A STUDY OF CERTAIN C I-IMUNICATION PROCESSES OF
SUPERIN‘I‘ENDE‘L‘TTS IN THE NINE CLASS A PUBLIC SCHOOL

SYSTEMS IN I‘-'lICHIGAN EDUCATION ASSOCIATION REGION 10

Daniel Otho Smith

A THES IS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Administration and Higher Education

1965

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ABSTRACT
A STUDY OF CERTAIN COMMUNICATION PROCESSES OF

SUPERINTENDENTS IN THE NINE CLASS A PUBLIC SCHOOL
SYSTEMS IN MICHIGAN EDUCATION ASSOCIATION REGION 10

by Daniel Otho Smith

This study was directed toward an exploration of the
communication processes of superintendents with citizens
and staff members in their particular school—community.
A structured interview schedule was used in personal con-
tacts with a sample composed of the nine Class A public
school superintendents in Michigan Education Association
Region 10. This study was concerned with communication
between the superintendent and both citizens and school
employees.

The interviewed superintendents in this study felt
that community surveys and citizens committees were help-
ful in causing better financial support of schools by
citizens of the school-community. Successes in requests
for additional operating millage occurred in 100% of the
cases and successes in requests for building millage

occurred in 92.3% of the cases.

 

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Daniel Otho Smith

Some of the superintendents' communication techniques
‘with citizens and staff members seem to be in agreement
with advocated principles. Citizens and staff members,
to some degree, participate in the formulation of educa-
tional policy. Superintendents indicated, in most cases,
that citizen and staff participation in certain phases of
the administrative task was desirable. However, to be in
complete harmony with advocated principles by recognized
writers in this area, participation by citizens and staff
members should be even more completely received.

Personal contacts were considered the most important
type of communication contacts with citizens and staff
members. This is confirmed by recognized writers in the
field. Most of the interviewed superintendents stated
that carrying out a program of communication with citizens
and staff members was not as important as some other phases
of educational administration. The use of citizens commit-
tees and community surveys were in general agreement with
recognized writers.

The interviewed superintendents stated, if an ideal

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Daniel Otho Smith

situation existed, that they would use more of the same
type of communication techniques. Major emphasis would
be given to an enlargement of other means of contacts as
contrasted to personal and written contacts. Other means
would include such techniques as radio and television
appearances and releases, open—houses for dedicatory
purposes and parades to sell bond issues. Lack of money,
lack of time, and a need for better understanding of com-
munication principles were the major obstacles that kept

the ideal from being attained.

ACKNOWLEDGMENTS

Grateful acknowledgments are due and freely given to
Dr. Floyd G. Parker, Chairman of the Guidance Committee,
to Dr. Clyde M. Campbell, to Dr. Harold J. Dillon, and to
Dr. Frederic B. Dutton, members of the Guidance Committee,
each of whom contributed, in his own way, to the conduct
of this investigation. The writer is also grateful to
Dr. Laurence L. Quill who so graciously helped when one
of the members was on a leave of absence.

Acknowledgment is also due to the superintendents of
the school districts that participated in this study.

Finally, to the author's wife, Alice, and to his
children, it is sufficient to say that without their
patience and understanding this study would never have
been completed.

To all of these persons, sincerely it is hOped that
this investigation has proved worthy of their interest

and encouragement.

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TABLE OF CONTET'

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Pace
ACKIQO ‘VYLEDGI‘IE T8 0 o o o o o o o o o o o o o o o i i
LI S'I‘ OF TAB LES o o o o o o o o o o o o o o o 0 V

LIST OF APPENDICES . . . . . . . . . . . . . . viii

Chapter
I. INTRODUCTION . . . . . . . . . . . . . l
The Problem
Importance of the Study
Delimitation of the Problem
Definition of Terms Used
Basic Assumptions
Summary
Organization of the Remainder of the
Thesis
II. METHOD OF INVESTIGATION . . . . . . . . 7
Procedure
The Sample
Summary

III. COMHUNICATION IN AN EDUCATION SETTING . 17

The Communication Process
Administrative Communication
Citizen and Staff Involvement
Summary

IV. SUPERINTENDENTS' CONTACTS WITH CITIZENS
AND STAFF MEMBERS . . . . . . . . . . 65

Introduction

Contacts with Citizens
Contacts with Staff Members
Summary

iii

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V o COI'HJEUDTITY SURVEYS o o o o o o o o o o 0

VI 0 CITIZEIJS COI‘H'IITTEES o o o o o o o o o 0

Introduction

Origination and Purposes

Successes, Failures, and Termination
of Citizens Committees

Summary

VII. COMMUNICATION PROGRAM EVALUATION . . .

VIII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.

BIBLIOGRAPEIY O O O O O O O O O O O O O C O O O

APPEJDICES O O O C O O O O O O O O O O O O C 0

iv

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104

130

141

153

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LIST OF TABLES

Classification and Number of School Dis-
tricts with Public High Schools in
Michigan Education Region 10,

1963-64 . . . . . . . . . . . . . . . . .

Number and Percentage of Class A Public
Schools in Michigan Education Region
10 Which Have Superintendents with
Long and Short Tenure . . . . . . . . . .

Schools Selected for the Interviews with
Pertinent Statistics Listed . . . . . . .

How Superintendents Attempt to Sense the
Feelings of Citizens in the School-
comunity . O C O O O O O O C O O O O O O

Superintendents' Opinions Regarding Staff
Participation in Making Recommendations
on Board of Education Policy, Curriculum
Study, and Participation in Bond Issue
Drives . . . . . . . . . . . . . . . . .

Superintendents' Opinions Regarding citizen
Participation in Making Recommendations
on Board of Education Policy, Curriculum
Study, and Participation in Bond Issue
Drives . . . . . . . . . . . . . . . . .

Superintendents' Personal Contacts with
Citizens and Their Rated Importance . . .

Frequency of Personal Contacts by Superin-
tendents with Citizens . . . . . . . . .

Written Contacts with Citizens Which Were
Made by the Interviewed Superintendents .

V

Page

13

14

15

66

67

68

69

71

72

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10.

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12.

13.

14.

15.

l6.

17.

18.

19.

20.

21.

22.

Frequency of Written Contacts by Superin-
tendents with Citizens . . . . . . . . . .

Superintendents' Other Means of Contact with
Citizens and Their Rated Importance . . .

Frequency of Other Means of Contacts by
Superintendents with Citizens . . . . . .

Percentages of Listed Types of Contacts with
Citizens Considered Either Very Important
or Unimportant by the Superintendents
Interviewed . . . . . . . . . . . . . . .

Superintendents' Personal Contacts with
Staff Members and Their Rated Im—
portance O O O O O I O O O O O O O O O O 0

Frequency of Personal Contacts by Superin-
tendents with Staff Members . . . . . . . .

Superintendents' Written Contacts with Staff
Members and Their Rated Importance . . . .

Frequency of Written Contacts by Superinten-
dents with Staff Members . . . . . . . . .

Superintendents' Other Means of Contact with
Staff Members and Their Rated Importance .

Frequency of Other Means of Contact by Super-
intendents with Staff Members . . . . . .

Percentages of Contacts with Staff Members
Considered Either Very Important or un-
important by the Superintendents Inter-
viewed . . . . . . . . . . . . . . . . . .

Citizen and Staff Member Contacts with the
Superintendents . . . . . . . . . . . . .

Personnel Involved in Conducting a Commu-
nity Survey for Educational Purposes
as Stated by the Interviewed
Superintendents . . . . . . . . . . . . .

vi

74

75

76

77

78

8O

82

84

85

87

88

Table Page

23. Methods of Conducting a Community Survey
for Educational Purposes as Stated by
the Superintendents Interviewed . . . . . . .

k0
ON

24. Purposes of Community Surveys as Stated
by the Superintendents Who Were
Interviewed . . . . . . . . . . . . . . . . . 97

25. Status of Citizens Committees as Reported
by the Interviewed Superintendents . . . . . 110

26. Methods of Selection Used in Choosing Mem—
bers for Citizens Committees . . . . . . . . 117

27. Purposes of Citizens Committees . . . . . . . . 121
28. Study Topics of Citizens Committees . . . . . . 122

29. Improvement of Communication Programs of
the Superintendent if an Ideal Situation
EXiSted . O O O O O O O O O O O O O O O O C O 133

30. Major Obstacles to the Improvement of
Communication Programs . . . . . . . . . . . 134

31. Comparison Between Those Phases of the
Administrative Task Considered by the
Superintendent to be Most Important,
and Most Time Consuming . . . . . . . . . . . 133

32. Success and Non-success in Requests for
Additional Millage for Operation or
Building by the Superintendents Who
Used Citizen Committees, Community
Surveys, or Neither Device . . . . . . . . . 137

33. The Amount of Assistance Given by Community
Surveys or Citizens Committees for Oper-
ating or Building Millage as Stated by the
Interviewed Superintendents . . . . . . . . . 138

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LIST OF APPENDICES

APPENDIX

Pace
IX. Location of Class A Public School Districts
in Michigan Education Association Region 10

in Which the Superintendent Was Interviewed . . 161

B. Structured Interview Schedule . . . . . . . . . 162

viii

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CHAPTER I

INTRODUCTION

In a gregarious society, such as the one in which we
live, the transferal of information is constantly taking
place. This may be done by over-the-fence gossip, the
radio, television, the press or any number of other methods.
With all these sources competing for the attention of the
public, the task of the schools in communicating with the
public becomes more difficult. Thus, the public school
superintendent is constantly confronted by communication
problems as he strives to successfully perform his duties
as an educational leader. As a result, an understanding
of the fundamental techniques necessary for effective

communication are of much assistance to him.

The Problem
This study is concerned with the communication tech-
niques used by the superintendents of 9 Class A public
school systems in Michigan Education Association Region 10

(see Appendix A) and is concerned with communication between
1

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the superintendent and both citizens and school employees.
The problem will be to determine:
(1) Whether the communication techniques used by
the superintendents of these public schools
are a factor in causing better financial

support of schools by citizens of the school
community.

(2) Whether the communication techniques are in
harmony with the principles of communication
advocated by recognized writers in this field.

(3) Whether the superintendents would employ
different communication techniques than they
do now, if a more ideal situation existed.

Importance of the Study

An evaluation of the practices of effective communica-
tion between the superintendent and adults in the school-
community should be made. Moore says: "A need for skill
in mass, as well as staff communications--particularly as
a kind of feedback mechanism in decision-making—-is pointed
up by several studies. Ability to sense public feelings,
skill in building favorable community attitudes, facility
in bringing the school board to a decision in full view of
all facts and yet without harassing delays-~these are some
of the aspects of the job which studies generally agree are

. 1
cruCial."

Communication among members of an organization is

 

1Hollis A. Moore Jr., Studies In School Administration
(washington: American Association of School Administrators,
1957), p. 31.

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has become

 

3
fundamental. Without communication an organization becomes
directionless. As social changes accompanied the maturing
and expanding of the United States, the educational process
has become much more complex. Campbell and Ramseyer have
stated: "In the closely knit communities of our fore-
fathers, community institutions were intimate and under-
stood. The school, as one of those institutions, had a
simple function. In fact, most learning went on in the
home, in the field, and in the church. The school was ex-
pected to teach some reading, writing, and arithmetic,
whereas, citizenship, family life membership, vocational
fitness, and ethical values were largely derived from par-
ticipation in adult activities in the home, the family

group, and the village."1

Delimitation of the Problem
This study is limited to:

(1) Communication which occurs between the
superintendent and school employees and
citizens.

(2) Those communication channels utilized by
the superintendent.

(3) A sample of the Class A public schools
in Michigan Education Association Region
10.

The investigator does not intend to explore all the

 

lRoald F. Campbell and John A. Ramseyer, The Dynamics
of School-Community Relationships (New York: Allyn and
Bacon, Inc., 1955), p. 30.

 

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channels of communication that exist between the school and
citizens, or that exist among the various employees or stu-

dents in the school.

Definition of Terms Used

Lay citizen--An adult member of the school-community,
who is not a member of the staff of the public school and
who is not presently serving as a school board member.

Public relations--Encompasses those criteria that cause
a public school to have relationships with citizens residing
within the school district boundaries or geographical loca-
tion of residences of school enrollees. The degree of
desirability of these public relations is directly affected
by the effectiveness of the communication program carried
on by the school.

School-Community--This term identifies that geo-
graphical area which is limited by the residences of school
enrollees in or outside of the school district boundaries.

Communication--"Involves the reciprocal interactions
of sending and receiving signals, of composing and under-

"1

standing messages, and of sharing and enjoying ideas.

This term will be more fully explained in later writing.

 

lIrving Lorge, "How the Psychologist Views Communi-
cation," Teachers College Record, LVII (November, 1955),
p. 72.

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Basic Assumptions

The writer assumes that certain generalizations can
be made which are applicable to similar school systems.
The area being studied contains urban school districts
which are becoming prominent throughout the country.

The writer assumes that the selected group of in-
dividuals (superintendents) were in a position, by virtue
of experience and training, to supply information on
existing problems.

The writer assumes that the sample being used does
not conclusively give license to the application of
Michigan or the universe.

The writer assumes that the structured interview is
a proper method for obtaining information necessary to the

conduct of this study.

Summary
In this chapter the writer presented the problem and
attempted to give an introduction to communication. The
importance of the study was also discussed. An attempt

was also made to delimit the problem and define terms.

Organj

Caster II
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Organization of the Remainder of the Thesis

Chapter II. METHOD OF INVESTIGATION

The procedure and sample are discussed in this chapter.
Questions selected for the structured interview are
classified under several headings.

Chapter III. COMMUNICATION IN AN EDUCATION SETTING
Discussion of the communication process. Administrative
communication with citizens and staff. General principles
of communication in an education setting.

Chapter IV. SUPERINTENDENTS' CONTACTS WITH CITIZENS AND
STAFF MEMBERS

Means by which superintendents communicate with citizens

and staff members. Frequency of contacts and degree of

importance attached to the means of contact.

Chapter V. COMMUNITY SURVEYS

Study of community surveys as a phase of communication
processes. Function of community surveys as devices to
aid in the improvement of communication processes.

Chapter VI. CITIZENS COMMITTEES

Study of citizens committees as a phase of communication
processes. Function of citizens committees as devices to
aid in the improvement of communication processes.

Chapter VII. COMMUNICATION PROGRAM EVALUATION

Evaluative processes applied to the communication programs
of the superintendents involved in this study. Rating of
communication programs.

Chapter VIII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Statement of conclusions and recommendations reached from
an analysis of the data in the study. General summary of
the findings.

CHAPTER II

METHOD OF INVESTIGATION

Procedure

Structured interviews were set up with the nine Class
A public school superintendents in Michigan Education
Association Region 10.

The Encyclopedia of Educational Research has pointed
out that "There is also little limit on procedure. Both
interviews and questionnaires are in common use, administered
to individuals and to groups, sometimes in face-to-face
contact and at other times through the mails or over the
telephone."1

Van Dalen has this to say about structured interviews:
"The structure of interviews varies as much as the number of
participants. Some interviews are rigidly standardized and
formal: the same questions are presented in the same manner

and order to each subject and the choice of alternative

answers is restricted to a predetermined list. Even the

 

1Stephen B. Withey, "Survey Research Methods" Encyclo-
pedia of Educational Research, Edited by Chester W. Harris,
Third Edition (New York: The Macmillan Co., 1960), p. 1447.

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introductory and concluding remarks are systematically
stated. These structured interviews are more scientific
in nature than unstructured ones, for they introduce the
controls that are required to permit the formulation of
scientific generalizations."l

This study is a somewhat descriptive survey as de-
scribed by Good. ”Descriptive studies may include present
facts or current conditions concerning the nature of a group
of persons...and may involve the procedures of induction,
analysis, classification, enumeration, or measurement. The
purposes of descriptive-survey investigations may be: 1. To
secure evidence concerning the existing situation or current
condition. 2. To identify standards or norms with which to
compare present conditions, in order to plan the next step.“2

According to Van Dalen: "Descriptive studies that obtain
accurate facts about existing conditions or detect signifi-
cant relationships between current phenomena and interpret
the meaning of the data provide educators with practical and

immediately useful information. Factual information about

existing status enables members of the profession to make

 

lDeobold B. Van Dalen, Understanding Educational Re-
search (New York: McGraw-Hill Book Co., 1962), p. 259.

2Carter V. Good, Introduction to Educational Research
(New York: Appleton—Century-Crofts, 1963), p. 244.

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more intelligent plans about future courses of action and
helps them interpret educational problems more effectively
to the public. Pertinent data regarding the present scene
may focus attention upon needs that otherwise would remain
unnoticed. Since existing educational conditions, processes,
practices, and programs are constantly changing, there is
always a need for up—to-date descriptions of what is taking
place. Descriptive studies supply not only practical infor-
mation that can be used to justify or improve the immediate
situation, but also the factual foundations upon which
higher and higher levels of scientific understanding can be
built. Descriptive research is a necessary initial step for
a young science to take and sometimes it is the only method
that can be employed to study social situations and aspects
of human behavior. Since not all social phenomena can be
subjected to laboratory experiments, studying conditions as
they exist in a classroom, community,... may be the only way
to examine and analyze the factors involved in a given situa-
tion. The descriptive method of investigation has led to the
development of many research tools and it has provided some

means of studying phenomena that other methods cannot probe."l

 

lVan Dalen, op. cit., pp. 212-213.

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McGrath and others state that: "...data derived in
descriptive research can be meaningful and helpful in
diagnosing a situation or in proposing a new and better
program."1

The structured interview form used in this study is
included in Appendix B. The questions selected for the
structured interview are classified under several headings
as follows:

Pegsgnal_and_Sghgpl_geta;_ This topic identifies the
school system and presents the total number of years the
person has been employed as a superintendent in all schools.

Commgnication_Media_and.2eghgiques;. Under this title
questions relative to contacts made by superintendents with
school employees and citizens will be reviewed or analized.
The three types of contacts are considered to be personal
contacts, written contacts, and other means. The last con-
tact to be listed can be seen to be a specialized type of
personal Contact. It was placed in the "other means"
category for an evaluative comparison with the other two
more technical means and includes radio and television con-

tacts and open houses for dedicatory purposes.

gommgnity_ln£p£mgtipg, This topic will determine

 

lMcGrath, op. cit., p. 78

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Whether or not a community survey serves as a logical start-
ing point for planning a successful communication or a pub-
lic relations program. A determination of the methodology
involved in conducting community surveys is included. A
summary of the information which the survey attempts to re-
veal will be made.

gigigegs_pgmmi£tge§, The structural organization,
stated purposes, major successes, and major failures of
citizens committees will be determined if citizens com-
mittee activity has been or is to be an experience in-
volving the superintendent in the school system where he
is employed. If no citizens committee exists at the time
of the interview, the reason is noted. The superintendent's
opinion is important in the opinion seeking questions. The
writer has chosen to discuss citizens committees as one
means of popular communication. Citizens committees can
be good or poor, and in any case, are just one means or
method of communication. The writer is not attempting to
imply that all school systems should necessarily employ
citizens committees.

INPPEFEPEELPE.QPNNEPEFESEPE.EI29£§N§I. A comparison
is made between those phases of the superintendent's duties

which are considered to be most time consuming and those

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considered to be most important in the particular school
system in which the interviewed superintendent is employed.
The opinions of the superintendents are also recorded as
they reveal the importance attached to staff and citizen
participation in the phases which are closely linked with

the communication process.

The Sample

The sample was composed of the nine Class A public
school superintendents in Michigan Education Association
Region 10. It should be noted, however, that in one case,
Flushing, the assistant superintendent spoke for the super-
intendent. Class A public schools were studied because it
was felt that they encountered problems because of their
large size which, in many ways, distinguish them from the
smaller Class B,C, and D public schools.

Table 1 identifies the basic data used in school
classification and the number of school districts with pub-
lic high schools in each class in Michigan Education
Association Region 10, according to information studied

and synthesized in two publications. 1 & 2

 

lMichigan High School Athletic Association, Directory
Issue of the Association Bulletin 1963-64 School Year, Vol.
XL (November, 1963), pp. 232-237.

2Hecker, Stanley E., and Northey, Thomas J. Teacher.
Salagy Schedule Study 1963-64. (Lansing: Michigan Education

Association, 1963), pp. 52-55.

The
over 900
Class A t
of the sc
are eithe

Thee
as contra

of school

C1835 A
HS‘
S4135 B
Clac

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m‘ C
5.1ch D

13

The high schools in Table 1 range from under 200 to
over 900 in enrollment. The types of schools range from
Class A to Class D. The Table shows that the majority
of the school districts in Michigan Education Region 10
are either Class A or Class B.

These public schools tended to be suburban and urban
as contrasted with more of a rural setting in other classes

of schools.

TABLE 1

CLASSIFICATION AND NUMBER OF SCHOOL DISTRICTS WITH PUBLIC
HIGH SCHOOLS IN MICHIGAN EDUCATION REGION 10, 1963-64

 

 

Type of School Enrollment in Grades Number
9-12, or 10-12

 

Class A over 900 9
Class B 400-899 10
Class C 200—399 4
Class D under 200 2

 

In this study the word tuition is used interchange-
ably with non-resident. None of the Class A school dis-
tricts had as many as 10 per cent non-resident or tuition
students and hence, none of the systems were considered as
tuition schools.

The tenure of the superintendent was considered to be

long, if the number of years as superintendent in the school

stead
of sup-

of l"

was 13

0-3

14

district was greater than thirteen years. His tenure was
considered to be short, if the number of years as super-
intendent was thirteen years or less. The average tenure
of superintendents in the Class A public school systems
of Michigan Education Region 10 at the time of this study
was 13.1 years.

Table 2 lists the Class A public school superintendentS'
tenure by category. Four, or 44 per cent, of the superin-
tendents had long tenure and five, or 56 per cent, had short

tenure.

TABLE 2

NUMBER AND PERCENTAGE OF CLASS A PUBLIC SCHOOLS IN MICHIGAN
EDUCATION REGION 10 WHICH HAVE SUPERINTENDENTS WITH LONG AND
SHORT TENURE

 

 

 

Tenure Number Per Cent
Long (over 13 4 44
years)

Short (13 years
or less) 5 56

 

Total 9 100

 

Interviews with the superintendents were arranged for
and conducted during the summer of 1964.

The respondents' answers were recorded by the writer

the t

a?
5

eh

,‘i 3-
| K
8..

b
v

. 1
xo-ve
: 'Q‘ ‘
OOualc -
Til
O‘ICED‘;

15
at the time of the structured interview. It should be
stated that the structured interview schedule had been pre-
tested with several school superintendents who were not in-
volved in this study. Anecdotal remarks of apparent value
were also recorded at the time of the interview.

A copy of the structured interview schedule may be
found in appendix B.

The nine Class A public schools which made up the
sample for the study are listed in Table 3, together with
their resident membership and tenure of superintendent.
Resident membership varied from 3,610 to 6,188, with the
exception of one school district of 43,289. Tenure of the

superintendents ranged from 2 to 33 years.

TABLE 3

SCHOOLS SELECTED FOR THE INTERVIEWS WITH PERTINENT STATISTICS

 

 

 

LISTED
Name of School Total Tenure of
Resident Superintendent
Membership in Years
Beecher, Flint P.O. 5,425 2
Carman, Flint P.O. 6,188 8
Clio 4,122 33
Davison 3,890 5
Flint City 43,289 2
Flushing 3,610 20
Grand Blanc 5,074 2
Kearsley, Flint P.O. 4,312 28

Lapeer 4,290 18

 

c

mastic

:HV’DQ+:

V‘.
.
..3I v“ 9"

fie-i u:

16

Summary

In this chapter the writer has described the method of
investigation. The procedure involved setting up structured
interviews with the nine Class A public school superinten-
dents in Michigan Education Association Region 10. The
questions selected for the structured interview are classi-
fied under several headings which are as follows: (1) Per-
sonal and School Data. (2) Communication Media and Tech-
niques. (3) Community Information. (4) Citizens Commit-
tees. (5) Importance of Communication Programs.

Class A public schools were studied because it was felt
that they encountered problems because of their large size
which, in many ways, distinguished them from the smaller

school districts.

CHAPTER III
COMMUNICATION IN AN EDUCATION SETTING

The Communication Process

Before a subject can be discussed intelligently there
needs to be a definition of terms. What does the word
communication mean? The word "communication" is derived
from the Latin communis, meaning "to share, to make common."
For practical purposes, Wilbur Schramm defines communication
as an effort to establish a "commonness" with another per-
son or group by sharing information, ideas, or attitudes.l

The relationship of this "commonness" concept to modern
means of communication is of special importance to those who
wish to create wider understanding of education. The kernel
of the concept is that by means of exchanging information,
viewpoints, or ideas, people can develop common understand-
ings and mutually agreeable working arrangements. This is

what makes public consent and joint action possible. The

 

1Wilbur Schramm, "Procedures and Effects of Mass Com-
munications," Mass Media and Education, Fifty-third Year-
book of the National Society for the Study of Education, Part
II (Chicago: University of Chicago Press, 1954), p. 113.

17

iiea of
4 in?
JC-..»
and vie

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18
idea of sharing and exchanging is very crucial. It implies
joint consideration and appraisal of relevant information
and viewpoints by all concerned. It also implies that
effective communication is a two-way process. Everybody
speaks, everybody listens, and everybody freely analyzes,
interprets, and trades ideas about the meaning and conse-
quence of what is said and heard. This concept goes far
beyond the more limited one that communication is a one-
way process of some one person or group "telling," or
"selling," others who have no chance to talk back.

Since certain conceptions and definitions can make it
easier to research and understand the process of communi-
cation let us look at another phase of the meaning of com-
munication. Communication can also be defined as a process
in which a communicator attempts to convey an image to a
communicatee or communicant. This vieWpoint considers the
communicator, who desires to have some impact upon another
person or group of persons, as the initiator of the communi-
cation process. Lucio and McNeil say that as communicators,
we may or may not be aware of the kind of person with whom

we are communicating.

 

1William H. Lucio and John D. McNeil, Supervision: A
Synthesis of Thogght and Action (New York: McGraw—Hill
Book Co., Inc., 1962), p. 175.

In éefi
:atee or CO:
cazor is one
he prime m:
consider a .
degree of a
an Liege.
Waking the

measured 0:

*1 “A

A me
she 193~
357;

19

In defining such terms as communicator, communi-
catee or communicant, and image one sees that a communi-
cator is one who is attempting to convey an image. He is
the prime motivator of the communicatory activity. We can
consider a communicatee as one who has experienced some
degree of awareness that another is attempting to convey
an image. Whether the communicator has succeeded in con-
veying the image in its actual or distorted form is
measured on the communicatee's side of the picture. There
is implication here of varying degrees of awareness on
the part of the receiver of the image. An image is a
representation of a communicator's purpose or intent and
it may be an idea, a message, a signal, a diagram, a
picture, a bit of information, an attitude, a feeling, or
any emotion. The origin of the image is from the communi-
cator. On the other hand, the interpretation or influence
of the image is judged by the communicatee. The image is
usually more popularly referred to as the message.

A message should be clear. The clearer the message
the less opportunity there is for misinterpretation. Bartky
says that it is usually easier to make spoken messages, as

opposed to written ones, clear and easily understood.1

 

1John A. Bartky, Administration as Educational Leader-
ship (Stanford: Stanford University Press, 1956), p. 80.

. V" I, an
in a 5:13:58?) one
his language t

Lienselves , w‘:

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V:‘_
ng‘flr 6‘. cc.
‘~L:LC1

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.;.
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20
In a spoken message the speaker is better able to adjust
his language to the needs of his audience as they manifest
themselves, whereas in a written message he must anticipate
these needs.

Each person usually transmits and receives several
messages at the same time by several media. The medium
that transmits message-carrying symbols can either tend to
reinforce or distort the message. It seems reasonable to
assume that a medium which appeals to a person makes better
communication possible.

The meaning of a message becomes colored by how and
for what one listens. All of us hear and read in terms of
our own past experiences, attitudes, and values. Since no
two people can have exactly the same experience, it is
rather difficult for them to attach exactly the same meaning
to a symbol. For instance, the word "school" means for the
average person the schools he experienced as a child, not
the schools of a particular community or of a particular
moment.

In order to receive a message as it was sent, the com-
municatee must attach to the symbols the same significance

which they had for the communicator. Otherwise distortion

o. w. .1
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D. 5 ~ 1 .
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21

will result. Unfortunately, messages can be sent or
received without having the communicatee attach a unique
meaning to the symbols.

. . .Democratic communication means two-way

communication -- not simply communication to

but communication with...our task is to mo-

bilize every resource to achieve communigation

with, the exchange of ideas and feeling.
We "read into" a message something the sender did not
intend -- and misunderstanding or misperception is born.

The ability to communicate ideas, which is a unique
characteristic of man, has enabled him to move from the
caves of prehistoric times to the skyscrapers of twentieth
century civilization. After the means of communication
were developed, it became possible for men to transmit
their knowledge and skills to one another-~each step
bringing with it greater control over the social and phy-
sical environment. There is also a psychological impact
of communication upon an individual, which can often be
directly noted in the tensions, frustrations, fears, and
anxieties that manifest themselves.

Even though the individual forms the basic element in
the communicative process, it is essential to recognize

that communication is a socially oriented concept involving

the activity of two or more participants. Relationships

 

lLennox Grey, What Communication Means Today (Chicago:
National Council of Teachers of English, 1944), p. 4.

~9"'€3
may

.1 .1 O B I I . Q 3 a l 3

.3 «G .1. -1. .3 «J .2 a» J; .1. C a

2. fl .7. 1‘. C. a» J; L C r r.

.. . . 5 a C. a. .3 . u n.-. a a 3 u

T“. . . .t t. C. .3 a In» by t» r» :O
\

22
between members of a group directly affect the way trans-
mission will take place. If the group is unified and
morale is high, communication flows freely and interpre-
tation is not distorted by individual self-interest, while
splintered groups tend to pervert the communicative pro-
cess and even the transmission of routine instructions
become difficult.

Hagman and Schwartz say that control over the mech-
anistic aspects of communication has not been accompanied
by comparable social understanding of the role of communi-
cation in life.1

As was stated earlier, communication is not neces-
sarily a two-way activity, as a communicator may attempt
to convey an image to a communicatee but there is no as-
surance that the image transmitted is received by the latter.

Pernert states that recognized authorities in the field of

school administration are aware of the important role which

 

lHarlan L. Hagman and Kenneth F. Herrold, Administration
in Profile for School Executives (New York: Harper &
Brothers Publishers, 1955), p. 182.

the principles c
:5 eff otive co."

T.ilS c
of two typ-
and the ot‘
cations ar
attempt

J.
L.
d‘E’s‘ree of
e

SCiousness
Principal,
“Perceive
self too ‘I
C OTC-Hun l C a i
a situatit
51.11118 in 1
part of 122'
Of congru
municator
mereli’ in
SOmeone w

Actua 11y ’

23
the principles of perception play in the study and practice
of effective communication.1 Knezevich writes:

This distinction necessitates the designation
of two types of communication-—one called unperceived
and the other perceived types. Unperceived communi-
cations are characterized by situations where the
attempt to convey a message results in no measurable
degree of awareness on the part of the communicatee.
It implies that the latter has a zero degree of con—
sciousness or comprehends below the threshold of con-
sciousness. A superintendent may send a message to a
principal, and this is an act of communication. It is
unperceived communication if the principal finds him—
self too busy to read it or loses it. The perceived
communication, on the other hand, is characterized by
a situation where the attempt to convey an image re—
sults in some measurable degree of awareness on the
part of the recipient. This does not imply any degree
of congruence between the messages sent by the com-
municator and interpreted by the communicatee. It
merely implies that the communicatee was aware that
someone was trying to reach him in some way.2

Actually, communication is concerned with who says
what, through which channel or medium, to whom and with what
impact.

Bartley has noted that perception is the function of

the highest order processes and is consequently an expression

 

lEarl M. Pernert, “A Study of Certain Aspects of Com-
munication Programs in Selected Class C Public Schools in
Michigan" (unpublished Ed.D. dissertation, Michigan State
University, 1960), p. 45.

2Stephen Knezevich, Administration of Public Educa—
tion (New York: Harper & Brothers, Publishers, 1962),
pp. 81-82.

 

-‘ the person.

Individua.
'nf'h‘t n materia
5'2iVit‘.’ accorc

their pers OI

slit
6.

.mm‘es. Re:
itsta simple i
see and not win
words of Allpo;

Iii.l 1
the world
aCCord‘inc
surroundi:
erbed in t
it to our
our pre-e

Society i

Iacts

for the

~~ Howar‘ C
a is” and Br
2

24

of the person, or as more commonly put, of personality.1

Individuals tend to perceive actions, the spoken word,
written materials, and self-participation in a given
activity according to certain pre-conceived notions formed
by their personal experience, backgrounds, and established
attitudes. Researchers have shown that seeing is more than
just a simple action. One learns to see what he wants to
see and not what may be projected to him visually. In the
words of Allport and Postman:

All mental life is a process of subjectifying
the world that lies outside...chiefly we live
according to our own theories and evaluations of the
surrounding world. What we perceive we invariably
embed in our own personalities, and we then explain

it to ourselves and to others in accordance with
our pre-existing intellectual and emotional nature.

2
Society interprets collectively similar truths and
facts for the majority of people because of its existing

social order of specified rules, taboos, and mores. This

happens even though all people have their own version of

 

1Howard S. Bartley, Principles of Perception (New York:
Harper and Brothers, 1958), p. 6.

2Gordon W. Allport and Lee Postman, The Psychology of
Rumor (New York: Henry Holt, 1947), p. 146.

1’ a.‘ ~-
thew»

I
o

‘

.1196

I
a
U

A...»
Eu

25
facts and truth. It may be that the resultant beliefs
which an individual forms upon exposure to clues for
thought and action may be a composite of all clues com-
bined with established attitudes. One can then expect a
personalized reaction. According to Kelly and Rasey:
Our perceptions do not come simply from the
objects around us, but from our past experience

as functioning, purposive organisms. We take a

large number of clues, none of which is reliable,

add them together, and make what we can of them...

Since the perception is the usable reality, and

since no two organisms can make the same use of

clues or bring the same experiential background

to bear, no two of us can see alike. We have no

common world. Each hai his own, to which he re—

sponds in his own way.

It would appear that communication is basic to our
concept of society. Communication is taking place when-
ever one person attempts to relate to another and since
we are naturally gregarious, communication is constantly
taking place. Hartley and Hartley note that:

Because communication is the means by which

one person influences another, and is in turn
influenced by him, it is the actual carrier of

 

1Earl C. Kelley and Marie I. Rasey, Education and
the Nature of Man (New York: Harper and Brothers, 1952),
p. 34.

socia
”the e

sonewh er e

munication
Man 1‘

giving of

. a“,
4.6“} ‘
‘2‘“‘nOiOf:

«AA '
:‘tlv
12»-
-'9 nu.
rel

26
social process. It makes interaction possible.1
The effectiveness of such communication, as this, lies
somewhere along a continuum, between the extremes of ab-
solute failure to communicate and complete success in com-
munication.
Man has found himself rather suddenly with the be-
ginning of the twentieth century, in a highly mobile,
rapidly changing society, surrounded by problems to which
answers are not readily developed. Homogeneous neighbor-
hoods have changed to heterogeneous ones. The last several
years have brought an era of unprecedented scientific and
technological advancement, which has resulted in the develop-
ment of a mass society. This mass society has certainly
had an effect upon communication. Public schools need to
utilize the mass means of communication which are prevalent
in this day, and also attempt to retain and adapt for use
the personal relationships which are so important to the
effective communication process. Activities involving
large numbers of people and impersonal, secondary type

relationships among individuals and groups characterize

mass society.

 

1Eugene L. Hartley and Ruth B. Hartley, Fundamentals
of Social Psychology (New York: Alfred A. Knopf, 1950),
p. 16.

EducatO
practice in
2:6. psyc‘nolc
areas adapt
success of
nonness of

it is comp:

social grow

27

Educators should be familiar with the theory and
practice in the related fields of philosophy, sociology,
and psychology, since direct knowledge in each of these
areas adapted to the educational field is necessary to the
success of education. Society exists because of the com-
monness of purpose of the individuals and groups of which
it is composed and communication gives cohesion to these
social groups. John Dewey has noted that:

There is more than a verbal tie between the
words, "common", “community", and "communication."

Men live in a community by virtue of the things

which they have in common: and communication is

the way in which they come to possess things in

common. What they must have in common in order

to form a community or society are aims, beliefs,

aspirations, knowledge-~a common understanding-

like—mindedness, as the sociologist says.

The psychologist emphasizes the importance of stimuli
in the communication process which result in the modifi—
cation of behavior. This has ramifications for the educator.

Pernert states the elements in the communication pro—

cess are: the communicator (sender), vehicle (medium),

communicant (receiver), and the influence (effect).2 All of

 

lIrwin Edman (ed), John Dewey (New York: The Bobbs
Merrill Co., Inc., 1955), p. 94.

 

2Pernert, op. cit., p. 33.

28
these are important as component parts of the communication
process. Without the proper functioning of each, communi—
cation does not take place in the true sense. The communi-
cator transmits a coded message by means of a Sign or sym—
bol which is decoded by the communicatee or communicant.
Hartley and Hartley write:

Effective communication is difficult, in part,
because the communicator must translate inner ex-
perience into an outer form, and the communicant,
conversely, must translate an outer form into an
inner experience.

Lorge emphasizes the problem involved in transmitting
a message from the sender to the receiver. He writes:

In the interchange between speaker and hearer
or writer and reader, the comprehension of the
communication involves not only understanding
the content but also the nature of the communi—
cator and his intentions. Social psychologists
have been devoting an ever increasing amount of
attention to the individual and social consequents
of communication. They are the historical suc-
cessors to Aristotle in that they are attempting
to evaluate the effects of communication...

The psychologist would like to produce evidence
about it (effects). Variations in the text or
in the speech will produce different effects in
different individuals, and in different groups...
The very differences among the individual in
education, or in social and economic status, in
motivations, and in emotional maturity will
produce different results in the members of the

 

lHartley and Hartley, op. cit., p. 127.

reacll

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sacteri

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4

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29

reading and listening audience.l

A communicator ought to be alert to the individual
characteristics of his audience, whether the intended
communication is written or oral. Good, effective communi-
cation cannot take place if a message is delivered with a
vocabulary that cannot be understood by the one who is re-
ceiving. The same problem occurs if a meaning is implied
that appears to contradict accepted attitudes and beliefs
of the audience. This is pointed out by Lorge:

The communicator makes assumptions about

the receiver's ability to understand the message.

For instance, when he prepares a text, he may

assume implicitly that if he knows the meaning of

a word, or can comprehend a metaphor, or responds

to an appeal, the listener or the reader, too, will

understand, appreciate, and be motivated. Re-

searchers, however, now demonstrate the error of

the implicit assumption about the nature of the

audience. Certainly, except for two-way conver-

sation, the best assumption about an audience is

that it is variable in ability, in knowledge, and

in motivation. The effects of communication always

have an element of uncertainty.

It is sometimes important that the communicator accepts

necessary delay in the completion of the communication pro-

cess. It is possible for communication with an individual

 

lIrving Lorge, "How the Psychologist Views Communi-
cation," Teachers College Record, LVII (November, 1955),
p. 79.

21bid., p. 79.

r-\1"‘\

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30

not to take place effectively until the individual has had
an opportunity to refer to a group of which he is a member.
It is important to have a comprehensive knowledge of the
role of group references in communication. Porter has
stated that the ultimate effectiveness of exposure to com—
munication cannot be judged by the immediate effects.1

A group leader's role appears to be somewhat paradoxi-
cal. He must be an effective communicator in order to re-
tain leadership status. In this age few situations remain
static, so change in leadership patterns are constantly tak-
ing place. A group leader is displaced, occasionally, in
this process of change. The paradox of this social pheno-
menon is that often the leader is difficult to identify, re-
maining in the background. Spokesmen reflect his views,
but at the same time he refers to individuals in the group
represented for his judgement. Porter also points out that
the leader may not even be aware of his role and the leader-

2 This results in a double

ship function assigned to him.
responsibility being placed upon the communicator: first,

that of identifying a leader, and second, knowing if and

 

1William E. Porter, "Mass Communication and Education,‘
The National Elementary Principal, XXXVII (February, 1958),
p. 15.

2Ibid., p. 37.

31
when the leader is displaced by the group.

Some vehicle must carry the message from the communi-
cator to the communicatee in order for communication to take
place. The means by which contact between the communicator
and the communicatee is made is known as the medium. This
is usually either the spoken or written word, although at
times symbols such as visual expression, motions, or touch,
carry a message.

Communication from the school or from the
administrator's desk flows out from the office a
distance equal to that from Which ideas are re-
ceived. To Check the quality of communication,
one needs to examine not only the formal means
of communicating ideas, important as these are,
but also the quality of the transmission and re-
ception of ideas.

There are two general types of communication that occur,
one being defined as personal and the other characterized by
the involvement of numbers of individuals. Each one requires
a different medium in order to be effective. Although the
latter, mass communication, is not the direct concern of
this particular study it does deserve some mention. Mass

communication is the product of the mass society in which

man finds himself today. Written communications tend to be

 

1John A. Ramseyer and others, The School-Community
Development Study_Monograph Series, Number Two (Columbus:
University Press, 1955), p. 52.

a

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32
of the "mass" type and are an important means of contact in
present day society.

The medium by which mass communication takes place is
often an effective method of reaching groups of people, al—
though it can be described as being non-reversible and in-
flexible. Film-strips, movies, newspapers, radio, tele-
vision, and other written means serve as media for mass
communication. By such media of mass communication a com-
municator is able to transmit a message to a large number
of people by indirect means. One of the disadvantages, of
course, is that the medium used does not allow for flexi-
bility. Also, once the message is transmitted it is un-
changeable, even though adverse effects may be created by
the message. It is impossible for the communicator to know
the effect of his message immediately through the completion
of the two-way communication cycle -- that of the communi-
catee reacting to the communication efforts. There is also
a disadvantage because of the difficulty of individualizing
the message. In public education this is particularly true.

In this study it is the belief that the superintendent
must rely more upon face-to—face relationships than mass

media for effective communication. Pfau has written:

sonicat:

-" v“ 'n 1 .
EC..L.L‘JL,‘|

mn<er

( (V)

o»?

33
Current mass information efforts for school

public relations purposes tend to reach those

already "friendly" or interested but fail to

reach groups not interested, unfriendly, or whose

expectations have been violated.1

In personal relationships the two-way aspect of com-
munication can be used to advantage. The communicator and
communicatee alternately exchange positions through the
medium of the spoken word, with the message becoming more
clearly defined with each interchange. About the only means
of communication is language, which, when altered according
to the situation or augmented by gestures and expression,
grants the communicator quite an advantage over more imper-
sonal means. Charters states:

Casual, personal conversations are the stuff

of which public opinion is made. This is Where

the fate of many educational and other civic issues

of the community is decided. The role of tele-

vision, radio, newspapers, and magazines, of course,

cannot be discounted in molding public opinion, but

social scientists have begun to remind us of the

great force embedded in the most fundamental fact

of social life--man talking to man.2

The communicator, when involved in personal relation-

ships, can control the media, to some extent, if he is

 

lEdward Pfau, "A Study of Selected Aspects of Oral
and Written Communication as These Are a Part of School
Public Relations Programs." (unpublished Ed.D. disserta-
tion, Michigan State University, 1955), p. 2.

2W. W. Charters, Jr., "Person to Person Influence,"
Nations Schools, LVI (November, 1955), p. 49.

34
aware of the factors that result in effective communica-
tion. If it becomes apparent that the message is not being
properly received, a change can be made or the attempt to
deliver the message can be halted before an adverse re-
action occurs. Davies and Herrold write:
In addition to decisions about the methods

and media of communication, the personal dimen—

sions determine what emotions, attitudes, feeling-

tones and unintended messages are transmitted.

The "how" of sending makes the difference: One's

behavior, verbal and non verbal; language forms

and approaches, direct and indirect as well as per-

sonal and impersonal; simplicity versus complexity;

emotional warmth, iincerity, enthusiasm, courtesy—-
all are important.

Word meanings vary greatly from person to person and
group to group. ”Sense" meaning may be far from the
dictionary definition of a word but can enable a message
to be transmitted sometimes when the latter will not. Word
delivery and the emphasis given to words, sentences, and
phrases can enable a message to be carried as the communi-
cator desires, or inversely, completely distort the intent.

The communicator needs to know the experiential and atti—

tudinal background of the audience so that the vocabulary

 

1Daniel R. Davies and Kenneth F. Herrold, Communication
and the Administrator (New London: Arthur C. Croft
Publication, 1956), p. 18.

n1 v1~ -
.-A ‘ J-
”D
'uvd
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n-uf‘afiw
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used will be meaningful.

Face-to-face relationships have a tendency to result
in more than the delivery of a message to an individual or
a single group. As explained earlier, individuals have
group references, and often there is a close relationship
between two or more groups. In effect, this medium can
sometimes serve as a mass communication technique. Cabot
writes:

Face-to-face groups in our society overlap,
creating a network of interactions that links

people into wider aggregates. As a result, group

norms become generalized, and large numbers of

people who have no direct face—to-face contact

share these generalized norms.

Every individual is unique, possessing characteristics
reflecting a VieWpoint that is strongly personal. Theo-
retically, complete communication can never take place
since there can never be complete understanding between
individuals. However, "imperfect" communication is a part
of the "group" society in which man finds a place.

Apparently human nature resists change, unless such
change is self-originated. As a result, the messages which

the communicatee chooses to receive will reflect present

interest, agree with opinions already held, confirm

 

lHugh Cabot and Joseph A. Kahl, Human Relations (Cam-
bridge: Harvard University Press, 1953), p. 283.

36
established attitudes, or be reinterpreted to agree with
his established attitudes and opinions. Charters writes
of this:
1. People tend to expose themselves to
information about things in which
they are already interested.
2. People tend to expose themselves only
to information which confirms the
attitude they hold.
3. When exposed to information and facts
which contradict their attitudes,
people tend to reinterpret the infor-
mation rather than to change their
attitudes.

There are several reasons for the failure of communi—
cation. It fails, as a long range program, when the
receiver discovers a lack of sincerity or a misrepre-
sentation of truth in the message from the communicator.
Communication fails whenever a vehicle, used as a cue for
a receiver, is not within his experience pattern. Communi-
cation also fails whenever the vehicle is inadequate to
carry the message. According to Whythe:

The great enemy of communication then, is
the illusion of it. We have talked enough; but
we have not listened. And by not listening we

have failed to concede the immense complexity
of our society--and thus the great gaps between

1W. W. Charters, Jr., "Facts Are Never Enough,"
Nations Schools, LIII (February, 1954), p. 57.

F— a.
Y.

‘4-

:

\ps

 

37
ourselves and those with whom we seek understanding.
It may be that lack of trust is the most important
reason for the failure of communication programs. Whythe
also writes:
Only with trust can there be any real communi-
cation and until that trust is achieved the tech-

niques and gadgetry of communication are so much
wasted effort.

The problem of effective communication has been recog—
nized only fairly recently for its true importance. Funda-
mental research in this area is limited and professional

training of school administrators and teachers certainly

has not covered the field.
Schram bears this out by stating:

Educators who turn to communication re—
search for help with their own problems should
be warned, therefore, not only that they will
find no discrete discipline but also that they
will find a very young field with a scant theory.

In the words of Swearingen:

Essential to good planning is a recognition of
the problems of communication. Most of these problems

 

1William H. Whythe, Jr., Is Anybody Listening (New
York: Simon and Schuster, 1952). p. 38.

21bid., p. 23.

3Wilbur Schramm, "Educators and Communication Research,‘
Educational Leadership, XIII (May, 1956). P- 505.

arise
prinar
part.
common
It is not a

hot rather

1;." as they

one mu
and pr
norms
munica
cation
en ad~
A; leadErE
Uguani7q‘

 

38

arise from the very nature of communication and not

primarily from ill-will or inefficiency on anyone's

part. Communication contains more hazard than is

commonly assumed.l
It is not a wonder that people fail one another sometimes,
but rather it is a wonder that people communicate as clear-
ly as they do most of the time. In the words of Harris:

In order to assure effective communication,

one must know and take into account the needs

and problems, motivations and fears, customs and

norms of the people to whom one is trying to com-

municate and then adjust the form of the communi—

cation to their cultural milieu.2

Administrative Communication

An administrator confronted with the task of supply-
ing leadership for an organization faces the reality of
developing a system of communication which will assist the
organization in accomplishing its essential purposes. In
order to establish an effective system of communication the
administrator must not only concern himself with organi-
Zational procedures but he must also study the human factors

WhiCh comprise an organization.

Administrators are charged with the responsibility for

lMildred E. Swearingen, Supervision of Instruction:
Eppndations and Dimensions (Boston: Allyn and Bacon, Inc.,
1962), p. 100.

2Ben M. Harris, Supervisory Behavior in Education:
(Englewood Cliffs: Prentice-Hall, Inc., 1963, p. 247.

u
RQL‘
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9‘ch

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0. .1

R -.

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(7

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i

39

establishing channels of communication which allow the
organization to operate effectively. Thus, it is necessary
that a structure be created which will permit the free flow
of communication and which will open the channels of communi-
cation to all individuals and not just the persons at the
administrative level. Individuals, no matter what their
positions in the educational setting must be given the
opportunity to act as senders as well as recipients of
communication. This doesn't imply a state of communi-
cation anarchy, with each individual indiscriminately using
the channels nor does it imply that all communication is
of an equal value. Effective communication movement must
be vertical, with the movement going up as well as down,
and horizontal, across lines.

The administrator must use the formally es-

tablished channels of communication at the same
time that the informal structure--the "grapevine"

—-is used to facilitate the free flow of communi-

cation.

Downward communication is from someone of higher status
to someone of lower status—-for example, from a superin-
tendent to his principal. An example of upward communica-

tion would be a message from the principal to the superin-

tendent; while a message between teachers in the same school

lHagman and Swartz, op. cit., p. 184.

40
would be horizontal communication.

Downward communication deals mainly with matters of
procedure, policy, or general information. It may be face
to face or by annual reports, bulletin boards, telephone,
handbooks, or other devices.

We are lead to believe that upward communication lets
the superintendent know what is going on in the school.

It may tend to consist mainly of complaints, reports, and
rumors. Many times school systems attempt to solve the
problem of upward communication by setting up various com-
mittees with whom the administrators meet and confer. For
example, curriculum development committees often keep
school administrators informed about what the teachers are
thinking.

A superintendent who neglects his upward communication
channels soon finds himself operating in a vacuum, ignorant
of what his subordinates are doing and unable even to check
on whether his communications are being heeded. A permis-
sive "open door" kind of leadership encourages upward com-
Inunication. People must feel that their leaders are ap-
lProachable. Organization members almost always have what

are commonly known as gripes. hese may be legitimate

A...“

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,.

 

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4l
complaints about the way the organization is being run, or
they may be nothing more than attempts to gain recognition.
If the upward communication system is adequate, these gripes
are heard and attended to, either by making the necessary
changes or by giving the griper recognition of some kind.
Communication is one of the least-

understood areas in administration; yet

there are few writers indeed who will

question the importance of organizing

of a communication structure within any

institution.

Horizontal communication serves several purposes. It
is a short cut between individuals of roughly equal status--
they communicate directly with each other instead of going
up and down channels. Also, it has a tendency to knit a
group together. Horizontal communication has some social
qualities. Any activity which increases the probability
of interaction between an organization's members is likely
to strengthen the organization.

The superintendent needs to set up proper communica-
tion channels and then keep these channels unblocked. In
"Podunk Center High School" an assistant principal coveted
the principalship. He came upon a unique plan to get it:

lKnezevich, op. cit., p. 82.

42
he would obstruct and demoralize the communication system.
This man accordingly twisted the principal's orders in
transmitting them to the teachers, in such a way as to
cause resentment and confusion. He then deliberately mis-
informed his leader about upward communications. Ulti-
mately he succeeded in getting the principal fired, and he
is now principal. This is not a nice story but it is a true
one. Communication obstructionists not only jeopardize
the leader's position but threaten the welfare of the group:
the wise leader seeks them out and removes them.

A superintendent should communicate continuously. No
person or group can assimilate all of the experiences and
facts requisite to a constructive attitude toward a matter
so complicated as education in a short time span. Also,
any one message is likely to be forgotten because people
are constantly confronted with a kaleidoscope of stimuli.

Neglect to keep people continuously

interested and informed is a cause of much

public lassitude and of some criticism. When

school affairs seem to be going well we have an

understandable temptation to assume that people

appreciate educational services and comprehend

school needs. To a large degree that is usually

a delusion.

It seems reasonable to assume that the average layman,

 

lGordon McCloskey, Education and Public Understanding
(New York: Harper & Brothers, Publishers, 1959), pp. 116-117.

43
at least theoretically, admires and looks up to the super-
intendent as an expert but in actual practice often acts
as if he is afraid that this expert is going to put some—
thing over on him. He realizes from experience that most
of an expert's ideas involve change. There seems to be a
tendency to think that the experts may have ulterior motives,
and are trying to reorganize society without consulting the
majority. The superintendent's views may conflict with
the layman's own ideas based upon his experience.

The cause of education is not aided at all in the
public eye by the disagreements and inconsistencies of
educators. In fact, the layman's impulse is to reject all
contradictory recommendations until the educators can at
least agree among themselves. Communication is difficult
because reorganizing one's own outlook and patterns of be-
havior to allow for new ideas is painful, produces anxiety,
and takes time. The superintendent must not forget that
his words and symbols cannot be interpreted in the same way
by others unless they have had enough of the same background
to give the words the same meaning.

When a superintendent wants action on a new proposal,

it is part of his communication job to justify it to those

 

.

 

in,
~.

 

44
who have not been involved in its development but who will
have to act on it. They must be enabled to share, to some
extent, the experiences and processes of those who did
develop it. If they are not involved they are unlikely
either to understand it or to judge it intelligently.

Griffiths states:

An administrator must be able to communicate
with others in the field of education; but he
must also be able to communicate with lay people.
Since so much depends on "getting through“ to
the lay citizens of the community, it might al—
most be said that this is of prime importance.

It is not enough that we, as school adminis-
trators, follow the physical scientists in their
conquest of communication, that is, that we

invent our own language. We must solve our problem
by refinements in our present language, by
precision, and by mastering ourselves o that

our emotions do not ruin our meanings.

An identical message, delivered in the same way by
different communicators, can cause quite different effects
depending on the degree of prestige carried by each one.

If one communicator is attributed greater prestige status
by the communicatee another communicator with less pres-
tige may be regarded so lightly that communication does not

taike place, because the message is almost completely ignored.

1Daniel E. Griffiths, Human Relations in School Ad-
milgistration (New York: Appleton-Century-Crofts, Inc.,
1956), p. 77.

 

45
Hartley and Hartley tend to confirm this by stating:

1. It is obvious that the communicator can-
not predict accurately a communicant's re—
action without some knowledge of the frame-
work of mood and attitude within which the
communique will be received.

2. The image of the other makes a difference.

3. The communicator must know his audience and
his own limitations.l

Communication problems constantly confront all super-
intendents as they attempt to fulfill their duties as educa-
tional leaders in school-communities. This is why an under-
standing of the fundamental techniques necessary for ef-
fective communication can be of so much assistance to them.

A school superintendent seems to be a prime target for
agitators. Many attacks on the public school contain gross
misrepresentations of facts but are difficult to disprove.

A superintendent apparently does not seem to have much de-
fense against a charge at the time of occurrence. How-
ever, if there is an effective communication program anti-
educational outbursts and attacks are more likely to be
received correctly as criticisms of the citizens themselves

because of collective public ownership of the schools.

 

lHartley and Hartley, op. cit., p. 66.

46

Harold Hand has noted:
Unwarranted attacks on the schools can be

prevented only if and when the lay citizens of

the community feel themselves to be unfairly

attacked when an unwarranted attack is made on

the school. They will never feel this way un-

less they are convinced that the program of the

school is really their program, their psychological

property.1

The school superintendent is seldom in a position
where the individual or group, with which he is attempting
to communicate, has no choice other than to accept his mes-
sage. As a result the Superintendent has to rely more
often on elements of good will, persuasion, and tact in
order for successful communication to take place. A super-
intendent does not automatically gain great prestige, but
is assigned a status role by virtue of the community tra-
dition which may or may not carry prestige. After the
superintendent has learned and wisely used community mores,
leadership patterns, educational traditions, and the his-
tory of community support for public education it is pos—
sible for him to have an effective communication program

established because of his personal influence. The school

superintendent best communicates in the role of listener

 

1Harold C. Hand, "Improving Communication Between the
School and the Community," North Central Association
Quarterly, XXX (April, 1956), p. 369.

47

and gatherer of data, which is pertinent to education in
his particular community. Hovland and others state that
an individual's tendency to accept a conclusion advocated
by a given communicator will depend upon how well informed
and intelligent he believes the communicator to be.1

A superintendent may find that citizens will assume
a defensive attitude when conversing with him unless he is
particularly careful in his word choice. Many so-called
"professional terms" may be unfamiliar to citizens, as was
touched on earlier in this study. Also, the superinten-
dent's formal education may be much greater than many of
his fellow citizens in the school—community. He must be
very diplomatic about not appearing to demonstrate this
fact if he is to really be accepted.

In the following few paragraphs will be found some
suggestions for improved administrative communication.

Handling of communication that involves other people's

egos can be improved. The Golden Rule and tact are all too

often missing when tempers are high and reprimands are

 

lCarl Hovland, Irving L. Janis, and Harold H. Kelley,
Ckxnmunication and Persuasion (New Haven: Yale University
Press, 1953), p. 21.

handed out.

Culbertson has stated:

The proverbial roads to Rome and formal communi-

cation channels in schools and school districts

have a common characteristic; both converge upon

a focal point. In school systems that focal point

is the administrator. Unlike the Roman roads,

however, communication channels frequently contain

unanticipated and ill-defined barriers or road-

blocks which interfere with the accurate trans-

mission of in—going and/or outgoing messages.1

The flow of communication within a school organization
can be improved. The fear of reprimand may be a prime
deterrent to free communication about errors in many cases.
It seems reasonable to assume that self-appraisal of each
unit by its members might be provided for periodically as
this may tend to increase the flow of ideas for improvement.
It also seems reasonable to assume that the superintendent
should tend to play down status, whether his own or others,
in all preliminary discussions. Suggestions should be ac-
cepted in good faith, unless other evidence provides cau-
tion.

Transmission of communication can certainly be im-

proved. The administrator should transmit his message

 

lJack Culbertson, "Recognizing Roadblocks in Communi—
cation Channels," Administrators Notebook, Vol. VII, No. 7
(March 1959), p. l.

49
through as many different media at the same time as possible.
He increases the chances that at least one of them will re-
gister. These media should be chosen in groups that will
fit together, however. Words and pictures should be inte-
grated on the printed page; diction tempo, tone and words
in a speech: auditory, olfactory, tactile, visual appeals
in an exhibit. Perhaps one audience should be reached by
letter, another through the press, another by flash an-
nouncements on the screen of the local motion picture houses,
another on radio or TV. One should reduce the competition
of media carrying distracting messages by choosing a setting
where his audience can concentrate on his chosen medium and
message. A good superintendent shouldn't hesitate to ask
the experts for help in such unfamiliar media as TV, radio,
homemade motion pictures, and direct mail. They can do
wonders for one, and the results can justify the expense.
Communication, says one administrator we

know, is the art of telling people who don't

want to listen something they don't want to hear,

doing it in such a way that they will do something

they didn't want to do before—~and leaving them

Pleased with themselves and with you.

There in one statement, we see many of the in-
gredients of communication: telling, listening,
Persuading, feeling, directing, promoting action--

all aspects of an administrator's job and all of
first-line importance. Some even argue that communi-

50

cation is the whole job of the administrator.1

Communication is certainly one of the most important
aspects of administration. Much of the quality of ad-
ministrative ideas and decisions depends upon the flow of
information from others. Certainly, no one man can pos-
sibly possess all of the knowledge to manage a modern
organization. The transformation of decisions and ideas
into action depends largely upon the quality of communica-
tion.

Pernert states that informal reasons for failure of
communication programs as they apply to the public school
superintendent include:

1. Indifference to the importance of organizing
an effective program.

2. Failure to understand the principles of per-
ception as they apply to communicants.

3. The belief that by virtue of authority of of—
fice, orders will get the job done.

4. Failure to react to messages from the com—
municant as they arise by virtue of a

stimulus by the communicator.

5. Failure to gain prestige in the school—com-
munity.

Davies and Herrold, op. cit., p. l.

51

Framing the program so that personal gain is
the only goal.

Failure to use the informal (grapevine)
system when other more formal patterns fail.l

Pfau presents a review of several factors, which if

kept in mind by the administrator of a communication

program, can by their application increase the effective-

ness of the program:

1.

l .
Pernert, oo. c1t.,

Virtually all individuals in the school public
possess attitudes of various kinds on the sub-
ject of schools, and a school in particular.

Little is known as to the nature of specific
changes or effects.

Individuals tend to perceive materials in
terms of their attitudes toward the subject
of perception. The attitude includes a
readiness to perceive the issue in a par—
ticular form of reference, and the same in-
formation item may serve to reinforce en—
tirely divergent attitudes.

Individuals tend to presume in frames of
reference similar to the groups to which
they belong or identify themselves.

Threats to attitudes which are ego involved
tend to arouse resistance to this threat.
Attitudes change, information and logic do not
have the casual relationship often claimed

for them.

Attitudes may be changed by means of group

49-50.

_.l___—__ pp’

52

decision, when the individuals share in the

process of discovering information and

arriving at conclusions.

Citizen and Staff Involvement
A school superintendent should constantly attempt to

interest citizens in their schools. It has been said that
in normal times many citizens tend to be disinterested in
the school situation, but they are not slow to exert their
rights as owners of the schools when a crisis takes place.
In far too many cases the pattern that follows such a
crisis serves to create situations in which emotional
action predominates over logical action. As a result,
damage to the educational program takes place. It has
been discovered that citizen interest is generated by an
effective communication program. Harral states:

In no other enterprise of public or private
nature is interaction so close, or so frequent as
between the public school and community. This is
a relatively new phenomenon occasioned by America's
belief in education, increase in the school's
functions, and the fact that people need to remain

close to the institution which helps solve their
fundamental problems.2

 

lpfau, op. cit., pp. 110-111.

2Stewart Harral, Tested Public Public Relations for
Schools (Norman: University of Oklahoma Press, 1952),
p. 6.

53

If citizens are to assist in the creation of better
educational opportunities for children, both by giving
adequate support to public education, and by learning to
be better teachers of children in the home and in the com-
munity, they must have opportunities to be exposed to
factual information concerning the problems of social
change in our democracy and to act with others in their
solution. Campbell has stated:

How to induce change in people so that they

willingly discard medieval customs and beliefs

is the challenging goal of education today. It

is indeed a difficult and serious task for edu-

cational leaders. Unless steps are taken to

educate people so that they will manage public

affairs by intelligent discussion rather than

pressure-group techniques the priviledge of
democracy may defeat the ends of a free society.

1
Citizen participation must be more than just a frame-
work in which discussion occurs. However, the legal
structure upon which public education is based should not
be violated. Some responsibilities belong primarily to
the state and others to the local school board. Sugges-

tions given by lay citizens can be heard and sometimes

acted upon by the school board. However, responsibility

 

lClyde Campbell, Practical Applications of Democratic
Administration (New York: Harper and Brothers, 1952),
pp. 25-260

 

l‘!

54
and judgement for decision making is required of those
citizens who have been selected for that education func-
tion by being appointed or elected to office. John Dewey

has stated:

The keynote of democracy as a way of life
may be expressed as the necessity for the par-
ticipation of every mature human being in for-
mation of the values that regulate the living
of men together: which is necessary from the
standpoint of both the general social welfare
and the full development of human beings and
individuals.

Dewey has also touched upon the point that staff
member participation in parts of school administration is
an important phase of an effective communication program.
He notes:

One of the first steps to be taken practically
in effecting a closer connection of education with
actual social responsibilities is for teachers to
assert themselves more directly about educational
affairs and about the organization and conduct of
the schools - asserting themselves. I mean, both
in the internal conduct of the schools by intro—
ducing a greater amount of teacher responsibility
in administration, and outside in relation to the
public and community.

The school superintendent should strive to reach high

morale in personnel relationships. Benben has concluded

1John Dewey, Education Today (New York: G.P. Put-
nam's Sons, 1940), pp. 337-338.

 

-259.

03

Ibid, pp. 25

 

that:

55

Every normal individual desires recognition.
This desire can be seen in the gamut of the be-
havior of children and adults to gain attention.
The individual seeks groups in which he can find
appreciation and recognition. The wish for recog-
nition is a strong drive in the selection of a
career. Those who have selected teaching as their
life's work believe that it will give them status
and recognition in their social groups. It is in
this area of recognition that the administrator
must be most cautious. Too often, commendations for
work well done are given only to the administrator.
Accepting recognition for work done by others with-
out passing it on to the performers stains the
administrator with the sin of self-embellishment.
It is well to expect a good piece of work from staff
members; it is more important that the staff member
know that the administrator is aware of work well
done and that his expectancy has been met.

It has been reported by Arnold that effective communi-

cation in schools is positively related to the morale of

teachers.

2

Henry Harap has brought forth some conclusions from

a study of teacher morale:

Sharing in policy making enhances self-respect.
Most administrators are under the impression that
their teachers have a part in policy making, but the
majority of the teachers do not agree. Participation

 

1John S. Benben, "Keys to Effective Administration,"

School Executive LXXVIII, (May, 1959), p. 61.

2Dwight L. Arnold, "Morale as Influenced by Partici-

pation in Group Planning and Action," Educational Research
Bulletin XXXII, (November, 1953), p. 203.

56

in making school policy varied from place to place
depending on the philosophy of the head. Where the
teachers shared in decision making, the evidence
showed that they greatly appreciated this recog-
nition, i.e. they rated it frequently among the
strongest points of a school system.

On the other hand, where sharing in policy making
was neglected, it was resented by the teachers and
morale was adversely affected. In one instance the
discontent spread to city-wide proportions. The
teachers and principals expressed strong disapproval
of the dictatorial administrative procedures. When
organizations and informal groups of teachers made
suggestions for improvement, the superintendent ig-
nored them. The estimate of morale in this school
system was considerably below the average.

An effective two—way communication program which
stresses citizen participation is necessary. The school
superintendent must not fail to be concerned with that
phase of administration which makes organized citizen par-
ticipation possible. Campbell states:

In a community, whether we wish it or not,
everybody is a teacher, everybody is a learner,
everybody is growing in some direction intel-
lectually. It may be a negative way toward
delinquency, crime or a useless form of living,
or it may be growing positively toward the highest
intellectual atmosphere that one might imagine —
but moving in some direction in any case.

 

1Henry Harap, "Many Factors that Affect Teacher Morale."
Nation's Schools LXII, (June, 1959), p. 57.

57
To many people the ideal democracy is one

where small neighborhood groups are studying,

thinking, discussing and pooling their mental

resources. The aggregate of these small neigh-
borhood groups becomes a community and the

aggregate of states becomes the United States.

One of the most important reasons for the establish-
ment of effective communication programs by the superin—
tendent is the attempt to reach the goal of complete commu-
nity and school cooperation. The 37th yearbook of the
American Association of School Administrators states that:

Schools have no more urgent communications
job to do than to set up efficient means through
which the public can express itself on school
matters and the relation of these matters to
community welfare.2
By means of a two-way flow of communication the superin-
tendent can determine where people are in their thinking
about public education so that he may advise and assist

them. This communication also points the way to goals that

can create both a better education for children, and

a better community in which this education can take place.

 

lClyde m, Campbell (ed.), "The Editor's Corner,"
Educational Leadership in Michigan, I (March, 1959),
P. 4.

2American Association of School Administrators,
Efipcational Administration in a Changing Communipy
Ebirty-Seventh Yearbook (Washington, D.C: a department
of the National Education Association, 1959), p. 204.

58

Whenever two or more individuals discuss matters relating
to education, citizen participation in public education is
taking place. Most of this participation takes place on
the street, in the home, or at a group meeting which is
not basically dedicated to the task of furthering the cause
of education. Through the use of an effective communica-
tion program the superintendent should attempt to reach ob-
jectivity, if education is to advance and to assist this
nation in preserving fundamentals of democracy. We must
remember that, many times, citizens tend to discuss tax
money, the basketball team, and many other topics with-
out much real objectivity. The superintendent needs to
equip adult citizens with facts about public education so
that the citizen will be objective when a discussion of
public education occurs. It is apparent that the adult
citizen in any community is in an excellent position to
exert influence upon children and other adult citizens.

The home, church, recreation center, street corner,
and other gathering places are examples of settings which
produce experience that provide adults and children with
attitudes and behavior patterns that influence both them-

selves and others. Some of the teaching and learning that

59
take place as a result of experiences in these settings re-
inforce the action of the school; some directly contradict
the teaching to which the child is exposed to in the school;
and still other teaching will be directed at reinforcing
that of the school, but will fail in its purpose because of
a lack of proper perception of the school's task.

An ideal situation is approached if citizens, parents,
teachers, school boards, and superintendents all go down
the same road together in the same direction and toward the
same goal. Trump, in writing of the secondary school of
tomorrow, notes:

The position of the secondary school of the
future in its community will be on a sounder basis
than it is today. The school today creates commu-
nity understanding through the P.T.A., citizens'
advisory councils, newspaper-radio-television pub—
licity, and personal contacts of its students and
teachers. These means of communication will be
augmented by the fact that the future school's
program will take place in the community rather
than being limited to a somewhat isolated school
building.

Large numbers of adults will be used as part-
time instructors and teaching assistants. Com—
munity resources will be utilized more frequently
by students. Moreover, education will be a con-
tinuous process as graduation becomes less im-
portant because of adult education programs and
closer integration of secondary school and college

60

or employment.1

It would appear that the partnership idea is very im-
portant in public education. Professional school em-
ployees should help to form and carry out policies of the
board of education. By utilizing the experiential and
technical knowledge of the school administrator and faculty
member the "how" of the public education function can be
formed.

It is important that citizens assume responsibilities
that lead to decision making in the phase of school policy
that determines the "what" of the education function.
There should be participation which ranges from a local to
a national framework. It is important that the superin-
tendent utilizes his knowledge of communication techniques
to assist citizens to secure the benefits of all avail-
able resource materials, organizational patterns, and pro-
fessional personnel to attack problems in a manner which

produces sound results.

 

1J. Lloyd Trump, Director, Commission on the Experi—
mental Study of the Utilization of the Staff in the Secon-
dary School, Images of the Future, The National Associa-
tion of Secondary School Principals (Washington, D.C.:
a department of the National Education Association, 1959),
p. 35.

 

61

Cooperative endeavor does not always guarantee simple
answers to complex educational problems, but the citizens
usually develop a better appreciation of the complex task
of the public school. Miller states:

As more information about schools is dis-
seminated there is likely to be less public cer-
tainty that simple answers are to be found.

Schools will be seen not so much as training

centers imposing the pattern of American life on

a quantity of raw human material but rather

more an educational agency recognizing that

whereas the school is the formalized educational

agency the whole community educates the child

and the other community learners.

Citizens will assist teachers and other school em-
ployees at the time of a special school function, as mem-
bers of various school organizations or clubs, and pos-
sess information that will allow factual, intelligent
discussion of school problems to take place when co-
operative endeavor is effective. Participation in a com—
munity survey and membership on a board of education
sponsored citizens committee for educational purposes are

both considered to be outstanding ways in which citizens

may share in school activities.

 

lVan Miller, "A Look to the Future," The School
Executive, LXXV, (January, 1956), p. 119.

"

..J

. ..~
. «ii

‘1‘.

H‘-
v

62
t is important for a citizen to know that he is
making a contribution to the success of the education
function and that he is really sharing in the activity
that creates success. Dewey has written:

Making the individual a Sharer or partner in
the associated activity so that he feels its suc-
cess, its failure as his failure, is the completing
step. As soon as he is possessed by the emotional
attitude of the group, he will be alert to recog-
nize the special ends at which it aims and the
means employed to secure success.

Partnership between the professional and citizens in
the sdhool—community needs to be based upon more than the
day-to-day problems of education. It is important that

long range plans for the improvement of public education

he made.

Summary
In this chapter the writer has attempted to present
a picture of the communication process and general prin—
Ciples of communication in an education setting. Ad-
ministrative communication with citizens and staff are
also discussed.

It is not practical to divorce communication acts from

 

lEdman, op. cit., p. 105.

~

63
the broader field of educational leadership. In this
chapter there are a number of references made by in-
dividuals who are recognized for their competency in
the field of educational leadership and communication.
The statements reflect a viewpoint of the communication
process as it concerns the educational leader.

There are several composite statements which should
be of value to the public school superintendent in
planning a program of communication with citizens and
staff members. They follow:

1. Written communication techniques are
often "one-way" means of communication.

2. Face-to-Face relationships are more
effective means of communications.

3. The communicator, to be effective, needs
to understand the principles that make
this process effective.

4. Educators need to develOp skills and tech-
niques which will assist in building
favorable community attitudes toward
public education.

5. They should encourage public and staff
member participation in the formulation
of educational policy.

6. The community survey is an effective means
by which information can be gathered to
develop this skill.

64
7. Citizens committees are effective means
of developing community understanding and
support for public education through the
communication which takes place between
professional school employees and citizens.
Since public education has come to assume a very im—
portant position in a democratic American society, the need
for effective communication programs has increased with
the passing of time. One of the significantly important
functions which the superintendent of a public school per-

forms is the establishing of an effective communication

program with staff and citizens in a school-community.

CHAPTER IV

SUPERINTENDENTS' CONTACTS WITH CITIZENS AND STAFF MEMBERS

Introduction

The preceding chapter reported on the general prin-
ciples of communication in an education setting. In the
present chapter we will study the means by which superin-
tendents communicate with citizens and staff members. The
superintendents were also asked how often the contacts
occurred and the degree of importance which they attached
to the means of contact.

In the interviews the superintendents were also asked
to evaluate contacts made with citizens and school staff
employees. Primary and secondary contacts were both listed
and Classified as personal, written, and other means.
Distinctions were made between contacts with citizens and
staff members.

In this particular study superintendents were asked
how they attempted to sense the feelings of citizens in
their school—community. Their answers are recorded in

Table 4.

65

66

TABLE 4

HOW SUPERINTENDENTS ATTEMPT TO SENSE THE FEELINGS OF CITI-
ZENS IN THE SCHOOL-COMMUNITY

 

 

Knowledge From Number Knowledge From Number

 

Key Individuals Local Newspaper 6
Personal Knowledge Data From Community
School Board Members Survey 4

Any Individual
Citizens Committees
Students

National & Regional
Attitudes Toward Ed. 1
Politicians l

\J\I\IKOKO\O

 

It is interesting to note that all of these superintendents
ranked themselves highest along with key individuals of

the community and school board members. There is conflict
here with the thinking of some experts who believe that

the superintendent has much difficulty in sensing the at—
titudes of people in the school—community.

In this present study the results of the interviews
which were related to the superintendents' opinions re-
garding staff participation in making recommendations on
school board policy, curriculum study, and participation

in bond issue drives are shown in Table 5.

67

TABLE 5

SUPERINTENDENTS' OPINIONS REGARDING STAFF PARTICIPATION IN
MAKING RECOMMENDATIONS ON BOARD OF EDUCATION POLICY,
CURRICULUM STUDY, AND PARTICIPATION IN BOND ISSUE DRIVES

 

 

Degree of Desirability

 

 

 

Item Very No
Desirable Desirable Undesirable Opinion
No. % No. % No. % No. %
Board Policy 5 55.6 4 44.4
Curriculum Study 8 88.9 1 11.1
Bond Drives 4 44.4 2 22.2 2 22.2 1 11.1
Average No.
And % 5.67 63 2.3 25.9 .67 7.4 .33 3.7

 

The superintendents rated curriculum study by staff members
most often in the very desirable classification. They rated
participation in bond issue drives the least often in the
very desirable classification. The highest average of the
three participative acts was found in the very desirable
classification. 88.9 per cent of the opinions were classi-
fied as either very desirable or desirable.

The superintendents interviewed in this study were
asked to give their opinions about citizen participation

in phases of school administration. The phases were:

68
recommendations on school board policy, curriculum study,
and participation in bond issue drives. The results are

shown in Table 6.

TABLE 6

SUPERINTENDENTS' OPINIONS REGARDING CITIZEN PARTICIPATION
IN MAKING RECOMMENDATIONS ON BOARD OF EDUCATION POLICY,
CURRICULUM STUDY, AND PARTICIPATION IN BOND ISSUE DRIVES

 

 

Degree of Desirability

 

 

Item Very No
Desirable Desirable Undesirable Opinion
No. % No. % No. % No. %

 

Board Policy 1 11.1 4 44.4 4 44.4
Curriculum

Study 4 44.4 4 44.4 1 11.1
Bond Drives 6 66.7 2 22.2 1 11.1
Average No.

And % 2.3 25.9 3.3 37.0 3 33.3 .33 3.7

 

The superintendents rated citizen participation in bond is-
sue drives most often in the very desirable classification.
Curriculum study was not rated at all in the very desir-
able classification. The highest average of the three par-
ticipative acts lay in the desirable classification. 62.9
per cent of the opinions were classified as very desirable

or desirable. This contrasts with Table 5 in which 88.9

,’\

U

6
per cent of the opinions were classified as either very de—

sirable or desirable.

Contacts With Citizens
Personal contacts made with citizens by the superin-

tendents who were interviewed are listed in Table 7.

TABLE 7

SUPERINTENDENTS' PERSONAL CONTACTS WITH CITIZENS AND THEIR
RATED IMPORTANCE

 

 

 

4.) U)
C p
m 0
ii 3 53
cem o p m c
m c u o
E m L4 U
H 4.) O
H m H
h 0 E m
u m -a 4J
m E c o
> F4 D 8
Athletic Booster Meetings 4 4
Band Booster Meetings 1 2 l 4
Child-study Club Meetings 2 l 3
Incidental Contacts at School 5 4 9
Incidental Contacts at Non—
school Type Meetings 5 4 9
Incidental Contacts at Meet—
ings at School 5 4 9
Incidental Contacts Down-town 5 2 l 8
Home Visits 4 4
Telephone Calls 7 2 9
P.T.A. Meetings 6 3 9
Vocational Group Meetings 1 l 2

Total 45 23 2 7O

 

Ra“-

by.‘

.
".'.'

"n1 ‘
3....

7":
UV”

ZET‘.

70
64.3 per cent of the contacts used by the superintendents
in Table 7 were considered "very important". Only 2.9 per
cent were considered "unimportant".

Contacts made by telephone and by Parent Teacher
Association meetings were considered to be very important
by the largest number of superintendents. One superinten-
dent thought that meetings with the athletic boosters were
unimportant and one thought that incidental contacts down-
town were unimportant.

Table 8 shows the frequency with which the superin-

tendent made personal contacts with citizens.

.zr
.

"n

..A A.-.—.m—....- .—
“0F . ‘
.4'1', ' o
l

71

TABLE 8

FREQUENCY OF PERSONAL CONTACTS BY SUPERINTENDENTS WITH

 

 

 

CITIZENS
3:
Item H
> m
H h C
h H H 0
>1 r-{ G) H .H
% F4 g u m m
H M u H 5 m
a m z m c o
m m 0 S C U
Q 3 2 C! d 0
Athletic Booster Meetings 1 l 2
Band Booster Meetings 1 l 2
Child—study Club Meetings 1 l l
Incidental Contacts at School 2 2 5
Incidental Contacts at Non-
school Type Meetings 1 4 l 3
Incidental Contacts at Meet-
ings at School 2 l l 5
Incidental Contacts Down—town 2 2 4
Home Visits 1 3
Telephone Calls 4 2 3
P.T.A. Meetings 1 5 3
Vocational Group Meetings 1 l 2
Total ll l4 l2 1 l 33

 

The superintendents used the telephone most often in daily
contacts with citizens. They used incidental contacts at
non-school type meetings most often in weekly contacts with
citizens. P.T.A. meetings were most often used in monthly
contacts. In the occasional category incidental contacts

at school and incidental contacts at meetings at school

72
were used most often.
Table 9 lists the written contacts with citizens which

were made by the interviewed superintendents.

TABLE 9

WRITTEN CONTACTS WITH CITIZENS WHICH WERE MADE BY THE INTER—
VIEWED SUPERINTENDENTS

 

 

 

4..) U)
c p
m o
11 12’ 4‘3
Item 0 u m c
m c H o
E m H U
H p o
H Q; H
m O E m
u 04 -a u
o s c o
> H D B
Annual Reports 3 l 3 7
Current School News Released
Through School News Letter 6 l 7
Letters describing "trouble"
Educational Situations 4 4
Letters "directing" the receiver to
take some specific "action" 3 l 4
Letters of Condolence 4 2 l 7
Letters of Congratulation Concerning
Educational Achievement 4 2 2 8
Letters of Inquiry l 3 4
Newspaper Releases 6 2 l 9
Written Adult Education Announce—
ments 2 4 6
Written Curriculum Study Reports 3 4 7
Written Reports on Need for Addi-
tional Funds for Operation 5 3 8
Written Reports on Need for Passing
Bond Issues for Building 6 2 8
Written School Transportation Infor-
mation 3 l l 5
Written Testing Results Information 2 l 3

Total 52 26 9 87

 

. g“ v.» ¢u—~‘ _.- ‘
"7 . . ' ' n a ..
H
"Luv-s. . ‘~ .
, .

73
59.7 per cent of the written contacts with citizens that
were used by the superintendents were considered to be

very important. 10.3 per cent were considered unim-

portant.
Newspaper releases were the most frequently used of r
the written contacts. Following very closely behind news—

u
paper releases in frequency of use were: letters of con- !
gratulation concerning educational achievement, written é
reports on need for additional funds for operation, and
written reports on need for passing bond issues for build-
ing. Current school news released through school news
letters, newspaper releases, and written reports on need
for passing bond issues for building were the most impor-
tant means of written communication with citizens.

Table 10 lists the frequency of use of the various
written contacts with lay citizens. One superintendent
used newspaper releases on a daily basis. The superinten—
dents used newspaper releases most often in weekly contacts
with citizens. Current school news released through school
news letters was most often used in monthly contacts. In
the annual category annual reports were used most often.
The superintendents used written reports on need for passing
bond issues for building most often in occasional contacts

with citizens.

74

TABLE 10

FREQUENCY OF WRITTEN CONTACTS BY SUPERINTENDENTS WITH
CITIZENS

 

 

 

 

>1
r—i
v—l
Item m m
r—! >1 C
m H r4 0
>, a w .4 .a
> hi L p m m
H x u H S m
-a m c m c U
m o o 5 c U
Q 3 E C1 4 0
Annual Reports 7

Current School News Released
Through School News Letter 4 3
Letters Describing "trouble"
Educational Situations
Letters "directing" the receiver

a

to Take Some Specific "action" 1 3
Letters of Condolence 7
Letters of Congratulation Con-
cerning Educational Achievement l 7
Letters of Inquiry 4
Newspaper Releases 1 4 l 3
Written Adult Education Announce—

ments 1 5
Written Curriculum Study Reports 1 6
Written Reports on Need for Addi-

Itional Funds for Operation 1 7
Written Reports on Need for Pas-

sing Bond Issues for Building 8
Written School Transportation

Information 2 3
Written Testing Results Infor—

mation 3
Total 1 4 5 2 12 63

 

75

Other means of contacts with citizens made by the
superintendents who were interviewed are listed in Table ll.
37.5 per cent of the contacts used by the superintendents
in Table 11 were considered "very important". Only 4.2
per cent were considered "unimportant". Open-houses for
dedicatory purposes, radio news releases, and television
news releases were considered to be very important by the
largest number of superintendents. One superintendent
thought that open-houses for dedicatory purposes were un-

important.

TABLE ll

SUPERINTENDENTS' OTHER MEANS OF CONTACT WITH CITIZENS AND
THEIR RATED IMPORTANCE

 

 

Item

 

0) Very Important
4> Important
be Unimportant

Open—houses for Dedicatory Purposes

Parades to Sell a Bond Issue

Radio Appearances by Citizens

Radio Appearances by School Personnel

Radio News Releases 3

Television Appearances by Citizens

Television Appearances by School
Personnel

Television News Releases 2 3 5

i—J
+40xn>eao<b Total Contacts

hawtara

H
H

Total 9 14 l 24

 

u..- ‘
‘ .‘o ‘

.,,

,_1

_r
a I .

 

‘17 __.._._.l
. 3' ..

76
Open-houses for dedicatory purposes, radio news releases,
and television news releases lead the list of other means
of contacts with citizens.
Table 12 lists the frequency of use of the various

other means of contacts with citizens.

' "i .;.;::3!
.

TABLE 12

 

FREQUENCY OF OTHER MEANS OF CONTACTS BY SUPERINTENDENTS ‘_
WITH CITIZENS ii

 

 

 

>1

,4

>. B

Item H N C

m H r4 0

h H w r4 -a

>1 r4 .8 # m m

r4 x +J H 5 m

-H a) c m c U

m o o 5 c 0

Q 3 2 O’ ‘2 O

Open-houses For Dedicatory Purposes l 7

Parades to Sell a Bond Issue

Radio Appearances by Citizens 1

Radio Appearances by School Personnel 2

Radio News Releases 1 5

Television Appearances by Citizens 1
Television Appearances by School

Personnel 1

Television News Releases 5

Total 1 l 22

 

In Table 12 occasional use predominates. In one school dis-
trict the superintendent stated that representatives from

all news media are welcomed at any time to his office, where

77
there is a perpetual cup of coffee! In this particular
system news conferences are also held and representatives
are invited in for lunch. In this one particular system all
of the other means of contacts were used with the excep-
tion of parades to sell a bond issue.

Table 13 lists those contacts with citizens which were
considered either very important or unimportant. The
figures listed are percentages which were obtained by divid-
ing the number of contacts considered either very important
or unimportant by the total number of contacts which were

made in each classification.

TABLE 13

PERCENTAGES OF LISTED TYPES OF CONTACTS WITH CITIZENS
CONSIDERED EITHER VERY IMPORTANT OR UNIMPORTANT BY THE
SUPERINTENDENTS INTERVIEWED

 

 

Means of Contact

 

Item
Personal Written Other Means

 

Very Important 64.3 59.7 37.5

Unimportant 2.9 10.3 4.2

 

-‘N ’.‘ wrkfi”
. _ u

2;.- “In

lrvur'.

”rm-r. ,

U
V

Contacts With Staff Members
Personal contacts made with staff members by the super-

intendents who were interviewed are listed in Table 14.

TABLE 14

SUPERINTENDENTS' PERSONAL CONTACTS WITH STAFF MEMBERS AND
THEIR RATED IMPORTANCE

 

 

 

# m

a u

m 0

ii ‘5 ‘°

Item 0 u m E

94 C. 4J O

E m H U

H p o

H m H

m 0 E m

H m H 4.»

m g c o

> H D 9

Athletic Booster Meetings 2 1 3

Band Booster Meetings 1 2 1 4

Child—study Club Meetings 1 l l 3

Incidental Contacts at School 5 3 1 9
Incidental Contacts at Non—

school Type Meetings 3 4 l 8
Incidental Contacts at Meet—

ings at School 4 4 1 9

Incidental Contacts Down-town 2 5 7

Home Visits 1 l 2

Telephone Calls 3 6 9

P.T.A. Meetings 2 5 2 9

Vocational Group Meetings 3 3

Staff Meetings 7 2 9

Total 31 36 8 75

 

41.3 per cent of the contacts used by the superintendents

were considered to be very important while 10.7 per cent

um
-.

g .——l- -—_-_Ar‘-
1”:
I a
'1 -.
‘4
In

79
were considered unimportant. The most widely used of the
personal contacts were incidental contacts at school, in-
cidental contacts at meetings at school, telephone calls,
P.T.ZX. meetings, and staff meetings. Two superintendents
thorught that P.T.A. meetings were unimportant.

Staff meetings were also ranked highest in the very
inqxartant category by the superintendents. Incidental
contxacts at school and incidental contacts at meetings at
schcxol were next in the very important category.

Table 15 lists the frequency of use of the various

pertnonal contacts between the superintendent and staff

members.

80

TABLE 15

FREQUENCY OF PERSONAL CONTACTS BY SUPERINTENDENTS WITH STAFF

 

 

 

MEMBERS
>~u
H
H
Item 3‘ >, S
>. n H o
m «H m H -H
>1 H .C: +1 as m
H ,5: JJ 34 :5 m
H 0) C m C. U
m m o 5 e o
D L?- S 0 <2 0
Athletic Booster Meetings 1 2
Band Booster Meetings 1 1 2
Child-study Club Meetings 2 1
Incidental Contacts at School 5 4
Incidental Contacts at Non—
school Type Meetings 1 7
Incidental Contacts at Meet-
ings at School 2 l 6
Incidental Contacts Down-town 2 5
Home Visits 2
Telephone Calls 1 1 7
P.T.A. Meetings 5 4
Vocational Group Meetings 1 l 1
Staff Meetings 1 1 3 2 3

Total 9 6 14 3 l 43

 

81

Written Contacts with staff members which were used
by the superintendents interviewed are listed in Table 16.
39.8 per cent of the written contacts with staff members
used by the superintendents were considered to be very im-
portant. 9.6 per cent were considered unimportant.

Current school news released through school news-
letters, letters of condolence, written curriculum study
reports, and written reports on need for additional funds
for operation were the most frequently used of the written

contacts.

- w i_'—'; u»?
4

l”?

82

TABLE 16

SUPERINTENDENTS' WRITTEN CONTACTS WITH STAFF MEMBERS AND
THEIR RATED IMPORTANCE

 

 

 

4.) U)
S p
_ :3 u 5;
Item A c p
o p m C
Q C H O
E m H U
H u o
H 0—: H
h 0 E m
H 04 H +1
w E C O
> H D B
Annual Reports 1 3 2 6
Current School News Released
Through School News Letter 5 2 l 8
Letters describing "trouble"
Educational Situations 3 2 5
Letters "directing" the receiver to
take some specific "action" 1 3 4
Letters of Condolence 5 2 l 8
Letters of Congratulation Concerning
Educational Achievement 3 2 2 7
Letters of Inquiry l 4 5
Newspaper Releases 2 4 6
Written Adult Education Announce-
ments 2 2
Written Curriculum Study Reports 5 3 8
Written Reports on Need for Addi-
tional Funds for Operation 1 7 8
Written Reports on Need for Passing
Bond Issues for Building 1 6 7
Written School Transportation Infor- "
mation 1 2 3
Written Testing Results Information 4 2 6

Total 33 42 8 83

 

83

Table 17 lists the frequency of use of the written con-
tacts with staff members. One superintendent used letters
of inquiry on a daily basis and one used newspaper releases
on a daily basis. Newspaper releases were also most often
used in weekly contacts with staff members. Current school
news released through school newsletters was most often
used in monthly contacts. In two cases the superintendents
used written testing results information in quarterly con-
tacts. In the annual category annual reports were used
most often. The superintendents used letters of condolence
and written reports on need for additional funds for opera-

tion most often in occasional contacts with staff members.

TABLE 17

FREQUENCY OF WRITTEN CONTACTS BY SUPERINTENDENTS WITH STAFF

MEMBERS

 

 

 

%
:1
Item > m
H W C
m u r4 0
>1 ,4 m r4 -H
>, H .2 p m m
H x -U H 5 m
-a m c m c o
m m o s a o
Q B, 2 0! vi 0
Annual Reports 6
Current School News Released
Through School News Letter 2 4 2
Letters Describing “trouble”
Educational Situations 1 1 3
Letters "directing" the receiver to
Take Some Specific "action" 1 1 2
Letters of Condolence 8
Letters of Congratulation Concerning
Educational Achievement 7
Letters of Inquiry 1 4
Newspaper Releases 1 3 2
Written Adult Education Announce-
ments 1 1
Written Curriculum Study Reports 1 7
Written Reports on Need for Addi-
tional Funds for Operation 8
Written Reports on Need for Passing
Bond Issues for Building 7
Written School Transportation Infor—
mation 3
Written Testing Results Information 2 2 2
Total 2 7 4 4 13 53

 

85
Table 18 lists other means of contacts with staff mem-
bers. 32 per cent of the contacts used by the superinten-
dents in Table 18 were considered very important. 12 per
cent were considered unimportant. Radio news releases and
television news releases were considered to be very im-

portant by the largest number of superintendents.

TABLE 18

SUPERINTENDENTS' OTHER MEANS OF CONTACT WITH STAFF MEMBERS
AND THEIR RATED IMPORTANCE

 

 

 

4J U)
C H
m o
u u m
’6 4.) f3 *3
Item 04 c u o
E m H U

H p o
H Q4 H
m 0 E m
H 04 H +J
m e c o
> H D B
Open-houses for Dedicatory Purposes 1 l 8
Parades to Sell a Bond Issue 1
Radio Appearances by Citizens 1 1
Radio Appearances by School Personnel 1 3
Radio News Releases 3 l l 5
Television Appearances by Citizens l 1

Television Appearances by School

Personnel 2 2
Television News Releases 2 1 l 4

Total 8 14 3 25

 

86
Table 19 lists the frequency of use of the various
other means of contacts with staff members. Occasional
use predominates in Table 19. Open-houses for dedicatory
purposes appear to be a rather popular other means of con-
tact by superintendents with staff members. Radio news

releases are next in general use.

TABLE 19

FREQUENCY OF OTHER MEANS OF CONTACT BY SUPERINTENDENTS WITH
STAFF MEMBERS

 

 

 

>1

H

F1

>1 H H O

>a .4 m a -a

m F4 S u m m

H .x -u H s m

13' 8 8 ‘3 S 8

Q 3 2 Qt a O

Open-houses for Dedicatory Purposes 2 6

Parades to Sell a Bond Issue 1

Radio Appearances by Citizens 1
Radio Appearances by School Person-

nel 3

Radio News Releases 5

Television Appearances by Citizens 1

Television Appearances by School
Personnel 1
Television News Releases 4

Total 2 24

 

87
Table 20 lists those contacts with staff members which
were considered either very important or unimportant. The
listed figures are percentages which were obtained by
dividing the number of contacts considered either very im-
portant or unimportant by the total number of contacts

which were made in each of the classifications.

TABLE 20

PERCENTAGES OF CONTACTS WITH STAFF MEMBERS CONSIDERED
EITHER VERY IMPORTANT OR UNIMPORTANT BY THE SUPERIN—
TENDENTS INTERVIEWE

 

 

Means of Contact

 

 

Item
Personal Written Other Means
Very Important 41.3 39.8 32
Unimportant 10.7 9.6 12

 

The superintendents attributed the highest percentage of
contacts in the very important classification to personal
contacts. They attributed the lowest percentage of the

unimportant classifications to written contacts.

(‘0

CU

Table 21 compares the frequency of use and the desig-
nations of very important and unimportant for personal,

written, and other means of contact between the superin-

tendents and both citizens and staff members.

TABLE 21

CITIZEN AND STAFF MEMBER CONTACTS WITH THE SUPERINTENDENTS

 

 

Number of
Different Types Percentage Percentage
Group of Contacts Very Important Unimportant

 

Personal Contacts

 

 

 

 

 

Citizens 70 64.3 2.9

Staff Members 75 41.3 10.7
Written Contacts

Citizens 87 59.7 10.3

Staff Members 83 39.8 9.6
Other Means of Contact

Citizens 24 37.5 4.2

Staff Members 25 32.0 12.0

 

Personal contacts exceeded the other two means of contact
\Mith citizens in the very important category. Personal
contacts with staff members also exceeded the other two

Ineans of contacts with members in the very important

89
category. In the unimportant category the lowest percentage
of contacts were personal contacts with citizens.

There were some miscellaneous contacts, not otherwise
noted, mentioned by some of the superintendents. One super-
intendent was in the habit of going out and setting up
meetings. He also did not wait for invitations to any
meeting. One superintendent held news conferences. Another
one made special note of contacts at his (Presbyterian)
church, along with getting involved in bingo games in a

parochial (Catholic) school in his district.

Summary

In this chapter the means by which superintendents
communicate with citizens and staff members have been
studied. The three means of contact between superinten-
dents and both citizens and staff members were personal,
written, and other means. The superintendents were also
asked how often the contacts occurred and the degree of
importance which they attached to the means of contact.

Contacts made by telephone and by Parent Teacher
Association meetings were considered to be very important
by the largest number of superintendents in the personal
contact category with citizens. In this category telephone

use occurred most often. Newspaper releases were the most

9O
frequently used of the written contacts. Current school
news released through school newsletters, newspaper re—
leases, and written reports on need for passing bond is-
sues for building were considered to be very important by
the largest number of superintendents in the written con—
tact category with citizens. Open-houses for dedicatory
purposes and radio news releases were considered to be
very important by the largest number of superintendents
in the other means contact category with citizens. Oc-
casional use predominated in the frequency of other means
contacts with citizens.

Staff meetings were considered to be very important
by the largest number of superintendents in the personal
contact category with staff members. In this category
incidental contacts occurred most often. Current school
news released through school newsletters, letters of con-
dolence, and written curriculum study were considered to
be very important by the largest number of superintendents
in the written contact category with staff members. News-
paper releases occurred most often. Radio news releases
and television news releases were considered to be very

important by the largest number of superintendents in the

91
other means category with staff members. Occasional use
predominated in the frequency of other means contacts with

staff members.

CHAPTER V

COMMUNITY SURVEYS

An effort is made here to utilize one major phase of
communication processes. An attempt is made here to pene-
trate rather deeply into community surveys as they tend to
put many of the common communication concepts into play.

It is thought that community surveys can function as de-
vices to aid in the improvement of communication processes.

Through community surveys information can be gained
which can either directly or indirectly affect the public
education function. This information is important, since
it can be used by the superintendent in making his com-
munication program with citizens and staff employees more
effective. Community surveys are designed to gather infor-
mation about communities. The information may be of a
factual nature, or it may be in the form of opinions of
residents of the community or opinions of non—residents
whose children go to school in the community.

The superintendent may use community surveys to im—

prove his communication program by obtaining information

 

 

1..

\.

{ arr—urn

93

concerning possible social tensions, community customs,
population characteristics, and traditions. The result
may be a well tailored program for an individual school—
community. It is possible to conduct a community survey
in an informal, unstructured manner to determine general
or specific and factual or unconfirmed information. A
survey may also be structured formally to obtain the de-
sired information. Constant attention should be given to
the changing sociological structure of the school-community
by the superintendent. Communities do not tend to remain
static.

Purposes of a community survey, how it is conducted,
and the roles of persons involved will be discussed in
this chapter. The interviewed superintendents were asked
about community surveys for educational purposes which they
either had completed recently or were planning to use in
the near future in their respective school-communities.
Interpretation and tabulation of the results appear in this
chapter.

Responsibility for the conduct of a community survey
for educational purposes is usually delegated to the super-
intendent, although the legal authority actually rests with

the board of education. The information desired, use to be

94
made of the survey, and the size of the community all help
to vary the manner in which the survey is conducted.

The organized, formally structured community survey
may begin with the selection of a committee by the school
board. The membership, in this case, usually includes the
superintendent, other administrators, staff members, and
citizens. It is possible for students to be involved also.
Experts in this field from outside the school-community
may become active members of the committee or serve as
consultants to the committee. It should be emphasized that
there are a number of ways to select members.

It is possible that each member might be assigned
specific duties to perform. Depending upon the purposes
for conducting the survey, different sources of informa-
tion can be used. If a complete community survey is to be
conducted, information may be obtained from county and
state records, local newspaper files, telephone directories,
national statistical and census reports, school records,
information obtained from answers to questionnaires sent
to groups or individuals in the school-community, written
policies of the school board, and personal interviews with

citizens or school officials.

Ii“ .‘Jm? F j

95
Another possibility in conducting a community survey
would be to have a college or university obtain infor-
mation which is desired by the superintendent. In this
method there may be little or no communication by the
superintendent with citizens or staff but it is quite F‘
possible that information may be received which will enable

the superintendent to formulate a more effective plan for

- ' ‘niflm ‘r. ’ l1: ‘-

communication.

‘w‘H-i A
1.. .-

The superintendents, in this study, were asked who
conducted the survey and the method used. The questions
were also phrased to fit future surveys to be made. Tabu-

lation of the results is found in Tables 22 and 23.

TABLE 22

PERSONNEL INVOLVED IN CONDUCTING A COMMUNITY SURVEY FOR
EDUCATIONAL PURPOSES AS STATED BY THE INTERVIEWED SUPER-

 

 

 

INTENDENTS
Personnel Completed Future Total
Lay Citizens 2 1 3
Research Experts 2 2 4
School Staff 2 l 3
Superintendent 3 l 4
Assistants l l 2
Research Office 1 l 2
Board Members 1 l

 

TABLE 23

METHODS OF CONDUCTING A COMMUNITY SURVEY FOR EDUCATIONAL PUR-
POSES AS STATED BY THE SUPERINTENDENTS INTERVIEWED

 

 

Means Utilized Completed Future Total H

 

-—-uln -

Community Interviews
Examination of School Records
Examination of Other Records
Incidental Method
Specialist-lay citizen type

I mix“

is}- (JO 45' DO
I“ U) 00 U) U)
H \J O\ \3 ON

‘r-‘I'U. a 2

 

Superintendents and research experts were involved
more than any other groups in conducting community surveys
for educational purposes. The school staff and lay citi-
zens were the next most involved groups.

Examination of school records and the incidental method
were the most frequently used techniques in conducting com-
munity surveys for educational purposes. The next most fre-
quently used techniques were community interviews and exam—
ination of other records.

The superintendents interviewed were asked to indicate
whether community surveys which they had conducted recently
or expected to conduct in the near future, included any
purposes presented to them in the interview. They were also
asked to add any other purposes that were specific to their

surveys. The results are shown in Table 24.

97

TABLE 24

PURPOSES OF COMMUNITY SURVEYS AS STATED BY THE SUPERINTEL—
DENTS WHO WERE INTERVIEWED

 

 

Item Completed Future Totals

 

Assist Annexation to

School District 2 1 3
Assist School District

Reorganization 2 l 3
Create Interest in a

Specific School Issue 4 3 7
Get Publicity for the

School 3 2 5
Help Improve School

Curriculum 3 3 6
Help Sell Building Program 4 2 6
Determine Communication

Channels 2 l 3
Determine Community Customs l l 2
Determine Community

Traditions l l 2
Determine Expected Results

of a Bond Issue 2 1 3

Determine Expected Results
of Vote for Additional

Operating Funds 2 l 3
Determine if, and What

Social Tensions Exist 3 3 6
Determine Population Char-

acteristics 3 3 6
Determine School-Community

Leaders 2 3 5
Determine History of Commu-

nity Efforts for Education 2 2 4
Determine Nature of Organized

Groups in School-Community 2 3 5
Determine Future Financial

Needs 1 1

Draw Units of Government
Together 1

1.4

 

98
The main purpose of community surveys as stated by the
superintendents who were interviewed was to create interest
in a specific school issue. The next most important pur-
poses included helping to improve the school curriculum,
helping to sell a building program, determining if, and
What social tensions exist, and determining population
characteristics. One superintendent added "Determine
future financial needs" and “Draw units of government
together" to the list.

Some of the items are related more directly to a pro-
gram of communication than others, but all aid the superin-
tendent in utilizing those opinions, attitudes, and facts
in a school-community that, as has been previously stated
in an earlier chapter, are so important to an effective
communication program. One aim of a community survey for
educational purposes is certainly to better equip the super—
intendent with factual knowledge about the community in
which he is employed so that his communication program may
become more effective. The point has been stressed that
concerning the educational leadership of a superintendent
he must:

know the community and know it intimately -

99

know its traditions, beliefs, resources, and
limitations.

One of the important reasons for conducting a com-
munity survey is to determine means by which community
leaders may be identified. Usually there is a small
number of persons in the school-community, identified as
opinion leaders, who can influence thinking of many per-
sons in the community. Superintendents should identify
these people and attempt to make them active supporters
of the school system.

One group, or type of influential individuals are
those who are given a position of leadership by the citi-
zens because of their long residence in the community,
along with prestige positions and family backgrounds.
Leaders such as these can make valuable contributions to
knowledge about established attitudes, community traditions,
history of local efforts to support public education, and
identification of other leaders. In a changing and grow—
ing community these leaders may be in conflict with recent

residents who aspire to community leadership.

 

1American Association of School Administrators, Com-
munity Leadership (Washington, D.C.: a department of the
National Education Association, 1950), p. 6.

100
A second group involves those individuals who are con—
cerned with state and regional affairs, and who depend upon
the professional aspects of their positions for leadership
traits. The contributions which they make may be in more

of a general nature such as pointing out to other citizens

n"
r

the broad educational trends which need explanation. It

is very important to properly identify these two types of

". A 3.: ':" “age. -21! : z.-

leaders if one wants to establish and maintain an effective

‘r.’.t"_ ‘

communication program. The first type or group has been
identified as "locals" and the second as "cosmopolitans".l

In this study, it appears that superintendents do not
consider the community survey important enough in rela—
tion to communication to plan to use it more extensively
in the future for the development of any phase of the
school program.

Properly conducted, well planned community surveys
reach groups of citizens who may not be contacted other-
wise. They also divulge information about prevailing pat—

terns of customs and community traditions, point out chan-

nels through which public opinion is formed, identify

 

1W. W. Charters, Jr., "Person to Person Influence,"
Nations Schools, LXXV (November, 1955), p. 49.

 

101
friends and enemies of education in the school-community,
couple educational and racial background of the popula-
tion, and indicate reasons for unfriendly attitudes toward
the public school.

Information concerning phases of community life such
as community beliefs, community aspirations, community
economy, traditions, population characteristics, decision
making and leadership structure, physical setting, growth
of population, relationship of groups, and formal groupings
is important to the superintendent and can be determined
by means of a community survey.

Many times community surveys require the participation
of numbers of citizens. These citizens tend to become
stronger supporters of the school because they have become
more familiar with the educational problem confronted by
the study. Ayars has stated:

A community survey with teachers, pupils, and
community representatives making judgments concerning
progress made and goals yet to be achieved is not

only good evaluative procedure but gives a basis for
continued group and individual evaluation.

 

lAlbert L. Ayars, Administering the Pegples Schools
(New York: McGraw-Hill Book Co., Inc., 1957), p. 315.

102

In this particular study four of the nine superin-
tendents interviewed indicated that no community survey
for educational purposes had been conducted in the im-
mediate past or would be conducted in the immediate future.
Some responses from those superintendents were: "It is
not good to arouse the citizens of the community by using
such a device"; "I have seen no need for one"; "It
hasn't been done because of a lack of training"; "Re-

sults would not warrant the time or expense involved".

Summary

In this chapter the study of community surveys as a
phase of communication processes has been made. An at-
tempt was made to study the function of community surveys
as devices to aid in the improvement of communication pro—
cesses. The community survey was discussed as a communi-
cation technique.

Superintendents and research experts were involved
more than any other groups in conducting community sur-
veys for educational purposes. The school staff and lay
citizens were the next most involved groups.

Examination of school records and the incidental

method were the most frequently used techniques in

103
conducting community surveys for educational purposes.
The next most frequently used techniques were community
interviews and examination of other records.
The main purpose of community surveys as stated by
the superintendents who were interviewed was to create
interest in a specific school issue. Eighteen purposes

were mentioned by one or more superintendents.

CHAPTER VI
CITI ZENS COMMITTEES

Introduction

It seems reasonable to assume that citizens committees
are devices that can potentially aid in the improvement of
the superintendent's communication program. An attempt is
made here to study and utilize citizens committees as they
tend to put many of the common communication concepts into
play.

Donald Myers has stated:

Citizens participation in education has become
an accepted practice that is encouraged by educa—
tors and laymen. During the last decade the lay-
man has become more active in school affairs through
the formulation of citizens committees or citizens
advisory committees. There presently exists a wide
range of opinion regarding the role of citizens
committees in American education.1
The ultimate decisions about public education are

made in the United States by the citizenry. Sometimes

these decisions are made very thoughtfully with the public

1Donald A. Myers, "Citizens Advisory Committees and
Educational Policy Development" (Unpublished Ph.D. disser-
tation, University of Chicago, 1962), p. l.

104

105

interest in mind; often they are made ill-advisedly and
without regard to long-range plans. Many citizens, because
of a lack of understanding, are apathetic about public
education or seem to be apathetic because channels for
their intelligent participation in educational policy de—
cisions have not been provided. It is certainly apparent
that conflicts among citizens and between lay citizens and
professional educators keep the public schools from serving
the public as well as they might. Education is too impor—
tant to the public to risk longer the perils of inadequate
or inept citizen action. Citizens committees have been in
existence for many years.

Citizens committees have existed in the United

States for sixty years. Many types have been tried

with varying results.

The superintendent has an excellent means by which he
can improve phases of his communication program if citizens
committees are organized in a school-community in the
interest of bettering public education. Face-to-face con-

tacts, stressed earlier in this study, with citizens

 

lIllinois Citizens Education Council, A Research and
Development Project in Citizen Participation in Policy
Making for Public Education in Illinois (Urbana, November,
1963), p. 2.

106
resulting when a citizens committee is formed are of par—
ticular value to the superintendent. When carefully
planned and well organized, citizens committees more than
justify the additional necessary effort of the superinten-
dent to make them functional. Jones notes:

The people of the community can become aware of
their responsibilities for providing better education-
al opportunities for the youth of the community. In
cases where citizens' advisory groups have been active,
the tendency has been to expand school services
rather than reduce them. The school is not the
only social institution concerned with children
and youth; consequently, public participation in
the school program provides an opportunity for
several groups to plan together.

We must not forget that the role of the educator is
the highest of all callings in a society operating on
democratic principles. This is the role of leadership and
the citizenry can not be excluded.

In the first place, citizen control is seldom
avoided, or even made less effective, by excluding
the citizenry from groups where school problems
are under consideration or by withholding infor—
mation about school problems. Such practices may
delay effective citizen control and will certain—
ly result in less intelligent, less sympathetic
exercise of this control. A good operational rule,

 

1James J. Jones, "The Superintendent Must Lead in Cur-
riculum Development," Educational Administration and Super-
vision, XLV (March, 1959), p. 94.

107

then, is an open door policy in which school affairs
are public affairs.

It is not the purpose of this study to investigate
the organizational structure of citizens committees, but
purposes of the committees are listed.

The origination of citizens committees and the methods
of selecting members are described in this chapter.

The interviewed superintendents in this study were
questioned about various phases of citizen committee acti-
vity in their school-community and the answers were tabu-

lated.

Origination and Purposes
The National Citizens Commission has stated its policy

as follows:

The entire success or failure of a citizens
committee is decided when the members are chosen.
If they really represent the whole community...
it is very difficult for a citizens committee to
do wrong. If they don't, it's almost impossible
for the group to do right.

The most opportune time for the establishment of a

citizens committee is at a time when there is no pressing

 

1Ben M. Harris, Supervisory Behavior in Education.
(Englewood Cliffs, Prentice-Hall, Inc., 1963), p. 275.

2Wilmer J. Menge and Roland C. Faunce, Working Together
for Better Schools (New York: American Book Company, 1953),
p. 125.

 

108
problem in the school-community which may tend to split it.
This should not be interpreted to mean that this is the
only time that such committees should be formed, as it is
‘often necessary to form them in times of stress. When no
serious problem faces the school the superintendent can
communicate to citizens the need for long range planning
evolving from present practices and procedures.

There are several ways in which citizens committees
for public education may be evolved. writers in this field
consider appointment by the board of education, and then
responsibility to it, as desirable.

All council (citizens committees) members should
recognize the limitations of their functions and
authority. The council should be advisory only, and
the board's responsibility for making final decisions
should be clearly enunciated.

There is one major difference between citizens com—
mittees and faculty or other types of professional groups
which deserves comment. It is a fallacy to feel that the
superintendent can simply call a group of intelligent citi-
zens together, and have them solve all educational problems.
Under this assumption, some superintendents and school boards

lGordon McCloskey, Education and Public Understanding
(New York: Harper and Brothers, Publishers, 1959), p. 380.

109

have presented citizen groups with a problem and expected
a quick solution. Because of their lack of understanding
of educational problems, these groups are unable to work
without much study and guidance. Superintendents who have
been able to work successfully with citizens committees
have provided both consultants and information so that citi-
zens had the facts on which to work. It is a very serious
error to work with citizens committees without thoroughly
briefing them on the nature of the problem and the relevant
research and other data that are available. Citizens com-
mittees are not miracle committees. They are simply com-
posed of intelligent lay people, who, once they acquire an
appropriate background, can make decisions that are wise.

In this study the superintendents were asked whether
citizens committees had existed during their tenure of
office in the school-community as superintendent, and their
present and future status. The results are shown in Table

25.

110

TABLE 25

STATUS OF CITIZENS COMMITTEES AS REPORTED BY THE INTER-
VIEWED SUPERINTENDENTS

 

 

 

Item Number Item Number
Have Had in the Past 8 Will Have in the Future 5
Do Have 1 Don't Plan to Have 1

The superintendents were also asked to whom the citi-
zens committees were responsible. Eight of the nine super-
intendents who said they had experience with such com-
mittees stated that the committees were responsible to the
board of education.

There are several different ways by which a school
board may select the members of a citizens committee. One
basic fundamental to always keep in mind is that a citizens
committee should be representative of the whole community
and should be made up of persons from all segments of the
community. The members of citizens committees should be
carefully selected from among those members of the commu—
nity who are of high general ability and who are genuinely
interested in the welfare of the community.

Sumption has stated:

Persons selected for membership on the committee

111

should be intelligent, competent, and civic-minded.
They should be interested in the welfare of their
community to the extent that they are willing to
give time and effort to the study of a vital com-
munity problem. Selections should be made in terms
of what people can and will do rather than what
organizations they represent. If a person is
intelligent, competent, and is willing to give his
time, it is immaterial whether he belongs to ten
organizations or none.

The committee must always represent the total
educational community, never a segment of it. The
committee should be as truly representative of the
community as possible. Its membership should be
drawn from the different geographic areas, cultural
and economic levels, religious denominations, racial
backgrounds, and vocational pursuits of the com-
munity. It should be a real cross-section of the
community. An equal division between men and women
has been found to work out quite satisfactorily. In
no case should the committee be composed either en—
tirely of men or entirely of women. Care should be
taken to see that both parents and nonparents are
represented, and to include property owners as well
as renters.l

The superintendent should be an ex-officio member of
all citizens committees that have been organized at the
request of the board of education. It would seem to make
sense for the superintendent to place himself in a position
to influence citizens committees to act objectively. He
should furnish pertinent information, arrange for the ap-

pearance of resource people, and guide the action of the

 

lMerle R. Sumption, How to Conduct a Citizens School
Survey (New York: Prentice-Hall, Inc., 1952), p. 6.

112
committee away from known areas of danger which may lead
to the discouragement or the dissolution of the committee.
The democratic process, so often confused with one of
laissez faire, will not operate effectively unless lines
of communication between school and community are kept
open so that objective interchange of ideas may result.

Kindred has described specific methods by which the
membership of a citizens committee may be determined as
follows:

...selection by the board of education; selec—
tion by invitation from the board of education
to community interest groups; asking them to
name individuals; selection by asking indivi—
duals to name others whom they believe would be
qualified; an a combination of the three
methods named.

Participation through membership on a citizens com-
mittee can aid the individual members of the committee to
understand the total operation of the school system
rather than the narrow viewpoint of a single department
Within the system. One of the tasks of the school super—

intendent, as he serves in an advisory capacity to a citi—

Zens committee, is the presentation of the total program

Leslie W. Kindred, School Public Relations (Englewood
Cliffs, N.J., Prentice—Hall, Inc., 1957), pp. 202—204.

113
as well as aiding in the compilation of information per-
tinent to the specific problem of the committee. There
is a continued need for involving citizens in the opera-
tion of the public schools.

A school board may use sociometric means in selecting
members of a citizens cosmittee. This procedure may be in—
cidental or highly organized. Webb has attempted to de—
vise a method which the practicing school administrator
could use to study a community and to identify community
leaders as opinion leaders, as well as to suggest a
program of instruction which would aid an administrator in
securing such information. Some of his conclusions
follow:

1. Interviews with selected informants and with the
general public selected at random, revealed that
people were in general, concerned about the pro-
blems of their school and community. The inter—
viewees indicated, however, a lack of knowledge
concerning the real power structure of the com-
munity and the manner in which decisions were
reached.

2. If the persons designated as influential can, as
they appear to do, actually influence decisions
made by people of the community, it follows that
members of the power group have a definite effect,
either directly or indirectly, upon the policy
decisions made by the board of education, the

superintendent of schools, the teachers, and the
pupils.

114

3. School administrators in the communities studied
cannot be cited for their perspicuity in recog-
nizing the power structure of the community.

4. If the superintendent of schools is to become a
community leader, his effectiveness is definitely
curtailed because of his lack of knowledge and
skill in locating and dealing with members of
the power group.

5. Because of the hierarchical nature of the power
group, discovery of its membership by the super—
intendent may be difficult unless he is well pre—
pared in sociology and psychology and skilled
methods of discovery.

Incidental contacts at school, on the farm, in the
business section, in the factory--anything within the
sphere of influence of the school can possibly result in
effective communication by means of casual conversation.
Viewpoints and names of some of the community leaders can
be obtained. It is quite possible that this method can
serve the purpose of identifying people who will be de—
sirable members of a citizens committee.

Difference of opinion can be desirable and healthy to
a citizens committee as long as objectiveness prevails.

Viewpoints of both the school board or superintendent and

citizen committee members may be altered by the information

 

lHarold Vernon Webb, Community Power Structure Re-
lated to School Administration (Laramie, wyoming: Cur-
riculum and Research Center, College of Education,
University of wyoming, 1956), pp. 58-59.

115

presented at meetings, whether it is opinion or fact.

Although authorities will vary slightly, the Illinois
Citizens Education Council states that the number of mem-
bers needed on the committee depends somewhat on the com-
munity but should not be fewer than 12 nor more than 20.1
It is not always recommended that organizations be re-
presented on a citizens committee. Organizations usually
existing in a school-community are: chambers of commerce,
church related groups, patriotic organizations, farm or-
ganizations, service clubs, and educational organizations.
The potential problem with organizations is that they tend
to have vested interests. There are a number of ways to
select committee members. Some feel that organizations
should be definitely represented and others feel that
individual citizens who have a definite interest in educa—
tion, regardless of their affiliations, should be the com-
mittee representatives.

Staff and student membership is considered desirable
for the welfare of citizens committees. Staff members may

be selected according to the purpose of the citizens

 

lIllinois Citizens Education Council, Guidelines for
the Organization and Operation of Local Citizen Advisory
Committees as Developed in Statewide Clinics (Urbana, 1963)

p. 2.

116
committee and students may be selected by asking the student
council to choose representatives. It is important that
non—teaching employees receive proper consideration. Non-
resident staff members and students should be eligible to
participate as resource persons or consultants, but
usually would be ruled out as members since they have no
legal voice in the school district.

The superintendents were asked, in this study, who was
represented on the committees. Their answers were as
follows: Superintendent, six; lay citizens, eight; school
board members, seven; staff members, six; and students,
two.

The superintendents were also asked how the membership,

of citizens committees was determined.

117

TABLE 26

METHODS OF SELECTION USED IN CHOOSING MEMBERS FOR CITI-
ZENS COMMITTEES

 

 

 

Method Number
Sociometric Techniques 4
Direct Selection by the Board of Education 4
Invitation to all Citizens to Recommend Names 3

By the Superintendent's Recommendation to the

Board of Education 2
Volunteers 3
Names Suggested by Both Staff and Board to Get

Cross Section 1

 

As indicated in Table 26, sociometric techniques and direct
selection by the board of education were used more often
than any other in the selection of members for citizens
committees. Sociometric techniques would include criteria
such as economic status, sex, age, occupation, degree of
formal education, and geographic location of the residence
within the school district. Seven of the eight superin—
tendents having or planning to have citizens committees
indicated that the school board approved the selection of
citizen committee members. This agrees with recognized
good practice in this field.

The public school superintendent, in his duties con-

nected with community contacts, must be able to deal

118
effectively with members of a citizens committee in carrying
out a program of public education. One of the prime pur-
poses of a citizens committee is to allow each individual,
as a member of the committee, or as one who communicates
with the committee, to contribute to public education in
the school-community.

It has been stated by Hamlin that the principal pur-

pose a citizens committee can serve is to share with a
board of education, a school staff, and others in the
development of policies a board will enact.

If a committee functions well as a partner in
policy development, it has an opportunity to serve
four other purposes:

1. If it has won the confidence of the professional
staff of the school system, it may be asked by
the staff to share in planning school programs,
which the staff properly regards as its re-
sponsibility.

2. If it is to act responsibly in making policy
recommendations to the board, it must make many
studies of community needs, the effects of the

school on the community, and the school program.

3. It may help in providing effective communication
between school and community.

4. It has the obligation to support in the district
policy recommendations in which the board and the
committee have concurred.

If a committee is denied a responsible share in
the making of policy decisions, it cannot be expected

119

to function in these four other ways.

It is possible for a citizens committee to be
organized to serve in a sounding board capacity to the
school board. The school board does not relinquish its
legal responsibility for decision making. A citizens com-
mittee, acting as a sounding board, may be able to deter-
mine community reaction to policies, present practices,
changes, proposed actions and past performances as they
are concerned with the function of community public educa-
tion. For instance, a proposed change in curriculum can
be communicated to a citizens committee and the reaction
noted in the form of a report which might express com-
plete rejection, acceptance, or consensus with the minority
report also being heard. If the citizens committee re-
ports a favorable reaction to the proposed change, it
becomes a less complicated matter for the school board
and the superintendent, with the aid of the citizens com—
mittee, to inform other citizens in the school-community
of the proposed change. In this instance a great deal of

prestige will have been added to the message.

 

lHerbert M. Hamlin, Citizen Participation in Local
Policy Makingyfor Public Education (Urbana: College of
Education, 1960). p. 9.

 

 

120

The framework for effective communication and resultant
improvement of the educational program in the school—com-
munity would appear to be best constructed when ideas flow
from the professional educator to the board of education
for examination and approval, and then from the school
board, through the superintendent, to the citizens com-
mittee. The citizens committee can examine ideas of the
school board and through contacts with other citizens ar—
rive at a determination of rejection, approval, or amend—
ment of the ideas. In this way communication is two-way
at different levels, and at all times the superintendent
is in a position to know more of the specific design of
the school-community, and what techniques are best
utilized to communicate effectively other ideas. Identi—
fication and evaluation of attitudes and opinions is of
importance but in certain areas of education it is diffi-
cult for school board members and superintendents to deter-
mine without assistance.

Citizens committees may also be organized as fact
finding groups. The school board, in appointing such a
committee, asks the group to report factual information
about a specific problem. The citizens committee is dis-

missed after the report is made, As a result of such a

121

procedure the desired information is brought to the school
board and the citizens involved in the collection of the
data become part of the cooperative endeavor concept,
which has been found to be desirable. The superintendent
should be in close contact with the citizens committee to
help insure objectiveness since opinions easily become
mistaken for facts, and caution should be observed in the
reporting of data. Naturally, face—to—face relationships
with members of the school board and professional school
people become more frequent.

In this study, superintendents were asked for what

purpose citizens committees were organized.

TABLE 27

PURPOSES OF CITIZENS COMMITTEES

 

 

 

Purpose Number
To Gather Facts 8
To Advise the Board of Education 7
To Serve as a Sounding Board for
the Board of Education 4

D)

To Study School Problems
To Register Complaints 1

 

122

The main purpose of citizens committees as shown in
Table 27 is to gather facts. The next most mentioned pur—
pose is to advise the board of education. Only one super-
intendent mentioned a registering of complaints as a pur-
pose of citizens committees.

The superintendent is usually a member of the citizens
committee so he has an excellent opportunity to communi-
cate with many citizens of the school-community.

A list of study topics of the citizens committees, as
presented by the interviewed superintendents, is shown in

Table 28.

TABLE 28

STUDY TOPICS OF CITIZENS COMMITTEES

 

 

Study Topic Number

 

Building Program

Finance

Population Trends

Curriculum Study

Reorganization Data

To Create Interest and Trust in School System

HHHUJIb»b

 

The main study topics of citizens committees as shown in
Table 28 are building programs and finance. The next most
mentioned study topic is population trends. Curriculum

study, reorganization data, and creation of interest and

l—

123

trust in the school system were each mentioned once.

Successes, Failures, and

Termination of Citizens

Committees
The application of effective communication tech-

niques is important to the success of citizens commit-
tees. An effort should be made to apply effective prin-
ciples involved in the communication process. Lehman has
stated some principles that relate directly to the suc-
cess of citizens committees:

l. The more effectively the board of education is
perceived to have worked with the citizens com-
mittee, the higher the level of success for the
committee.

2. The more favorable the perception of the board
of education became to people of the community,
the higher the level of success for the citizens
committee.

3. The more positive the change in attitude toward
the board of education as perceived by members
of the citizens committee, thI higher the level

of success for the committee.

In his study of citizens committees Lehman has also

 

lCharles Frederick Lehman, "A Study of the Interper-
sonal Role Perceptions of School Administrators, Boards of
Education Members, and Members of Lay Citizens Committees
in Michigan Public Schools" (unpublished doctoral disser—
tation, University of Michigan, 1957), p. 81.

124

made some general observations:

1.

When there is a greater knowledge on the part
of the community about the work of the com-
mittee, the higher may be the expected level
of success.

More than 23% of the citizens committee re-
spondents indicated a favorable change in
attitude toward the superintendent after
working WIth him on the committee.

The perception of the superintendent's working
effectiveness with the committee spelled out
tactfulness, willingness to devote time, free
contributions of suggestions, and sincere
cooperation.

The superintendent sees the purpose of the
citizens committee rather specifically as com-
munication from the citizen — to school people.
The board of education and the citizens commit—
tee place more emphasis on public relations and
communication back and forth from citizens

to school people.

The community should be brought to as full a
knowledge as possible of the work of the
citizens committee.

The superintendent and members of the board of
education need to share all information at their
disposal with the citizens committee so that they
are not seen as dominating the process of infor-
mation giving.

Preparation programs for school administrators
should furnish information and accurate methods
of estimating community opinion.

Preparation programs for school administrators
should give emphasis to the principles of group
management and should provide practice in the
techniques of applied group dynamics.

125
9. Additional research is also indicated to deter-
mine whether or not the citizens committee is an
effective communications medium.

In this study the interviewed superintendents were
asked to mention the major accomplishments that resulted
from their work with citizens committees. The general
implications were that the attempts to communicate were
successful. Some of the comments follow: "This was once
the largest reorganized area in Michigan and the citizens
committee pointed the way in the whole educational area";
"Two building programs were successful as a result";
"They helped us pass a millage issue”; "They reviewed
the entire curriculum program and formulated quite a com-
prehensive curriculum"; "Curriculum guides, aims, ob-
jectives, and philosophy evolved in quite an inclusive
way"; "They created an understanding in a larger number
of lay citizens which has resulted in passage of bond and
millage issues"; "It gives people confidence that you are
truthful and creates interest in people"; "For the

first time two of the older community members knew

what the schools were doing and had a better

 

lIbid., pp. 85-99.

126

understanding".

The superintendent needs to realize that there are
some reasons why citizens committees might fail, or at
least not be considered successful. Personal animosity
may exist unless precautions are taken concerning re—
spective rights and responsibilities.

Davies and Herrold give several reasons why citizens
committees may go wrong:

We cannot communicate with one another.

We continually disagree, withdraw, or attack
one another.

We fail to analyze previous unsatisfactory
experience and prevent it from recurring.
There is lack of interest in the goal ahead.
There are personality clashes within the com-
mittee.

There is undue deference to status of "leading
citizens," of experts, of professional people.
There is the feeling on the part of some that
they are "better" than others.1

Davies and Herrold continue:

Until recently we usually assumed that commit-
tees, like individuals, either "had it" or they
didn't, just as we used to think about leaders. We
know now that the real difference is one of training
and preparation. Perhaps "it" is better called skill
and understanding.

 

1Daniel R. Davies and Kenneth F. Herrold, Citizens
Committees (New London: Arthur C. Croft Publications,
1954), p. 26.

 

2 . ,
Ibid., p. 2b.

127

It is possible for citizens committees to become dis-
couraged and consequently lose interest in the problem at
hand if domination is used by professionals or members of
the school board. Controversy and failure may result if
unpleasant tasks are shunted to citizens committees. This
is not likely to happen if the superintendent is an ef-
fective communicator and acts in good faith as a paid em—
ployee of the school board. The superintendent can in-
form people, as a professional representative of the school
board, concerning ideas that reflect sound education, but
in the final analysis, the schools belong to the people.

In this study the interviewed superintendentswere
asked if they had noticed anything that might be classi-
fied as a failure in citizen committee action in their
school-communities. Several individual reactions from the
superintendents interviewed were: "Hot issues scare them";
"The last building program was delayed a year"; "The
basic idea still did not get down to the grass roots"; A
certain small number lost interest".

In most cases, communication between a citizens com-
mittee and school personnel will be effective, if the citi—

zen committee members are specifically aware of the role

128
expected of them before they start their study.

It seems reasonable to assume that not all citizens
committees are successful in their work, so that termina-
tion may follow either success or failure. Organized
citizens committees are disbanded for a number of reasons.
Some of them are organized to work upon a special problem
and then are dismissed after the problem has been studied.
It would seem logical, after the specific task is com-
pleted, for the citizens committee to be dissolved. Ayars
states:

A committee is created for a specific job and
should be terminated when it is completed, though

the executive committee or basic group may be a

continuing organization with provision made for

regular turnover in membership to avoid self-
perpetuation.l
Summary

In this chapter the study of citizens committees as
a phase of communication processes has been made. An at-
tempt was made to study the function of citizens committees

as devices to aid in the improvement of communication pro-

cesses. The citizens committee was discussed as a

 

l . . .
Albert L. Ayars, Administering the People's Schools
(New York: McGraw-Hill, Inc., 1957), p. 69.

129
communication technique.

Seven of the eight superintendents having or planning
to have citizens committees indicated that the school
board approved the selection of citizen committee members.
The most mentioned purpose of citizens committees was to
gather facts and the next most mentioned purpose was to ad—
vise the board of education. The main study topics of
citizens committees were shown to be building programs and

finance.

CHAPTER VII
COMMUNICATION PROGRAM EVALUATION

In a study of this type it would seem reasonable to
have an evaluation of communication programs by the super-
intendents involved in the study. Every superintendent
should evaluate his communication program in order to
determine its value. Such evaluations, or appraisals,
also serve to uncover some problem areas within the
program. The evaluations may even suggest improvements
that might be made in the program.

Evaluative processes that were applied to the indi—
vidual communication programs of the superintendents in
the nine Class A public school systems in Michigan Educa-
tion Association Region 10 are listed in this chapter.

The interviewed superintendents were asked their
opinions about the amount of citizen participation in their
school systems, and what kind of citizen interest was demon—
strated. Six indicated there was about the right amount of
citizen participation, three not enough participation, and

none indicated there was too much citizen participation.

130

131
Five indicated that the citizen interest in education in
their school-community was desirable, three very desir-
able, one a combination of both desirable and very desir-
able depending on the groups, and none undesirable. Four
also stated they reacted very favorably to citizen interest,
five favorably, and none unfavorably. Anecdotal answers
given are as follows: "The only way to get a good educa—
tional system is where citizens think about what good
education is without becoming professional educators";
"It seems that the citizens are interested enough to give
support in programs and financing"; "We achieved North
Central Accreditation as a result of a citizens committee";
"The interest is toward a good quality education for boys
and girls and there is a sincere willingness to finance
such a program"; "There is a good supportive attitude to
teachers and the teacher in the classroom"; "We are inter-
ested in all advice and action"; "We have good turn outs
at elections"; ”We only lost one election and afterwards
when we looked at it we could see why"; "Let the record
speak for itself"; "Nine out of eleven bond and millage
issues have passed".

The superintendents were asked to rate their

132
communication programs as to quality, possible improve-
ment, and what major obstacles blocked improvement. They
then compared their programs with what they thought was an
ideal program. Two of the nine rated their programs
excellent, four good, three fair, and none poor.

Some conclusions can be drawn from the data obtained
in this part of the study as listed in Table 29.

When the superintendents were asked how they would im—
prove their communication programs if an ideal situation
existed, fifteen communication improvement factors with
citizens were noted, compared to fifteen improvement
factors with staff members. The superintendents seemed
to indicate an equally greater need for improvement in com-
municating with both citizens and staff.

Even though 66.7 per cent of the superintendents
rated their programs of communication as good or excellent,
44.4 per cent of statements made indicated that no changes
would be made in phases of the communication program and
55.6 per cent indicated improvement factors. This would
seem to indicate that much improvement is still desired

as a need by the superintendents.

133

TABLE 29

IMPROVEMENT OF COMMUNICATION PROGRAMS OF THE SUPERINTENDENT
IF AN IDEAL SITUATION EXISTED

 

 

 

£1 +3 4J
D .5 U U
-a +J ; L m m
3 -H +J p 4J D
3 -H -H s s
m 3 3 O 0
4J 4J U U
o C) u p
B 13 5.3 8 ”3m “3
Item c c p p a
O O C C m m m
U O O 0 SN {2'44
0 o m-H th
H m .4 w m u w m
m E m C Q G 2144 S D
c m s o m m C) m
o N ou4 +JN +)¢a H H
m-H m m u-a +J¢4 w.e m,s
u u u m -H-U -a m 42+) z u
m-e m D H-H u D p.a .p-a
m U m m 3 U E:U) C>EI O B
No Change 5 5 4 4 3 3
More of Same Type 3 4 5 4 6
Community School Newspaper 1
Staff Newsletter 1
News Conference 1
PER CENT IMPROVEMENT 44.4 44.4 55.5 55.5 66.6 66.6

 

Superintendents indicated that if an ideal situation
existed, they would improve their other means of contacts
with citizens and staff to the greatest extent, followed
by written contacts. Least improvement was indicated in

personal contacts with citizens and staff.

134

TABLE 30

MAJOR OBSTACLES TO THE IMPROVEMENT OF COMMUNICATION PROGRAMS

 

 

 

Obstacles Number

More Money is Needed 4
More Time is Needed 3
Citizens Need a Better Understanding of the

Principles of Communication 2
None 2
Education of People to the Need for Paying

Higher Taxes 1

 

The major obstacles to the improvement of communi-
cation programs as listed in Table 30 were headed by: more
money is needed, more time is needed to devote to the
program and citizens need a better understanding of the
principles of communication.

In this study the superintendent was asked the amount
of time he devoted to communication as compared to other
phases of the administrative task. This was then compared
to answers which determined how important the duties of the
superintendent seemed to be.

As indicated in Table 31, six of the nine superin—
tendents listed providing good teachers as the most im—

portant phase of the administrative task, followed by two

135

TABLE 31

COMPARISON BETWEEN THOSE PHASES OF THE ADMINISTRATIVE TASK
CONSIDERED BY THE SUPERINTENDENT TO BE MOST IMPORTANT, AND
MOST TIME CONSUMING

 

 

 

 

Importance Time Utilized
Item

NO. % NO. %
Providing Good Teachers 6 66.7 3 33.3
Provision of Adequate Finance 2 22.2 2 22.2
Business Management 0 O 2 22.2
Communication With Citizens 1 11.1 0 0
Constructing Buildings 0 O 1 11.1
Communication With Staff 0 0 1 11.1

 

who listed provision of adequate finance. One listed
communication with citizens.

Three of the nine superintendents listed providing
good teachers as the most time consuming phase of the ad—
ministrative task, followed by two who listed provision of
adequate finance, and two, business management. None list-
ed communication with citizens but one listed communication
with staff. One also listed constructing buildings.

The communication phase of the administrative task
does not appear to be considered of prime importance. Also,

it does not engage a high percentage of the superintendent's

136
time purposely devoted to the work entailed in establish-
ing and improving the program. It also appears that, even
though the superintendent is not purposely devoting much
time to communication, he is spending a great deal of his
time in incidental communication contacts.

In this study, the superintendents were asked if they
believed that the outcome of a bond issue for building, or
a request for additional operating millage was aided to
any extent by the conduct of a community survey and the
functioning of a citizens committee.

Table 32 shows their answers, and also the answers of
those who used neither a community survey nor a citizens
committee in requests for additional operating millage or
building millage.

The following information can be drawn from the data
in Table 32, namely: successes in requests for additional
operating millage occurred in 11 out of 11 cases or 100
per cent; successes in requests for building millage
occurred in 12 out of 13 cases or 92.3 per cent. Since
only one instance occurred in which neither a community
survey nor citizens committee was used in conjunction with

operation and building millage requests, a valid comparison

137

of the effectiveness of these devices could not be made.

TABLE 32

SUCCESS AND NON-SUCCESS IN REQUESTS FOR ADDITIONAL MILLAGE
FOR OPERATION OR BUILDING BY THE SUPERINTENDENTS WHO USED
CITIZENS COMMITTEES, COMMUNITY SURVEYS, OR NEITHER DEVICE

 

 

Device Used Success Non-Success Total

 

Operation

 

L»
O
U)

Community Survey
Citizens Committees

\1
O
\J

 

 

Neither Device l O 1

Total 11 0 11
Building

Community Survey 6 l 7

Citizens Committees 5 O 5

Neither Device l O 1

Total 12 1 13

 

138
Table 33 lists the reactions of the interviewed super—
intendents when asked what their opinions were as to the
amount of assistance given in requests for operating or

building millage.

TABLE 33

THE AMOUNT OF ASSISTANCE GIVEN BY COMMUNITY SURVEYS OR CITI-
ZENS COMMITTEES FOR OPERATING OR BUILDING MILLAGE AS STATED
BY THE INTERVIEWED SUPERINTENDENTS

 

 

Extent of Aid
Much Some Very Little No. Total

Device Used

 

 

 

 

 

Operation
Community Survey 3 3
Citizens Committees 6 l 7
Total 9 l 10
Building
Community Survey 7 7
Citizens Committees 5 5
Total 12 12

 

Superintendents seem to feel that much help was given
when a community survey (10 of 10 instances) or a citizens

committee (ll of 12 instances) was used in conjunction with

139

requests for additional operation or building millage.

Miscellaneous comments given for successes were: "We
presented the need honestly without threat"; "People were
satisfied with the educational progress"; "We had the

ability to communicate and convince people that there was
a need and that the money would be properly supervised".

In this study, the interviewed superintendents who had
experienced a considerable drop in the number of tuition
students during their tenure as superintendents were asked
why this reduction occurred. Six of the nine had ex-
perienced this. Two stated that the reason was annexation
of primary districts; one, districts built their own
high schools; one, reorganization with other districts;
and one, refusal to accept tuition students. One super-
intendent gave several reasons including annexations of
primary districts, consolidation with another district,
property transfers, refusal to accept tuition students,
and reorganization with other districts.

The most effective communication techniques seemed to
be persistently and consistently meeting with the people
and working through the board on the basis of not having

enough facilities.

Summary

In this chapter evaluative processes have been applied
to the communication programs of the superintendents in-
volved in this study. The interviewed superintendents
were asked their opinions about the amount of citizen par—
ticipation in their school systems, and what kind of citi-
zen interest was demonstrated. The superintendents were
asked to rate their communication programs as to quality,
possible improvement, and what major obstacles blocked im-
provement. They then compared their programs with what
they thought was an ideal program. The major obstacles
to the improvement of communication programs were lack of
time needed to devote to the program and lack of money.
The superintendents compared those phases of the adminis-
trative task considered by them to be most important, and
most time consuming. The interviewed superintendents felt
that the amount of assistance given by community surveys
or citizens committees for operating or building millage

was great.

CHAPTER VIII

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
This study was directed toward an exploration of the
communication processes of superintendents with citizens
and staff members in their particular school-community.
A structured interview schedule was used in personal con—
tacts with a sample composed of the nine Class A public
school superintendents in Michigan Education Association

Region 10.

Communication in an education settipg

The present day public school superintendent needs to
recognize and understand the role that the various elements
of communication play in effecting success in the total pro-
cess. The elements include: the communicator or sender,
communicatee or receiver, the vehicle or medium of message
transmission, and the effect or reception of the message.

An important function of the superintendent is to establish

141

142
effective communication with citizens and school staff
members.
The interviewed superintendents usually agreed that
citizen and staff participation in selected phases of

recommendation making was desirable.

Superintendents' contacts with citizens and staff members

In this section an investigation of three types of
contacts utilized by superintendents with citizens and
staff members was made. The three types of contacts in—
clude personal, written, and other means.

An examination of specific contacts that appeared
under each general contact heading showed that personal
contacts were considered the most important, and other
means of contact the least important. Some of the speci-
fic means of contacts that were agreed upon by the super-
intendents as being very important were: use of the tele-
Lflupne with citizens, staff meetings with staff members,
current school news released through school newsletter
to both citizens and staff, newspaper releases to citizens,
written reports to citizens on need for passing bond is-
sues for building, and radio releases to both citizens

and staff members.

143

C ommunity surveys

The community survey is discussed as a communication
technique. It is thought that community surveys can func-
tion as devices to aid in the improvement of communication
Processes.

Community surveys are designed to gather information
about communities. The conduct of surveys, in this study,

most often involved superintendents, research experts, lay
Citizens, and school staff. Information was usually ob-.
tained from community interviews, examination of school
and other records, and incidental methods. Superintendents
listed eighteen purposes from survey data recently com-
pleted or planned for completion in the near future. Some
of the purposes are related more directly to a program of
Con‘mminication than others, but all aid the superintendent
in utilizing those opinions, attitudes, and facts in a
School-community that are so important to an effective com-
Inmalication program.

Five of the nine superintendents interviewed stated
that a community survey had been completed recently or one
WQuld be completed in the near future.

Community surveys have come to be considered important

te(:hniques to be included in an effective communication

program for the public school superintendent.

C it i zens cor-.imittees
Citizens participation in education has become an
a ccepted practice that is encouraged by educators and lay—
men - Through citizens committees many personal contacts
a re possible that would otherwise not exist in situa-
t.Jlons devoted to the solution of educational problems.
Citizens committees may result in the creation of excel-
lent opportunities for superintendents to increase the
CI‘L-léitlity and scope of their program of communication with
Citizens and staff members.
Eight of the nine superintendents interviewed in this
Stlldy had, were having, or planned to have in the near
fLIture, a citizens committee organized and functioning
in their school-community. The superintendents stated that
th 8y had much more success than failure with citizens com-
Imittees.

Seven of the eight superintendents having or planning
to have citizens committees indicated that the school board
a:LDProved the selection of citizen committee members. This
a“f—Ilcees with recognized good practice in this field. Socio—

I“VS-trio means were quite often used in selecting members of

145

c j. t i zens committees .

Membership usually included the superintendent, lay

citizens, school board members, and staff members. The

most frequently mentioned purposes included: to gather
facts, to advise the board of education, and to a lesser

degree to serve as a sounding board for the board of edu—

cation. Another purpose mentioned several times was the

Studying of school problems. Building and finance headed

the specific study topics.

Munication program eva luation

In this study all of the interviewed superintendents

felt that citizen interest in education in their school-

community was desirable or very desirable. Six of the

nine superintendents thought that there was about the

riSZIht amount of citizen participation.

Two of the superintendents rated their communication

programs as excellent, four good, and three fair. Super—

lIAtlendents indicated that if an ideal situation existed,

th ey would improve their other means of contacts with citi-

2%he and staff to the greatest extent. They indicated that

1east improvement would be in personal contacts with citi—

Zens and staff. The same number of improvement contacts

146
were noted with citizens and staff members.

'The major obstacles that kept the ideal from being

attained seemed to be: lack of money, lack of time, and a

need for better understanding of communication principles.
Even though 66.7 per cent of the superintendents
rated their programs of communication as good or excellent,
44 -4 per cent of statements made indicated that no changes
wOu 1d be made in phases of the communication program and

55 -6 per cent indicated improvement factors. This would

SQem to indicate that much improvement is still desired

as a need by the superintendents.

In this study the superintendents were asked to se-
lect those phases of the administrative task that seemed
most important to their position. They were then asked
to Compare these phases with parts of the administrative
ta 8k that seemed most time consuming. Most of the super-
irrtendents considered communication with citizens and
Staff members neither very important nor time consuming
on a comparative basis.

The interviewed superintendents believed that the con-

dLlQting of community surveys and the functioning of citi-

Zens committees provided assistance in the passage of

Einancial issues for building and operation.

147
They also felt that personal contacts, particularly,
x~reenrea of much assistance in reducing the number of tuition

ss-t:11<3ents enrolled in their schools.
Conclusions

The interviewed superintendents in this study indi-
‘C26312ed that community surveys and citizens committees were
frleainful in causing better financial support of schools by
<22L1:izens of the school-community. Since only one instance
C><=<2urred in which neither a community survey nor a citi—
2=€3IIS committee was used in conjunction with operation and
I>1:l.:i.l.ding millage requests, a valid comparison of the ef-
13€3<2tiveness of these devices could not be made. However,
Es‘L—‘lccesses in requests for additional operating millage
C><=<2urred in 100% of the cases and successes in requests
fer building millage occurred in 92.3% of the cases.

The superintendents' communication techniques with
(:thlizens and staff members are in partial agreement with
adVocated principles. Citizens and staff members, to some

CiEflgree, participate in the formulation of educational
EPCDIicy. Superintendents indicated, in most cases, that

<2i‘tizen and staff participation in certain phases of the

148

a dministrative task was desirable. However, to be in com-

plete harmony with advocated principles by recognized

mrriters in this area, participation by citizens and staff

members should be even more completely received.

Personal contacts were considered the most important

type of communication contacts with citizens and staff

members. This is confirmed by recognized writers in the

field. Most of the interviewed superintendents stated

that carrying out a program of communication with citizens and

Staff members was not as important as some other phases

Of educational administration. The use of citizens com-

mittees and community surveys were in general agreement

With recognized writers.

The interviewed superintendents stated, if an ideal

Situation existed, that they would use more of the same

tYpe of communication techniques. Major emphasis would

be given to an enlargement of other means of contacts as

contrasted to personal and written contacts. Other means

won 1d include such items as radio and television appearances

and releases, open-houses for dedicatory purposes and

paI‘ades to sell bond issues. Lack of money, lack of time,

and a need for better understanding of communication

LL.

149
‘};urtinciples were the major obstacles that kept the ideal
from being attained.

The communicator, to be effective, needs to under-
estzand the principles that make this process effective.

Face-to-face relationships are effective means of
czcnnmunications.

Written communication techniques are often "one—
Vvay" means of communication.

Educators need to develop skills and techniques
Vvllich will assist in building favorable community atti-
‘tlides toward public education.

Educators should encourage public and staff member
IDEirticipation in the formulation Of educational policy.

The communication phase of the administrative task
<3c>es not appear to be considered of prime importance. It
<3C>es not engage a high percentage of the superintendent's
tlime purposely devoted to the work entailed in estab-
J¥iE§hing and improving the program. It appears that, even
thO‘ugh the superintendent is not purposely devoting much
tlinne to communication, he is spending a great deal of his

‘tlJne in incidental communication contacts.

150

Recommendations

Communication problems constantly confront the public
£3«c:}10cd.superintendent. The problems of effective communi—
<::Eai:ion have become more acute and complex with the move of
<:r111: country toward a mass society setting.

More citizen participation in school activities
SSIICJuld be encouraged by the superintendent. If this takes
I?ILEice the superintendent will become better informed
EilDCJut.community attitudes and thoughts concerning existing
€363tusational problems and programs as a result of the two-
VVEi}’ communication process. Also, as the citizens discuss
e(illcational problems in a logical manner they will become
teachers of other citizens. Some categories with specific
recommendations follow:

General Communication as a Process

1. The amount of time given to communication
processes should be increased.

2. Face—to-face communications are so common
and universal that their primary and massive
importance is too frequently overlooked,
especially by teachers and administrators
who feel urgent needs for more communication
with people they seldom or never meet. This
tendency is particularly common among those
Who feel a need for making better use of the
mass media such as press, radio, and television.
However, thorough understanding of the tre-
mendous role played by person—to-person
messages in our communications structure is
especially useful to superintendents.

151

3. Communication between the superintendent
and both citizens and staff members should
be a continuous process. Attitudes toward
schools evolve slowly from response to
many experiences and no short time span is
sufficient for any person or group to as-
similate all of the experiences and facts
requisite to a constructive attitude
toward a matter so complicated as education.

Communication With Staff And Citizens

1. Written communication and other mass media
techniques should be utilized in an
effective program of communication.

2. Educators should encourage public and staff
member participation in the formulation of
educational policy.

3. Organized citizens committees can often be
effective means of developing community
understanding and support for public
education through the communication which
takes place between citizens and the pro-
fessional staff.

4. Important messages need to be repeated.
Usually only a small percentage of adults
receive any one message and few give any
one message much attention. Few people
give any one message sufficient attention
to grasp all of its intended meaning, and
even those who do are likely to forget it
if it is not repeated.

The Superintendent as a Communicator
l. Superintendents should communicate with

citizens with a well defined long range
purpose in mind.

152

2. Superintendents should encourage citizen
participation in school activities.

3. One of the most important functions vhich
a public school superintendent can perform
is to establish an effective communication
program with citizens and staff members
in a school-community.

J3

. It is the responsibility of the superinten—
dent to provide participative experiences
so that citizens will become factually
equipped to be teaching partners with the
professional staff.

5. The superintendent, in order to be an ef-
fective communicator, needs to understand
the principles that make the communication
process effective.

6. One of the duties of a superintendent should
be to strive for development of high morale
in the area of personnel relationships.

7. Superintendents should consider increasing
their personal contacts with the public
through more extensive use of school visits,
demonstrations, etc.

Preparation programs for school administrators
should provide potential school administrators
with the necessary knowledge with which they
can develop skills of community study.

CD
0

Much research remains to be done in the field of com-
munication, particularly in the area of effect where the

knoWledge of the principles of perception is important.

BIBLIOGRAPHY

BIBLIOGRAPHY

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Zinneexiican Association of School Administrators. Educa-
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Thirty:seventh Yearbook. Washington, D.C.: a de-
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Z\rdnc>ld, Dwight L. "Morale as Influenced by Participation
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Human Relations. Cam-
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<Zalgbguri, Joseph. "A Comparison of the Relationships

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Clearnpbell, Roald F., and Ramseyer, John A. The Dynamics of

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(Zluaarters, W. W. Jr. "Facts Are Never Enough," Nations
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(Zlmarters, W. W. Jr. "Person to Person Influence," Nations
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<2L11bertson, Jack. "Recognizing Roadblocks in Communi-

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IDErvies, Daniel R., and Herrold, Kenneth F. Citizens Com-

mittees. New London: Arthur C. Croft Publications,
1954.

IDervies, Daniel R., and Herrold, Kenneth F. Communication

and the Administrator. New London: Arthur C. Croft
Publications, 1956.

IDeywey, John. Education Today. New York: G.P.

Putnam's
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Ifléhman, Irwin (ed.). John Dewey.
Inc., 1955.

 

The Bobbs Merrill Co.,

EI'lgleman, Finis E., Cooper, Shirley, and Ellena, William
J., Vignettes on the Theory and Practice of School
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<3CHDd, Carter V. Introduction to Educational Research. New
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GITiffiths, Daniel E. Human Relations in School Adminis-

tration. New York: Appleton-Century-Crofts, Inc.,
1956.

HEigman, Harlan L., and Schwartz,.Alfred. Administration

in Profile for School Executives. New York: Harper
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156

IEieaInlin, Herbert M. Citizens' Committees in the Public
Schools. Danville: Interstate Printing Co., 1952.

iflsarnlin, Herbert H. Citizen Participation in Local Policy
Making for Public Education. Urbana: College of
Education, 1960.

Iieand, Harold C. "Improving Communication Between the
School and the Community," North Central Association
Quarterly, XXX April, 1956.

 

Iiexnd, Harold C. What People Think About Their Schools.
New York: World Book Company, 1948.

Iiexrap, Henry. "Many Factors That Affect Teacher Morale,"
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Iiearral, Stewart. Tested Public Relations for Schools.
Norman: University of Oklahoma Press, 1952.

 

Iiearris, Ben M. Supervisory Behavior in Education. Engle-
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Iieartley, Eugene L., and Hartley, Ruth E. Fundamentals of
Social Psychology. New York: Alfred A. Knopf, 1950.

 

 

Iiartrick, Walter J. "Perceptions of the Public High
School Task and Program." Unpublished Ph.D. disser—
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Iieecker, Stanley E., and Northey, Thomas J. Teacher Salary
Schedule Study 1963-64. Lansing: Michigan Education
Association, 1963.

 

 

Hills, Richard J., "The Relationship Between the Educa-
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Role Expectations Within the Public High School." Un-
published Ph.D. dissertation, University of Chicago,
1961.

HO‘Vland, Carl, Janis, Irving L., and Kelley, Harold H. Com-
munication and Persuasion. New Haven: Yale Univer-
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157

E111r112, Herold C., and Pierce, Paul R.

School Administration. Boston:
Company, 1958.

The Practice of
Houghton Mifflin

Pitlgjggett, Albert J. Practical School Administration.
Champaign: The Garrard Press, 1950.

ltilflltinois Citizens Education Council. A Research and

Development Prgject in Citizen Participation in
Policy Making for Public Education in Illinois.
Urbana, November, 1963.

1Illinois Citizens Education Council, Guidelines for the

Opganization and Operation of Local Citizen Advisory

Committees as Developed in Statewide Clinics,
Urbana, 1963.

(Iforles, James J. ”The Superintendent Must Lead in Cur-

riculum Development," Educational Administration
and Supervision, XLV (March, 1959).

I<Galley, Earl C., and Rasey, Marie I.

Nature of Man. New York:
1952.

Education and the
Harper and Brothers,

Pfinxazevich, Stephen J. Administration of Public Education.

New York: Harper and Brothers, Publishers, 1962.

leeflmman, Charles Frederick. "A Study of the Interpersonal
Role Perceptions of School Administrators, Boards of
Education Members, and Members of Lay Citizen Com-
mittees in Michigan Public Schools." Unpublished
doctoral dissertation. University of Michigan, 1957.

LCDrge, Irving. "How the Psychologist Views Communication,"
Teachers College Record, LVII (November, 1955).

Lmhcio, William H., and McNeil, John D. Sgpervision: A
Synthesis of Thought and Action. New York: McGraw-
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MlCI‘Closkey, Gordon. Education and Public Understanding.
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158

.D1c2(31:ath, G.D., and others. Educational Research Methods.
New York:

The Ronald Press Co., 1963.

.bieerugge, J. Wilmer, and Faunce, Roland C. WorkingyTQgether
for Better Schools. New York: American Book Com—
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iblj.cihigan Association of School Administrators. A Look

at Your Job. Lansing: a department of the Michigan
Education Association, 1955.

lbli.cfiaigan State Department of Public Instruction. Michigan

_._._._._....L_._
High School Athletic Association, Directornyssue
of the Association Bulletin 1963-64 School Year,

Lansing: Vol. XL (November, 1963).

Ibligller, Van. "A Look to the Future,"

The School Executive,
LXXV (January, 1956).

Licxore, Hollis A. Jr. Studies in School Administration.

Washington: American Association of School Adminis-
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1V1Efer's, Donald A. "Citizens Advisory Committees and Educa-
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sertation, University of Chicago, 1962.

IPEfioples, John A. "Formal Upward Communication by Teachers

as Affected by Their Perception of the Behavior of the

Principal." Unpublished Ph.D. dissertation, University
of Chicago, 1961.

:PGBrnert, Earl M. "A Study of Certain Aspects of Communi—

cation Programs in Selected Class C Public Schools in
Michigan." Unpublished Ed.D. dissertation, Michigan
State University, 1960.

Piflau, Edward. "A Study of Selected Aspects of Oral and

Written Communication as These Are a Part of School
Public Relations Programs." Unpublished Ed.D._dis-
sertation, Michigan State University, 1955.

REunseyer, John A., et a1. Factors Affecting Educational

Administration. Columbus: School-Community Develop—
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“I

.191; $1. will '11

159

£3ciruranmn Edlbur. "Educators and Communication Research,"
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fSciliramm, Wilbur. "Procedures and Effects of Mass Communi-
cation," Mass Media and Education. Fifty-third
Yearbook of the National Society for the Study of
Education, Part II. Chicago: University of Chicago
Press, 1954.

5311rnption, Merle R. How to Conduct a Citizens School
Survey. New York: Prentice-Hall, Inc., 1952.

53vv<3aringen, Mildred E., Supervision of Instruction:
Foundations and Dimensions. Boston: Allyn and
Bacon, Inc., 1962.

 

 

‘fEiId Dalen, Deobold B., Understanding_Educational Research.
New York: chraw-Hill Book Company, 1962.

 

YTeakkn Harold Vernon. Communipy Power Structure Related to
School Administration. Laramie, Wyoming: Curriculum
and Research Center, College of Education, University
of Wyoming, 1956.

 

 

Zfliythe, William H. Jr. Is Apybodnyistening. New York:
Simon and Schuster, 1952.

 

l75_lson, Robert E. The Modern School Superintendent. New
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Visthey, Stephen B., "Survey Research Methods," Enpyclo—
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Iarris, Third Edition. New York: The Macmillan
Company, 1960.

 

 

APPENDICES

160

APPENDIX A

 

 

 

 

 

 

 

 

 

P___“_._..1
4 3
i -6
) .1
i 05.8 .4 .9
I -2
K
\x
1 .7
l
1. Beecher 6. Flushing
2. Carman 7. Grand Blanc
3. Clio 8. Kearsley
4. Davison 9. Lapeer
5. Flint City

~FIK3URE I. Location of Class A public school districts in
Michigan Education Association Region 10 in
which the superintendent was interviewed.

161

Z‘ PPJJLT' IX B

'71
o
H

QUESTIONNAIR51
r urea Intervie x S; 2

EL
1h

 

 

 

 

 

 

 

 

 

 

 

 

 

 

33;. ENZIJS Ins a $2569 a: cartels term-.- aticn practises of engerintendt"*s
u~mm fi;re (:5 EpuhlLt sahaoi €.a rk arswers c n help arrive a“ some arsaers to
3""15ILE grazer'ajng C-."".."u"".ifé"‘.1f:1" ard 'L‘311c re atiors. The. greatest 1:91p you
M‘EJM 15 33C' Eirisw~r *:2 questions very cardidly” All 1n£oruatze* gained in
{115 murvie'fi will} :- teased :ertidentiallyu
la". 21 it'.-e.rvi e, a.

[CLEQEFitrewldua

10153:? C35 'the sctocl

LP Parser“ 1;.eini i:tar§ie53d -

1.321351 encrgz-rllrnenf:

1931 Grades K-~€- ”L
"i 3.2 -::.-::-- aides 3&31?‘"' " _
134 Intel '37.;17} e: off (5.1“. - aft-die
l 41 3 Xua‘gdhs 10:6»
1642 Cr‘ades 7‘11”““__ 5 ._

1:5 Eeers; asireerirmend:;t 1n I“: s sch.o-: l

Lstefial :fe-ars augerin : TdPr' ‘

1'7 332$ ' z. szhrale mc VIIIWZI

1e3'.§?i;“ai;;rli, l*cat1ca in tee state

 

r-.v, - I
‘ 2233:“wfleat‘1'a: Mvdta are Ia'*"*g'es
‘ 5““ hL“ ‘ R‘”:.- (4.4.... m.’ I 1 A: an ‘9‘“ Int...

‘P
r-‘L
‘5 UHI "‘§"

PAPETXwaéflmnjerts in puEILC sfihaols ecmmsnicare a one way or another with
Wart-311$ p‘fi'y‘gle :1." I291? g7:'3olzCQW:n-_gnity S’DH'E' 8:313:1611193 are .15. 9d more Ci ten
.3

i ‘;

n_ _ t
’ _ a :0 be m:r- importan: than 0: bars The following
1 €- : at s 3745. 3» r. C

2, 1 T", n a
‘ *~‘ a! k ea part 5 is £535 question, whica can re answered in
§°939ifilwae I: eoreorn. the cewmuticaziee yew haVe Vita lay citizens

. r- r

)53 use any of the : .nsricaticn tecxriques _ _m
~eh I will 11am? See La.e= 2 5 3
g; often da you use them? Is it

 

dail If (d35 VEAkl" 1.)
mhg animally (a3 quarterly (q)9 cccasienally (o)?
' ' a? 3.? 1m: crtart (v),

H
Ff
I

5 $3!“ ‘3"
.13
Q

X
~s)

‘\
I“ 2 IIA‘W‘.
”rfimi' 5“? three parts ta this questian vhxsh can be answered in sequvr:e
«- tOnfir-_ < . ..3 , ' . ‘ ‘ '
"“=I¢:s it: ermmur ca*i:n you have w33h Staff memtkrs in this set-"1 t”mm1fi *y.

) Ea :su u=e at; cf he c: mnunicaf‘os ter*"1ques wh3c* L
5

f

3 how site I do you use them? Is it daily (d), weekl; «35
(m3- akraally (a) quarterlv (q), occasiorally (c)?

3

.-

L

M
6
N
1,.)

fl

33 52* impzrtart d3 ycu CVJS‘d-r them? Very importavt IV

3‘9” -nim-orran: (“)9 V‘T} U? m;3r:f art (x)?

l
v

162

 

 

. .
“I'll ..

[[jr,.o.

163 :3 z

15222v15w22.- Rots 13A? ANSWERS TO QUESTIONS 2.11, 2.12, 2.13, 2.21, 2.22, 2.23,
9.11, 9.12, 9.13, 9.21, 9.22, 9.23 and 13.3 ARE ALL TO BE LISTED IN THE
FOILOWING TABLE. IN THE FOLLOWING TABLE: COLUMN (a) REFERS TO 2.11, (b) 2.12,
(c) 2.13, (d) 2.21, (e) 2.22, (f) 2.23, (g) 9.11, (h) 9.12, (1) 9.13, (j) 9.21,
(k) 9.22, (1) 9.23, (m) 13.3

Eeraonal Contacts.

3 b c d e f g h i j k l m

1

Athletic booster meetings.

Ba booster meetings.

Child-study club meetings.

Incidental contacts at meetings at school.
Incidental contacts at non-school type meetings.
Incidental contacts at school.

Incidental contacts down-town.

Make home visits.

Make telephone calls.

10. P.T.A. meetings.

11. Staff meetings.

12. Vocational group meetings.

13. Other

14.

15.

0

NOOONOUIJ-‘ri—i

 

__‘;Written Contacts,
3 b 3 d e f s h i j k 1 m

Annual reports.

Current school news released through the

Ichool newsletter.

Letters describing "trouble" educational situations.
Letters "directing” the receiver to take some
Specific "action".

. Letters of condolence.

Letters of congratulation concerning educational
achievement.

Letters of inquiry.

Newspaper releases.

Written adult education announcements.

Written curriculum study reports.

. Written reports on need for additional funds
for Operation.

Written reports on need for passing bond issues
for building.

Written school transportation information.
Written testing results information

Other

 

 

l. Openwhouses for dedicatory purposes.
2. Parades to sell a bond issue.

3. Radio appearances by citizens.

4. Radio appearances by school personnel.
5. Radio news releases.

6. Television appearances by citieens.

7. Television appearances by school personnel.
8. Television news releases.

9. Other '

10.

ll.

_JNo eifort made to co -.°‘ca*e.

_ 45.-c nat lino...
___4Vo comment.
3. '1 com rat: erormatior:

uwxuw m—-m_&u

A matter of some concern to school superintendents is whether or not

5 f9 irity survey serves as a logical starting point for planning a
sec;:e “sill c. mmnr;cat on or a pibli: relations program. Such a survey can
in QLL" in;1u:sive For example, certain factual information about the
athcol can be determinedy or opinions of citizens can be obtained. In
methods it can be highly organized, or it can be incidental in approach. May I

have your frank Opinion about this matter as it concerns you in this school-
communitw7

3.1 Has any kind of a ccmmurity survey been made here recently?

ac Yé‘ifi c

be 30c

gnaw

LbTERVI E”ER - AES”ERS T0 QUEST C\S 3. 21, 3. 22, 3. 23 SHOULD ALSO BE RECORDED HERE.

3.11 if atsaer to 3.1 is yes, what information were you looking for?

 

fSee_page 4 also

 

3 21 3.11

“a“, _m_ a. To *ssist in bringing about annexations to the school district.
a.” ‘u_“ b To assist in bringing about school district reorganization.
.3“; ._=9 c. To create interest in some Specific school issue.

_m_' mw_.dc To get publicity for the school.

-tu. u__ e. To help improve the school curriculum.

Mum =m_g f. To help to sell a building program in the school district.
##tu u...8° To determine communication channels.

B&_ mm“ b. To determine community customs.

_¢*‘ ‘Juu i. To determine community traditions.

:w__ -..,j° To etermine expected results of a bond issue.

an“: _‘u k. To determine expected results of a vote for additional

Operatirg funds.
1. To determine if» and what genial tensions exist.

I a . .
w" —-—' w;

B

3.21 3.11
_. m. To determine population characteristics.
.u__ _‘n. To determine the leaders in the school- -community.
%_ o__ c. To d-‘armire the history of community efforts for education.
‘4;# .nefi p. To determire the nature of organized groups in school-
Lemmtnity.
-m c. Other
3.22 3.12 Who c;:dc:ted the survey?

a. la; Sitizens

_H_ -, h. Researcn experts from outside the school-community.
. _q p n. the sthaol staff.
d. The superintendent
h“ a“ e. O;h«*s.

3.23 3.13 H w us 5 th.e survey conducted? What was length of survey period?

a. Community interviews.

:::: .n_. b. Examination of other records.
_ga‘ .u_.°° Examination of school records.
‘_Hn um=.d° in..den.al metr.od.

e. ther

.3.2 Do wru plan a survey in the immediate future?

.11 you Be looking for in this survey?
r‘ll seeder; the survey?
ll t:.e. su rvey he conducted?

yen do :3: Believe that community survey is a desirable practice,
‘8»)..96E riasgfé dc you Cfifir?

_m a. Ccmnnrity doesr t :=li .eve in it.

un;b. Don“t know a..¢t hing ab out such a devic e.

.=,.3° Have seen re re ed for one.

and. it hasn" t been done Because of a lack of training.

;w;e. Personal disteliei in its Value.

”25:. Results would not warrant the expense involved.

wnhg. Result.s wc-uld not warrant the time involved. .
“ugh. h t seed it» are use the citizens of the community ly using such

a deh'i-z'eO
1. Other

 

3.4 Hes do you try to se
i a. E? the use cf
h. Ey the tee cf
c. Frzm fife data
_ _d. Kncwledge that
Gage. Krzuledge that
M "f. Knesledge that
_73. Knowledge tEat
‘gmmh. Ferscnal km 31
._,1' Diff“:
4+. Citlz-fis Qtumittees.
There is
they are c2“:
categaries oi ci tizehs.
and sugezicte rdents may all
pe:ple thiWk tit iters
fact.
4.1 1‘“; :ir‘u have y, or do
1W tE.e past,
a. Do have nt:w.

“NTEnVIT'eR
AVSKERI

4.2
4 3 .

o ,

TO‘TIE;

Have had in
Do net plan

- - a an
Lb 1H.
"I:

1. .CON 4 o

a:

"M

‘V

Cr

h: 1

"9

c ize
»ct1. v1t

K (t

Have one now. which meets

ill have one

pars-W—

have one

511';
Lay citizens.

School board memters, number
Staff members. number

Students.
Others

titizets"

at;

rred “1.x 3 putlic school.
Lay citizens, school board members, school staff members,

citizenso

FDLLOWING QUESTIONS use EXTRA SHEETS, IF NECESSARY.
1 :s :9 to on T0 QUESTION 5.

7.5

in the past, which met

perintendent

16 P. 5

,.
O

committees.

lccal newssaper.

ks (Lu it

obtained in a community survey.

any individual has of the school-community.

certain key individuals have of the school-community.
oci~hoard members have of the school-community.

H:tud-rts have of the school community.

dge of the school- -community.

1"

still mu.;h to be learned about the role of citizens' committees as

They may be composed of many different
A found on certain citizens' committees. Some

you plan to have in the near future, or did you have
committees in the school-community?

Will have in tk.e immediate future.

the pa St 0
to have.

IF THE

0 committee?

 

in the future, which will meet

. Who is represented on this citizens'J committee?

occupations

167 P. 6
4.5 How were (or will) the members of this citizens' committee be selected?
A. By the board of eduzation.
4.51 a. Authorized community vote.
b. By another committee authorized by the board of education.
. Sociometric techniques.
d. By the superintendent's recOmmendation to the board of education.
. Direct selection.
f. Invitation to all citizens to recommend names.
3. Other
B. By the superintendent.
. Self appointed
D. Volunteer
. Other
4w6 What (is, was, or will he) the purpose of this citizens' committee?
A. To gather facts.

4.61 What facts?

___B. To advise the board of education.

4.62 ‘What (advice?)

C. To serve as a sounding board for the board of education.

4.63 On.what topics?

.__D~ To study school problems with school personnel.

4.64 What problems?

= E. To register complaints about the school system.
F. Other
4.7 To whom is (was) this citizens' committee responsible?

a. The board of education.
b. The superintendent.

. Staff members.

d. Lay citizens.

e. Others

INTERVIEWER - QUESTIONS 4.8 and 4.9 DO NOT APPLY TO FUTURE STATUS.

4.8‘What would you say were (are) the major accomplishments of this
citizens' committee?

4.9 Have you noticed anything that could be classified as a failure of this
citizens"committee?

INTERVIEWER - THIS QUESTION IS TO BE ASKED OF THOSE WHO DID HAVE CITIZENS9
COMMITTEES IN THE IMMEDIATE PAST, BUT WHO DO NOT NOW HAVE NOR CONTEMPLATE
HAVING SUCH COMMITTEES.

5. You have indicated that at one time there were citizens" committees in
this school-community, but at present there are none.

5.1 Why are there no citizenso committees in this school-community at
this time?
a. Another public school had unhappy eXperiences.

. 169 P. 8
b. Citizens became disinterested.

c. Disbanded after serving its purpose.
d. Failed to accomplish its purpose.

e. Met with failure because it infringed on the rights of the
board of education.

f. Met with failure because it infringed on the rights of the
school-community.

3. Met with failure because it infringed on the rights of the staff.

h. Met with failure because it infringed on the rights of the
superintendent.

1. Other reasons

INTERVIEWER - THIS QUESTION IS TO BE ASKED OF THOSE WHO NEVER HAVE HAD
.A CITIZENS' COMMITTEE IN THEIR SCHOOL.

5.2 Why have you never had a citizens' committee in this school?

a. Infringes on the rights of the board of education.
b. Infringes on the rights of the school-community.
. Infringes on the rights of the superintendent.
d. Infringes on the rights of the staff.
. Personal experiences in another school were undesirable.
f. Too much unnecessary effort involved.
3. Too much unnecessary time involved.
Other reasons.

5"

 

 

6. Importance of Communication Egozrams.

Of all the various duties and responsibilities that a superintendent
has, some are listed below.

6.1 Which three of these do you consider to be the most important? In
what order?

6.2 Which three of these do you feel take the most of your time? In what
order?

6.1 6.2

a. Constructing buildings.

b. Business management.

. Classroom teaching.

d. Communication with lay citizens in the school-community.
. Communication with school staff.

f. Curriculum study and improvement.

‘___g. Provision of adequate finance.

|||||||
Ill

Providing good teachers.

Supervision Of building maintenance.

Supervision Of instruction.

Supervision Of tranSportation.

Talking with salesmen in the role of a purchasing agent.
. Other.

IBLIXLLI,

7. Some peOple think staff and lay citizens should take an active part in the
following areas Of public school Operation. Other peOple think that staff and
lay citizens should not take an active part in these areas Of school Operation.
Will you give your honest Opinion in answering the following questions.

Please tell me which category fits each of these questions.

7 1 Curriculum study by lay citizens.

7 2 Curriculum study by the staff.

7 3 Participation in bond drives by lay citizens.

7.4 Participation in bond drives by the staff.

7 5 Recommendations by lay citizens on school board policy.
7 6 Recommendations by the staff on school board policy.

7.1 702 7.3 7.4 7.5 796

Very desirable
Desirable
Undesirable

Very undesirable
DO not know.

NO Opinion

Other

8. Citizens do participate in public education activities in a school-community
in varying amounts and in different ways.

8.1 What do you think of the amount Of citizen participation in public education
in this school-community?

a. Not enough participation.
b. About the right amount.

. TOO much participation.
d. NO Opinion.

. DO not know.
f.

8.2 What do you think Of the kind of citizen interest in public education in
this school-community?

a. Very desirable.
b. Desirable.
. Undesirable.
d. Very undesirable.
. NO Opinion..
f. DO not know.

171. P. 10.

8.3 How do you react to the citizen interest in public education in

0‘

C.

d. Very unfavorably.

this schoolocommunity?

a. Very favorably.
. Favorably.
Unfavorably.

8.4 Why?

9. Usually in a schoolwcommunity an ideal situation for the Operation Of a
public school by the superintendent does not exist. If an ideal situation did
exist, how would you answer the following questions?

INTERVIEWER - PLACE ANSWERS TO QUESTIONS 9.11, 9.12, 9.13 AND 9.21, 9.22, 9.23
IN CORRECT COLUMN ON PAGES 2 and 3. '

9.1 There are three parts to this question which can be answered in

9-2

sequence. It concerns the communication you would have with
lay citizens Of your schoolwcommunity if an ideal situation
existed. ‘
9.11 REPEAT QUESTEON 2.11.

9.12 REPEAT QUESTION 2.12.

9.13 REPEAT QUESTION 2.13.

There are three parts to this question which can be answered
in sequence. It concerns the communication you wuuld have with
staff members of your school-community if an ideal situation
existed.

9.21 REPEAT QUESTION 2.21.

9.22 REPEAT QUESTION 2.22.

9.23 REPEAT QUESTION 2.23.

9.3

9.4

172 P. 11

If the ideal situation for a superintendent to operate a school does
not exist in this school, what are the major Obstacles to the
improvement of the communication program in your Opinion?

a. None.
b. A better understanding Of the principles Of communication is
needed by ,

 

More money to Operate the program is needed.
d. More time to devote tO the program is needed.
. There is no need for a communication program.
___f. The school-board does not cooperate.
g. The staff does not do its part.
__h. Other .

How do you rate your communication program, excellent, good, fair, or
poor?

a. Excellent.
b. Good.

. Pair.
d..Poor.

10. Evaluation

INTERVIEWER - THESE QUESTIONS ARE TO BE ASKED OF THOSE WHO HAVE INDICATED THE
CWLETION OF A COMMUNITY SURVEY AND/OR THE ESTABLISHMENT OF A CITIZENS' COMMITTEE.
RECORD ANSWERS IN THE TABLE ON PAGE 12. INFORMATION GAINED EARLIER IN THE
INTERVIEW WILL DETERMINE IF ALL PARTS OF THE QUESTION SHOULD BE ASKED.

10.1 You indicated earlier this school had completed a community survey.

10.2

10.3

Since the completion Of the community survey, have you requested

additional financial support for the school from the citizens Of the
school-community?

10.11 For Operation? - SEE—PT_IZ

10.12 Was the request granted?
10.13 Was the community survey of any help in this request?

'10.21 For building purposes?

10.22 Was the request granted?
10.23 Was the community survey Of any help in this request?

_Since the establishment of citizens' committees have you requested
additional financial suport for the school from the citizens Of the

. school-community?

10.31 For Operation?

10.32 Was the request granted?

10. 33 Was the work Of citizens committee of any help in this
request?

173 P. 12.
10.4
10.41 For building purposes?
10.42 Was the request granted?
10.43 Was the work of the citizens" committee of any help in
this request?

INTERVIEWER - IN THE TABLE BELOW: COLUMN (a) refers to 10.11, (b) 10.12, (c) 10.13,
(d) 113.21, (c) 10.22, (f) 10.23, (g) 10.31, (h) 10.32, (1} 10.33, (3) 10.41,
(R) 10.42, (1) 10.43.

a b c d e f g h i j k 1

No.

 

 

Yes.
No.

 

 

A great deal Of help.
Some help.

Very little help.
NO'help.

 

 

 

 

Do not know.
No Opinion,

 

 

 

 

 

 

 

 

 

 

 

 

 

INTERVIEWER - THIS QUESTION IS TO BE ASKED OF THOSE WHO HAVE NOT CONDUCTED A
COMNMNITY SURVEY OR ESTABLISHED A CITIZENS' COMMITTEE.

11. Have you requested additional financial support for the schools from
the citizens Of the schoolwcommunity in the last five years?

11.1 FOr Operation?
___a. Yes
b. NO.

11.11 Was the request granted?
a. Yes.
b. NO.

11.12 Why do you believe this happened?
11.2 For building purposes?
a. Yes.
b. NO.
11.21 Was the request granted?
a. Yes.

b. NO.

11.22 Why do you believe this happened?

174 P. 13.
12. Communication with Noanesidents.
Some public schools in Michigan serve not only the students in their own
districts but non-residents from other districts also. 1 am wondering if you

feel the communication program from the viewpoint of the superintendent differs
where these people are concerned.

INTERVIEWER - THIS QUESTION IS TO BE ASKED OF THOSE SCHOOLS WHICH ARE CLASSIFIED
IN THIS SCHEDULE AS "TUITION" SCHOOLS.

12.1 DO you communicate differently with non-resident citizens than with
resident citizens?

a. Yes.
b. No.

12.11 In what ways?

12.2 Are non-resident citizens eligible to be members of citizens' committees
in this school?

a. Yes.
b. NO.

12.21 If not, why?

12.3 Are non-resident citizens eligible for leadership positions in the
community survey?

a. Yes.
b. NO

12.31 If not, why?

i175 P. 14.

INTERVIEWER - THIS QUESTION TO BE ASKED OF THOSE SCHOOLS WHICH ARE CLASSIFIED IN
THIS STUDY AS "NONiTUITION" SCHOOLS.

13. Have you, within your tenure here, had a considerable drOp in enrollment of
tuition students, percentage wise?

a. Yes.
b. NO.

13.1 If yes, what were the reasons for this drOp?

a.
b.

d.

f.

Annexations of primary districts.
Consolidation with another district.
PrOperty transfers.

Refusal to accept tuition students.
Reorganization with other districts.
Other

13.2 If answer to 13 is yes, how much did the school communication program
help this?

a.
b.

d.

A great deal of help.
Some help. A

Little help.

No help.

INTERVIEWER - ASK THIS QUESTION IF IT IS APPROPRIATE. PLACE ANSWERS IN CORRECT
COLUMN ON PAGES 2 and 3.

13.3 What communication techniques were most effective?

 

 

 

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