the role of the special teacher:

Children need the services of specialists in music,
art, and physical education.

Aims of the special teacher are essentially the same
as the general aims of education.

The specialist must put the child first, the subject
second.

34Alice Miel, "The Self-Contained Classroom: An
[\ssessment," Educational Digest, April, 1958, p. 23.

 

37
Special teachers in the elementary schools should
serve all grades.

Each school has to work out its own best way of using
the special teacher.

The role of the special teacher is complex.

Inservice education is essential and should be a
continuous process.

No day should pass in any class withou§ some emphasis
on art, music; and physical education. 5

There was a great deal of difficulty coming to rapport
in this meeting. The reason, simply enough, was role con-
fusion.

The attempt has been made in assessing the work cur-
rently done in theory and normative studies regarding the
special area teacher and/or consultant to present the fact
that there are two viewpoints concerning their use. There
is also confusion as to title and role; or at least dif-
fusion.

What 15.222 meant here is the making of a value judg-
ment in favor of pure specialization or consultancy. This
research will try to gain a delineation, a clearer concept,
of each role; will try to examine the convergence and
divergence of expectations of the role of the special area
teacher and consultant by consultants, special area teachers,
classroom teachers, and administrators. The idea held,

lout so far not expressed, is that it need not matter whether

‘_ AA

35"Role of the Special Teacher," School Life, Confer-
eance Report, Vol. 39 (March, 1957), p. 6.

 

38

special area teacher or consultant. If the viewpoints
regarding expectations are the same between specialist and
classroom teacher, less conflict will arise. Less conflict
means a better learning situation, which is better for
children. It might be postulated that even if a research
tells a system that consultants are best, and the picture
held in the minds of the teachers is one of specialization,
specialization would be better for the system.

People need not switch roles. If insight into their
perceived role does not broaden their viewpoint and they
would still believe in one or the other alone let them work
that way; as long as they work with someone with like per-
ceptions of that role. This would be better than a hasty

switch.

Summary

Role has been defined as a social attitude reflected
upon the individual either actually, or in his imagination.
It is an attitude to which has been added a realization of
an attitude of another which it evokes in that other. The
actor sees his role; he sees how others see it; his actions
are a part of both. In a school social system there are
Inany roles, and this research attempted to isolate for
.analysis the generalized working roles of the consultant
Eand/or special area teacher.

The theoretical framework of general image perception,

influenced by particular images, was constructed for this

39

study. That respondent groups hold generalized images of
the special area teacher-consultant roles was established
as the review of the literature recorded studies which
proved persons hold images of all roles.

It was the purpose of the study to see if the images
of the special area teacher and consultant roles were clear,
unclear, ambivalent, or consistently held by respondent
groups. Role conflict possibilities were then established.

Authoritative articles were reported which described
various criteria involved in establishing special area

teacher-consultant roles.

CHAPTER III
PLANNING AND CONDUCTING THE STUDY

Introduction
The purpose of the investigation was to elicit and
compare the perceived images of the roles of the special
area teacher and consultant as held by special area teachers,
consultants, elementary teachers, and elementary school
administrators. The study was aimed at noting divergence

and/or convergence in the role perceptions of the respon-

dent groups.

General Methods of the Study

The investigator has been employed as an elementary
teacher for five years, working in four different school
systems. In each system the special areas were handled in
different fashions. The specialized personnel served as
Special area teachers in two systems, a pure consultancy
was in operation in the third, and a combination was used
in the fourth system, a laboratory school. These experi-
ences helped the investigator see how different systems
Enid people within the systems interpreted the role of the
sDecialists, besides giving a demonstration of the variance

a11d ambiguity worked into two teaching roles in the elemen-

tary school .
no

 

41

With this background of experience, the investigator,
along with Dr. William Engbretson of Western Michigan
University in Kalamazoo, Michigan, conducted a brief status
study in which the specialist role was investigated con-
cerning methods of preparation and training. The inves-
tigators found that there were twenty-four different
specialized areas for which specialists were being trained
in campus and laboratory schools throughout the country.
They found that these specialists were trained to step into
systems as consultants and special area teachers. They
found that many campus schools indicated they were training
consultants but were, in effect, training special area
teachers, and vice versa. They also found that many people
trained purely for specialization were evidently stepping
into positions as consultants, and people trained and given
experience as consultants were becoming, in effect, special
area teachers.

Included in the questionnaire which was sent to
directors of all campus and laboratory schools in the United
States was a section for recorded comments. In many
instances the respondent demonstrated in writing that this
area held many possibilities for conflict and suggested
‘further research be done.

The questionnaire for the present study was started

EIFter the conception of the idea of using role analysis as

\

1Hoffman and Engbretson, op. cit.

42

the theoretical framework for the study. All research
begins in a genesis of the strange compound of ignorance,
curiosity, and purpose. These compound—parts were mixed

in a Sociology seminar with Dr. Wilbur Brookover in the
winter of 1958. The framework for the questionnaire emerged
from the interaction of students and instructor in that
seminar and other background work.

The questionnaire for this study contained material
which developed from open-ended interviews held with
teachers, administrators, special area teachers, and consul-
tants concerning various role facets, and was completed during
the spring and summer of 1958. The questions elicited from
these groups and from the background of the investigator,_
and from other groups, were superimposed on the question-
naire form and scale used by Gross, Mason, and McEachern
in the analysis of the school superintendency role.2

The questionnaire was then submitted to a "jury" of
twenty "experts," representative of twenty of the twenty-
four specialized areas most thought to be found in Michigan.
These "experts" were instructed to see if their specialty
area could be fit into the generalized version the ques—
tionnaire was supposed to elicit. They were also instructed
to make other comments, suggestions, and criticisms they
ifiaought appropriate. Eighteen of the twenty responded.

TTuair responses were used to further improve the question-

naire.

 

2Gross, Mason, and McEachern, op. cit., p. 331.

43

_ ' The committee members of the investigator also had
critical comments and suggestions. In the fall of 1958 a
revised version of the questionnaire was submitted to
graduate classes the investigator was instructing for
further clarification. These graduate persons were typical
elementary teachers and pointed out places of ambiguity
‘ or semantic confusion.

Thus, the questionnaire was revised and evaluated
many times, until it was thought to be as reliable as con-
ditions would permit. A sample was taken of the total
population, and the finished questionnaire was distributed

to them by mail.

A Definition of Generalized Working Role

 

From the conceptual framework of Gross, Mason, and
McEachern and more specifically, from Brookover, was this
statement:

First the members of any group have general expec-
tations which apply to a person occupying a general
status category. Any group of teachers, parents,

or students have general expectations of the teaching
status. These.genera1 expectations are applied to
any person occupying the status in all appropriate
situations. Such general expectations describe the
group's definition of normative behavior for person's
occupying the position. Although we use the term
general status, some researchers have used role to
refer to the same concept. ‘

This research is concerned with this general status
or role. It was demonstrated in the "Review of the Liter-

ature," and is now assumed, that teachers, administrators,

\

T 3Brookover, "Public Images and Expectations of
eaChers," op. cit., p, 8,

44

consultants, and special area teachers hold this first
level concept of the roles being investigated. This
assumption is not invalid for this generalized working role
is no more strange than holding a generalized conception

of the role of "parent." No one would deny that teachers
do not hold generalized expectations of this role. It is,
therefore, assumed that they hold other generalized images

as well.

A Definition of Consultant

 

On the questionnaire, this definition had to be given
for the sake of a starting point. Although seemingly self-
defeating, considering the purpose of the research itself,
it was given because no person being communicated with
could assume that we were starting from any possible com-
mon ground. For instance, someone may possibly hold the
image of a consultant being strictly a remedial person,
i.e., the speech "teacher." When reading this definition
as given on the questionnaire, they know from whence to
start:

A teacher (such as a teacher of art) who plans and
works with the elementary classroom teacher in his
special area. On occasion he may actually teach

the class. Often, he would serve as a resource per-
son on methods, process or materials in the special
area.

It had been originally intended to get the definitions

needed for the questionnaire from Carter Goode's Dictionary

 

45

4
of Education. However, this dictionary omits definition of

 

the word consultant, or special area teacher. Thus, that

referral to authority was deferred.

A Definition of Special Area Teacher

 

As stated in connection with the definition of the
word consultant, this was given as a starting point. The
difficulty of the definitive phrase lies in the word
"special." That is why examples were given within the
definition phrase on the questionnaire:

A teacher (such as a teacher of art) who functions
as the person solely responsible for teaching a
special subject. This teacher usually instructs in
his own classroom or in the regular elementary
teacher's classroom on a fixed schedule. The class-
room teacher is not required to be present when the
special area teacher assumes instruction.

Both definitions were improvements of Hoffman's and
lflngbretson's original definitions used in the research on
‘braining. The definitions were given to the jury of
exxperts for criticism, and appropriate changes added to
eancompass the generalized role description.

The Grouping of Role Actions on the
Questionnaires

 

As a mechanic fixes automobiles, and a carpenter
‘builds houses, so the general word "teacher" means someone

‘Who instructs people. But as there may be brake specialists

¥

uCarter Goode (ed.), Dictionary of Education (New
York: McGraw-Hill Book Company, Inc., 1956). The 1959
edition now contains these definitions.

46

who are also grouped under the generalized term "mechanics,"
and cabinet makers who are grouped under the general term,
"carpenters," so there are specialists in education grouped
under the generalized name of "teachers.”

It was possible to divide the professional day-to-day
working responsibilities and relationships of these special-
ists into seven areas:

1. Where and when the role occurs in schools.

2 Teaching and other relationships with children.

3. Teaching-consulting relationships with teachers.

4

Educational background and experience and role
effect.

Status effects.

UT

Supervisory duties and capacities.

7. Being the representative of the central admin-
istrative office.

On each action, many approaches were included,
:30 as to cover any degree desired by the respondents.
Ekaveral items were constructed, such as in the typical area
(If working with children, so as to cover all possible
IPole parts.

A five point scale, ranging from absolutely must,
t0 preferably should, to may or may not, to preferably
Should not, to absolutely must not, was used. Space was
reserved for no opinion. One item could, therefore, be
marked with varying degrees of intensity, properly deline-

ating or dividing the special area teacher role from the

A7

consultant's. The way the four groups of educators
responded would give a normative idea of what they consid-
ered as proper consultant or special area teacher roles.
Differences of opinion could be easily abstracted. The
respondents could be considered as an entire educative
group, or viewed as four separate groups according to the
variable of their school position.

The comparison of group responses and the resultant
significance tests would indicate the depth of role analy-
sis. Variables of sex, experience, and highest degree
held were included in the personal data section of the
questionnaire. Significant differences in these variables

'were analyzed.

Selecting the School Districts

Of primary importance to the interest of this study
inas that school districts be chosen which used consultants
Enad/or special area teachers in different fashions and
(Legrees. This could be done by using school districts of
Varying sizes .

Seventeen school systems were chosen which ran the
'Vgamut" of specialist use. They were of varying size,
ranging from rural to small town to city to large metro-
politan area. The investigator was able to get teacher
directories of the personnel in the systems, and all

SVstems cooperated in the study.

48

These school districts in Michigan were: Battle
Creek, Berkely, Birmingham, Bloomfield Hills, Buchanan,
Dowagiac, Flint, Grand Rapids, Hazel Park, Ingham County,
Jackson, Macomb County, Niles, Oak Park, Pontiac, Ferndale,
and Royal Oak.

The teachers, administrators, and special area per—
sonnel were numbered in these systems and representative
random samples were taken.5 One hundred fifty persons were
chosen for the three areas. The consultant and special

area teacher were grouped together for this random sample

for many of the teacher directories did not delineate the

I

roles, merely listing them as "Music Specialists,‘ as an

example. Here again, was the research question displayed:
IHow do they serve?

Questionnaires were mailed to the random numbers in
‘the population, with a post-card follow-up in three weeks.
IX random sample was taken of the non-respondent's to note

euay significance of their non—response, but there was no

(iifference.

Summary
In this chapter the general methods of the study

have been described, and the persons participating in the

 

 

5Cyril Goulden, Methods of Statistical Analysis (New
York: John Wiley and Sons, 1956). This was used for the
Selection of random numbers. Table A-7 was used, p. 453.

49

study have been identified. The questionnaire construction
was outlined, as well as procedures followed in the analy-
tical framework development. Pre-testing and criticizing
methods by elementary teachers and a jury of experts were
described.

The school districts selected for the study were
described and identified. Their general character was

discussed, and follow-up procedures were outlined.

CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA

Problem

These data, upon which this study is based, were
drawn from seventeen school districts in Michigan. Both
male and female teachers, administrators, consultants, and
special area teachers were included in this sample.

The study aimed at discovering any difference which
might exist between teachers', administrators', consultants',
and special area teachers' perceptions of the generalized
teaching role of the consultant and/or special area teacher.
The study also attempted a more clear delineation between
the two roles.

Independent variables of sex, years of educational
experience and degree held were analyzed after the analysis
<3f the hypotheses. In the case of special area teachers
and consultants, their specialty area was also treated as

an independent variable and analyzed for difference.

Method of Analysis

 

A questionnaire concerning the role of the special
area teacher and/or consultant was administered to the
population. The questionnaire items were marked on a five-

Doint scale of intensity, running from absolutely must to
50

 

51

absolutely must not. For the purpose of analysis, this
scale was numbered from one to five.

It was, therefore, possible to total the markings
on each step of the scale and to arrive at a mean. The
difference in the means of the four respondent groups was
analyzed by use of the "F" test, to discover if this dif-
ference was significant. If significant, it meant that
one or more of the respondent groups viewed the role in
question significantly different from the other groups.

In this fashion, hypotheses one and two could be supported
or not supported.

To support or not support hypothesis three, the four
groups were viewed as one group by the use of the mean of
the means. The response to the special area teacher role
(:ould then be compared to the consultant role. If the
(iifference between the means was found to be significant
‘by the use of the "T" test, it meant that the groups per-
<3eived the two roles differently, or as being different in

Ilature and performance.

Presentation of the Data
Table I describes the sampleupon which the study
lNas based. Indicated in this table are the number of
<31ementary classroom teachers, school administrators,
Consultants, and special area teachers who were the sample
of the population of the seventeen school systems involved.

There were, of course, more teachers in a given system

52

TABLE I

CLASSIFICATION OF TEACHERS, ADMINISTRATORS, CONSULTANTS,
AND SPECIAL AREA TEACHERS ACCORDING TO SCHOOL SYSTEMS

 

Number of Number of Number of Number

 

System Teachers Admins. Cons. of SAT Total
Battle Creek 12 8 12 -- 32
Berkeley 6 5 ll -- 22
Birmingham 13 10 7 -- 30
Bloomfield

Hills 6 4 8 -- l8
Buchanan 8 2 2 -- l2
Dowagiac 6 3 2 -- 11
Ferndale 6 7 l3 -- 26
Flint 8 IO 18 -- 36
Grand Rapids 23 l3 l4 -- 5O
Hazel Park 9 10 9 -- 28
Ingham County 9 8 5 ~- 22
Jackson 14 9 l7 -- 4D
IMacomb County 4 25 4 -- 33
Niles 14 1+ 3 —- 21
Oak:Park 6 6 10 —- 22
iPontiac O 15 3 -- 15
Royal Oak 6 11 15 -- 32

TOTAL 150 150 150 -- 453

53

than administrators or specialized personnel. The ratio
chosen for the sampling was approximately five per cent of
the total of teachers, approximately twenty per cent of
the total of administrators, and approximately forty per
cent of the total of specialized personnel.

As special area teachers and consultants were often
listed in the teacher directories as "specialists," they
are grouped together under consultants in Table I. When
the questionnaires were analyzed, the personnel in these
two groups were separated as they separated themselves.1

The teachers, administrators, special area teachers,
and consultants in the sample depicted in Table I can best
be described as groups with considerably varied experience,
number of degrees held, and age. The sample is drawn prim-
arily from larger school districts because smaller units
do not employ a large number of special area teachers and
consultants.

Table II lists the number of completed replies from
‘the teachers, administrators, consultants, and special area

'teachers in the sample. The percentage of return is also

illdicated in Table II.

‘

1There were these consultant special areas identified,
vwith the number of respondents in each: art, eighteen; phy-
EBical education, six; speech, two; reading, two; gifted, one;
rrlusic four; and general elementary, two.

There were these special areas identified, with the
rlumber of respondents in each: music, twenty-seven; library,
tflaree; guidance and testing, one; outdoor education, one;
jJldustrial arts, one; home economics, one; science, three;
‘xPithmetic, two; art, twenty; physical education, eighteen;
E3'Deech, two; and reading, nine.

 

54

TABLE II

TOTAL NUMBER OF TEACHERS, ADMINISTRATORS,
CONSULTANTS, AND SPECIAL AREA
TEACHER RESPONSE

 

 

Sample Response
Respondent Group Number Number Percentage
Teachers 15O 105 70
Administrators 150 114 76 “
Consultants 150 35
Special Area Teachers 88 82 A
TOTAL 450 342 76

 

The number of questionnaires sent to consultants and
special area teachers is listed under consultants. The
number of replies from these specialists is listed separately
according to the position indicated by the respondent.

Of the 450 questionnaires sent out, 357 were returned.
(3f these 357, there were 114 from administrators, 105 from
teachers, 35 from consultants, and 88 from special area
‘teachers, for a total of 342, which were usable. This
announted to a 76 per cent usable return.

Questionnaires designated as unusable were those
Iketurned with different markings than indicated, errors
311 sampling, or with indications that the respondent had
moved or was ill.

It is to be noted that the number of responses will

That remain consistently the same number on the questionnaire

m_‘.~—. .._.__

 

55

items. This is due to the fact that some respondents
failed to answer some items on the questionnaire. As an
example, although 114 administrators returned usable ques-
tionnaires, there were only 111 replies to item two. This
is because four of the administrators failed to answer
item two for unknown reasons. As further example, occa-
sionally a respondent would answer only one side of the
questionnaire, with a note explaining that he ”did not
believe in special area teachers," or vice versa. These
partially completed questionnaires were included, however,
for they did indicate a kind of perception of the role in
question.

Questionnaires were sent to a random sample of.ten
of the non-respondents. Four of these were returned.
These four were coupled with six late-respondents, and
these were compared with ten early responses. An analysis
of‘variance of the mean scores on randomly selected ques-
tionnaire items indicated no significant difference between
the two groups, early respondents, and non-respondents.
AS the analysis of variance was not significant, it was
assumed that the non-respondent group did not hold views
of the special area teacher and/Or consultant role diver-
gently with the respondent groups.

The respondent group was, therefore, generalized to
the school districts and schools of the population of the

Study.

56

Table III is the list of the sixty-two items on the
questionnaire dealing with the role of the special area
teacher and/or consultant. The questionnaire items were
groups under general role possibility headings.

The respondents checked each item on a scale of
absolutely must, preferably should, may or may not, pref-
erably should not, and absolutely should not. Space was
designated for those with no comment. The respondents
first considered the left side of the questionnaire, indi-
cating how they perceived the role performance of the
special area teacher on the item. They then proceeded to
the right side of the questionnaire and indicated on the
scale how they perceived the role performance of the con-
sultant on the item.

It is assumed that items could or could not apply to
one side or the other, and it was possible that both roles
could be indicated with identical or varying degrees of
role performance intensity.

Administrators, teachers, special area teachers, and
consultants responded to both sides of the questionnaire.
Their responses were all recorded on a five-point scale.

Due to its unusual length, Table IV is located in
its entirety in Appendix B. Table IV lists the individual
items on the questionnaire, and then indicates the per cent
of response of the four respondent groups on the five-point

Scale. Table IV depicts how each respondent group

57

TABLE III

LIST OF SIXTY-TWO SELECTED ITEMS DEALING
WITH GENERALIZED SPECIAL AREA
TEACHER-CONSULTANT ROLE

 

Where the Roles Are Performed:

 

Operate in elementary teacher's classroom on a regularly

H

 

1.
scheduled basis.
2. Operate in elementary teacher's classroom on an on “1
call" basis. "
3. Operate in own special room, on a scheduled basis.
Operate in own special room, on an unscheduled basis.
5. Operate in the teacher's classroom on a schedule
decided upon cooperatively.
6. Operate in the special classroom on a schedule decided
upon cooperatively
7. Operate both in own room and in the elementary teacher's
room on occasion.
8. Visit a school on a regular schedule but be on call for
consultation.
9. Have a varied role because different schools within a
system have different needs.
1C). Operate in more than one school.
11. Operate in only one school.
jghe Teaching Roles and Relationships with Children:
12. Have main role of teaching children in the special area.
13. Have main role of consulting with the classroom teacher.
14- Teach children.
15. Occasionally teach a demonstration lesson in the
teacher's classroom.
16- Teach children occasionally.

\

 

.. w-‘~r---....§-—~...r

58

TABLE IlI--Continued

 

 

17. Help teach children by improving the classroom teacher's
ability in special area.

18. Teach teachers with an occasional demonstration lesson
with the children.

19. Teach teachers rather than children.

20. Teach children chiefly, but on occasion allows
classroom teacher too.

21. Have different role as to teaching children depending
on classroom teacher's ability in specialty.

22. Do remedial work with chikiren.

Consulting-Teaching Relationships with Teachers:

 

23. Teach chiefly skills and content.
24. Plan cooperatively with teacher what should be taught.

25. Work mainly for integration of special area with
total curriculum.

.26. Be responsible for special programs (such as Christmas
program) in schools of assignment.

27. Give consultation to classroom teachers concerning
special programs.

.28. Consult with teachers on a regularly scheduled basis.
:29. Consult with teachers on an "on call" basis.
:30. Do no consulting.

314 Inform the teacher what the curriculum in the special
area should be.

:32. Discuss with classroom teacher the resources in the
special area.

33. Discuss with classroom teacher possibilities of inte—
grating special area with other subjects.

343 Discuss with classroom teacher their improvement in
special area.

59

TABLE III--Continued

 

 

35.
36.

37.

Consult with individual teachers.
Consult with groups of teachers.

Consult with individual teachers and groups of
teachers.

Educational Background and Experience and Role Effect:

38.

39.
40.

41.

42.
43.

Have training in special area and experience in
regular elementary classroom teaching.

Have supervisory training.

Be an expert concerning content and skills in special
area.

Be an expert concerning the special area and its
resources.

Be an expert concerning the teaching process.

Be an expert in positive human relations.

§§tatus and Role Effect:

44.
45.
46.

47.

48.

49.
50.

Be regarded as having same status as teaching personnel.
Be regarded as administrative personnel.

Be regarded as somewhere between administrator and
teacher.

Have a unique role not necessarily administrative
or teaching.

Have different roles in different schools with respect
to status as teacher or administrator.

Be a full-time member of one school faculty.

Operate from central office and work in more than
one school.

60

TABLE III-~Continued

 

 

Responsibilities of Supervision and Role Effect:

 

51. Have responsibilities of supervision.

52. Officially rate teachers in area of special subject.

53. Offer suggestions only upon request, in special subject.

54. Be responsible for evaluating classroom teaching in
special subject.

55. Report evidences of teacher weakness or strength to
central office.

56. Serve as clearing house for suggestions from teachers
to central office.

57. Evaluate children's progress in special area.

58. Evaluate children's progress in special area cooper-
atively with classroom teacher.

Eigle as Representative of Central Office and Role Effect:

559. Perform liaison service between central office and
classroom. (Such as providing instruction materials.)

(50. Order special subject supplies and maintain their
inventory cooperatively with regular teacher.

(51. Order special subject supplies and maintain their
inventory alone.

652. Have different roles with respect to supervision due

to varied school policies.

delineates between special area teacher and consultant.

:Lt depicts spreads and concentration of replies in terms

0I7 percentage of the role perception.

61

The left side of Table IV represents the respondent's
perception of the role of the special area-teacher. The
right side of Table IV represents the respondent's per-
ception of the role of the consultant. Table IV is
especially pertinent for a minute study of the exact per—
ception on individual items.

Table V groups the questionnaire items and reports
the number of significant differences in means of the four
,groups' responses to the items pertaining to the roles
being researched. Thirty-two of the items concerning the
:role of the special area teacher had responses from the
:respondent groups which had a significant difference in
‘the means. Thirty-two of the items concerning the role
(3f the consultant had responses from the respondent groups
inhich had significant differences in the means.

For the remainder of this chapter, and Chapter VI,

tunese will be referred to as "significant items, rather

tdaan "significant differences in the means of the four

Ixespondent groups, on the items referring to special area

‘teacher and/Or consultant rolef‘

Table V indicates that the area of role performance

318 considered to be of significant importance to both roles.
TTnere is significant divergence of opinion among the groups

as 'to the locality of this role performance, with six of

tkfie eleven items significant.2

\

2Figures 1 to 7 illustrate graphically which paired
SITIUps thought convergently and which groups thought diver-
gel'l’cly.

62

TABLE V

NUMBER OF SIGNIFICANT DIFFERENCES IN THE
MEANS OF THE RESPONDENT GROUPS ON ITEMS
PERTAINING TO SPECIAL AREA TEACHER-

CONSULTANT ROLES

 

 

j
‘——‘__

 

 

 

Special Area Consultant Role
Teacher Role Number of
Action Grouping Number of SignifiCant
Significant Items Items
1. Where the role is per-
formed. Items 1-11 6 of 11 6 of 11
2. The role with children.
Items 12-22 5 of 11 5 of 11
3. Consulting-Teaching
relationships with
teachers. Items 23-37 5 of 15 10 of 15
4. Educational background
and experience and role
effect. Items 38-43 5 of 6 2 of 6
5. Status effects .
Items 44-49 4 of 6 4 of 6
6i Responsibilities of
supervision. Items 50-58 5 of 9 4 of 9
'7. Representative of
central office role.
Items 59-62 2 of 4 l of 4
TOTAL 32 of 62 32 of 62

These items were concerned with such issues as whether
the consultant and/Or special area teacher operates in home
IWbom or special room, on a scheduled basis or on-call, and
1T1 one school or more.

The working and teaching roles with children indicates

t1lat there is considerable divergence of opinion concerning

63

those roles, with five of the eleven items being significant.
These items were concerned with such issues as whether the
consultant and/or special area teacher should have the prim-
ary role of teaching children, teaching children occasionally,
consult and thereby improve the classroom teacher's abilities,
or combine teaching and consulting.

Consulting relationships with the special area teacher
displays possibilities of conflict but not as much as the
consulting relationships of the consultant. There were five
<>f fifteen items concerned with the special area teacher role
inhich were significant, while ten of the fifteen items con-
cerning the consultant role were significant.

These items were concerned with such issues as whether
the consultant and/Or special area teacher should teach the
Special area alone, work cooperatively with the classroom
teacher, consult, do no consulting, integrate the special
ameaq work with groups, individuals, or both. I

There is considerable divergence of opinion concerning
the“ educational background and experience of the special area
teaxiher, with five of the six items displaying significant
dif7ferences in the means. This is of some importance with
the consultant, with two of six items significant.

These items were concerned with suéh issues as whether
1*“? consultant and/Or special area teacher need have special
training and regular classroom teaching experience, super-
Visoryexperience, and be expert concerning the special area

Skillsand content and resources. There was a great deal of

I": '

64

difference of opinion concerning the special area teacher's
background and action here, and not as much difference of
opinion concerning the consultant.

There is a high amount of disagreement about status
effects concerning both roles. This divergence of opinion
was displayed on both roles, with four of six items being
significant.

These items were concerned with such issues as whether
the consultant and/Or special area teacher be regarded as
teaching personnel, administrative personnel, or both.
iReferral to Figures 1 to 7, as indicated in footnote one of
this chapter, shows that the administrator is the divergent
viewer on these items.

There is found divergence of opinion‘on five of nine
items concerning the special area teacher role when respon-
Sibilities of supervision are considered. The consultant role
is seen divergently significantly on four of nine items when
responsibilities of supervision are considered.

These items were concerned with such issues as whether
the consultant and/or special area teacher should have respon-
Sitfiilities of supervision, officially rate teachers, only
Offker suggestions, evaluate, report evidences of teacher weak-
nesfis, or serve as a clearing house for teacher suggestions.

Being a representative of the central office is per-
‘Kxived divergently on two of the four items pertaining to
Spe3Cia1 area teacher role and one of four items pertaining

IUD Consultant role. There was difference of opinion here as

65

to whether or not the special area teacher should assume such
tasks as performing liaison tasks and ordering supplies, but
little difference of opinion considering the consultant.

When viewing the fact that in each grouping of role
there is found a great deal of divergent opinion concerning

the roles being researched, hypotheses one and two seem to

be well supported.

Table VI considers the role of the special area teacher
alone and lists the items on which there is no significant
(iifference of perception, along with those items which are
Esignificant. In Table VI the item numbers and the mean of
eeach respondent group are given. The difference in that mean
is then reported as significant or not significant, as tested
with the '"F" test.

The sixty-two items are grouped according to the seven
classifications of action the special area teacher or con-
finlltant could undertake.

The differences in the means of thirty-two of the
ESixty-two items concerning the role of the special area
txeacher were significant, sixteen to the one per cent level
aruj sixteen only to the five per cent level. In Table VI
1316 items significant to the one per cent level are marked
Wijh double asterisk (**) while those significant to the
fiwne per cent level are marked with single asterisk (*).
Itefins not significant are marked N. S. I

The number of significant items totaled 53.3 per

Cerrt of the total number of sixty-two items.

66

TABLE VI

MEANS AND SIGNIFICANCE OF DIFFERENCE AMONG MEANS
OF RESPONDENTS'

PERCEPTIONS OF ITEMS PERTAINING

 

 

 

 

 

 

 

 

 

 

TO:
Item *
N0. Tchr. X Ad. 7 Sat. X Con. X Total X Sig.
Where the Role of the Special Area Teacher is Performed
l 2.l4** 2.37 2.86 2.44 2.43 **
2 3.40 3.27 3.55 3.08 3.37 N.S.
3 2.32 2.72 1.85 2.64 2.33 **
4 4.08 3.88 3.83 3.85 3.93 N.S.
5 2.45 2.26 2.79 2.59 2.49 *
6 2.48 2.53 2.48 2.67 2.51 N.S.
7 2.62 2.54 2.56 2.62 2.58 N.S.
8 2.40 2.32 2.81 2.81 2.51 *
9 2.17 2.58 2.91 2.61 2.54 **
10 2.92 2.97 3.18 3.38 3.04 N.S.
11 2.83 2.60 2.42 2.20 2.59 *
The Special Area Teachers Relationships with Children

12 1.75 2.10 1.74 1.97 1.88 **

13 2.33 3.11 2.99 2.48 3.00 N.S

14 1.73 1.69 1.54 1.79 1.67 N.S

15 2.56 2.54 2.58 2.48 2.55 N.S

16 2.48 2.29 2.50 2.04 2.39 N.S

17 2.39 2.30 2.37 2.24 2.34 N.S

18 2.93 3.10 2.86 2.50 2.93 N.S

19 4.17 3.74 3.89 3.50 3.90 *

20 2.94 2.83 2.85 2.08 2.80 **

21 2.95 2.64 2.77 2.31 2.74 *

22 2.38 2.74 2.42 2.89 2.55 *
TPhe Special Area Teacher's Consulting-Teaching Relationships

with Teachers

23 2.38 2.70 2.73 3.08 2.64 *

24 2.16 2.15 2.18 1.97 2.14 N.S.

25 2.01 2.09 2.29 2.27 2.14 N.S.

26 2.49 2.96 2.85 3.12 2.80 **

27 2.00 2.33 2.13 2.15 2.15 N.S.
*E indicates mean; **verbal scale of mean value: 1-2 should,

2-3 may or may not, 3-4 should not.

67

 

TABLE VI--Continued

 

 

 

 

 

 

 

 

 

Item
No. Tchr. X Ad. X Sat. X Con. X Total X Sig
28 2.61 2.72 2.76 2.85 2.70 N.S.
29 2.60 2.56 2.71 2.68 2.62 N.S.
30 4.13 4.26 3.97 4.04 4.12 N.S.
31 2.28 2.60 2.44 2.44 2.44 N.S.
32 1.77 1.80 1.82 2.14 1.83 N.S.
33 1.95 1.71 1.80 1.93 1.83 N.S.
34 2.16 2.45 2.32 2.76 2.36 *
35 2.07 1.89 2.01 2.30 2.02 N.S.
36 2.57 2.16 2.32 2.56 2.37 **
37 2.46 2.09 2.21 2.37 2.26 **
The Special Area Teacher's Educational Back-
ground and Experience
38 1.68 1.63 2.05 2.00 1.78 **
39 2.46 2.68 2.47 2.77 2.57 *
40 1.66 1.70 1.53 1.83 1.66 N.S
41 1.61 1.75 1.45 1.61 1.62 *
42 1.80 1.57 1.47 1.66 1.63 *
43 1.94 1.62 1.64 1.83 1.75 **
The Special Area Teacher's Status
44 1.70 1.72 1.66 1.93 1.72 N.S.
45 3.84 4.05 3.57 3.50 3.80 **
46 3.49 4.02 3.36 3.59 3.64 **
47 3.06 3.40 3.01 2.93 3.15 *
48 3.76 3.80 3.79 3.84 3.79 . N.S.
49 2.41 2.34 2.18 2.63 2.35 *
The Special Area Teacher's Responsibilities
of Supervision
50 2.93 -3.01 3.24 2.89 3.03 N.S
51 2.88 3.60 3.15 3.00 3.20 **
52 4.20 4.45 4.14 4.26 4.27 N.S.
53 2.65 2.90 2.63 2.40 2.70 *
54 3.80 4.17 3.71 4.00 3.92 *
55 4.19 4.24 4.00 4.14 4.15 N.S
56 3.18 3.29 3.41 4.04 3.36 **
57 2.14 2.30 2.10 2.48 2.22 N.S
58 2.20 2.01 2.25 2.48 2.17 *

 

68

TABLE VI--C0ntinued

 

 

Item _ _ _ _ _
No. Tchr. X Ad. X Sat. X Con. X Total X Sig.

 

The Special Area Teacher's Role as Representative
of Central Office

 

59 2.37 2.54 2.82 2.96 2.59 **
60 2.45 2.26 2.50 2.80 2.43 N.S
61 2.91 3.13 2.56 2.66 2.87 **
62 3.04 3.44 3.25 3.08 3.23 N.S

 

Table VII considers the role of the consultant, and
lists the items on which there is no significant difference
of perception along with those items which are significant.

In Table VII the item number is given, and the mean of
each respondent group. The difference in that mean is then
reported as significant or not significant, as tested with
the "F" test.

The sixty-two items are grouped according to seven
classifications of action the consultant could take.

The differences in the means of the thirty-two of the
Sixty-two items concerning the role of the consultant were
Significant, but not the same thirty-two items as the special
aI‘eateacher. The means were significant on both the special
Eufiaa teacher and consultant on eighteen of the thirty-two
items.

The thirty-two significant items constituted 53.3 per
Cerrt of the total number of sixty-two items.

The key to Table VII is the same as Table VI.

69

TABLE VII

MEANS AND SIGNIFICANCE OF DIFFERENCE IN MEANS OF
RESPONDENT'S PERCEPTIONS OF ITEMS PERTAINING

 

 

 

TO:
Item _ _ _ _ _
N0. Tchr. X Ad. X Sat. X Con. X Total X Sig.
Where Consultant Role is Performed

l 3.04 3.46 3.12 3.53 3.25 **
2 2.35 2.11 2.14 2.26 2.21 N.S
3 3.10 3.81 3.36 3.38 3.43 **
4 3.73 3.81 3.11 3.57 3.58 **
5 2.44 2.27 2.42 2.97 2.43 **
6 2.89 2.88 2.81 2.87 2.86 N.S.
7 2.59 2.56 2.53 2.61 2.57 N.S.
8 1.98 2.19 1.90 1.94 2.02 N.S.
9 2.14 2.30 2.20 2.35 2.23 N.S.
10 2.23 2.36 2.44 2.97 2.40 **
11 3.49 3.30 3.23 2.60 3.27 **

 

12

14
15
16
17
18
19
20
21
22

 

The Consultant's Teaching Roles and Relationships
with Children

3.12 3.52 3.21 3.24 3.28 N.S
1.95 1.91 1.96 2.00 1.94 N.S
2.41 2.82 2.62 2.61 2.65 N.S
2.00 1.98 1.88 2.33 2.00 N.S
2.27 2.18 1.99 2.06 2.15 N.S
1.93 1.65 1.64 1.83 1.75 *

2.46 1.94 1.93 2.09 2.11 **
3.07 2.39 2.48 2.60 2.64 **
2.89 3.64 3.44 2.78 3.26 **
2.50 2.27 2.36 2.06 2.34 N S
2.52 3 29 3.12 3.03 2.99 **

 

The Consultant's Consulting-Teaching Relationships

with Teachers

2.60 3.39 2.99 3.11 3.01 **
1.84 1.75 1.80 1.73 ‘1.79 N.S.
2.30 1.86 1.79 2.19 2.01 **
2.94 3.59 3.55 3.44 3.36 **
2.04 1.99 2.00 1.91 2.00 N.S.
2.43 2.63 2.09 2.48 2.41 **
2.34 2.33 2.19 2.47 2.31 N.S.
4.47 4.41 4.11 4.79 4.39 *

TABLE VII--Continued

73

 

 

 

 

 

 

 

 

 

 

 

 

Item _ _

No. Tchr X Ad. X Sat. X Con. X Total X Sig.
31 2.32 2.55 2.09 2.06 2.31 *

32 1.67 1.54 1.63 1.74 1.62 N.S.
33 1.86 1.80 1.57 1.88 1.77 *

34 2.06 2.01 1.86 2.03 1.99 N.S.
35 1.90 1.65 1.47 1.67 1.68 **
36 2.33 1.75 1.73 1.84 1.95 **
37 2.27 1.75 1.65 1.85 1.90 **

The Consultant's Educational Background and Experience
38 1.67 1.63 1.73 2.21 1.73 **
39 2.16 2.05 1.97 2.33 2.09 N.S.
40 1.50 1.74 1.53 1.88 1.63 **
41 1.57 1.74 1.53 1.55 1.61 N.S.
42 1.70 1.56 1.55 1.76 1.62 N.S.
43 1.61 1.76 1.57 1.76 1.67 N.S.

The Consultant's Status
44 1.95 1.97 2.51 2.33 2.13 **
45 3.51 3.51 3.10 3.03 3.35 *
46 3.79 3.43 2.74 2.94 3.31 **
47 3.47 4.00 2.71 2.52 3.17 **
48 3.57 3.77 3.68 3.74 3.68 N.S.
49 2.96 2.88 3.18 3.16 3.01 N.S.
The Consultant's Responsibilities of Supervision

50 2.46 2.46 2.29 2.91 2.46 *

51 2.96 3.02 2.49 2.53 2.81 **
52 4.05 4.05 3.76 3.67 3.94 N.S.
53 2.67 2.93 2.64 2.79 2.77 N.S.
54 3.73 3.72 3.40 3.42 3.61 N.S.
55 4.12 3.84 3.65 3.53 3.84 **
56 3.03 3.08 2.97 3.36 3.07 N.S.
57 2.90 3.15 3.21 3.10 3.08 N.S.
58 2.33 2.57 2.80 2.78 2.52 **

The Consultant's Role as Representative of
Central Office

59 2.11 2.37 2.16 2.27 2.22 *

60 2.48 2. 4 2.69 2.65 2.54 N.S
61 3.30 3.35 3.15 3.18 3.26 N.S
62 2.99 3.27 3.11 3.11 3.13 N.S

71

Figures 1 through 7 are graphic illustrations of
the similarity or dissimilarity of the perceptions of
paired groups of respondents.

Figures 1 through 7 are paradigms depicting the
pxarcentage of agreement or disagreement between these
jpadjed groups on the significant items. A great percentage
(3f circle overlap indicates expectation agreement, while
lxass overlap indicates a divergence of expectation agreement.

The paradigms are divided into the seven classifi-
cartion of action the consultant and special area teacher
ccnald include in their role performance.

In Tablelfllllthe four respondent groups were viewed
afi one group of educators. The total mean of their per-
Ceqption of the special area teacher role was then compared
With the total mean of their perception of the consultant
IRDle to note the difference or similarity with which they
Viewed the two roles.

As two groups were being compared, the "T" test was
'lSeni for analysis of the difference in the total means.
If‘ the difference in the means was significant it is
“Hirked as "yes." If not, it is marked "no."

Hypothesis number three was proven on eighteen of
the sixty-two items, the items on which there were differ-
Enit expectations of the two roles. The hypothesis was not
Supported on forty-four of the items on which there were

Similar expectations of the two roles.

72

 

 

Role of Special Area Teacher

   

\\100%'
Tch- Ad
100% . 9o. 9% \
, \\:\\ I‘
M. '\
Ad-Con Ad-Sat ‘

Con- at

Role of Consultant

 

   

Tch-Con

 

Ad-Con

 

TCh-Ad--Teacher-administrator expectation agreement.

TCh-Con--Teacher- consultant expectation agreement.

TCh-Sat--Teacher- -special area teacher expectation agreement.

A<11~Con--Administrator- consultant expectation agreement.

‘45-Sat—-Administrator-Special area teacher expectation
agreement.

COn-Sat--Consultant- -special area teacher expectation
agreement.

Fig. 1. Percentage of agreement of expectation
concerning where perceived role occurs, items 1-11.

73

Role of Special Area Teacher

///"—~\\\\ x///;;?5::;\\\ /,r”"‘\.

 

_ , . \
100% 1 s 1'63.6% - , f 100% )
1 . ‘ 2 ,
1 x i
\ \\ \ .«1
Tch-Ad Tch-Con Tch-Sat

     

p "“‘*\,
r/ K“. ‘\
{x 100% '. 90 .9% .
L // 3 J
., \\
Ad-Sa Con-Sat

 

Role of Consultant

 

   

I ..
| - g n
. s [I
'\ M's-n

Tch-Sat

 

   

Ad-Con Ad-Sat Con-Sat

Fig. 2. Percentage of agreement of expectation
concerning teaching and other roles with
children, items 12-22.

74

Role of Special Area Teacher

 

 

\i " x\ I a
100% } 80% ) , i 100% 3
I '., ..
‘. , ~. .' J; ‘ J
‘i\....,;/ V ’ :“fm’ ' ' " -""j
Tch-Ad Tch-Con Tch-Sat

100% ) g 100% 1 100%
' f
/ / x ‘ / r1f
“up...” I. \w‘i
Ad-Con Ad-Sat Con-Sat

 

100%

f >
;
'F/

‘ ro“ -

 

Ad-Con Ad-Sat Con-Sat

Fig. 3. Percentage of agreement of expectation
concerning consulting-teaching relationships
with teachers, items 23-37.

75

Role of Special Area Teacher

///u 3 f /\ 4/"_\

 

, 100% 100% i 100% i
‘1"- K I /.
c\mw',.
Tch-Ad Tch-Con Tch-Sat
d I..’.":?-c\s‘\.\
100% y " (83.3% 1 100%
[I . v] _ 2
\\—/ \\_// 3““
Ad-Con Ad-Sat Con-Sat

Role of Consultant

 

   

Tch-Sat

   

Ad-Con Ad-Sat Con-Sat

Fig. 4. Percentage of agreement of expectation

concerning educational background and experience
and role effect, items 38-43.

76

Role of Special Area Teacher

/ {A

 

 

100% I 100%
Tch-Ad Tch-Con Tch-Sat

\

Con-Sat

   

Role of Consultant

 

‘ 1
.' X. s.
I ‘ k. \
/ \

( j 66. 7% )
\\1 //

Tch-Con

     

Ad-Sat Con-Sat

Fig. 5. Percentage of agreement of expectation
concerning status effects and resultant role
perception, items 44-49.

77

Role of Special Area Teacher

 

A\ r r "-'.\‘
( 88.9% 2., {g 88.9% «z , 100%
\~ \ I \\- ‘ 4 /‘ \.

"x‘; / \t _ ,7 h _/
“mama-d"- - can-4"“ “ -....-.--"
Tch-Ad Tch-Con Tch-Sat

"/ “Rx ,. S.

x 66.7% _ “ f; 100% ._

\\ _‘ .. ,r V

Ad-Con Ad-Sat Con-Sat

Role of Consultant

 

 

Tch-Ad

   

Ad-Con Ad-Sat Con-Sat

Fig. 6. Percentage of agreement of expectation
concerning responsibilities of supervision
and role effect, items 50-58.

 

 

 

 

 

 

 

78

Role of Special Area Teacher

26)) 60;: 100%

Tch-Ad Tc'h-Con Tch-S at

 

IA

100%

 

Con-Sat

 

a ' I
. 100% i . 100% 1 g 100%
I.\""-........a-c/ 2 Jaw/j]; \X‘ - , .
Tch-Ad Tch-Con Tch-Sat
" " ~ , ,"‘""““\ '
7/ ,7” /..\
g 100% g 100% g 100% ‘
e‘\ ’ 1“. ll"
Ad-Con Ad-Sat Con-Sat

Fig. 7. Percentage of agreement of expectation
concerning being a representative of central
office and role effect, items 59-62.

 

 

79

There were different expectations on six of the
eleven items concerning where the role is performed. Five
Of the items indicated similarity of role performance.

There were different expectations on seven of the
eleven items concerning teaching and other roles with
children. Fofir of the items indicated similarity of role
performance.

Concerning consulting-teaching relationships with
teachers, there was different expectation on one item.
iFourteen of the items indicated similarity of role perfor-
Inance.

There were similar expectations on all six of the
items concerning educational background and experience and
Pole effect, indicating similarity of expectation on these
items.

There was different expectations on one of the six
itxems concerning status effects and role performance.
Fiflve of the items indicated similarity of role performance.

There were different expectations on three of the
Hilde items concerning responsibilities of supervision and
IWDIe effect. Six of the items indicated similarity of role
performance . 3

There were similar expectations on all four items

c<Dncerned with the role as representative of the central

Office.

 

80

TABLE VIII

DIFFERENCE BETWEEN ROLE PERFORMANCES OF CONSULTANTS

AND SPECIAL AREA TEACHERS CONCERNING:

 

 

 

 

 

*Verbal scale of mean value:

Item SAT Consultant Mean
N0. Mean Mean Difference Significant
Where the Role is Performed
1 2.43* 3.25 .82 yes
2 3.37 2.21 1.16 yes
3 2.33 3.43 1.10 yes
4 3.93 3.58 .35 no
5 2.49 2.43 .06 no
6 2.51 2.86 .35 no
7 2.58 2.57 .01 n0
8 2.51 2.02 .49 yes
9 2.54 2.23 .31 no
10 3.04 2.40 .64 yes
11 2.59 3.27 .68 yes
Total: 6 different actions
5 similar actions
Teaching and Other Roles with Children
312 1.88 3.28 1.40 yes
13 3.00 1.94 1.06 yes
114 1.67 2.65 .98 yes
15 2.55 2.00 .55 yes
16 2.39 2.15 .24 no
17 2.34 1.75 .59 yes
18 2.93 2.11 .82 yes
19 3.90 2.64 1.26 yes
20 2.80 3.26 .46 no
21 2.74 2.34 .40 no
22 2.55 2.99 .44 no

Total: 7 different actions
4 similar actions

1-2 should
2-3 may or may not
3-4 should not

81

TABLE VIII--C0ntinued

 

 

 

Item SAT Consultant Mean
No. Mean Mean Difference Significant

 

Consulting-Teaching Relationships with Teachers

 

2 2.64 3.01 .37 no
2 2.14 1.79 .35 no
25 2.14 2.01 .13 no
26 2.80 3.36 .56 yes
27 2.15 2.00 .15 no
28 2.70 2.41 .29 no
29 2.62 2.31 .31 no
30 4.12 4.39 .27 no
31 2.44 2.31 .13 no
32 1.83 1.62 .21 no
33 1.83 1.77 .06 no
34 2.36 1.99 .37 no
35 2.02 1.68 .34 no
36 2.37 1.95 .42 no
37 2.26 1.90 .36 no

Total: 1 different action
14 similar actions

Educational Background and Experience and Role Effect

 

 

38 1.78 1.73 .05 no
39 2.57 2.09 .48 no
40 1.66 1.63 .03 no
41 1.62 1.61 .01 no
42 1.63 1.62 ' .01 no
43 1.75 1.67 .08 no
Total: No different action
6 similar actions
Status and Role Effects
44 l. 2 2.13 .41 no
45 3. O 3.35 .45 no
46 3.64 3.31 .33 no
47 3.15 3.17 .02 no
48 3.79 3.68 .11 no
49 2.35 3.01 .66 yes

Total: 1 different action
5 similar actions

82

TABLE VIII--Continued

 

1 -'

Item SAT Consultant Mean
No. Mean Mean Difference Significant

 

Responsibilities of Supervision and Role Effect

 

50 3.03 2.46 .57 yes
51 3.20 2.81 .49 yes
52 4.27 3.94 .33 no
53 2.70 2.77 .23 n0
54 3.92 3.61 .31 no
55 4.15 3.84 .31 no
56 3.36 3.07 .29 no
57 2.22 3.08 .76 . yes
58 2.48 2.52 .04 no

Total: 3 different actions
6 similar actions

 

Role As Representative of Central Office and Effect

 

59 2.59 2.22 .37 no
60 2.43 2.51 .11 no
61 2.87 3.26 .39 no
62 3.23 3.13 .10 no

Total: No different action
4 similar actions

 

The groups perceived more difference in role perfor-
mance concerning where the role is performed and the
teaching roles with children, than educational background,
experience, status effects, consulting-teaching relation-
ships with children, supervisory capacities, and being
representative of the central Office.

The item number is indicated in TableVIII, then the
total mean of the perception of the special area teacher

role by all four of the respondent groups. Then the total

83

mean of the perception of the consultant role by all four
of'the respondent groups. The difference between the
groups is indicated as significant or not.

Figures 8 through 14 refer to the difference between
'the actions of the special area teacher and consultant
according to the seven general areas of action.

Exact overlap of the circles represents close
similarity of action between the special area teacher and
consultant on the area of action, whereas less overlap
Inefers to difference in action as perceived by the four
groups of respondents.

This is a graphic illustration of the material and

(iata.appearing in Table VIII.

Analysis of the Data Based on the Variables
In the respondent sample of 342 teachers, adminis-
tIcators, special area teachers and consultants an attempt
Mnas made to analyze key items on the questionnaire for the
VEiriables of experience, degree held, and sex. It was
0Iniginally planned to test the variables of those answering
finom a self-contained classroom orientation versus depart-
Ukentalized, but lack of departmentalized responses precluded
aLhalysis of these variables.
The key items for analysis were numbers one, four,
Seven, twelve, thirteen, twenty-four, thirty-one, thirty-
eight, fifty-one, fifty-four, and fifty-nine. These key

items were the base items for the seven groups of actions

84

Fig. 85 Where the role is performed.

Fig. 9. Teaching relationships with children.

 

Fig. 10. Teaching-consulting relationships
with teachers.

Fig. 11. Educational background and experience.

*Amount of overlap indicates the degree the roles of
the special area teacher and consultant coincide.

85

Fig. 12. Status effects.

Fig. 13. Responsibilities of supervision.

Fig. 14. Representative of central office.

86

comprising the roles of the special area teacher and con-
sultant. The key items were analyzed for significance even
if the mean scores of the items were significant or not.

The sample size and response in great variation spread
the special area teacher-consultant respondents thin over
all of the variables, so thin that it was concluded an
analysis of their variables would not contain a large enough
population for comparison.

The "T" test was used for testing the hypothesis that
‘the mean of one population is equal to the mean of a second
Inapulation when the population's variance is unknown but

zassumed equal. The formula used was:2

"TH -X_l - 2'2
Sp \f(1/n1) + (1 n2)

 

Analysis of the Variables
The first variable tested was the length of experi-
erlce of the teacher respondents. Teachers having one to
'been years of experience were compared to teachers with ten
Budd beyond years as to their response on twelve selected
ifitems. Only on item thirteen3 was the role of the special

Etbea teacher viewed differently by those persons having

\_

2
Wilfrid J. Dixon and Frank J. Massey, Introduction to

%:agl::§tical Analysis (New York: McGraw-Hill Book Co.,l957),

3Have main role of consulting with classroom
teacher.

 

87

differing number of years of experience. The "T" score
was 1.477, and was significant at the five per cent level
of confidence.

Administrators with one to ten years of experience
were compared to administrators with ten and beyond years
of experience as to responses on twelve selected items.
(It should be noted that most male administrators fell
in the one to ten year range of experience whereas the
female administrators fell into the ten and beyond range
of experience.) The significant difference in mean scores
on items twenty-four“ and fifty-four5 indicated that only
in a limited sense was the role of the consultant viewed
differently by persons having differing years of experience.
The "T" test of item twenty-four was 2.114 and item fifty-
four was 2.768, both significant to the five per cent level
of confidence.

Four items were viewed differently by teachers holding
£1 Bachelors degree as compared to teachers holding a
IWaster's degree: item four6 of their perception of the

8

Ix>le of the special area teacher and items one,7 four,

 

 

“Plan cooperatively with teacher what should be
taught.

5Evaluate classroom teaching in special subject.
6Operate in special room on unscheduled basis.

7Operate in elementary classroom on scheduled basis.

8See footnote six.

88

and twelve9 of their perception of the role of the con-
sultant.

The "T" test of the difference in the mean scores
of the special area teacher perceptions was 3.786 which
is significant to the one per cent level of confidence.
The "T" tests of items on, four, and twelve of the per-
ceptions of the role of the consultant were 3.301 and
2.143, and 2.559--all significant to the five per cent
level of confidence.

There were no differences on any item on either the
perception of the role of the special area teacher or
the consultant by administrators holding Bachelor degrees
as compared to mean scores of administrators holding a
Master's degree.

No significant differences was found on any item
concerning the perception of the role of the special area
teacher or consultant by male teachers as compared to
female teachers.

We can draw from these data the conclusion that,
fkar the sample tested and items analyzed, the length of
awears of experience of teachers and administrators,
degree held, and the sex do not affect, to a very great
dfiagree, the manner in which these people view the roles

01‘ the special area teacher and/Or consultant.

\

9Have main role of teaching children in special area.

89

It was noticed, while tabulating the responses, that
the only visable difference in specialist replies appeared
‘to be a difference in the way special area teachers of art
and music viewed the roles of the special area teacher and
consultant. As there was a large enough sample, the
twelve items were viewed with respect to this variable.

There were four significant differences in the mean
scores concerning how these two groups viewed the role of
the special area teacher and two significant differences
in the mean scores concerning how these two groups viewed
the role of the consultant. The four items were one,10
four,11 twenty-one,l2 and fifty-four,l3 with "T" scores
of 3.451, 3.288, 2.755, and 2.933, all significant to the
cnae per cent level. The two items concerning the consul-
tant viewwere one and four, with "T" scores of 3.144 and
23.901, both significant to the five per cent level.

We can draw from these data the conclusion that, for
‘tfle sample tested, the subject orientation and training
chuld have an effect on the way the special area teachers

Vi.ewed the roles of the special area teacher and consultant.

\

10See footnote four.

11See footnote five.

12Have varying different role as to teaching children
<iepending on classroom teacher's ability.

13See footnote three.

90

Summary of Analysis of Data

An analysis was made of the data to determine con-
'vergence or divergence of opinion held by special area
‘teachers, consultants, classroom teachers, and administra-
‘tors concerning the roles of the special area teacher and
consultant. Significant differences between the actions
of the two roles were studied.

The items on the questionnaire which were analyzed
were concerned with where and when these roles occurred,
the subtleties of the roles with respect to teaching or
‘not teaching children, the teaching and/0r consulting
IPelationships with teachers, educational background and
éaxperience and its role effect, status and its role effect,
'the responsibilities of supervision and its role effect,
Enid, finally, the role as representative of the central
Office .

The population of the study was 150 teachers, 150
Euflministrators, and 150 consultants and special area
theachers. Of this total of 450, 342 or 76 per cent returned
1usable questionnaires. These findings and their impli-

CEations and conclusions are generalized only to this pop-

’

Lllation in Michigan.

An analysis was made of the mean scores of the
Esample's response to the role items on the questionnaire.
This analysis, by use of the "F" test, revealed that there

was a significant difference in the mean scores on

91

thirty-two of the sixty-two items concerning the role of
the special area teacher. This means that one or more of
the four respondent groups viewed the role with divergent
expectations from the other groups. An analysis of the
means reveals the divergent group, not consistently the
same on each item.

The same analysis of the role of the consultant as
perceived by the respondent groups reveals a significant
difference in the mean scores on thirty-two of the sixty-
two items concerned with this role. This means that one
or more of the four respondent groups viewed the role of
the consultant with divergent expectations from the other
group's thirty-two times. An analysis of the means revealed
that the divergent group was not consistently the same
on each item.

The four groups perceived six of eleven items con-
cerning where the role of the special area teacher is
Ikerformed with significant difference. Six of eleven items
Chancerning where the role of the consultant is performed

lMere significantly different. As to the roles with child-
rwen, the respondents perceived the special area teacher
r‘cle divergently, five of eleven times withsignificant
C‘12'Lfference. They perceived the consultant's role with
children also with significant difference on five of the
ITifteen items. The consultant's role with teachers was per-
<EEEived significantly divergent on ten of the fifteen items,

the special area teacher, five of fifteen.

92

The special area teacher's background and experience
and its role effect was perceived by the respondents with
divergence on five of the six items, whereas the consul-
tant's background and experience and role effect was per-
ceived with divergence only two of six times. The titular,
or status effects on both roles was perceived with signifi-
cant difference on four of the six items concerned with
status and its role effect.

The items concerned with the responsibilities of
supervision and role effect were perceived significantly
different on the special area teacher's role on five of
nine items, while the consultant's role revealed signifi-
cance on four of the nine items. Acting as a representative
of the central office was perceived divergently on two of
the four items for special area teachers and divergently
<0ne out of four times for consultants.

It is to be noted that the four respondent groups
lliewed the special area teacher role with convergent
EIXpectations 0n thirty of the sixty-two items and the con-
E3‘Llltant role with convergent expectations on thirty of
tdae sixty-two items.

Hypothesis one and two concerned with divergence of
<Dpinion were considered as supported.

The special area teacher role was perceived differ-
eEntly from the Consultant role on five of the eleven items

<2oncerning where the role occurs; seven of eleven items

93

concerning teaching roles with children; one of fifteen
times concerning consulting-teaching relationships with
teachers; no difference concerning educational background
and role effect; one of six items was viewed as having
different expectations concerning status effects; three

of nine items concerning responsibility of supervision

and role effect were seen as having different expectations,
and none of the items concerning the roles as represen-
tative of the central office was seen with different
expectations.

To summarize the last paragraph, the special area
teacher role was seen as duplicating or being convergent
'with, the consultant role on forty-four of the sixty-two
items. It was different, or divergent from, the consultant
Irole, on eighteen of the sixty-two items. Hypothesis
three was partially supported.

There was no group of respondents which consistently
Ikerceived the roles with divergence or convergence.
Irlstead, there is inconsistency in the interpretation of
tkbth roles by all of the respondent groups. There was no
gnnoup which consistently viewed the roles as being differ-
eTit or similar. Instead, there was inconsistency in the
Ci‘ifferences or similarities of action accorded to the roles.

When variables were analyzed, the conclusion was
Cirawn that, for the sample tested and the items analyzed,

tflae length of years of experience of teachers and

94

administrators, the degree held by teachers and adminis-
trators, and the sex of teachers and administrators do
not effect, to a great degree, the manner in which these
persons view the roles of the special area teacher and
the consultant in the elementary school.

The teaching area of the special area teacher, when
viewed as a variable, affects to some extent the manner in
which art and music special area teachers view the two
roles. Concerning the specialists, it could be generalized
that subject orientation could affect the perception of
the roles.

While thirty-two of the items concerning each role
were found to be viewed significantly different, no attempt
was made to analyze the cause or depth of the conflict
generated by this situation. It is suggested, however,
that it would be wise to begin the analysis of satisfactory
relationships from the viewpoint that thirty of the sixty-
‘two items were viewed with convergent expectations by the
I?espondents.

It can also be concluded that role conflict exists,
<3ue to this variance in role perception. This can further
lDe implied by referral to the summary of recorded comments
Iin Chapter V. Role conflict is implied from expressed dis-
E3atisfaction or confusion in working relations as stated

OI'Iecorded on the questionnaire.

CHAPTER V
RECORDED COMMENTS

There were lengthy recorded comments on 115 of the

342 questionnaires concerned with the role of the special

area teacher and consultant. Some comments were directly

concerned with the items on the questionnaire, others were
above and beyond the areas of the items on the question-
naire, while others were directed to the questionnaire

content and construction. All comments were extremely

'worthwhile.

The comments are summarized here in Chapter V rather
‘than listed in their entirety due to their unusual length.

This summation of comments is included because of the
Inertinency to the subject of role conflict, questionnaire

Guanstruction, and validation of questionnaire items.

Summation of Teacher Comments
Of the 105 teacher respondent's, forty-two were
Irlotivated to write additional comments on the questionnaire.

rIHlese comments centered around these subjects:
1. Favoring one or the other of the roles.

"In my opinion, the well-trained
special area teacher has greater
opportunity to do a more effective

job of instruction. The consultant
usually must 'spread himself too thin'

Examples:

95

5.

96

and is unable to work as efficiently
as the former."

"I feel that --- has a fine consulting
system. They make regular calls and
each room may use her or him at the
appointed time. This may be consultive
teaching or both. They have no eval-
uation responsibility either of the
children or the teachers, thus
relieving everyone of tension."

Value judgments of the way thelxflxnsare performed

within systems.

Examples:

Statements

Example:

Statements

"Consultants are for the birds."

"A special area teacher is always
welcome but a consultant has not worked
out satisfactorily."

of conflict and confusion.

"I feel that it is imperative that the
consultant or Special area teacher
exactly understand what her position

is and that the classroom teacher
clearly understands also . . . there

is much misunderstanding and dissention
because positions have not been clearly
defined. Cooperation is a must if
these programs are to be successful."

making delineations between special

subject roles.

Example:

Statements

Example:

"In the speech area only I think there
should be a special area teacher. In
the other areas such as art, music and
physical education, I would prefer the
consultant who would operate cooper-
atively with teacher and children on

a regularly scheduled basis."

"The subject determines the role and
services "

concerning scheduling.

"Consultants 'on-call' are monopo-
lized. . ."

97

6. Extension of thinking.

Example: "The actual teaching of the special
area teacher influences my attitude
greatly. She has direct contact with
the pupils and must get her ideas and
work across to them directly. Since
this is the person who teaches the
subject, her attitude, training and
work should differ from the consultant.
The consultant's work is mainly with
the teacher and so should have more
instruction in dealing with adults and
keep her well informed in the special
area."

A majority of the comments were statements for or
against one or the other of the roles. These comments
seemed to be generated by the fact that the favored role
‘was clearly defined and perceived by the classroom teacher
in a sympathetic fashion. The favorite role was that of

‘the special area teacher.

Summation of Administrator Comments
Of the 114 administrator respondents, thirty-nine
Inere motivated to write additional comments on the ques-
1Jionnaire. These comments centered around these subjects:
1. Description of their program.

Example: "Our consultant is an elementary super-
visor from the Board of Education who
visits our school two days a month."

2. Statement in favor of one or the other of the
roles.

Examples: "I definitely prefer the consultant
system where the consultant visits the

school on a schedule and is available
if the classroom teacher needs him."

98

"I prefer consultants or coordinators
in most cases."

3. Statements of criteria which affect perception.

Examples: "I've seen very good special instruc-
tion take place by providing a special
room wherein the children went once or
twice a week for art or music. I've
believed firmly in the advantages of
the special teachers' coordinating
their plans with the classroom teacher
in order that some measure of the
special instruction may tie-in with
the academic curriculum. On the other
hand, there is much that I like about
the 'creative' part of art and music
where there may be no tie-in whatsoever
with the so-called academic curriculum

"I believe special area teachers should
teach those subjects that the average
classroom teacher does not have apti-
tude or training for."

4. Statements concerning status.

Examples: "I dislike labels for personnel

"They should get paid no more than
teachers . .

"Special area teachers should be re-
garded as teachers . . . while consult-
ants be regarded as approaching
administrative positions .

5. Statements of trend.

Example: "There is a noticeable trend, due to
classroom size and emphasis on the
gifted, for the specialist to supple-
ment and take over for the teacher.
There should be a consultant-adminis-
trator.

The majority of statements by administrators were
lieenly and professionly stated, as compared to teachers

almost emotional responses. The majority of statements

 

99

as much as said, "It is neither black or white, but grey,"
indicating that criteria, and many criteria, determined

use rather than administrative decision. The favorite role
for the administrator was the consultant.

Summation of Consultant-Special
Area Teacher Comments

 

Of the 123 consultant-special area teacher respon-
dents, thirty-four were motivated to write additional
comments on the questionnaire. These comments centered
around these subjects:

1. Justification of their role.

Example: '"We must clearly state our purpose so
we are not considered 'frills'."

2, Exact description of their own role.
Example: "I work on a scheduled basis and go to
the classroom part of the time and the
children come to me part of the time."

3. Beliefs and preferences.

Examples: ‘ "I believe a special area teacher who
actually teaches should be in one
school

"As a special teacher of music I prefer
to have a music room instead of going
'from room to room

4. The statement of need for planning and study.

Example: "I cannot stress too strongly the need
for cooperative study and planning
within the respective schools in
setting up a schedule for special
services. Without complete understand-
ing and agreement on the part of all
concerned, other problems may arise re-
sulting in personality conflicts, class-
room conflicts, and teaching disabili-

ties (pertaining to time, groupings,

etc. . .

133

A majority of the comments by special area teachers
were clarification of role, personal beliefs and prefer-
ences, and mentions of conflict possiblities. Contained
within the majority was information about the numerous

criteria which affects the eventual choice of role.

Summary

The majority of teachers made what might be consid-
ered as emotional respOnses to the method of operation of
the roles in their schools and state a preference for the
special area teacher. The majority of administrators
recorded numerous criteria for consideration of both roles
and stated a preference for consultants. The majority of
consultants and special area teachers stated needs for
clarification and indicated personal beliefs and preferences.

It is to be noted that anything near exact summation
or majority-minority statements is impossible. Every state-
Inent by persons in each group was worth considering. This
‘brdngs up the point that further research might be struc-
‘tured which would take into consideration only stated

Comments and observed behavior concerning these roles.

CHAPTER VI

 

SUMMARY AND CONCLUSIONS

Summary

This study was undertaken to gain insight into two
internal roles in the elementary school, the special area
teacher and the special area consultant. The generalized
working roles were investigated, with a comparison made of
teachers', administrators', consultants', and special area
teachers' perceptions of each role to note divergence or
convergence of opinion concerning both roles. A more clear
delineation between each role was also made.

It was established that there is intermixing of roles
and inconsistency in role perception concerning these two
IPoles. This implies the distinct possibility of role
Conflict.

The exact summary of the findings is outlined as

follows:

 

1.. Thirty-two of the sixty-two questionnaire items con-
cerned with the role of the special area teacher had

responses from the respondent groups which had signifi-

 

cant differences in the means. This supported hypoth-
esis one, that there was disagreement about how this

role should be performed.

131

 

 

132

There were six of eleven significant items, or 54.5
per cent, concerned with where the role of the special
area teacher is performed. There were five significant
items of eleven, or 45.4 per cent, concerned with the
roles with children. There were five significant items
of fifteen, or 33.3 per cent, concerned with the con-
sulting-teaching relationships with teachers. There
were five significant items of six, or 83.3 per cent,
concerned with educational background and experience
and role effect. There were four significant items

of six, or 66.6 per cent, concerned with status and
role effects. There were five significant items of
nine, or 55.5 per cent, concerned with the responsibi-
lities of supervision and role effect. There were two
significant items of four, or 50 per cent, concerned
with the role as representative of the central office
and its effect.

These groups of educators perceived the role of the
special area teacher alike, or convergently, to the
percentages indicated, on the seven basic classifi-
cations of actions in the questionnaire.

A. Where the role is performed

teacher-administrator 100%
teacher-consultant 90.9%
administrator-consultant A 100%

consultant-special area teacher 90.9%

 

 

 

133

Teaching and other roles with children

teacher-administrator‘ 100%
teacher-special area teacher 100%
administrator-special area teacher 100%
consultant-special area teacher 90.9%

Consulting-teaching relationships with teachers

teacher-administrator 100%
teacher-special area teacher 100%
administrator-consultant 100%
administrator-special area teacher 100%
consultant-special area teacher 100%

Educational background and experience and role effect

teacher-administrator 100%
teacher-consultant 100%
teacher-special area teacher 100%
administrator-consultantA 100%
consultant-special area teacher 100%

Status and role effect

teacher-consultant 100%.
teacher-special area teacher 100%
consultant-special area teacher 100%

Responsibilities of supervision and role effect

teacher-administrator 88.9%
teacher-consultant 88.9%
teacher-special area teacher 100%

administrator-special area teacher 100%

134

Representative of central office and role effect

teacher-administrator 100%
teacher-consultant 100%
teacher-special area teacher 100%
consultant-special area teacher 100%

These groups of educators perceived the role of the

special area teacher differently, or with divergence,

on the seven basic classifications of actions on the

questionnaire.

A.

Where the role is performed

teacher-special area teacher 81.9%
administrator-special area teacher 81.9%
Teaching and other roles with children
teacher-consultant 63.8%
administrator-consultant 81.7%
Consulting-teaching relationships with teachers
teacher-consultant 80%
Educational background experience and role effect
administrator-special area teacher 83.3%

Status and role effect

teacher-administrator 83.3%
administrator-consultant 83.3%
administrator-special area teacher 66.7%

Responsibilities of supervision and role effect
administrator-consultant 66.7%

consultant-special area teacher 77.8%

135

G. Representative of central office and role effect

administrator-consultant 50%
administrator-special area teacher 75%

There seemed to be no particular group of respondents
who viewed the role of the special area teacher with
consistent divergence.

Thirty-two of the sixty-two questionnaire items con-
cerned with the role of the consultant had responses
from the respondent groups which had significant dif-
ferences in the means. This supported hypothesis two,
that there was disagreement about how this role should
be performed.

There were six of eleven significant items, or 54.5

per cent, concerned with where the role of the consult-
and is performed. There were five significant items

of eleven, or 45.4 per cent, concerned with teaching
and other roles with children. There were ten signifi-
cant items of fifteen, or 66.6 per cent, concerned

with teaching-consulting relationships with teachers.
There were two significant items of six, or 33.3 per
cent, concerned with educational background and role
effect. There were four significant items of Six, or
66.6 per cent, concerned with status and role effects.
There were four significant items of nine, or 44.4

per cent, conCerned with responsibilities of supervision

and role effect. There was one significant item of

106

four, or 25 per cent, concerned with the role as repre-
sentative of the central office and its effect.

These groups of educators perceived the role of the
consultant alike, or convergently, on the seven basic
classifications of actions in the questionnaire.

A. Where the role is performed

teacher-administrator 90.9%
teacher-special area teacher 90.9%
administrator-special area teacher 90.9%

B. Teaching and other roles with children

teacher-consultant 90.9%
administrator-special area teacher 100%
consultant-special area teacher 90.9%

C. Consulting-teaching relationships with teachers

teacher-consultant 86.6%
administrator-consultant 100%
administrator-special area teacher 93.3%
consultant-special area teacher 93.3%

D. Educational background and experience and role effect

teacher-administrator 100%
teacher-special area teacher 100%
administrator-special area teacher 100%

E. Status and role effect
consultant-special area teacher 100%
F. Responsibilities of supervision and role effect

teacher-administrator 100%

137

teacher-consultant 88.9%
teacher-special area teacher 88.9%
administrator-consultant 88.9%
administrator-special area teacher 100%

G. Representative of central office and role effect

 

teacher-administrator 100%
teacher-consultant 100%
teacher-special area teacher 100%
administrator-consultant 100%
administrator-special area teacher 100%
consultant-special area teacher 100%

9. These groups of educators perceived the role of the
consultant differently, or divergently, on the seven
basic classifications of actions in the questionnaire.

A. Where the role is performed

 

teacher-consultant 72.7%
administrator-consultant 81.7%
consultant-special area teacher 72.7%

 

B. Teaching and other roles with children

teacher-administrator 72.7%
teacher-special area teacher 63.6%
administrator-consultant 81.7%

C. Consulting-teaching relationships with teachers
teacher-administrator 66.6%
teacher-special area teacher 66.6%

D. Educational background and experience and role effect

 

teacher-consultant 66.6%

 

 

 

 

10.

ll.

12.

administrator-consultant 83.3%
consultant-special area teacher 66.6%

E. Status and role effect

teacher-administrator 83.3%
teacher-consultant 66.7%
teacher-special area teacher 50%
administrator-consultant 83.3%
administrator-special area teacher 50%

F. Responsibilities of supervision and role effect
consultant-special area teacher 77.8%

G. Representative of central office and role effect
none divergent

There seemed to be no group in particular which viewed

the role of the consultant with consistent divergence.

The area of role on which there is most divergence is

that concerning status; the area of role on which there

is least divergence is that concerning the role as

representative of the central office.

Although each role had thirty-two significant items of

sixty-two, they were not the same items. Eighteen of

the thirty-two items were seen with similar divergence

of opinion concerning both roles.

'Viewing the respondents as one group,tflxnymade a clear

significant delineation between the roles of the special

area teacher and consultant on eighteen of the sixty-

two items. They made little or no distinction between

 

 

13.

14.

15.

165.

139

the two roles on forty-four of the sixty-two items.
Hypothesis three was only partially supported.
Of the seven basic classifications of role, there were
two areas where the two roles were perceived as being
significantly different; where the role occurred, and
teaching and other relationships with children. A
third area where there was some divergence or role
difference was that concerned with the responsibilities
of supervision and role effect. The other four areas
were perceived as having similar role performances.
The length of years of experience of teachers and
administrators, sex, and degree held, does not, to a
great extent, affect the manner in which the role is
viewed.
The subject orientation of the special area teacher
has an effect on the manner in which the role is viewed.
An analysis of the written comments on the question-
naires reveals that:
A. One hundred fifteen of the 342 respondents made
lengthy written comments on the questionnaire.
B. These comments were centered around the following
discussion points:
(1) A description of the program in their school.
(2) A clarification of response.
(3) A description of the role conflict in the

respondent's school system.

 

113

(4) A description of general role conflict
possibility in any school situation.

(5) A statement of philosophy declaring themselves
in favor of special area teachers, and there-
fore in favor of teaching the subject area
skillfully, or a statement in favor of con-
sultants, and therefore in favor of correlated-
type programs.

(6) Preferences and beliefs concerning the respon-
sibilities of special area teachers or con-
sultants.

(7) Statements of extensive criteria involved in
role discrimination between and about the two

roles. (Made chiefly by administrators.)

Conclusions

 

It is concluded that there is intermixing of roles
euad an inconsistency in role perception in connection with
tnae roles of the special area teacher and consultant in
Euchool systems in Michigan. This implies a distinct possi-
lbility for role conflict.

The possibility of role conflict was upheld, but not
Fflkoved, with the study of recorded comments on certain of
t3“? questionnaires. The role conflict is concluded from
t3“? inconsistently viewed test items, the intermixing of
frames, and from expressed dissatisfaction in working rela-

ti-C>nships written on the questionnaires.

111

Hypotheses one and two were supported; hypothesis

three was partially supported.

Certain observations were made of the individual
,groups' perceptions of the differences in the actions and
preformances of special area teachers and consultants that
are relevant here.

It was noticed, by applying a .5 scale as the numerical
difference denoting perceived difference in action and per-
formance of the two roles, that teachers considered the
Poles as similar on fifty-two of the sixty-two items on the
<luestionnaire. Administrators saw differences on thirty-
faight of the sixty-two items, consultants on forty of the
Etixty-two items, while special area teachers saw differences
1J1 action and performances on only thirty of the sixty-two
‘items.

It is apparent that insights can be gained by isolating
tflae individual group's perceptions. Teachers, who have daily
ccantact with special area teachers and consultants, see
l‘ittle difference in their actions; and these differences
Eire solely in where the role is performed and teaching rela—
tionships with children. They make no other fine discrimin-
Eitions in the other role performance groupings.

Administrators, with twenty-four perceived differences,
and consultants, with twenty-two perceived differences, note
the fine-line discriminations in all areas, and also the

major actions concerning where the role is performed and

 

 

 

 

112

teaching relationships with children. Special area teachers,
however, see differences in action and performance over half,
or thirty-two, of the sixty-two items. The differences are
seen consistently in all seven of the major classifications
of role action.

It can, therefore, be concluded that either through
experience or role confusion perceptions, teachers see little
(IP no difference in the two roles, while special area
‘teachers make major discriminations, desiring definite dif-
:ferences. Administrators and consultants ride the middle
lgine, actually as the roles should be discriminated.

This is a major finding when compared to the eighteen
(iifferences of sixty-two when viewing them as one group,
Euad is a major observation of the data on an unsophisticated
Euad real level. It discloses reality, and infers the possi-
IDilities of role conflict.

The generalizations of the findings are made only to
tflae population contained in the study. This population is

ESeventeen school districts in the state of Michigan.

Implications
Doyle, Garner, and others1 have established that there
are role impediments that arise from submerged conflicts not
readily recognized by those in or out of the profession.

Such would be a conflict between parent and teacher. This

X

1
Doyle, Garner, and Others, op. cit.

113

study recognizes a different level of conflict--that which

is open and apparent; and also recognizes that open and

apparent disagreement produces conflict.

The implications of this study for the public schools

are numerOus. Such conflict about open roles must be

cleared up before educators can hope to attempt to clarify

cather, submerged conflicts.
It would first be suggested that those areas of
similarity and difference between the two closely allied

:roles would mean there is inconsistency in the interpre-

tation of the open roles involved. This study has estab-

lished that there is a divergence of opinion. The study
flas also established what actions in specific areas are
Seen with divergence.

What is implied by this inconsistency of perception?

It: implies that such differences could generate a school

Sstuation of upheaval and discontent. Role perception

divergence could be harmful to personal and professional
I‘velations to some degree.
What is implied concerning the cause of the conflict?
Tflais has not been established; yet, to give background to
tflae implication, it must be stated that the special area
'teacher role is an older cultural concept than the consult-
Eint role. The special area teacher came into being when
Certain subjects were given special attention in the cur-

riculum. It is a product of the subject-centered curriculum.

114

The consultant, a newer cultural concept, is almost a
democratic phenomenon. It is a product of the child-

centered curriculum, a product of a time when the elementary

teacher does not "give" her students to the authority in a
particular area, but calls in "help" from an equally auth-
<0ritative source. This source consults, and the end in
Inind is not the assimilation of subject matter, but a com—
101ete ”gestalt" education of the whole child, with change
(of behavior desired rather than heritage assimilation or

skill mastery. It may be that as long as two philosophies

operate there will be ambivalent specialist roles.

It would be hypothesized that some of the confusion

:is a result of philosophical "swinging." Consultants were

ill vogue, but now, in May, 1959, a trend is evident; they
Sane "swinging" out, the special area teacher in, as the

Fflailosophical intent of the nation swings from child-centered

'bwack to subject centered. This change is demonstrated by

Streater emphasis on the gifted student program. The thinking

143 that gifted students benefit more, and the nation needs
“lone, specific subject content rather than process.
To compound the intermixing of roles, and/or differ-
Eint philosophical orientation which could cause the diver-
£§ence of expectations, various factors operate and interact
‘in.the public school system which hinders fulfillment of

the roles. Although school systems have hired specialists,

and labeled them one way or another, variables such as work

115

load, teacher competence, available space, personnel, funds,
and equipment have caused further role confusion.

With conflict possible, it would seem that it should
be dispelled. These findings prove there are areas of

agreement. It would be best if educators started with the

 

areas of convergence of agreement, and worked to eradicate

‘the divergence. With this beginning, progress toward role
(delineation and separate role agreement and clarification
can be achieved.

This is necessary because schools are employing more
Specialists. .Whereas they formerly employed specialists
111 music, then physical education, then art, they now employ
,Szxecialists in science, reading, arithmetic, industrial arts,
ESpeech correction, creative dramatics, foreign language,
lnibrary, and more. These roles need to be clearly defined
'bbf school systems and participants, and consistency used
irl role operations.

It is not implied that school systems should use
eixther consultants or special area teachers. Rather than
"Which," it could be "how." If "how" and both roles are
clJarified and delineated, the elementary classroom teacher
CGuild choose the person whose perceived role is more closely
a1digned with her perceptions, thus reducing conflict possi-
bilities.

If two philosophies operate within a school system,

55b is not impossible to start with convergent expectations,

116

and through democratic procedure, arrive at complete
concensus

Status is usually given to a person who assumes the
:role of the consultant. Quite often the status-name is
giyen, yet the role stays the same as the special area
teacher. To reduce this possibility of conflict, policy
should be established that when and if a status-name is used,
the role should visably change. Not only the role should be
changed, but the actor should reorient himself to his and
other's perceptions of this new role.

Reorienting implies internalizing a new role. As a
Ilation we verbalize behavior, but do not, in reality, change
txehavior. The cimplication is that if a change is desired,
tflae change be physically-psychologically complete, not just
Verbalized.

The primary implication here is that special area
'teeachers and consultants study these results and inter-
Iialize the behaviors expected of them by the definers of
I‘Ole. These definers are teachers, administrators, and the
8Dec ialists themselves .

It has been implied that the roles are viewed with
1rIconsistency, and this inconsistent viewing breeds an
LuThealthy school situation. Educators at all levels must

1"'Ork toward more consistent perception of these roles.

Suggestions for Further Research
As there is difference in the perceived roles of the

COUSultant and special area teacher, research is needed to

117

determine what exactly causes these differences in perception.
Is it lack of cultural orientation, varied experience, psy-
chological orientation, or what? The discovery of the cause
of‘difference could be researched.

This could possibly be done by examining the specific
iroles cd‘ the specialists rather than the generalized roles.
IExact role perceptions could be established in each special
area.

This study was of the questionnaire type, which sampled
Opinion. Perhaps, to add to the depth of role analysis,
Ixasearch could be structured which would measure or evaluate
txehavior. Thus one would turn from verbalized behavior, possi-
tily ideally stated, to observed behavior. There may be a dif-
iference.

Further research could be done in examining the origins
fo images. It is known that there is a cultural image of each
IVsle and status in our society; it is known that there is a
Scaciological image, produced through social interaction and
Etxperience; and it is known that psychological phenomena cause
Ciifferences in image perception and acceptance. It is
WOndered what the genesis of the image is which results when
‘1 questionnaire is used. Much more research is needed to
(filarify whether one is getting the ideal, the real, or the
FNSychologically oriented image.

Studies dealing with open conflict, such as this, which
I“eveal degrees of varying interpretation and attitudes, are
I‘ecommended as serving as models for studies of submerged

Conflict.

BIBLIOGRAPHY

BIBLIOGRAPHY

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118

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126

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128
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APPENDIX A

129

130

MICHIGAN STATE UNIVERSITY BASTLANSING

 

COLLEGE OF EDUCATION 0 DEPARTMENT OF TEACHER EDUCATION

January 5, 1958

Dear Educator:

I an engaging in a study of the role of the special area
teachers and consultants in the public schools in Michigan.
You have been chosen at random to help give information for
this study which should give some insight into the general
working roles of the special area teacher and consultant, and
Possibly help cause the roles to function more smothly and
more meaningfully in our schools in the future.

The questionnaire form is derived from one used in the
School Executive Studies, and should be a good tool for the
Purpose of this study. If you have any comments to make about
this questionnaire or any phose of the study, please do so.

The information you share with me will be deeply appreci-
ated. In order to effectively utilize the results of this
3truly, I would appreciate your response as soon as possible.

My thanks for your cooperation.

Sincerely,
James D. Hoffman
Teacher Education Department

Michigaan State University
East rising, Michigan

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131

This questionnaire is designed to help define the roles of the special
area teacher and the consultant in the elementary school. Initial def-

initions of these roles are:

cial Area Teacher: A teacher (such as a teacher of art) mo functions
as the person solefi responsible for teaching a special subject. This
teacher usually instructs in his own classroom or in the regular elementary
teacher 's classroom on a fixed schedule. The classroom teacher is not re-
quired to be present when the special area teacher assumes instruction.

Consultant: A teacher (such as a teacher of art) who plans and works with

e ementary classroom teacher in his special area. On occasion he may
actually teach the class. Often, he would serve as a resource person on
methods, process, or materials in the special area.

Would you please check the items on the following pages as you perceive
the image of the special area teacher and/or consultant. Your replies
will be kept confidential. I want to again thank you for your cooperation
without which this study would not be possible.

Personal Data:

Name Sex:F__M___
Circle highest degree held: None BS BA PB MA EdD PhD Other

School Address
Years of teaching experience: 1- §___ 3-____5 5~IO__10aE beyond
Check one of the 30 1.3.0: «ing wlich best3 describes your present classroom
organization: Selfacc ”ntain3d__ Departmentalizedfi Combination

Do you work with special azea teachers in your school system? Yes___ No
Please indicate the number of years you have worked with special area
teachers in the following areas:

 

 

 

 

 

 

Band Art Physical Education Music
Gouns sling Shop Outdoor Education Science
Speech Dramatics Foreign Language Readin
Other Home Economics Library

 

 

Do you work with consultants in your school system? Yes_ No
Please indicate the number of years you have worked with— consultants in
the following areas :

 

 

 

 

 

 

 

Band Art Physical Education Music
Counseling____ Shop Outdoor Education Science
Speech Dramatics Foreign language Rea

Other Home Economics Library
Have you worked with special area teachers in other systems? Yes___ No
Have you worked with consultants in other systems? Yes: No_____
Check your present position: Elementary Teacher Grade

Administrator K23 K-3 E—fl
Special Area II'eacher Subject
Consultant Subject

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APPENDIX B

Key to Table IV:

AM ~-
PS -—
MMN--
PSN--
ANN--
NO --
No.--

Absolutely
Preferably
May or may
Preferably
Absolutely
No opinion
Number

136

must
Should

not

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must not

137

TABLE IV

SPREAD OR CONCENTRATION OF REPLIES TO QUESTIONNAIRE
ITEMS BX'RESPONDENTSCONCERNING THE PERCEIVED ROLE
PERFORMANCE OF THE S.A.T. AND CONSULTANT

 

Special Area Teacher Consultant

% % %

% % % % %
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

 

 

Item 1: Operate in elementary teacher's classroom on a
regularly scheduled basis.

 

 

 

 

 

AM* 31.1 13.8 21.7 17.6 3.9 3 7 3.6 2.9
PS 37.9 38.5 31.3 26.5 31.1 10.1 22.9 11.8
MMN 14.6 22.9 16.9 23.5 32.0 24.7 30.1 35.3
PSN 10.7 10.1 20.5 5.9 19.4 39.4 26.5 29.4
AMN 2.9 .9 9.6 5.9 11.7 9.2 7.2 20.6
NO 2.9 13.8 7.2 20.6 1.9 12.8 9.6 0
No. 103 109 83 34 103 109 83 34
Item 2: Operate in elementary teacher's classroom on an "on
call" basis.
AM 2.9 3.6 6.0 6.0 13.7 15.3 19.3 5.1
PS 17.6 19,8 1.2 9.1 48.0 46.8 43.4 45.5
MMN 28.4 31.5 40.9 36.4 20.6 17.1 20.5 27.3
PSN 25.5 20.7 19.3 27.3 6.9 3.6 3.6 6.0
AMN 17.6 15.3 21.7 0 3.9 0 1.2 0
NO 7.8 9.0 10.8 21.2 6.9 17.1 12.0 6.0
No. 102 111 83 33 102 111 83 33
Item 3: Operate in own special room, on a scheduled basis.
AM 24.5 8.2 43.4 15.2 6.9 1.8 6.0 9.1
PS 31.4 27.2 27.7 21.2 21.6 4.5 9.6 24.2
MMN 24.5 36.3 19.3 33.3 28.4 26.4 36.1 15.2
PSN 6.9 13.6 4.8 9.1 29.4 30.0 19.3 18.2
AMN 3.9‘ 2.7 0 6.0 4.9 24.5 16.8 30.3
NO 6.9 11.8 4.8 15.2 5.9 12.7 12.0 3.0
No. 102 110 83 33 102 110 83 33

 

Item 4: Operate in own special room, on an unscheduled basis.

 

AM 2.9 1.9 2.6 0 2.0 .9 6.0 0

PS 0 2.8 8.3 0 8.8 10.3 16.7 9.1
MMN 13.7 22.4 22.6 21.2 27.5 22.4 33.3 33.3
PSN 41.2 33.6 23.8 51.5 21.6 28.0 19.0 36.4
AMN 27.4 22.4 34.5 9.1 27.5 29.0 9.5 12.1
N0 12.7 15.9 7.1 18.2 12.7 9.3 15.5 9.1
No. 102 107 84 33 102 10 84 33

 

138

TABLE IV--Continued

fiA— I
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Special Area Teacher Consultant

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Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

 

iItem 5: Operate in the teacher's classroom on a schedule
decided upon cooperatively.

 

AM 17.6 12.6 10. 3.0 8.8 17.1 11.6 6.0
PS 37.3 45.0 24. 33. 3 45.1 42.3 32.6 27.3
MMN 22.5 19.8 38.4 39. 4 33.3 21.6 36.0 42.4
PSN 9.8 4.5 11.6 6. 0 8.8 7.2 5.8 15.2
AMN 5.9 1.8 7.0 0 0 1.8 0 6.0
NO 6.9 16.2 8.1 18. 2 3.9 9.9 14.0 3.0
No 102 111 86 33 102 111 86 33

 

JTbem 6: Operate in the special classroom on a schedule decided
upon cooperatively.

 

 

 

 

 

204 14.7 10.9 14.1 3. 0 3.9 8.2 7.1 0
PS 23.5 35.5 32.9 27. 3 25.5 25.5 22.4 30.3
NflflN 42.2 30.9 37.6 45 5 39.2 27.2 41.2 42.4
PSN 5.9 10.9 7.1 6.0 15.7 21.8 10.6 18.2
AMN .9 1.8 2.4 0 3.9 4.5 4.7 0
No 12.7 9.9 5.9 18. 2 11.8 12.7 14.1 9.1
$3; 102 110 8.5 33 102 110 85 33
Item 7: Operate both in own room and in the elementary
teacher's room on occasion.
AM 2.9 3.7 10.6 0 8.7 1.9 9.4 9.4
PS 44.2 38.9 41.2 36.4 40.4 46.3 35.3 35.3
MMN 27.9 42.6 28.2 36.4 27.9 29.7 28.2 28.2
PSN 10.6 1.9 7.1 6.0 8.7 11.1 5.9 5.9
2.9 1.9 7.1 0 5.8 0 5.9 5.9
No 11.5 11.1 5.9 21.2 8.7 11.1 15.3 15.3
No . 104 108 85 33 104 108 85 85
Item8: Visit a school on a regular schedule but be on call
for consultation.
834 18.3 20.5 12.9 15.2 23.1 13.4 35 3 21.2
PS 42.3 39.3 28.2 27.3 53.8 52.7 32. 9 69.7
MMN 9.6 10.7 20.0 9.1 6.7 21.4 9.4 6.0
PSN 10.6 13.4 11.8 18.2 5.8 36.0 3.5 0
MIN 7. 7 3.6 12.9 12.1 1.0 .9 3.5 3.0
NO 11. 7 12.5 14.1 18.2 9.6 8.0 15.3 0
No.104 112 85 33 104 112 85 33

 

 

:2; i “

139

 

TABLE IV--Continued

 

Special Area Teacher Consultant

 

% % % % %

0
Tchrs. Admins. SAT Consults. Tchrs. Admins. 'SAT Consults.

 

 

 

 

'TW

 

 

 

 

 

IEbem 9: Have a varied role because different schools within
a system have different needs.
204 19.4 16.2 9.4 5.9 26.2 14.4 21.2 20.6
Ins 43.0 30.6 ' 21.2 38.2 38.8 83.2 37.6 44.1
NHWN 17.5 22.5 34.1 26.5 14.6 25.2 22.4 23.5
PSN 6.8 9.9 12.9 5.9 10.7 2.7 1.2 2.
nunN 1.0 8.1 9.4 5.9 1.0 3.6 4.7 8.8
NO 12.6 12.6 12.9 17.6 8.7 10.8 12.9 0
hho. 103 111 85 34 103 111 85 34
Jitem 10: Operate in more than one school.
A14 12.6 6.2 8 0 6.7 19.4 22.3 20.5 10.3
Ens 14.6 16.1 12.5 6.7 33.0 26.8 20.5 10.0
NHWN 34.0 44.6 37.5 30.0 32.0 31.2 35.2 56.7
EH3N’19.4 22.3 19.3 23.3 2.9 10.7 4.5 13.3
AUWN 6.8 1.8 12.5 13.3 1.0 .9 4.5 6.7
DUO 12.6 8.9 10.2 20.0 12.6 8.0 14.8 3.3
No 103 112 88 30 103 112 88 30
ITtem 11 Operate in only one school.
Paw 1.0 3.6 14.8 25.8 1.0 2.7 2.2 12.9
F13 29.5 48.2 35.2 19.4 15.2 14.5 16.0 25.8
N 22.9 23.6 36.4 29.0 29.5 38.2 36.4 45.2
FTSN 10.5 9.9 5.7 6.5 24.8 20.9 21.6 12.9
PJWN 13.3 4.5 2.2 0 18.1 12.7 9.1 0
PJC) 12.4 9.9 5.7 19.4 11.4 10.9 14.8 3.2
b¢c> 105 110 88 31 105 110 88 31
I bem 12 Have main role of teaching children in the special
area. .
9&4 30.5 20.8 50.6 24.2 10.5 8.5 6.9 6.0
IPS; 61.0 49.1 28.7 45.5 21.9 1:37 17.2 12.1
'NHWN 1.9 16.0 5.7 15.2 15.2 23.6 23.0 39.4
ETSN 1.0 5.7 6.9 3.0 35.2 37.8 25.3 36.4
Aqu 1.0 .9 2.3 0 9.5 15.1 11.5 6.0
NO 4.8 7.5 5.7 12.1 7.6 10.4 16.1 0
Iqo. 105 106 87 33 105 106 87 33

143

TABLE IV--Continued

 

 

Special Area Teacher

Consultant

 

 

 

 

 

 

 

 

 

% 70 70 % o
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.
ILbem 13: Have main role of consulting with the classroom
teacher.
Abd 5 8 3.6 7.1 12.1 23.3 24.5 36.5 21.2
PS 27.2 20. 23.5 24.2 41.7 57.2 24.7 54.5
NmflN 29 1 34.5 29.4 39.4 9.7 6.4 22.4 15.2
FfiSN 15.5 20.0 22.4 6.0 12.6 3.6 3.5 3.0
PQHN 14.6 8.2 7.1 O 1.0 .9 1.2 0
NO 7.8 13.6 10.6 18.2 11.7 7.3 11.8 6.0
No. 103 110 85 33 103 110 85 33
IEtem l4: Teach children.
204 41.0 39.1 62.1 27.3 18.1 9.9 11.5 15.2
IPS 41.9 40.9 14.9 48.5 24.8 17.3 21.8 12.1
bflMN 4.8 10.9 12.6 9.1 30.5 47.3 44.8 69.7
PSN 5.7 0 3.9 0 15.2 11.8 6.9 3.0
IUMN O 0 0 O 1.0 4.5 2.3 0
190 6.7 9.1 6.9 15.2 10.5 9.1 12.6 0
No. 105 110 87 33 105 110 87 33
IEtem 15 Occasionally teach a demonstration lesson in the
teacher's classroom.
P04 20.6 4.1 12.5 0 26.5 24.5 27.3 6.0
]?S 24.5 35.5 33.0 48.5 47.1 50.9 44.3 60.6
BMMN 36.3 30.9 29.5 27.3 11.8 14.5 11.4 27.3
‘PSN 8.9 9.1 9.1 6.0 5.9 0- 1.1 6.0
AMN 4.9 2.7 5.7 0 1.0 7.7 1.1 0
No 4.9 13.6 10.2 18.2 7.8 7.3 14.8 0
hho. 102 110 88 33 102 110 88 33
:Etem 16 Teach children occasionally.
£04 27 1 31.8 30.6 28.1 22.0 15.5 35.3 25.0
£53 21 0 20.0 12.9 25.0 37.1 43.6 28.2 46.9
NHWN 22.0 18.2 17.6 18.8 23.1 30.0 21.2 21.9
PSN 11.0 9.9 15.3 6.3 6.0 1.8 4.7 0
ANN 9.0 6.4 8.2 0 4.0 0 1.2 3.1
No 9.0 13.6 15.3 21.9 7.0 9.1 9.4 3.1
No 99 110 85 32 99 110 85 32

,¥%_3,

.4—

141

TABLE IV--Continued

 

 

 

 

 

 

 

 

 

 

Special Area Teacher Consultant
”A 73 70 75 7: 96 93 %
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.
Item 17: Help teach children by improving the classroom
teacher's ability in special area.
AM 18.6 19.6 22.4 20.0 23.5 40.2 45.9 45.7
PS 31.3 33.0 28.2 34.3 49.0 47.3 31.8 31.4
MMN 29.4 25.9 24.7 17.1 17.6 7.1 9.4 20.0
PSN 7.8 7.1 8.2 11.4 0 0 2.4 0
AMN 2.9 1. 4.7 0 0 0 O 2.9
NO 9.8 12.5 11.8 17.1 9.8 5.4 10.6 0
No. 102 112 85 35 102 112 85 35
Item 18: Teach teachers with an occasional demonstration
lesson with the children.
AM 8.0 4.5 4.8 12.1 16.0 21.8 28.6 21.2
PS 23.0 20.0 21.4 36.4 36.0 59.2 42.9 54.5
MMN 35.0 31.8 46.4 12.1 22.0 10.9 14.3 18.2
PSN 19.0 23.6 11.9 15.2 12.0 2.7 2.4 6.0
AMN 7.0 7.3 2.6 3.0 3.0 0 1.2 0
NO 8.0 12.7 11.9 21.2 10.0 6.4 10.7 0
No. 100 110 84 33 100 110 84 33
Item 19: Teach teachers rather than children.
AM 1.0 0 0 5.9 5.9 13.6 17.9 12.5
PS 0 2.7 7.1 29.4 29.4 44.5 31.0 37.5
MMN 12.7 20.0 20.2 19.6 19.6 18.2 25.0 25.0
PSN 41.2 41.8 36.9 17.6 17.6 11.8 10.7 12.5
AMN 30.4 19.1 25.0 14.7 14.7 1.8 4.8 6.3
NO 14.7 17.3 10.7 12.7 12.7 8.2 10.7 6.3
No. 102 110 84 102 102 110 84 32
Item 20: Teach children chiefly, but on occasion allows
classroom teacher to.
AM 3.9 1.8 6.9 9.1 7.8 4.6 4.6 9.1
PS 33.0 35.8 36.8 57.6 26.2 6.4 11.5 30.3
MMN 29.1 29.4 26.8 9.1 27.2 22.0 29.9 33.3
PSN 15.5 13.8 9.2 3.0 16.5 35.8 21.8 21.2
AMN 9.7 5.5 13.8 0 7.8 17.4 18.4 3.0
NO 8.7 13.8 6.9 21.2 14.6 13.8 13.8 3.0
No. 103 109 87 33 103 109 87 33

 

“E

142

TABLE IV--Continued

 

 

 

 

L—

 

Special Area Teacher Consultant

 

76 36 % % 7» % % - %
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

 

Item 21: Have different role as to teaching children depending
on classroom teacher's ability in specialty.

 

 

 

 

 

 

 

AM 7.0 7.3 8.8 27.3 16.0 14.7 13.8 36.4
PS 26.0 35.8 30.0 18.2 37.0 39.4 38.8 33.3
MMN 25.0 33.0 30.0 15.2 18.0 24.8 23.8 12.1
PSN 18.0 7.3 10.0 18.2 9.0 5.5 8.8 15.2
AMN 9.0 5.5 8.8 0 8.0 .9 1.3 0
NO 15.0 11.0 12.5 21.2 12.0 10.1 13.8 3.0
No. 100 109 80 33 100 109 80 33
Item 22: Do remedial work with children.
AM 13.1 7.4 17.0 9.1 14.1 2.8 3.4 6.0
PS 51.4 31.5 37.5 21.2 33.3 15.7 21.6 24.2
MMN 16.1 27.8 19.3 27.3 28.2 34.3 33.0 45.5
PSN 9.0 13.0 12.5 18.2 7.0 28.7 18.2 27.3
AMN 5.0 5.6 3.4 6.0 6.0 9.2 10.2 0
NO 5.0 14.8 10.2 18.2 11.1 9.2 13.6 3.0
No. 99 108 88 33 99 108 88 33
Item 23: Teach chiefly skills and content.
AM 13.0 11.3 11.1 13.8 9.0 2.8 6.2 6.9
PS 44.0 25.5 28.4 20.7 35.0 13.2 24.7 24.1
MMN 27.0 35.8 28.4 29.1 28.0 30.1 29.0 34.5
PSN 8.0 15.1 18.5 6.9 9.0 28.3 21.0 6.9
AMN 2.0 2.8 3.7 24.1 5.0 12.3 7.4 20.7
NO 2.0 2.8 3.7 10.3 14.0 13.2 11.1 6.9
No. 100 106 81 .29 100 106 81 29
Item 24: Plan cooperatively with teacher what should be
taught.
AM 27.5 22.0 25.3 29.0 30.4 38.5 42.2 45.2
PS 24.3 49.5 37.3 22.6 50.0 43.1 33.7 32.3
MMN 21.6 11.9 20.5 38.5 11.8 10.1 7.2 19.4
PSN 2.9 7.3 10.8 0 2 0 0 9.8 0
AMN 4.9 0 0 0 0 1.8 2.4 0
NO 8.9 10.9 6.0 3.2 5.9 6.4 9.6 3.2
No. 102 109 83 31 102 109 83 31

 

W

"P!

143

TABLE IV--Continued

 

 

 

 

 

 

 

 

 

 

 

Special Area Teacher Consultant
76 76 % % 9% % %
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

Item 25: Work mainly for integration of special area with

total curriculum.
AM 21.0 18.2 26.4 9.4 17.0 32.7 41.4 12.5
PS 55.0 46.4 34.5 46.9 38.0 37.3 25.3 56.3
MMN 12.0 18.2 19.5 18.8 25.0 18.2 17.2 31.3
PSN 2.0 2.7 10.3 6.3 6.0 .9 1.1 0
AMN 2.0 .9 4.6 0 2.0 0 1.1 0
NO 9.0 13.6 4.6 18.8 13.0 10.9 13.8 0
N0. 101 110 87 32 101 110 87 32
Item 26: Be responSible for special programs (such as

Christmas program) in schools of assignment.
AM 18.6 4.5 16.7 6.0 11.8 0 4.8 0
PS 25.5 29.5 20.2 12.1 13.7 8.2 16.7 12.1
MMN 32.4 35.5 28.6 33.3 37.3 37.3 16.7 42.4
PSN 10.8 15.5 15.5 21.2 18.6 22.7 27.4 30.3
AMN 2.9 7.3 11.9 6.0 6.9 18.2 23.8 12.1
NO 9.8 12.7 7.1 21.2 11.8 13.6 10.7 3.0
No. 102 110 84 33 102 110 84 33
Item 27: Give consultation to classroom teachers concerning

special programs.
AM 26.0 16.4 29.5 12.1 23.0 20.9 38.6 24.2
PS 43.0 50.0 38.6 45.5 49.0 55.5 29.5 63.6
MMN 23.0 19.1 10.2 24.2 17.0 10.9 13.6 9.1
PSN O 2.7 3.4 0 5.0 1.8 2.3 3.0
AMN 1.0 0 8.0 0 O 1.8 6.8 0
NO 7.0 11.8 10.2 18.2 6.0 9.1 9.1 0
No. 100 110 88 33 100 110 88 33
Item 28: Consult with teachers on a regularly scheduled basis.
AM 12.5 1.8 11.5 12.1 16.3 8.2 25.3 18.2
PS 24.0 36.3 19.5 15.2 30.8 27.2 35.6 33.3
MMN 44.2 39.1 36.8 24.2 41.3 49.1 27.6 30.3
PSN 5.8 10.9 14.9 27.3 3.8 2.7 1.1 18.2
AMN 3.8 1.8 3.4 0 2.9 3.6 1.1 0
NO 9.6 9.9 13.8 21.2 9.8 9.1 9.2 0
No. 104 110 87 33 104 110 87 33

 

\t .- ‘ .
I

144

TABLE IV--Continued

 

 

 

Special Area Teacher

Consultant

 

 

 

 

 

 

 

 

 

% o o % o 95 %
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.
Item 29: Consult with teachers on an "on call" basis.
AM 5.8 11.8 14.5 5.9 15.4 13.6 21.7 11.8
PS 38. 34.5 33.7 29.4 43.3 47.2 37.3 41.2
MMN 33.7 27.2 14.5 32.4 22.1 20.0 20.5 35.3
PSN 8.7 5.5 24.1 14.7 2.7 9.1 7.2 11.8
AMN 2.9 7.3 6.0 0 2.9 1.8 1.2 0
N0 10.6 13.6 7.2 17.6 8.7 8.2 12.0 0
No. 104 110 83 34 104 110 3 34
Item 30: Do no consulting.
AM 2.9 1.8 4.8 0 1.9 3.6 8.4 3.1
PS 4.9 4.5 9. 9.4 2.9 3.6 7.2 0
MMN 15.5 18.2 14.5 18.8 8.7 9.9 10.8 0
PSN 17.5 5.5 15.7 . 15.6 11.7 7.3 3.6 6.3
AMN 44.7 60.0 45.8 40.6 60.2 65.4 60.2 81.3
N0 14.6 9.1 9.6 15.6 14.6 9.9 9.6 9.4
No. 103 110 83 32 103 110 83 32
Item 31: Inform the teacher what the curriculum in the
special area should be.
AM 21.4 13.3 19.8 15.2 22.3 21.2 37.0 27.3
PS 35.0 35.4 28.4 24.2 37.9 31.0 21.0 45.5
IWMN 24.3 17.7 30.9 36.4 13.6 14.2 24.7 24.2
PSN 6J3 17.7 4.9 3.0 937 16.8 4.9 0
AMN 2.9 4.4 6.2 3.0 5.9 8.0 3.7 3.0
NO 9.7 11.5 9.9 18.2 10.7 8.8 8.6 0
No. 103 113 81 33 103 113 81 33
Item 32 Discuss with classroom teacher the resources in
the special area.

AM 30.4 27.7 28.6 17.6 36.3 47.3 46.4 35.
IPS 51.0 53.6 46.4 35.3 52.9 42.0 29.8 55.9
lMMN 7 9 4.8 13.1 29.4 4.9 4.5 13.1 8.8
‘PSN 1.0 0 0 O 0 0 O 0
.AMN O 0 0 0 0 O 0 0
2N0 10.0 8.9 11.9 17.6 5.9 6.2 10.7 0
1N6. 102 112 84 34 102 112 84 34

L . . . wry

145

TABLE IV--Continued

 

 

Special Area Teacher Consultant

7» 943 96 76 96 76 % %
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

 

 

Item 33: Discuss with classroom teacher possibilities of

 

 

 

 

 

 

 

integrating special area with other subjects.
AM 20.2 33.6 39.8 24.2 23.1 30.9 51.9 30.3
PS 56.7 50.0 37.3 42.4 56.7 50.0 29.0 60.6
MMN 15.4 5.5 10.8 18.2 10.6 10.9 9.6 3.0
PSN O .9 1.8 0 0 .9 1.2 3.0
AMN 0 0 2.4 0 0 0 0 3.0
NO 7.7 9.9 9.6 15.2 ' 9.6 7.3 8.4 0
No. 104 11 83 33 104 110 83 33
Item 34: Discuss with classroom teacher their improvement

in special area. -

AM 15.1 13.4 14.5 14.7 22.2 25.9 37.3 32.4
PS 47.5 3 .3 45.8 29.4 49.5 41.1 36.1 44.1
MMN 30.3 25.0 22.9 14.7 20.2 18.7 15.7 8.8
PSN O 13.4 4.8 14.7 0 2.7 2.4 8.8
AMN 0 .9 3.6 11.8 1.0 .9 1.2 2.9
NO 7.1 8.9 . 8.4 14.7 9.1 10.7 7.2 2.9
No. 99 112 83 34 99 112 83 34
Item 35: Consult with individual teachers.
AM 21.2 26.5 28.0 12.1 35.6 43.4 54.9 36.9
PS 44.2 46.0 43.9 39.4 44.2 42.5 26.8 60.6
MMN 26.0 13.3 17.1 24.2 15.4 9.7 7.3 3.0
PSN 1.0 1.8 2.4 6.0 0 0 0 0
AMN O 0 2.4 0 1.0 0 0 0
NO 7.7 12.4 6.1 18.2 7.7 4.4 11.0 0
No. 104 113 82 33 104 113 82 33
Item 36: Consult with groups of teachers.
AM 5.8 21.1 14.6 6.0 13.6 33.3 45.1 27.3
PS 34.0 37.7 41.5 27.3 41.7 49.1 25.6 60.6
MMN 46.6 24.6 26.8 45.5 33.0 10.5 20.7 6.0
PSN 1.0 5.3 4.9 3.0 1.0 0 0 3.0
AMN 2.9 0 2.4 0 2.9 0 O 0
NO 9.7 11.4 9.8 18.2 7.8 7.0 8.5 3.0
No. 103 114 82 33 103 114 82 33

 

146

TABLE IV--Continued

 

 

- J
L

 

Special Area Teacher Consultant

7 7 7 7 7 7 7 7

/0 /0
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

 

 

Item 37: Consult with individual teachers and groups of

 

 

teachers.
AM 9.0 20.2 16.9 12.1 13.0 36.0 44.6 30 3
PS 37.2 42.1 47.0 33.3 51.4 47.4 31.3 54 5
MMN 43.3 21.1 29.1 30.3 26.1 12.3 13.3 15 2
PSN 1.0 3.5 2.4 6.0 2.0 0 0 0
AMN 2.0 0 2.4 0 3.0 0 0 0 _
NO 9.0 13.2 7.2 18.2 6.0 4.4 10.8 0 ,g—2
No. 101 114 83 33 101 114 83 33 23

 

Item 38: Have training in special area and experience in
regular elementary classroom teaching.

 

 

 

 

 

AM 40.8 42.3 31.8 21.2 42.7 38.7 45.9 12.1
P8 38.8 44.1 24.7 39.4 36.9 45.0 23.5 59.5
MMN 11.7 7.2 22.4 21.2 9.7 5.4 21.2 33.3
PSN 0 0 5.9 0 0 0 0 0
AMN O 0 2.4 0 1.0 0 0 0
NO 8.7 6.3 12.9 18.2 9.7 10.8 9.4 0
No. 103 111 85 33 103 111 85 33
Item 39: Have supervisory training.
AM 11.2 5.4 13.6 0 24.5 29.7 29.6 9.1
PS 2.0 18. 25.9 24.2 27.6 29.7 34.6 48.5
MMN 50.0 61.2 45.7 51.5 34.6 39.2 22.2 42.4
PSN 1.0 1.8 4.9 0 2.0 0 2.5 0
AMN 0 0 0 3.0 0 0 O 0
NO 11.2 12.6 . 9.9 21.2 11.2 6.3 11.1 0
No. 98 111 81 33 98 111 81 33
Item 40: Be an expert concerning content and skills in
special area.
AM 41.4 36.9 49.3 33.3 55.5 34.2 49.3 36.4 2
PS 44.4 40.5 36.1 36.4 34.2 37.8 30.1 42.4
MMN 9.0 10.8 6.0 18.2 7.0 13.5 8.4 18.2
PSN O 0 0 0 0 0 0 3.0
AMN 0 0 0 0 0 O 0 0
NO 7.0 11.7 8.4 12.1 5.0 '11.1 12.0 0
No. 101 111 83 33 101 111 83 33

 

m

147

TABLE IV-«Continued

 

_
J

 

 

 

 

 

 

 

 

 

Special Area Teacher Consultant
7 7 7 7 7 7 7
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.
Item 41: Be an expert concerning the special area and its
resources.
AM 42.7 33.9 54.2 33.3 43.4 34.8 49.3 48.5
PS 43.7 42.9 33.7 51.5 28.2 45.5 28.9 48.5
MMN 6.8 11.6 3.6 0 10.7 10.7 8.9 3.0
PSN 0 0 0 0 0 0 . 0
AMN 0 0 0 1.0 0 0 0
NO 6.8 11.6 8.4 15.2 6.8 8.9 13.33 0
No. 103 112 83 83 1 3 112 83 33
Item 42: Be an expert concerning the teaching process.
AM 34.0 48.2 54.8 32.4 45.7 45.5 51.2 32.4
PS 43.7 30.9 34.5 50.0 32.0 40.9 27.4 58.8
MMN 15.5 9.9 4.8 2.9 19.6 5.5 10.7 2.9
PSN O 0 0 0 0 0 O 2.9
AMN O 0 0 0 1.0 0 0 0
NO 6.8 10.9 6.0 14.7 6.8 8.2 10.7 2.9
No. 103 110 84 34 103 110 84 34
Item 43: Be an expert in positive human relations.
AM 2 .3 42.5 46.3 26.5 47.6 54.0 47.6 41.2
PS 5 .4 38.1 32.9 47.1 35.9 32.7 26.8 44.1
MMN 13.6 8.8 13.4 11.8 8.7 3.5 11.0 11.8
PSN 1.9 O 0 0 0 O 0 2.9
AMN O 0 0 O 1 0 0 0
NO 6.8 10.6 7.3 14.7 6.8 9.7 14.6 0
No. 103 113 82 34 1‘3 11 82 34
Item 44: Be regarded as having same status as teaching
personnel.

AM 43.7 40.0 34.9 26.5 33.0 35.5 15.7 26.5
PS 38.8 38.2 39.8 32.4 35.0 34.5 32.5 26.5
MMN 5.8 7.3 16.9 20.6 18.4 10.9 21.7 29.4
PSN 4.9 2.7 1.2 0 4.9 5.5 9.6 14.7
AMN O .9 1.2 0 0 3.6 6.0 0
NO 6.8 10.9 6.0 20.6 8.7 9.9 14.5 5.9
No. 103 110 83 34 1 3 110 83 34

 

. . . '1
V'—._'!,

148

TABLE IV--Continued

 

 

 

 

 

 

 

 

 

 

 

Special Area Teacher Consultant
7 7:. o 7 7 7 7 7
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

Item 45: Be regarded as administrative personnel.
AM 1.0 .9 6.0 0 3.9 5.5 14.3 0
PS 3.9 4.6 6.0 6.0 11.8 11.9 11.9 36.4
MMN 21.6 16.5 29.8 39.4 29.4 27.5 22.6 36.4
PSN 45.1 31.2 29.8 30.3 21.6 20.2 27.4 9.1
AMN 17.6 33.0 20.2 9.1 21.6 23.9 10.7 15.2
N0 10.8 13.8 8.3 15.2 11.8 11.0 13.1 3.0
No. 102 109 84 33 102 109 84 33
Item 46: Be regarded as somewhere between administrator

and teacher.
AM 3.0 0 6.2 0 0 .9 6.2 3.1
PS 1 .3 9.9 17.3 6.3 6.1 25.5 35.8 25.0
MMN 27.6 13.6 25.9 40.6 23.5 20.0 27.2 56.3
PSN 22.4 26.4 23.5 18.8 40.8 20.0 17.3 6.3
AMN 16.3 35.5 19.7 18.8 17.3 22.7 3.7 9.4
NO 12.2 14.5 7.4 12.5 12.2 10.9 9.9 0
No. 98 110 81 32 98 110 81 32
Item 47: Have a unique role not necessarily administrative

or teaching. '
AM 3.0 3.6 12.0 9.1 2.0 3.6 6.0 18.2
PS 2 .O 19.6 18.1 12.1 22.0 6.2 33.7 21.2
MMN 30.0 26.8 30.1 39.4 18.0 12.5 33.7 42.4
PSN 9.0 11.6 12.0 18.2 28.0 28.6 6.0 12.1
AMN 15.0 25.0 15.7 3.0 20.0 35.8 7.2 0
NO 15.0 13.4 12.0 18.2 10.0 13.4 13.3 6.0
No. 100 112 83 33 100 112 83 33
Item 48: Have different roles in different schools with

respect to status as teacher or administrator.
AM 1.0 0 0 0 2.9 .9 0 0
PS 9.8 8.9 7.3 3.1 8.8 13.4 6.1 3.1
MMN 24.5 20.5 35.4 31.3 34.3 21.4 36.6 34.4
PSN 25.5 25.0 11.0 18.8 17.6 27.3 18.3 43.8
AMN 26.5 33.0 31.7 25.0 23.5 30.4 22.0 15.6
N0 12.7 12.5 14.6 21.9 12.7 11.6 12.1 3.1
No 102 112 82 32 102 112 82 32

 

\fi-s—‘t‘ A

149

TABLE IV--Continued

 

 

 

 

 

 

 

 

 

 

 

Special Area Teacher Consultant
7 7 7 7 7 7 7 7
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.
Item 49: Be a full-time member of one school faculty.
AM 17.5 8.2 21.2 15.2 8.7 5.5 1.2 9.1
PS 39.8 45.5 47.1 24.2 24.3 22.7 23.5 15.2
MMN 27.2 32.7 17.6 27.3 31.1 43.6 34.1 36.4
PSN 4.9 0 4.7 6.0 20.4 13.6 12.9. 24.2
AMN 6.8 1.8 3.5 9.1 8.7 5.5 14.1 12.1
NO 3.9 11.8 5.9 18.2 6.8 9.9 14.1 3. 0
No. 103 110 85 33 103 110 85 33
Item 50: Operate from central office and work in more than
one school.

AM 8. 8 4.5 3.5 12.5 11.8 8.2 20.9 6.3
PS 14. 7 17.3 14.0 9.4 39.2 41.8 28.0 28.1
MMN 46.1 43.6 40.7 43.8 31.4 34.5 38.4 43.8
PSN 19. 6 18.2 24.4 18.8 11. 3.6 4.7 12.5
AMN 2.9 4.5 9.3 3.1 0 2.7 0 9.4
NO 7.9 11.8 8.1 12. 5 5.9 9.1 8.1 O
No 102 110 86 32 102 110 86 32
Item 51: Have responsibilities of supervision.
AM 11.7 2.7 5.7 5.9 4.9 5. 5 14.9 5.9
PS 26.2 9.1 18.4 8.8 32.0 2 .2 39.0 47.1
MMN 21.4 26.4 36.8 47.1 23.3 29.1 19.5 41.2
PSN 23.3 30.9 16.1 20.6 20.4 13. 6 11.5 0
AMN 7.8 18. 2 13.8 0 8.7 13. 6 5.7 5.9
NO 10.3 12. 7 9.2 17.6 10.7 9 9 9.2 0
N0. 103 110 87 34 103 110 87 34
Item 52: Officially rate teachers in area of special subject
AM 1.9 0 0 0 2.9 0 2.4 3.0
PS 4.9 2.8 2.4 0 6.8 11.0 11.9 12.1
MMN 2. 8 10.1 23.8 9.1 6.8 15.6 19.0 27.3
PSN 34. 0 19.3 21.4 42.4 41.7 20.2 28.6 30.3
AMN 41. 7 54.1 40.5 30.3 34.0 42.2 28.6 27.3
NO 9.7 13.8 8.4 18.2 7.8 11.0 9.5 0
No. 103 109 84 33 103 109 84 33

 

' ' ‘i'
"—6-”

TE: ., , '
g

153

TABLE IV--Continued

 

 

 

Special Area Teacher Consultant
7 7 7 7 7 7 7 7

Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

 

Item 53: Offer suggestions only upon request, in special

 

subject.

AM 8.7 7.1 12.8 2.9 4.9 10.6 14.1 2.9
PS 35.0 30.1 29.5 35.3 35.9 23.9 30.8 97.1
MMN 31.1 23.0 34.6 26.5 32.0 55.7 29.5 23.5
PSN 17.5 15.9 3.8 14.7 16.5 19.5 10.2 20.6
AMN 1.0 9.7 9.0 0 0 9.7 7.7 5.9
NO 6.8 14.2 10.2 11.8 10.7 10.6 7.7 0

N0. 103 113 78 39 103 113 78 39

 

Item 54: Be responsible for evaluating classroom teaching
in special subject.

 

AM 4.9 2.8 6.0 0 2.9 0 8.4 6.5
PS 6.9 2.8 3.6 3.2 8.8 11.1 10.8 9.7
MMN 20.6 12.0 20.5 6.5 26.5 26.9 25.3 32.3
PSN 31.4 29.7 37.3 59.8 28.4 23.1 21.7 38.7
AMN 30.4 40.7 20.5 12.9 27.5 25.0 20.5 12.9
NO 5.9 12.0 12.0 22.6 5.9 13.9 13.2 0

No. 102 108 83 31 102 108 83 31

 

Item 55: Report evidences of teacher weakness or strength
to central office.

 

AM 0 .9 ' 2.3 0 0 .9 0 2.9
PS 2.9 0 5.7 0 6.9 8.9 11.4 11.8
MMN 20.6 17.9 21.6 20.6 15.7 25.0 30.7 38.2
PSN 26.5 25.0 14.8 29.4 28.4 20.5 22.7 23.5
AMN 44.1 41.1 39.8 32.4 40.2 31.2 22.7 23.5
NO 5.9 15.2 15.9 17.6 8. 13.4 12.5 0

No. 102 112 88 34 102 112 88 34

 

Item 56: Serve as clearing house for suggestions from
teachers to central office.

 

AM 3.9 3.6 2.6 0 5.9 4.5 8.3 3.0
PS 19. 17.3 15.5 6.0 30.4 ' 21.8 32.1 18.2
MMN 33.3 28.2 35.7 21.2 24.5 40.9 17.9 42.4
PSN 17.6 20.0 8.3 15.2 13.7 9.1 10.7 12.1
AMN 12.7 14.5 25.0 36.4 15.7 14.5 17.9 24.2
NO 12.7 16.4 11.9 21.2 9.8 9.1 13.1 0

No. 102 110 84 33 102 110 84 33

 

151

TABLE IV-jContinued

 

 

Special Area Teacher Consultant

 

7 7 7 7 ' 7 7 7 7
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.

 

Item 57: Evaluate children's progress in special area.

 

 

 

AM 16.7 15. 8 28.7 11.8 7.8 7.9 6.9 0
PS 56.9 38. 6 37.9 47.1 28.4 14.0 14.9 32.4
MMN 15.7 24.6 10.3 8.8 28.4 29.8 31.0 23.5
PSN 1.0 7.0 10.3 8.8 19.6 30.7 26.4 29.4
AMN 3.9 1.8 2.3 8.8 7.8 6.1 10.3 ' 5.9
NO 5.9 7.9 10.3 14.7 7. 8 11.9 10.3 8.8
No. 102 114 87 34 102 114 87 34
Item 58: Evaluate children's progress in special area
cooperatively with classroom teacher.

AM 16.5 19.3 18.0 3.0 15.5 11.4 4.8 15.2
PS 47.6 48.2 43.4 36.4 36.9 37.7 28.9 45.5
MMN 24.3 18.4 18.1 42.4 34.0 22.8 39.8 30.3
PSN 3.9 .9 3.6 0 2.9 13.2 13.2 6.0
AMN 1.0 0 4. 0 1.9 4.4 3.6 0
NO 6.8 13.2 12.0 18.2 8.7 10.5 9.6 3.0
No. 103 114 83 33 103 114 83 33

 

Item 59: Perform liaison service between central office and
classroom. (Such as providing instruction material.

 

AM 12.6 7. 3 8.2 10.0 18.4 13.6 18.8 16.7
PS 42.7 45. 5 32.9 6.7 40.8 47.2 45.9 40.0
MMN 32.0 24. 5 30.6 46.7 24. 3 18. 2 18.8 43.3
PSN 4.9 9.1 3.5 23.3 3. 9 6.4 3.5 0
AMN 1.9 4. 5 11.8 0 2. 9 5.5 2.9 0
NO 5.8 9.1 15.3 13.3 8. 7 9.1 10.6 0
No 103 110 85 30 103 110 85 30

A

\.
king 2.

 

Item 60: Order Special subject supplies and maintain their
inventory cooperatively with regular teacher.

 

AM 13.6 7. 3 15. 3 12.9 8.7 13.6 12.9 19.4
PS 39.8 45. 5 36. 5 22.6 46.7 47.2 24.7 22.6
MMN 27.2 24. 5 25 9 19.4 25.2 18.2 30.6 35.5
PSN 4.9 9.1 7.1 19.4 6.8 6.4 14.1 19.4
AMN 5.8 4.5 7.1 6.5 4.9 5.5 4.7 3.2
NO 8.7 9.1 8.2 l9.r 7.8 9.1 12.9 0

No. 103 113 85 31 103 113 85 31

 

TABLE IV--Continued

 

‘

 

 

 

 

 

 

Special Area Teacher Consultant
7 7 o 7 7 7 7 7
Tchrs. Admins. SAT Consults. Tchrs. Admins. SAT Consults.
Item 61: Order special subject supplies and maintain their
inventory alone.
AM 15.3 4.5 13.1 5.9 7.0 3.6 6.0 2.9
P8 14.2 21.8 33.3 44.1 8.1 14.5 19.0 32.4
MMN 21.6 23.2 26.2 20.6 33.7 29.1 32.1 23.5
PSN 23.5 23.6 13.1 2.9 25.5 27.2 17.9 20.6
AMN 8.1 9.1 3.6 11.8 11.2 12.7 13.1 17.6
NO 7.0 12.7 10.7 19.7 14.2 12.7 11.9 2.9
No. 98 110 84 34 98 110 84 34
Item 62: Have different roles with respect to supervision
due to varied school policies.

AM 5.0 3.6 4.8 9.4 4.0 5.5 9.6 3.1
P8 18.2 15.5 14.5 21.9 28.3 20.0 16.9 37.5
MMN 36.3 25.5 39.8 15.6 31.3 27.2 32.5 12.5
PSN 19.2 20.0 9.6 9.4 9.0 12.7 4.8 9.4
AMN 6.0 20.0 18. 18. 13.1 20.9 20.5 21.9
NO 15.1 15.5 13.3 25.0 14.1 13.6 15.7 15.6
No. 99 110 83 32 99 110 83 32

 

ROOM USE ONLY

 

 

 

3 1293 03085 3992

 

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