LIBRARY 1‘ Michigan. “race Uniwrsity This is to certify that the thesis entitled A Study of the Relationship between Teachers' Perceptions of Job Satisfaction and their Perception of the Level of Implementation of Eighteen Basic Middle School Characteristics. presented by Henry Willie Demps has been accepted towards fulfillment of the requirements for Ph.D'. degree in Administration régg. WI professor Jul 5 1978 Date y ’ 0-7639 MSU LIBRARIES ._Q—_ RETURNING MATERIALS: Wm remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. A STUDY OF THE RELATIONSHIP BETWEEN TEACHERS' PERCEPTIONS OF JOB SATISFACTION AND THEIR PERCEPTIONS OF THE LEVEL OF IMPLEMENTATION OF EIGHTEEN BASIC MIDDLE SCHOOL CHARACTERISTICS BY Henry W. Demps A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1978 : C} {Nam ABSTRACT A STUDY OF THE RELATIONSHIP BETWEEN TEACHERS' PERCEPTIONS OF JOB SATISFACTION AND THEIR PERCEPTIONS OF THE LEVEL OF IMPLEMENTATION OF EIGHTEEN BASIC MIDDLE SCHOOL CHARACTERISTICS BY Henry W. Demps In recent years many occupational groups have become more involved in decisions affecting their jobs. This is especially true in the education profession. The factors of job satisfaction are a central focus for teachers. The researcher's purpose in this study has been to determine what relationships exist between teachers percep- tions of job satisfaction and their perceptions of the level of implementation of eighteen basic middle school character- istics, and whether teachers and principals differ in their perceptions of the level of implementation of middle school characteristics. The eighteen characteristics centered on continuous progress programs, multi-media, flexible sched- ules, social experiences, physical experiences, intramural activities, team teaching, planned gradualism, exploratory- enrichment experiences, guidance services, independent study, basic learning experiences, creative experiences, student security factors, evaluation practices, community Henry W. Demps relations, student services and auxiliary staffing. The test instruments employed were the Minnesota Satisfaction Questionnaire and the Riegle middle school questionnaire. Sixty-three percent of the subjects chosen for this study completed the questionnaires. Mean scores were computed for each of the eighteen characteristics. The MSQ was scored in accordance with the manual of standard scoring instructions for this in- strument. Correlation analysis, multiple linear regres- sion and t-tests were the statistical tests used to gener- ate descriptive statistics. Analysis of variance was con- ducted to determine whether there were any significant differences among the variables examined. The .05 level of confidence was established as critical value for not retaining of the null hypotheses. The findings of the study were as follows: 1. No significant relationships were found between job satisfaction for middle school teachers and their per- ceptions of the level of implementation of basic middle school characteristics. 2. There are significant relationships between job satisfaction for middle school teachers and their biograph- ical characteristics of gender, age, years of experience in the profession of education and years of service at present school. 3. No significant differences were found between principals and teachers in their perceptions of the level Henry W. Demps of implementation of basic middle school characteristics in Department of Defense Middle Schools. ACKNOWLEDGMENTS The author extends sincere appreciation to Dr. Louis Romano, chairman of his committee, for his encouragement and support throughout this endeavor. Appreciation is also expressed to Dr. Samuel A. Moore, Dr. Ben A. Bohnhorst and Dr. Harry Perlstadt for their assistance and support. This dissertation is dedicated to those who were al- ways a source of love, inspiration and encouragement: My wife, Gwendolyn and My parents, Willie and Ovelia Demps ii TABLE OF CON LIST OF TABLES . . . . . . . . CHAPTER I THE PROBLEM . . . . . . Introduction . . . . II III Need for the Study . . Statement of the Problem Assumptions . . . . . . Theoretical Foundation 0 Definition of Terms . . Limitation of the Study Purposes of the Study . TENTS f the Study . . . . Procedures for Analysis of Data . . . . . . Organization of the Study . . . . . . . . . REVIEW OF RELATED LITERATURE . . . . . . . Defining the Middle School . . . . . . . . Purposes of the Middle School . . . . . . . Middle School Characteri Review of Recent Studies Characteristics . . The Role of the Teacher School . . . . . . Factors that Contribute for Teachers . . . Summary . . . . . . . . DESIGN OF THE STUDY . . Introduction . . . . . Source of the Data . . Research Instruments Use Stics O O O 0 on Middle School in the Middle to Job Satisfaction d . . . . . . . . . The Riegle Survey Instrument . . . . . . . The Minnesota Satisfaction Questionnaire . Procedures . . . . . . Data Analysis Procedures Summary . . . . . . . . iii Page 14 16 18 21 23 26 30 31 31 31 33 33 35 39 4O 44 IV Page ANALYSIS OF THE DATA . . . . . . . . . . . . . 45 Hypothesis I . . . . . . . . . . . . . . . . . 45 Findings . . . . . . . . . . . . . . . . . . . 46 Hypothesis II . . . . . . . . . . . . . . . . 52 Findings . . . . . . . . . . . . . . . . . . . 52 Hypothesis III . . . . . . . . . . . . . . . . 62 Findings . . . . . . . . . . . . . . . . . . . 62 Summary . . . . . . . . . . . . . . . . . . . 64 CONCLUSIONS . . . . . . . . . . . . . . . . . 67 Summary . . . . . . . . . . . . . . . . . . . 7 Conclusions . . . . . . . . . . . . . . . . . 70 Discussion . . . . . . . . . . . . . . . . . . 72 Recommendations for Further Study . . . . . . 75 Reflections . . . . . . . . . . . . . . . . . 75 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 77 APPENDICES . . . . . . . . . . . . . . . . . . . . . 84 A B SURVEY INSTRUMENTS USED IN THE STUDY . . . . . 84 LETTERS RECEIVED GRANTING PERMISSION TO USE SURVEY INSTRUMENTS . . . . . . . . . . . . . . 98 A LISTING OF THE EIGHTEEN MIDDLE SCHOOL CHARACTERISTICS USED IN THIS STUDY . . . . . . 101 iv LIST OF TABLES Table Page 3-1 The Number of Middle School Teachers Surveyed in Each School, the Number of Responses and Percentages of Questionnaire Returns . . . . . 32 3-2 Biographical Data: Sex, Age, Total Years of Teaching Experience and Total Years at Cur- rent School . . . . . . . . . . . . . . . . . 34 3-3 The Characteristics Within the Survey Instru- ment and the Numbers of Questions Included to Collect Data on Each Characteristic . . . . . 36 4-1 Mean and Standard Deviation Scores for Tea- chers in Six Department of Defense Overseas Middle Schools on Eighteen Basic Middle School Characteristics . . . . . . . . . . . . 47 4-2 Mean and Standard Deviation Scores on Job Satisfaction Factors for Teachers in Six Department of Defense Overseas Middle Schools . . . . . . . . . . . . . . . . . . . 48 4-3 Correlations Between Eighteen Basic Middle School Characteristics and Intrinsic, Ex- trinsic and General Job Satisfaction for Department of Defense Middle School Teachers . 49 4—4 Probability of Significance of the t Statis- tic for Correlation Coefficients Between Eighteen Basic Middle School Characteristics and Intrinsic Extrinsic and General Job Sat— isfaction for Department of Defense Middle School Teachers . . . . . . . . . . . . . . . 50 4-5 Regression Analysis for Predictor Variables . 51 4-6 Measures of Multicollinearity of Predictor Variables . . . . . . . . . . . . . . . . . . 52 4-7 Means and Standard Deviations for Areas of Job Satisfaction for Teachers by Sex . . . . . 53 Analysis of Variance for Male/Female Job Satisfaction . . . . . . . . . . . . . . . . Mean and Standard Deviation Scores for Areas of Job Satisfaction for Middle School Teachers Classified by Age Groups . . . . . Analysis of Variance for Age Categories and Job Satisfaction . . . . . . . . . . . . . . Mean and Standard Deviation Scores for Areas of Job Satisfaction for Middle School Tea- chers Classified by Years of Experience in Education . . . . . . . . . . . . . . . . . Analysis of Variance for Experience in Education and Job Satisfaction . . . . . . . Mean and Standard Deviation Scores for Areas of Job Satisfaction for Middle School Teachers with Different Years of Experience at Present School . . . . . . . . . . . . . Analysis of Variance for Experience at Current School and Job Satisfaction . . . . . . . . Mean Scores of Principals and Teachers in Department of Defense Middle Schools and Probability of Significance of t Statistic . vi Page 54 56 57 59 6O 61 63 65 CHAPTER I THE PROBLEM Introduction Job satisfaction has become a major issue among occupational groups in recent years. Their emphasis has shifted from purely economic issues to concerns of auton— omy, recognition and a sense of achievement for their mem- bers. During the ten year period from 1963 to 1973 the number of employee grievances received by General Motors, one of the nation's largest private employers, increased ninety-one percent while the number of employees increased only fifteen percent.l Among professionals, as well as in the factories, there has been accelerated employee activism. In recent years teachers have become more involved in the decisions being made in education. These have included decisions relating to curriculum, school organization, class size and other aspects of their jobs. Evidence of this increasing activism of teachers is the increase in the number of master contract agreements made by school systems. 1Walter E. Baer, Strikes: A Study of Conflict and How to Resolve It (New York: American Management Associa- tion, 1975), p. 91. Teachers have become highly involved in all aspects of ed- ucation, particularly those areas in which decisions made by others affect individual job satisfaction. One assumption of human relations theory is that individuals are most satisfied when they can find auton- omy, responsibility, creativity and a sense of acheivement in their work. In this study the researcher will look for these components of satisfaction among middle school teach- ers. During the past decade there has been a great in- crease in the number of middle schools. In a study con- ducted in 1974, Joe Raymer identified 1,906 middle schools in the United States. Jack Riegle identified eighteen basic characteristics of middle schools and Raymer, Hawkins and others investigated the level of implementationcflfthese basic characteristics in middle schools. Most other research conducted in these increasingly numerous middle schools has centered on the students, the curriculum and the administrative organization of these facilities. In the following study the researcher will examine teacher job satisfaction in middle schools. The focus of the middle school is on recognizing the needs of young adolescents and pre-adolescents and meeting those needs through individualized and flexible programs. Programs which provide experiences to enhance the develop- ment of a positive self-concept. Toward this end it is recognized that creativity, recognition and responsibility are important characteristics of the middle school exper- ience. The eighteen basic middle school components are the means through which the middle school meets the needs of its students. The teacher is a direct and vital link in the successful implementation of these program compon- ents. Successful implementation of these characteristics requires considerable self-direction and autonomy on the part of the teacher. For example, the implementation of an independent study program requires creativity in design- ing programs to meet the needs of a particular student or group of students. Students will benefit, not only from the program itself, but, indirectly from the sense of achievement the teacher finds in exercising creativity in her work. Successful teaching is presumed to depend greatly upon adequate human relationships in the classroom. There- fore, it is obvious that the goal of a satisfied, pleasant teacher is important for success on the job. Any informa- tion generated on the degree, sources or effects of teacher job satisfaction should prove valuable to educa- tors and administrators in educational facilities. While the number of middle schools has mushroomed during the past ten years, there has been little empirical study of job satisfaction in these schools. It is apprOpriate, therefore, that attempts be made to identify all possible factors which may contribute to teacher job satisfaction. This researcher's purpose is to assess the relationship, if any, between teachers' perceptions of eighteen basic middle school characteristicsenuiteachers' job satisfac- tion. Need for the Study The middle school philOSOphy and organization is centered on the basic middle school principles. There is a need for middle school practitioners to obtain knowledge of any relationships between the principles upon which the middle school functions and the job satisfaction of the teachers who are instrumental in the implementation of these middle school principles. While there may be no conclusive evidence equating teacher satisfaction with good teaching performance and production, worker satisfaction is still acCepted as a socially desirable goal in our culture. Therefore, the establishment of a relationship be- tween job satisfaction and middle school principles may provide some evidence to determine the value that might be assigned to these principles and some guidance as to whether they should be extended or disseminated to other levels and types of education. This study is motivated, in part, by the need for more empirical evidence regarding the relationship between a teacher's job satisfaction and the basic characteristics of the school in which he teaches. If it is possible to identify common factors that contribute to the social, emotional and intellectual growth of students and teachers, then a significant contribution may be made to the entire field of education. In a discussion on the future of the middle school, C. Kenneth McEwin made the following observation: It has been long accepted that the individual teacher plays a major role in determining the degree of suc- cess or failure in the teaching-learning act and in the overall effectiveness of a school itself. "Any school is only as good as its teachers," is an often repeated quote. This statement is certainly applic- able to the middle school, as indeed it is the teach— er who is the key to the implementation of a fully functioning middle school program. The researcher's review of the literature indicates that few studies have been done concerning relationships between middle school practices and teachers' job satis— faction. The paucity of research in this area may be due to the recent development of the middle school as a separ- ate entity. It was for these reasons that the present study was initiated. Statement of the Problem The major problem in this study is to determine what relationships exist, if any, between teachers' percep- tions of the level of implementation of eighteen basic middle school characteristics and their job satisfaction. The researcher will also compare the perceptions of 2C. Kenneth McEwin, "The Middle School: An Institution in search of Teachers," The Middle School: A Look Ahead. (National Middle School Association, Inc., 1977): p. 117. teachers and principals regarding the implementation of the eighteen middle school characteristics. Middle school principles were established by Jack Riegle in previous research and job satisfaction was de- fined by the Minnesota Satisfaction Questionnaire. study: Assumptions The following assumptions are made regarding this 1) 2) 3) 4) The questions in the Riegle Survey are appro- priate for measuring middle school practices in Department of Defense overseas schools. Perceptions of middle school practices and job satisfaction reported by teachers and principals are accurate. Teachers' perceptions of job satisfaction affect their teaching and interaction with students. The middle school principles used in this study are the central focus in the functioning of a middle school. In addition, these principles are associated with intrinsic aspects of job satisfaction. Theoretical Foundation of the Study There is a current emphasis on meeting the needs of the individual in the work situation. Abraham Maslow3 3Abraham Maslow, Motivation and Personality (New York: Harper and Brothers, 1954), p. 54. in his motivation and need theory characterized the indi— vidual as having a heirarchy of needs beginning with phys— iological needs followed by safety needs, belongingness and love needs, esteem needs, and the need for self- actualization. As lower order needs are fulfilled, other higher order needs emerge to dominate the organism. Chris Argyris4 concludes that all human beings gain wholeness through interaction with others and that organizational and individual behavior can be integrated to facilitate the goals of both the individual and the organization. Jacob Getzels and Egon Guba5 theorize that the social system consists of two dimensions: the nomothetic and idiographic. The nomothetic dimension consists of insti- tution, role and role expectation. The idiographic dimen— sion consists of individual, personality and need-disposi— tion. Social behavior is a function of the mediation be— tween these two diemnsions. Frederick Herzberg6 identified two sets of factors that contribute to job satisfaction-dissatisfaction in his motivation-hygiene theory. He classified factors that 4Chris Argyris, "The individual and organization: some problems of mutual adjustment," Administrative Science Quarterly, Vol. 2, No. 1 (June, 1957), pp. 1-22. 5Jacob W. Getzels and Egon G. Guba, "Social behavior and the administrative process," School Review, V01. 24 (winter, 1975), pp. 434-444. 6Frederick B. Herzberg, B. Mausner and B. Snyder- man, The Motivation to Work (New York: John Wiley and Son, Inc., 1959), pp. 10-30. contribute to job satisfaction as motivation factors. The motivation factors that are intrinsically related to the job contribute most to job satisfaction but do not lead to dissatisfaction as frequently as do hygiene factors. The hygiene factors are associated with conditions that surround the job. Herzberg preposes that factors contri- buting most to job satisfaction are those that meet the individual's need for self-actualization. 7 and others have found that job satis- Peter Merrill factions deal mostly with indices of self-actualization. The middle school provides an opportunity for the teacher to attain a high degree of self-actualization. The degree of teacher job satisfaction in middle schools will be in- vestigated in the study. Definitions of Terms For the purposes of this study the terms below are defined as follows: 1) Middle School: An organizational arrangement of a school unit encompassing grades 5-8 or 6-8 for purposes of planning and conducting a unique set of academic, social emotional, and physical ex- periences for early adolescents. 2) Intrinsic aspects of work: All of the factors a— 7Peter Merrill, "A study concerning the job satis- faction of elementary teachers and principals," Ed.D. dis- sertation, Syracuse University, 1969. of the work itself, factors which would tend to be constant for the work regardless of where the job was performed. 3) Extrinsic aspects of work: Physical and environ- mental conditions that surround the job. 4) Self-actualization: Personal fulfillment and growth according to one's own innate potential- ities and within the limits of reality. 5) Perception: The awareness of the environment gained through direct or intuitive cognition. . . . . . 8 Behav1or 15 Viewed as a function of percept1on. Limitation of the Study The limitations of this study are as follows: 1) Any findings of a relationship between the factors of job satisfaction and middle school character- istics or biographical characteristics will be viewed as correlational and not causal. 2) The instruments used in this study are considered valid and acceptable to the intent of the study. 3) The validity of the study is affected by accur- ate responses to the instruments administered. 4) The schools studied in this thesis are limited to those officially named "Middle Schools." A further limitation is that these schools are 8Arthur W. Combs (ed.), Perceiving, Behaving, Becom- ing (Washington, D.C.: AssociaEion for Supervision and Curriculum Development, 1962), p. 50. 5) 6) 7) The 10 Department of Defense Overseas Dependents schools located in Okinawa, the Philippines and Japan. The composition of the teachers surveyed is such that over fifty percent move to different schools within the system or leave the school system within five years. Of the 133 subjects surveyed for the study, eighty—four completed the questionnaires, a sixty-three percent return. Generalizations of the findings in this study are restricted to middle school teachers employed in Department of Defense overseas schools. Purposes of the Study researcher's purposes were to determine what relationships, if any, exist between teachers' job satis— faction and their perceptions of the level of implementation of eighteen basic middle school characteristics. And, to compare teachers' and principals' perceptions of the level of implementation of eighteen basic middle school charac- teristics. The teachers' researcher also examined the relationship between job satisfaction and biographical characteristics of sex, age, experience in the profession of education and years of experience at current school. To provide a more in-depth analysis of the data 11 obtained from the research hypotheses the researcher ex- amines which specific middle school characteristics, if any, are related to job satisfaction for teachers and the predictive ability of middle school characteristics for job satisfaction. The following research hypotheses are proposed for investigation in this study: Hypothesis I: There are no relationships signifi- cant at the .05 level between teachers' perceptions of the level of implementation of the 18 basic mid- dle school characteristics as measured by the Riegle questionnaire and intrinsic, extrinsic or general job satisfaction as measured by the Minnesota Satis- faction Questionnaire. Hypothesis II: There are no relationships signifi— cant at the .05 level between intrinsic, extrinsic or general job satisfaction as measured by the Minn- esota Satisfaction Questionnaire and teacher bio- graphical characteristics of sex, age, experience in the profession of education and years of service at their current school. Hypothesis III: There is no significant difference at the .05 level between teachers' perceptions and principals' perceptions of the level of implementa- tion of the eighteen basic middle school character— istics as identified by Riegle. Procedures for Analysis of Data Two instruments are used to collect the data for this study. The instruments used to gather data on middle school characteristics was developed by Jack D. Riegle as a part of a research study to delineate middle school practices. From a review of pertinent literature on the middle school, Riegle developed a list of basic middle school 12 principles. A list of eighteen characteristics were de- veloped and a panel of authorities reviewed and agreed upon this list. The Riegle survey instrument has been used by Raymer, Hawkins, Powell and others to study middle schools. The Minnesota Satisfaction Questionnaire (MSQ) was develOped as a part of the Minnesota Studies in Vocational Rehabilitation at the University of Minnesota. The MSQ is designed to measure an individual's satisfaction with his job. This instrument has been used to measure job satisfaction among public school teachers. In this study the researcher examines the relation— ship between middle school teachers‘ perceptions of the level of implementation of the eighteen basic middle school characteristics identified by Riegle and job satisfaction as measured by the MSQ. One hundred and thirty-three teachers and six principals from six Department of Defense overseas middle schools were asked to complete the Riegle survey instrument and the Minnesota Satisfaction Question— naire. The two instruments were sent to the school prin- cipals with a cover letter. When the questionnaires were returned, data was compiled, programmed and processed by a UNIVAC computer. Multiple regression analysis, analysis of variance and correlation were used to examine the data in the study. 13 Organization of the Study In Chapter I a statement of the problem and the pur- pose of the study has been presented. This chapter includes the need for the study, it's theoretical foundations, as- sumptions, definition of terms, research hypotheses and procedures for analysis of the data. Chapter II is a review of the literature which fo— cuses on the definition, purposes and characteristics of middle schools, the role of the teacher in the middle school and factors that contribute to job satisfaction for teachers. The design of the study is described in Chapter III, including data collection, the population and sample for the study, relationships studied and the procedures for statistical analysis. The analysis of data comprises Chapter IV. Descrip— tive statistics are presented with each research hypothesis. A summary of the study indicating significant find— ings, conclusions and recommendations for future study is presented in Chapter V. CHAPTER II REVIEW OF THE RELATED LITERATURE The focus of this study is on teacher job satisfac- tion in middle schools. Therefore, a review of the liter- ature begins with an examination of the definition, purposes and characteristics of middle schools. Then, the role of the teacher in the middle school is considered and followed by a review of factors that contribute to job sat— isfaction for teachers. Defining the Middle School Although many definitions of the middle school en- compass the same general concepts there are differences. Some definitions are very general and others more specific. One of the more acceptable definitions of the middle school is given by Nicholas P. Georgiady and Louis G. Romano. According to their definition a middle school is: . . . an organizational arrangement encompassing what are traditionally grades six, seven, and eight for purposes of planning and conducting a unique set of educational experiences for early adolescents or tansescent students, ages 11 to 14 years. 1Nicholas P. Georgiady and Louis G. Romano, "The Middle School: Is It a Threat to the Elementary School?" Impact, Journal of the New York State A.S.C.D., (Winter 1967-68. 14 15 Other authorities on middle schools who have defined the middle school include Joseph C. Devita, William M. Alexander, John H. Hansen and Judith Murphy. The defini— tion of the middle school given by these authors varies in scope and specificity. William Alexander's definition is quite broad. He defines the middle school as, . . . a school providing a program planned for a range of older children, pre-adolescents, and early adolescents that builds upon the elementary school program for earlier childhood and in turn is built upon by the high schools' program for adolescence.2 Another very general definition of the middle school is given by Joseph C. Devita. According to Devita the middle school is a school that tries to struc- ture a child's education for him and around him. It considers who he is, where he is, what his needs are, and what his potential is.3 A more specific definition is given by Judith Murphy who states: . . . a middle school designates a school in between elementary and high school housed separately and, ideally, in a building freshly designed for its pur- pose and covering at least three of the middle school years, beginning with grades 5 or 6.4 John H. Hansen and Arthur Hearn state that the middle 2William M. Alexander and Emmet L. Williams, The Emergent Middle School (New York: Holt, Rinehart and Win- ston, Inc., 1968), p. 13. 3Joseph C. Devita, The Effective Middle School (West Nyack, New York: Parker Pfiblishing Company, Inc., 1970), p. 26. 4Judith Murphy, Middle Schools (New York: Educational Facitlities Laboratories, 1967), p. 6. 16 school, . . . designates a school which is between element- ary and high school; is housed in separate buildings (preferably designed for this purpose); includes some of the grades five through nine; makes use of variety of instructional innovations; is highly flex- ible; and is neither elementary nor secondary in basic characteristics, but strives to make use of the best features of each.5 Purposes of the Middle School The middle school is child centered. The focus is on recognizing the needs of students and enhancing the mental, emotional, social and physical growth of each in- dividual. James Hertling points out that, "the true rationale of the emergent middle school is rooted positively in the nature of the child and his development, rather than neg- ativelv in the inadequacies, even failures, of existing institutional arrangements."6 In a rapidly changing society the middle school pro- vides a unique climate for changes in education. Alexan- der points out three major purposes of the middle school that enhance its role in educational innovations. These purposes are: 1. To provide a program especially adapted to the wide range of individual differences and special needs of the "in betweenager." 5John H. Hansen and Arthur C. Hearn, The Middle School Program (Chicago, Ill: Rand McNally and Company, 1971). P.3. 6James E. Hertling, Education for the Middle School Years: Readings (Glenview, 111.: Scott, Foresman and Com- pany, 1971), p. 221. l7 2. To create a school ladder arrangement that pro- motes continuity of education from school entrance to school completion. 3. To facilitate through a new organization, the introduction of needed innovations in curriculum and instruction.7 Alexander expands upon the purposes of the middle school and states that the middle school should: 1. Serve the educational needs of the "in between— ages" (older children, pre-adolescents, early ad- olescents) in a school bridging the elementary school for children and the high school for adol- escence. 2. Provide optimum individualization of curriculum and instruction for a population characterized by great variability. 3. In relation to the foregoing aims, to plan, im- plement, evaluate and modify, in a continuing cur— : riculum development program, a curriculum which in- l cludes provisions fOr: (a) a planned sequence of concepts in the general education areas, (b) major emphasis on the interests and skills for continued learning, (c) a balanced program of exploratory ex- periences and other activities and services for per— sonal development and (d) appropriate attention to the development of values. 4. Promote continuous progress through and smooth articulation between the several phases and levels of the total educational program. 5. Facilitate the optimum use of personnel and- facilities available for continuing improvement of schooling.8 According to DeVita The major objective of a middle school should be the development of a curriculum designed specifically to meet the needs, interests, and problems of pre and early adolescents. These needs, interests and prob- lems will vary from community to community so that each middle school program should be "tailor-made" for that community. 7Alexander and Williams, pp cit., p. 11. 8Alexander pp p1., pp cit., p. 19. 9DeVita, pp cit., p. 67. 18 10 believes that the middle school Neil P. Atkins should remove the typical school restraints on student behavior and use of materials and equipment to enhance student self concept. He feels that there should be a major emphasis on utilization of knowledge rather than mastery of knowledge. The purposes of the middle school center on students in a volatile stage of life: Meeting the needs of the middle school student during a period of unique social, emotional, physical and mental changes can lead to re- warding experiences for teachers and students. Middle School Characteristics The middle school program is designed to provide each student with the opportunity to succeed. Melbyll indicates that nearly one-third of the American school population en- counter repeated experiences of failure in school which destroy the individual self-confidence. Effective imple- mentation of middle school characteristics can facilitate success for students and teachers. The NBA Research Bulletin describes these important aspects of the middle school. 1. A span of at least three grades between 5 and 8 to allow for the gradual transition from element- ary to high school instructional practices. 10Neil P. Atkins, "Rethinking Education in the Mid- dle," Theory into Practice VII (June, 1968), p. 118-119. llErnest O. Melby, "Let's Abolish the Marking System," Nation's Schools (May, 1966), p. 104. l9 2. Emerging departmental structures in each higher grade to effect gradual transition from the self- contained classroom to the departmentalized high school. 3. Flexible approaches to instruction--team teach- ing, flexible scheduling, individualized instruction, independent study, tutorial programs--and other approaches aimed at stimulating children to learn how to learn. 4. Required special courses, taught in department- alized form and frequently with an interdisciplinary or multidisciplinary approach. 5. Guidance programs as a distinct entity to fill the special needs of this age group. 6. Faculty with both elementary and secondary cert- ification, or some teachers with each type (until special training and certification are available for this level). 7. Limited attention to interschool sports and so— cial activities. Atkins states that "the middle school is character— ized organizationally by flexibility, environmentally by sensitivity to changing needs and instructionally by in- "13 dividualization. Atkins proposes the following charac- teristics for a middle school, which are "uniquely appro- priate for the children it serves: 1. Attitudinal stance, a difference in the approach to task at hand. "The uniqueness of the middle school is not so much a matter of organization, of grouping, of schedules, or of staffing, as is it a matter of attitude, of expectation, of sensitivity, and of perception. The mission of the school is viewed as neither remedial nor preparator." In such a concept the transitional condition of these child- ren is both recognized and valued. 2. . . . there is more awareness of the need for re- examination of school practices in middle schools which, in turn, make these schools more Open to in- novation. 12National Education Association Research Bullptip, XLVII, p. 49-52. l3Atkins, pp cit., p. 20. 20 3. There is an emphasis upon the shift from mastery of knowledge. The prominent features Of the program includes some form Of these four ideas: diagnostic teaching, individualized instruction, self-directed learning, and learner-centered evaluation.l4 Howard states that the middle school is characterized by: 1. Personal Development: Counseling and referral, development Of values, health and physical develop- ment, individual interests (a pattern of special- interest activities that includes exploratory experiences, laboratory courses and the activity program). 2. Skills for continued learning: In reading, listening, asking questions--interviewing, viewing visual aids, using library tools and resources, Ob- serving the natural and social environment, organ- izing information, generalizing from observations, and readings, evaluating information and Opinions and problem solving. There must be Opportunities for learning skills in every classroom, for spec- ialized instruction in learning skills and for in- dependent study. 3. Organized knowledge: Systematic instruction must be provided in all middle schools and at all levels in English, Mathematics, Science, and Social Stud- ies. The actual content and emphasis will vary from school tO school.15 Mary Compton describes ten characteristics that should be found in middle schools. These are: 1. Planned articulation with the elementary school that may require "a pseudo-self—contained approach" for a part Of the school day in the first year Of the middle school program. 2. Use Of subject matter specialists into team teaching techniques in closely related areas of general knowledge. 3. Establishment Of skill laboratories within the middle schools that are staffed by technologists who possess subject matter competencies to furnish remedial, developmental, and advanced instruction. l4Atkins, Ibid., p. 118-119. 15Alvin W. Howard, The Junior High and Middle Schools: Issues and Practices (Scranton, Penn., International Text- book, 197077 p. 247. 21 4. An independent study program for all students in accord with the individual student's needs, interests, and abilities and commensurate with the topics chosen for study. 5. Home base groups should be assigned to teachers who have special training in guidance and counseling and who also have the time and Opportunity to help children both with personal and academic problems. 6. An activity program in which all students are encouraged and able to participate. Such a program is aimed at the individual student's development rather than building the schools' prestige or pro— viding public entertainment. 7. A vertical school organizational plan that per- mits continuous progress Of students. 8. A system of evaluation and grading that is based upon individual progress rather than some mythical average for a particular grade or chronological age group. 9. Individualized student programs designed to fit the needs Of each student, and individualized student schedules. 10. A faculty and administration that is knowledge- able concerning this age group, competent in at least one subject field and that indicate a sincere desire to provide the best program possible for the "in- between-ager."l6 Review Of Recent Studies on Middle School pharacteristics A part Of this study is based on research conducted by Jack D. Riegle in 1970-71. He identified 18 basic middle school characteristics and the degree to which these char- acteristics were applied in selected middle schools. The middle school characteristics identified by Riegle focus upon the following areas: (1) Continuous progress programs, (2) multi-media approaches, (3) flexible schedules, (4) social ex- pereinces, (5) physical experiences, (6) intramural activities, (7) team teaching, (8) planned gradalism, 16Mary F. Compton, "The Middle School: Alternative to the Status Quo," Theory Into Practicp VII (Columbus: Ohio State University College Of EducatiOfi, June 1968), p. 110. 22 (9) exploratory and enrichment programs, (10) guid- ance services, (11) independent study, (12) basic learning skills, (l3) creative experiences, (14) stu— dent security, (15) student evaluation, (16) commun- ity relations, (17) student services, (18) auxiliary staffing. Riegle produced the following findings and conclu- sions: (l) The rapid increase in the number Of schools labeled as middle schools has not been accompanied by a high degree Of application of those principles considered by authorities in field to be basic to middle school education. (2) There was an overall 46.94 percent application by middle schools in Michigan as measured by the survey instrument used in this study and a 64.9 per- cent application by the national sample when mea- sured on the same basis. (3) The number Of grades housed in a middle school was not a significant factor in determining applica- tion Of the basic middle school characteristics. Generally both three-grade and four-grade middle schools in Michigan applied the middle school char- acteristics to a limited degree. (4) While a high degree Of agreement exists among authorities in the field regarding what constitutes basic middle school characteristics, the degree Of application Of these characteristics and the wide variation in levels Of application provide evidence Of a failure by the leadership Of the Michigan mid- dle schools to implement the validated character- istics. (5) A few middle schools in Michigan demonstrated application Of the basic middle school principles to a degree equal to that achieved by the four sel- ected exemplary schools included in the study.17 The study instrument developed by Riegle was used in this study. The listing of the eighteen basic middle school characteristics used in this study was prepared by Georgiady, Riegle and Romano. 17Jack D. Riegel, "A Study Of Middle School Programs to Determine the Current Level Of Implementation Of Eigh- teen Basic Middle School Principles." (Ph.D. dissertation, Michigan State University, 1971). 23 In 1972 James Hawkins conducted a study Of the rela- tionship between principals and teachers in selected Mich- igan middle schools and four nationally prominent middle schools to investigate their perceptions of their school practices. He found that the nationally prominent middle schools were applying the eighteen basic middle school characteristics to a greater degree than were the middle schools in Michigan.18 An extension Of the Hawkins study was done in 1974 by Joe Raymer. He concluded that "there is a greater level Of implementation Of the eighteen characteristics in grades 6-8 Of Michigan middle schools than the remainder Of grade 6—8 middle schools in the United States. However, grade 5-8 middle schools in the United States implement the eighteen characteristics to a greater degree than grades 5-8 Michigan middle schools."19 The Role Of the Teacher in the Middle School Although the central focus Of the middle school is the student, the role of the teacher is Of vital importance to the successful implementation Of a middle school program. 18James Hawkins, "A Study to Ascertain Actual Middle School Practices as Compared to Reported Middle School Prac- tices in Selected Michigan Schools and Nationally Prominent Schools as Perceived by Teachers and Principals" (Ph. D. dissertation, Michigan State University, 1972), pp. 73-86. 19Joe T. Raymer, "A Study tO Identify Middle Schools to Determine the Current Level of Implementation of Eigh- teen Basic Middle School Characteristics" (Ph.D. disserta- tion, Michigan State University, 1974), p. 72. 24 Carl Rogers20 believes that education should aim for a more Open environment in the classroom to allow the in- dividual an Opportunity to develop his full potential. Shepard stated that "an individual can only develop his full potential in an atmosphere Of trust and Openness."21 There is an Opportuntiy for an Open environment in the middle school where both teachers and students can exper- ience a high degree of personal growth and self-actualiza- tion. John Hansen states, . . basically, a middle school teacher is a hybrid whose preparation contains more subject matter con— tent than his fellows in the lower grades and more knowledge of an empathy for children than his fel- lows in the senior high school. Theodore Moss articulated the following traits for middle school teachers:23 (1) Knowledge about the growth and developmental characteristics Of children aged 10-14. (2) Understanding Of and sympathy for middle school students. (3) Sincere liking for middle school students. (4) Ability to talk with middle school students. (5) A keen sense Of humor. (6) A keen sense Of fairness. (7) Many interests. (8) Flexibility in teaching. 20Carl R. Rogers, "The Facilitation Of Significant Learning" Instruction: Some Contemporary Viewpoints. (San Francisco: Chandler Publishing CO., 1967). 21H.A. Shepard, "Changing Relationships in Organiza- tions" Handbook Of Organizations (Skokie, I11.: Rand Mc- Nally, 1965), p. 42. 22 Hansen, pp cit., p. 48. 23Theodore C. Moss, Middle School (Boston: Houghton Mifflin Company, 1969), pp. 229-230. 25 (9) Reasonable competency in a teaching field. (10) Ability to cooperate and work with colleagues. (11) Commitment to the purposes for the middle school. Mary Grooms believes the middle school teacher must be "flexible and sensitive to quick changes Of mood and needs, and will sense group feeling and student interac- tion."24 One Of the problem areas in middle schools is the lack Of preparation programs for middle school teachers. Few universities or colleges provide training programs to meet the unique needs Of the middle school teacher. Grooms has proposed the following intern program for prospective middle school teachers:25 9. In its role The assignment Of the neophyte to a teaching team. Participation in student programming with the teaching team and students. Involvement in supporting students in the learn- ing situation guided by a teaching team member. Participation in small group sessions involving other neophytes and teaching team group leaders from several disciplines. Partaking Of staff development activities along with other professionals. Participation in program formulation, learning how to use the computer to select materials which contribute to the most probable success of individual students in the separate disci- plines. . Taking part in evaluation conferences with the student, teaching team and student's parents. order for the middle school to effectively fulfill in the education and individual development Of 24 25 Mary A. Grooms, Pergpectives on the Middle School (Columbus, Ohio: Charles E. Merrill, Inc., 1967), P. 46. Ibid., p. 50. 26 pre and early adolescent students, the needs, problems and aspirations of the teacher must be examined. Herzberg and others have found that indices of personal growth and self- actualization are major factors in the degree to which in- dividuals find satisfaction in their jobs. The middle school Offers an Opportunity for this personal and profes- sional growth. Factors that Contribute to Job Satisfaction for Teachers One of the early studies on job satisfaction was con- ducted in 1935 by Robert Hoppock. Among the sample Of 500 teachers included in this study, Hoppock found the follow— ing factors related to teacher job satisfaction:26 (1) Fewer indications Of emotional maladjustment. (2) Better human relations with superiors and associates. (3) Liked children. (4) The satisfied were 7.5 years Older. (5) More had "selected" their vocations. Frederick Herzberg27 developed the hypothesis that within any work situation there are job satisfiers and job dissatisfiers. Job satisfiers are those aspects of the job related to the work itself, and job dissatisfiers are job aspects related to the conditions provided for work. Herzberg labeled the job satisfiers as "motivators" and the dissatisfiers as "hygienes." These factors are 26Robert Hoppock, Job Satisfaction (New York: Harper and Brothers, 1935), pp. 25—40. 27Frederick Herzberg, B. Mansner, and B. B. Snyder- man, The Motivation to Work (New York: Wiley, 1959). 27 also called intrinsic and extrinsic aspects of work. The top five satisfiers were work itself, recogni- tion, achievement, responsibility and advancement, with achievement and recognition having a short duration. Herzberg states: The factors that lead to positive job attitudes do so because they satisfy the individual‘s need for self-actualization in his work . . . Man tends to actualize himself in every area Of his life, and his job is one of the most important areas. The conditions that surround the doing Of the job can- not give him this basic satisfaction; they do not have this potentiality. It is only from the per— formance Of a task that the individual can get the rewards that will reinforce his aspirations. In relation to his theory Herzberg further states: The three factors Of work itself, responsibility, and advancement stand out strongly as the major factors involved in producing job attitudes. Their role in producing poor job attitudes is by contrast extremely small. Contrawise, company policy and administration, supervision, and working conditions represent the major job dissatisfiers with little potency to affect job attitudes in a positive dir- ection . . . poor working conditions, bad company policies and administration, and bad supervision will lead to job dissatisfaction, gOOd supervision, and good working conditions will not lead to posi— tive job attitudes. In Opposition to this . . . recognition, achievement, interesting work, re- sponsibility, and advancement all lead to positive job attitudes. Their absence will much less fre— quently lead to job dissatisfaction.29 Herzberg's theory has generated many studies on job satisfaction. Some are critical of his theory and others support his findings. Herbert Froehlich conducted a study in 1960 which 281bid., p. 114. 291bid., p. 81-82. 28 supports Herzberg's findings. Froelich concluded that: . . . the best measures of job satisfaction are those items dealing with topics that are considered most important and least satisfactory by the group.30 Frank Friedlander31 confirmed Herzberg's findings in his study involving 10,000 employees of a large midwestern company. He found that personal growth and self—actualiza- tion were sources of job satisfaction while dissatisfiers involved the physical and environmental characterstics of the job. Particia Gray conducted a study to determine the sources of job satisfaction by occupational status and reached the following conclusion: These results indicate that neither intrinsic nor extrinsic characteristics are strongly related to job satisfactioanJthe exclusion of the other. The best explanation of difference in job satisfaction is found by using both intrinsic and extrinsic job characteristics. 2 In a study of teacher satisfaction and dissatisfac— tion Robert Simmons concluded that "achievement in the job, the work itself and recognition were the major com— ponents which contributed to satisfaction in teaching."33 3OHerbert P. Froehlich and L. Wolens, "Job Satisfac— thwuasNeedSatisfaction,"PersonnelPsychologyl3(1960), p.419. 31Friedlander, Frank, "Job Characteristics as Satis- fiers and Dissatisfiers," Journal of Applied Psychology, XLVII (1964), pp. 388—392. 32Patricia Gray, "An Analysis of the Sources of Job Satisfaction by Occupational Status" (Ph. D. dissertation, Wayne State University, 1974), p. 155. 33 Robert M. Simmons, "The Measurement of Factors of 29 Peter Merrill conducted a study concerning the job satisfaction of teachers and principals in twenty-two rural and suburban schools in upstate New York. The Minn— esota Satisfaction Questionnaire was used to measure job satisfaction. Merrill34 identified six areas related to high job satisfaction for teachers and principals. These were: (1) creativity, (2) social science, (3) moral values, (4) achievement, (5) activity, (6) responsibility. A study on teacher job satisfaction by Wickstrom produced the following conclusion: The four top-ranking satisfiers were a sense of achievement, the work itself, good interpersonal relations with subordinates and responsibility.35 All these factors are intrinsic in the task of teaching and influencing student behavior. The uniqueness of the middle school rests in part upon a personalization of education combined with a strong emphasis on identify- ing and meeting the needs of the individual learner. This process takes place within the context of the basic middle school principles. Therefore, the elements of interper- sonal relation and individual responsibility are very im- portant for a successful middle school program. These Teacher Satisfaction and Dissatisfaction in Teaching," (Ph.13.dissertation, The University of Tennessee, 1970), p. 190. 34Peter P. Merrill, "A Study Concerning the Job Sat— isfaction of Elementary Teachers and Principals," (Ed. D. dissertation, Syracuse University, 1969). 35 Rodney A. Wickstrom, "An Investigation into Job Satisfaction Among Teachers" (Ed. D. dissertation, Univer— sity of Oregon, 1971), p. 91. 30 intrinsic factors of job satisfaction may be realized more readily in the implementation of middle school concepts. Teachers meeting the needs of students through the imple- mentation of the basic middle school principles may easily find more self—fulfillment in this process than other work- ers find in less inherently satisfying work. Summary The middle school is defined as an organizational arrangement, designed to provide a unique set of educa- tional experiences for transescent youths, which usually encompasses grades 6-8. The focus of the middle school is on the child at a unique stage of life. A balanced program is provided to help meet the social, emotional, mental and physical needs of each individual. The middle school characteristics provide the struc- ture within which an effective program can be provided for students. The teacher is the central medium through whom an effective middle school program is implemented. The mid- dle school can provide an opportunity for teachers to find self-fulfillment and growth in their jobs. CHAPTER III DESIGN OF THE STUDY Introduction The researcher's primary objective in this study was to investigate whether relationships exist between teach- er's perceptions of job satisfaction as measured by the MSQ and teachers' perceptions of the level of implementa- tion of middle school characteristics as measured by the Riegle survey instrument and various biographical charac- teristics of middle school teachers in selected Department of Defense Overseas Dependents Schools. Another consider- ation was differences between teachers' and principals' perceptions of the level of implementation of Middle School characteristics. This chapter contains pertinent information relating to the composition of the sample, the research instruments used in the study, the collection and arrangement of the data, and the analysis of the data. Source of the Data This study was conducted in the Department of Defense Overseas Dependents Schools located in Okinawa, the Philippines, and Japan. The study was limited to 31 32 six schools in the Pacific Region identified by the offic- ial name as a Middle School. These schools housed students in grades 5-8. The student population of these schools range from 300 to 975. A total of 133 teachers from a pop- ulation of 215 teachers were surveyed for this study. The number of teachers surveyed in each of the schools and the record of response are presented in Table 3-1. Table 3-1. The Number of Middle School Teachers Surveyed in Each School, the Number of Responses and Percentages of Questionnaire Returns ; Number of Teachers Number of Percentage of School Surveyed Respgnses Respondents A 32 23 72 B 25 16 64 C 19 12 63 D 22 12 55 E 18 ll 61 P 17 10 59 Total 133 84 6396 A total of 84 teachers responded to both instruments giving a 63 percent response. The number of respondents in- cluded 62 women and 22 men with fifty-six percent of the total respondents between the ages of 31 and 40. Twenty- three percent were between 21 and 30 with twenty percent over the age of forty. Fifty percent of the respondents had over ten years of experience in education and fifty percent had less than ten years of experience in education. Fifty percent had 33 been teaching at their current school 2 years or less and forty percent had been teaching at their current school be- tween three and five years. Table 3-2 presents the biogra- phical data. A packet containing a cover letter, instruction sheets, a privacy act statement, the survey instruments, and a stamped return addressed envelope was forwarded to the principal of the six middle schools. The data used in this study were gathered from the instruments completed and re- turned by the teachers and principals surveyed. Research Instruments Used Two research instruments were used to gather the data collected for this study. The purpose of this section is to give a detailed discussion of each of the data gathering instruments. The Riegle Survey Instrument In a study conducted by Jack Riegle in 1971, eighteen basic middle school principles were identified from the lit- erature and validated by experts (see Appendix C). Riegle developed a questionnaire containing sixty-two questions de- signed to measure the eighteen basic middle school principles. The questionnaire was divided into two sections based on the type of response indicated for the question. The first sec- tion consisted of single answer multiple choice questions with mutually exclusive and exhaustive responses. The second section required multiple responses to multiple 34 Table 3 .2 - Biographical data: Sex, Age, Total Years of Teaching Experience and Total Years at Current School. Number of Percentage of Characteristic Respondents Respondents Sex Male 22 26 Female 62 74 Total 84 100 Age 21-30 20 24 31-40 47 56 41—50 -8 10 Over 50 9 10 Total 84 100 Experience in Education 1-5 years ‘ 14 17 6-10 years 28 33 over 10 years 42 50 Total 84 100 Experience at Current School 2 years or less 42 50 3-5 years 34 40 6-10 years 8 10 over 10 years 0 0 Total 84 100 35 choice questions. A numerical value is assigned for each answer in the questionnaire. These assigned values were weighted to provide a positive correlation between large scores and a high degree of implementation of the basic characteristics being measured. Table 3-3 gives each specific question in the Riegle instrument that measures the characteristic indicative Of a middle school practice. The Minnesota Satisfaction Questionnaire One of the major instruments developed to measure employee job satisfaction was the Minnesota Satisfaction Questionnaire. This instrument was constructed as a part of the Work Adjustment Project at the Industrial Relations Center of the University of Minnesota. It measures both intrinsic and extrinsic factors related to the work en— vironment in addition to general job satisfaction. The instrument consists of one hundred items covering twenty job related factors with five items for each factor. Factor analyses done on the MSQ have shown that about half the common scale score variance is accounted for by the extrinsic factor and half by the intrinsic factor. The extrinsic factors are defined by advancement, company policies and practices, compensation, security, supervi- sion-human relations, supervision technical, and working 0 o l a o o a o I conditions. The remaining scales constitute intrin31c 1David J. Weiss, Rene V. Davis, George W. England, 36 Table 3—3. The Characteristics Within the Survey Instru- ment and the Numbers of Questions Included to Collect Data on Each Characteristic Characteristic Survey Question Numbers 1. Continuous progress 1, 2 2. Multi-material 3, 4, 5, 6, 46 3. Flexible schedule 7, 8, 38 4. Social experiences 9, 10, 47, 48, 6O 5. Physical experiences 11, 41, 42, 61 6. Intramural activity 12, 13, 49, 62 7. Team teaching 14, 15, 16, 17 8. Planned gradualism l8 9. Exploratory and enrichment 19, 20, 21, 50, 51 programs 10. Guidance services 22, 23, 24, 43 11. Independent study 39, 44, 52 12. Basic learning experiences 25, 26, 45, 53 13. Creative experiences 27, 28, 29, 30, 31, 54 14. Student security factor 32, 33, 34 15. Evaluation practices 35, 40 16. Community relations 36, 37, 55, 56 17. Student services 57 18. Auxiliary staffing 58, 59 37 factors. The twenty job related factors are:2 1. Ability utilization. The chance to do something that makes use of my abilities. 2. Achievement. The feeling of accomplishment I get from the job. 3. Activity. Being able to keep busy all the time. 4. Advancement. The chances for advancement on this job. 5. Authority. The chances to tell other people what to do. . 6. Company policies and practices. The way company policies are put into practice. 7. Compensationaf My pay and the amount of work I do. _1._ 8. Co-workers. rThe way my co—workers get along with each other. 9. Creativity. The chance to try my own method of doing the job. 10. Independence. The chance to work alone on the job. 11. Moral Values. Being able to do things that don't go against my conscience. and Lloyd H. Lofquist, "Construct Validation Studies of the Minnesota Importance Questionnaire," Minnesota Studies in Rehabilitation: XVIII. (Minneapolis: Industrial Relations Center, 1964), pp. 8—9. 21bid. 38 12. Recognition. The praise I get from doing a good job. 13. Responsibility. The freedom to use my own judgment. L! 14. Security. The way my job provides for steady employment. 15. Social Service. The chance to do something for other people. / 16. SocialjStatus. The chance to be "somebody" in the community. 17. Supervgiion — human relations. The way my boss handles his men. 18. Supervision-technical. The competence of my superior in making decisions. 19. Variety. The chance to do different things from time to time. 20. Working gihditions. The working conditions. There are five response alternatives for each item: They are: Very Dissatisfied; Dissatisfied; Neither (dis- atisfied nor satisfied); Satisfied; Very Satisfied. The numbers one through five are assigned to the response alternatives with high satisfaction receiving a weight of five and low satisfaction receiving a weight of one. Scale scores are determined by summing the weights for the responses selected for the item in each scale. A general satisfaction score is obtained from the selection of one item from each of the twenty scales yielding a score 39 ranging from 20 to 100. Hoyt's analysis of variance was used to evaluate the internal consistency and reliability of the MSQ. The re- sults indicated that 83 percent of the coefficients exam— ined were .80 or higher and only 2.5 percent were lower than .70. Evidence from the findings of several valida- tion studies indicate that the MSQ measured job satisfac- tion according to theoretical expectations.3 Procedures By June, 1977, responses had been received from all six middle schools in the study. The data were coded and three compute programs were used to analyze the data. They were: (1) Sub-program PEARSON CORRELATION, (2) Sub-program regression, (3) Sub-program T-Test. The following procedures were used for all hypotheses tested in this study. Step 1. State the null hypothesis and alternative. Step 2. Specify a level of significance. (The .05 level was used throughout this study). Step 3. Specify the test statistic used in testing the hypothesis. Step 4. Specify the sampling distribution and de- grees of freedom. Step 5. State the critical value. 3Lewis B. Albright, The Seventh Mental Measurement Yearbook: Vol. 11., (Highland Park, New Jersey: The Gryphon Press, 1972), p. 1493. 40 Step 6. Compute the value of the statistic. Step 7. Draw appropriate conclusions. A multiple regression technique was used to test for the best predictors of job satisfaction among the eighteen middle school characteristics for teachers. The Pearson product moment correlation statistical technique and multiple linear regression was used to test Hypotheses I and II. Student's T-test was used to test Hypothesis III. Data Analysis Procedures Job satisfaction ratings were determined from the teachers' responses to the Minnesota Satisfaction Ques— tionnaire. Both intrinsic and extrinsic factors of job satisfaction were measured. Teachers' and principals' perceptions of the level of implementation of eighteen middle school characteristics were determined from their responses to the Riegle Survey Instrument. Three major hypotheses were examined. They were stated in the null form and tested at the .05 alpha level. Null Hypothesis I: There are no relationships significant at the .05 level between teachers' perceptions of the level of implementation of the 18 basic middle school characteristics as measured by the Riegle question- naire and intrinsic, extrinsic or general job satisfaction as measured by the MSQ. This hypothesis was divided into eighteen 41 sub-hypotheses. The sub-hypotheses are: There is no relationship at the .05 level between teachers' perceptions of continuous progress and the de- gree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of multi-material approach and the degree of intrinsic, extrinsic or general job satisfac- tion. There is no relationship at the .05 level between teachers' perceptions of flexible schedules and the degree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of social experiences and the degree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of physical experiences and the de- gree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of team teaching and the degree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of planned gradualism and the degree of intrinsic, extrinsic, or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of exploratory and enrichment studies and the degree of intrinsic, extrinsic or general jog satisfaction. 42 There is no relationship at the .05 level between teachers' perceptions of guidance services and the degree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of independent study and the de- gree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of basic skill repair and extension and the degree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of intramural activities and the degree of intrinsic, extrinsic or general job satisfac- tion. There is no relationship at the .05 level between teachers' perceptions of creative experiences and the degree of intrinsic, extrinsic or general job satisfac- tion. There is no relationship at the .05 level between teachers' perceptions of security factors and the degree of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of evaluation of students' work and the degree of intrinsic, extrinsic or general job satis- faction. There is no relationship at the .05 level between teachers' perceptions of community relations and the degree 43 of intrinsic, extrinsic or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of student services and the degree of intrinsic, extrinsic, or general job satisfaction. There is no relationship at the .05 level between teachers' perceptions of auxilliary staffing and the de- gree Of intrinsic, extrinsic or general job satisfaction. Null Hypothesis II: There are no relationships sig- nificant at the .05 level between intrinsic, extrinsic or general job satisfaction as measured by the MSQ and spec- ified biological characteristics among groups of teachers. It was necessary to have four sub-hypotheses for this an- alysis. The sub-hypotheses are: There is no relationship at the .05 level in the de- gree Of intrinsic, extrinsic or general job satisfaction between teachers classified according to age. There is no relationship at the .05 level in the de- gree of intrinsic, extrinsic or general job satisfactcion between teachers classified according to sex. There is no relationship at the .05 level in the de- gree of intrinsic, extrinsic or general job satisfaction between teachers classified according to experience in the profession of teaching. There is no relationship at the .05 level in the de- gree of intrinsic, extrinsic or general job satisfaction between teachers classified according to years of service at their current school. i 44 Hypothesis III: There is no significant difference at the .05 level between teachers' perceptions and princi- pals' perceptions of the level of implementation of the eighteen basic middle school characteristics as identified by Riegle. Student's T—Test was the statistical technique used for testing the equality of means. Mean scores for each teacher were calculated and a composite teacher mean score for each school was used for comparison with the princi— pals' mean score. Summary The design of the research study was presented in this chapter. The sources of the data and the methods used for data collection and ordering were presented. The hypotheses and sub-hypotheses investigated in this study were identified. Included in this chapter was a discussion of the two research instruments used in this study. A description of the three methods of statistical analysis used to test the hypotheses was outlined. The methods were the Pear- son Product Moment Correlation, Multiple regression and Student's T—Test. CHAPTER IV ANALYSIS OF THE DATA The results of the data analyses are reported in this chapter. The central focus of this investigation has been to determine what relationships exist between teachers' per- ceptions of the level of implementation of basic middle school characteristics and their job satisfaction. The researcher examined the extent of these relationships and identified the specific middle school characteristics that were significantly related to teacher job satisfaction. In addition, the predictive ability of selected middle school characteristics for job satisfaction were examined. Fin- ally, the extent to which teachers and principals differ in their perceptions of the level of implementation of the eighteen basic middle school characteristics were investi- gated. The major research hypotheses were broken down in sub-hypotheses for analysis where appropriate. Null Hypothesis I There are no relationships significant at the .05 level between teachers' perceptions of the level of implementation of the eighteen basic middle school characteristics as measured by the Riegle questionnaire and intrinsic, extrinsic or general 45 46 job satisfaction as measured by the Minnesota Satisfaction Questionnaire. HO: p=O Findings In order to test the major hypothesis it was nec- essary to divide it into eighteen sub-hypotheses, each dealing with a basic middle school characteristic and job satisfaction. Each of the sub-hypotheses, as stated in the null form, indicated a relationship equal to zero be- tween job satisfaction and a particular characteristic. Table 4-1 reflects the mean score achievements of middle school teachers in six Departement of Defense mid- dle schools on the Riegle survey of middle school charac- teristics. This table reveals that the mean total score for teachers is 102.90 which represents 32.25 percent of the maximum total possible. Table 4-2 shows the mean and standard deviation scores for intrinsic, extrinsic and general job satisfac- tion in six Department of Defense Dependents Overseas mid- dle schools. The scores for each of the job satisfaction elements indicate an average job satisfaction rating for these middle schools. This sample of middle school tea- chers was found to be neither highly satisfied nor highly dissatisfied with their jobs. Pearson product moment correlation coefficients were computed for each of the eighteen sub-hypotheses. 47 Table 4-1. Mean and Standard Deviation Scores for Tea- chers in Six Department of Defense Overseas Middle Schools on Eighteen Basic Middle School Characteristics Maximum Characteristics Poss. Mean S.D. Score Continuous progress 8 3.28 1.51 Multi-material 33 20.43 4.15 Flexible schedule 18 3.90 1.72 Social experiences 20 8.00 2.14 Physical experiences 31 6.68 1.30 Intramural activity 23 8.23 3.23 Team teaching 16 4.16 4.94 Planned gradualism 3 .92 2.55 Exploratory and enrichment Programs 25 6.40 1.18 Guidance services 23 7.08 2.66 Independent study 16 3.37 1.13 Basic learning experiences 25 7.70 2.25 Creative experiences 21 5.58 1.48 Student security factors 8 2.85 .55 Evaluation practices 16 3.41 1.18 Community relations 16 3.76 .93 Student services 9 4.83 .99 Auxiliary staffing 8 2.32 1.24 Total Scores 319 102.90 48 Table 4—2. Mean and Standard Deviation Scores on Job Satisfaction Factors for Teachers in Six Department of Defense Overseas Middle Schools Job Satisfaction Factors Mean S.D. Intrinsic 48.67* 3.96 Extrinsic 35.28* 7.91 General 32.03* 9.98 *A score of 50 or better represents a high degree of job satisfaction. A score of 25 or lower represents a low level of job satisfaction. Scores in the middle range in- dicate an average degree of job satisfaction. The significance of the correlation coefficients was tested using the null hypothesis that states the value of the cor- relation coefficients to be equal to zero or HO: p = 0. Table 4.3 shows correlations between intrinsic, ex— trinsic and general job staisfaction and the eighteen basic middle school characteristics for DOD middle school tea- chers. Only two of the correlation coefficients were sig- nificantly different from zero. The significance of the correlation coefficients appears in Table 4-4. A signif- icant relationship between intrinsic job satisfaction and social experiences was revealed and statistical signifi— cance established at the p < .03 level. A significant relationship was also found between general job satisfac- tion and physical experiences at the p < .05 alpha level. All other correlations were not significant at the p < .05 49 Table 4-3. Correlations Between 18 Basic Middle School Characteristics and Intrinsic (INTR), Extrinsic (EXTR) and General (GEN) Job Satisfaction for Department of Defense Middle School Teachers. Characteristics INTR EXTR GEN Continuous progress .34 .17 -.09 Multi-material -.05 -.52 -.50 Flexible schedule .62 .71 .46 Social experiences -.95 -.49 -.61 Physical experiences -.44 -.76 -.81 Intramural activity -.l7 -.19 -.41 Team teaching .51 .38 .10 Planned gradualism -.17 —.59 -.32 Exploratory and enrichment programs -.04 .68 .47 Guidance services .01 .49 .14 Independent study .52 .65 .36 Basic learning experiences .50 .23 .14 Creative experiences .02 -.32 —.26 Student security factors .30 .50 .27 Evaluation practices .35 -.23 -.12 Community relations -.46 -.29 -.49 Student services -.16 -.73 -.46 Auxiliary staffing .40 -.05 —.08 50 Table 4-4. Probability of Significance of the t Statistic for Correlation Coefficients between 18 Basic Middle School Characteristics and Intrinsic (INTR), Extrinsic (EXTR) and General (GEN) Job Satisfaction for Department of Defense Middle School Teachers. Characteristics INTR EXTR GEN Continuous progress .51 .74 .85 Multi-material .93 .28 .30 Flexible schedule .18 .11 .35 Social experiences .03 .32 .19 Physical experiences .38 .07 .05 Intramural activity .74 .71 .41 Team teaching .29 .45 .81 Planned gradualism .74 .21 .53 Exploratory and enrichment programs .93 .13 .34 Guidance services .97 .32 .78 Independent study .28 .15 .47 Basic learning experiences .31 .65 .78 Creative experiences .96 .53 .62 Student security factors .56 .30 .60 Evaluation practices .48 .65 .81 Community relations .93 .47 .32 Student services .75 .09 .35 Auxiliary staffing .43 .90 .86 51 level. The null hypotheses were retained at the 95 per- cent level of confidence. Multiple linear regression analysis was used to de- termine the best predictors of job satisfaction from the eighteen basic middle school characteristics as shown in Table 4-5, social experiences and planned gradualism were the best predictors. Table 4-5. Regression Analysis for Predictor Variables Variable Regression Coefficient Social experiences .890 Planned gradualism .683 Continuous progress .138 Guidance services .013 Since multicollinearity was found in the linear re- gression analysis, additional statistical tests were per- formed on the data to isolate the redundant variables and determine the independent variables. Partial correlation and multivariant regression tests were performed. Table 4-6 shows the independent variables and their significance. The three job satisfaction indices were used as criterion variables. 52 Table 4-6. Measures of Multicollinearity of Predictor Variables Variables R2 F-ratio Significance p prob. Social experiences .595 .37 .826 Exploratory and .722 .65 .716 enrichment programs Independent study .967 7.40 .268 Student security factors .957 5.64 .304 Auxiliary staffing .977 10.88 .223 Null Hypothesis II There are no relationships significant at the .05 level between intrinsic, extrinsic or general job satisfaction as measured by the Minnesota Sat- isfaction Questionnaire and teachers' biographical characteristics of sex, age, years of experience in the profession of education and years of ser- vice at current school. Findings This hypothesis was divided into four sub-hypothesis to examine the relationship between job satisfaction and a specified biographical characteristic. Correlation co- efficients were calculated for job satisfaction factors for each group. In addition, the correlation coeffic- ients for job satisfaction scoreszfixreach sub-group of a specified biographical characteristic were compared to measure differences between sub-groups for each biographical 53 characteristic. Table 4-7 shows the mean and standard deviation scores of factors of job satisfaction finrmales and females. There were no significant differences between males and females on their job satisfaction scores. Table 4-8 shows the results of the analysis of variance which reveals significant relationships for both males and fe- males for job satisfaction. The analysis revealed a sig- nificant relationship at the p < .05 level with a multiple r of .9987 for males and a multiple r of .9928 for females. Table 4-7. Means and Standard Deviations for Areas of Job Satisfaction for Teachers by Sex Male Teachers Female Teachers Area of Job (N = 20) (N = 55) Satisfaction Mean S.D. Mean S.D. Intrinsic 47.56 24.22 44.72 20.96 Extrinsic 39.63 24.65 40.15 23.38 General 34.70 33.08 30.61 28.88 These results indicate that almost all the variation in general job satisfaction for both male and female mid- dle school teachers is accounted for by the predictor var- iables. This finding indicates that there are no differ- ences between males and females in their perceptions of intrinsic, extrinsic and general job satisfaction. There- fore, the null sub-hypothesis was not retained. 54 omo.ah em voo.mavm Hospflmmm ooo. «Ho.om Hmm.HMHN om vmm.bmoov coflmmmummm vowm. mmmm. mamemm Hma.hm m mmm.wm Hmspflmmm mmo. mam.mv mma.vmaa ma mmn.vmmom coflmmoummm «mam. nmmm. mam: .oonm oaumm mmumswm .m.o moumsvm mousom mm m Oflumflumuomnmzu m m :82 mo 8m 63332 mafia: Hofldfimoflm .gOHpommmflumm non mamEom\oamz How moccaum> mo mflmemam .mus wanes 55 Table 4-9 shows the mean and standard deviation scores for job satisfaction calculated for teachers accord- ing to their age groups. The analysis of the data for this hypothesis revealed that as age increases job satisfaction increased, with subjects in the 41—50 age group averaging more satisfaction in the intrinsic, extrinsic and general categories than the other three groups (see Table 4—10). There were too few subjects in three of the four age cat— egories for complete analysis so, any conclusions drawn from the data are, at best, very speculative. One implication of the small cell size for the age groups used in this study is that there are few middle school teachers in the 21-30 age range and few over 50 years Old. Another implication of the small cell size is that few teachers in those age ranges responded to the survey instruments. In View of the fact that nearly fifty percent of the middle school teachers in the Pacific Area responded to the survey instruments, a small sample size is unlikely. The null hypothesis was not retained for the age groupings. As noted above, this conclusion is based on limited data. In Table 4-11 is shown the mean and standard devia- tion scores on factors of job satisfaction for teachers according to years of experience in education. The mean scores of teachers with more than ten years of experience in education are higher for all three categories of job 56 mo.mm mm.om vh.vm NN.om mo.om mo.mm mo.mm Hm.mm Hammaww N¢.mm mo.mv mh.hm oH.No NN.ON w©.mm mm.mH HH.mm Oflmnfluaxm mv.om mm.wm hm.mm oa.mm Nh.oa mm.Hv HH.HN vh.av OHmQHHuGH .Q.m cmmz .Q.m cows .Q.m new: .Q.m cam: COHMOMMMprm O .H om hm>o wee omnas mod osuam mad omuam med now m mam a mmsouw ova >9 poamammmao muonomoe Hoonom mappflz HOw cofluommmfipmm pow mo mmonm How monoom GOHHMH>OQ pumpomum pom and: .mlv magma 57 .coflumasono on mmumuapcfl :1 s- I- .. qupflmmm mmm.mqea s som.mmaoa coflmmmhmmm ooo.a ooo.a om umpo .. .. moo. Hmspnmmm maH.soma m mam.smom conmmmummm ooo.a ooo.a omuav mmo.qm ma Gmm.smoa Hmzpnmmm ooo. mom.am mam.moaa om ~G~.oommm scammmnmmm mama. swam. o¢-Hm .. .. Hmspnwmm mmm.mmm ma conmmummm oooo.a oooo.H omuam «mmm .oflfim Axumm mmufiam .mgu mmnfifim NHnfim mm m ofitfiumflxfidsu m a 862 mo Sm 9.332 633% €381.8on .aonuommmflumm nos paw mmflnommpmu mom How moamaum> mo mammamcm .oalw UHQMB 58 satisfaction. The mean scores of teachers with six to ten years of experience in education are higher than those with one to five years of experience in education. This seems to indicate that teachers with more experience in education are more satisfied in their jobs. An analysis of variance (Table 4-12):fl1rthese scores shows a signifi- cant relationship between all categories of experience in education and job satisfaction. A paucity of subjects in the first category with one to five years of experience makes this category difficult to analyze. One implica- tion of the small cell size for this group is that a large number of middle school teachers in Department of Defense overseas schools have more than five years teaching ex— perience which corresponds with the age data indicating very few teachers are in the 21-30 age category. This may imply that the DOD schools have an Older and more exper- ienced teacher population and that, for whatever reason, few younger teachers are being employed in the overseas dependent schools. Teachers with six to ten years experience have a multiple r2 coefficient of .9874 indicating that most variation in job satisfaction is explained by the twenty variables in the MSQ survey instrument. There is also a strong positive relationship between job satisfaction fac- tors for this age group. Teachers with more than ten years experience had a similar multiple r2 coefficient of .9680 which indicates 59 mm.mm mm.hm Hm.mm wh.mm mm.vm hv.wm HOHOGOG ma.mm mn.v¢ mm.mH mo.mm mm.am mw.mm OHmcflupxm N>.mm ma.om H¢.ma mw.ov mw.om mm.mv OHmcflHucH .Q.m opp: .o.m cmmz .Q.m new: qofluomwmflumm .on .mhm OH Ho>o .mxo .mn% OHIO .mxm .mum mIH non mo mmn< cofluwospm CH cocoaummxm mo mummw wn pmflmamwmao mumsomwe Hoonom mappflz How cofluommmflpmm now mo mmwum MOM monoom coflpma>oa pumpcmvm paw com: .Halv canoe 60 oom.mm ma mom.mmma Hoppfimmm ooo. HHm.mm Hmh.¢oma om omo.mmomm seammmHmmm omom. ovmm. wand» oa Ho>o mmm.vm m aam.vha Hospflmom Hoo. mmm.vm mmm.mmm ma moo.nomwa coflmmoummm ammm. mama. mnmow calm II II vac. Hospflmmm mmm.mmm ea www.mmmm coflmmmnmmm oooo.H oooo.a when» mIH "coflumonpm CH mucmfinwmxm .Qon oaumm mmHmsvm .m.o mmHmswm cons mm m OHamAHmuomuan m a 582 mo ed on 68392 wands 1828888 .cofluommmflumm now can cofiumospm CH mocmflnomxm Mom OOCMHHM> mo mflmhawc4 .malv manna 61 that most of the variance in job satisfaction for this group also is explained by the independent variables. Significant relationships were found within all the sub-hypotheses at the p < .05 alpha level. Therefore, the null hypothesis was not retained. Table 4-13 shows the mean and standard deviation scores on the three areas of job satisfaction for teach- ers, according to years of experience at present school. It can be seen that teachers with the highest mean scores for all areas of job satisfaction were those with the most experience at their current schools. Teachers with 2 years or less at their present school had the lowest mean scores in each area of job satisfaction. This indicates that teacher satisfaction and increasing years of experience at a school are directly related. Table 4-13. Mean and Standard Deviation Scores for Areas of Job Satisfaction for Middle School Teach- ers with Different Years of Experience at Present School Areas of Job 2 yrs. or less 3-5 yrs. 6-10 yrs. Satisfaction Mean S.D. Mean S.D. Mean S.D. Intrinsic 39.25 19.22 50.64 20.89 53.19 27.72 Extrinsic 33.63 19.91 45.29 24.54 46.44 27.58 General 23.23 24.07 38.52 30.72 42.10 38.54 62 Table 4-14 indicates that the F probability for two of the three experiences categories was p < .05 leading to not retaining of the null sub-hypothesis for years of ex- perience at present school. The multiple r2 for teachers with two years or less at their present school was .9774 indicating that most of the variation in job satisfaction for this group is ex- plained by the independent variables. Since there were significant relationships between years of experience in education and job satisfaction the null sub-hypothesis was not retained. Significant relationships were found between in- trinsic, extrinsic and general job satisfaction and bio- graphical characteristics Of sex, age, years of experience in the profession of education and years of service at present school. Therefore, the major null hypothesis was not retained. Null Hypothesis III There is no significant difference at the .05 level between teachers' perceptionsanuiprincipals' perceptions of the level of implementation of the eighteen basic middle school characteristics as identified by Riegle. Findings In Table 4-15 the mean scores of DOD middle school teachers and principals are compared and the probability of significance of the T statistic is reported. The t-test 63 Hospflmmm mom.mmwa m mnm.mwmma scammmnmmm ooo.a ooo.H munch calm mvm.hm ca mam.mnm Hospflmmm ooo. wmo.wa nmm.noma om wmn.mvmwm coflmmmnmmm mmmm. nmmm. whom» mum mom.ma vH www.mvv Hmspflmmm ooo. nwm.om mvm.mmm om mmm.~mmma coflmmoummm «hem. mmmm. mmoa no mummm m "Hoonpm ucmuusv up mocowuomxm .oonm oaumm mmumsvm m.o mmnmsvm mouoom mm _m moaumflnmpomnmnu m m 8% mo 5m 63332 63332 E62883 .c0306mmflmm ooh. paw Hoonum “COMBO pm moawflnmmxm How USERS mo mam»? vat v magma 64 was used to measure significance between the means. The maximum score for each of the eighteen characteristics is also shown. Statistically significant differences were found for five of the eighteen characteristics. In each case the principals' mean score exceeded the teachers' mean score. Significance appeared in the following characteristics: (1) multiple-media, (2) physical experiences, (3) intra- mural activities, (4) security factors, and (5) evaluation practices. Previous research by James Hawkins has established a minimum of nine significant items to not retain the null hypothesis. The null hypothesis was retained because the number of significant items was less than nine. Summary In the results of the study presented in this chap— ter, two of the three major null hypotheses were retained. There were no significant relationships found be- tween teachers' perceptions of the level of implementation of the eighteen basic middle school characteristics and job satisfaction. Significant relationships were found between job satisfaction and teacher biographical characteristics of sex, age, experience in the profession of education and years of service at current school. There were no significant differences found when 65 Table 4-15. Mean Scores of Principals and Teachers in Department of Defense Middle Schools and Probability of Significance of t Statistic. Nbthml Characteristic Principals Possible Teadhers ‘t ane Imob. Continuous progress 4.83 8 3.28 .17 Multi-media 27.17 33 20.43 .01a Flexible schedule 5.67 18 3.90 .29 Social experiences 11.17 20 8.00 .12 Physical experiences 9.00 31 6.68 .01a Intramural activity 14.00 23 8.23 .04a Team teaching 4.83 16 4.16 .78 Planned gradualism 1.67 3 .92 .40 Exploratory and 11.67 25 6.40 .06 enrichment programs Guidance services 9.50 23 7.08 .18 Independent study 3.67 16 3.37 .22 Basic learning 9.00 25 7.70 .45 experiences Creative experiences 6.33 21 5.58 .40 Student security factors 4.83 8 2.85 .01a Evaluation practices 5.83 16 3.41 .04a Community relations 5.33 16 3.77 .07 Student services 6.50 9 4.83 .09 Auxillary staffing 3.67 8 2.31 .20 TOTAL SCORES 144.67 102.90 aSignificant at the .05 level. 66 comparing the mean scores of DOD middle school principals and teachers. Statistically significant differences were found be- tween the mean scores of principals and teachers on five of the eighteen middle school characteristics. Additional summary and interpretation of this chapter will be pre- sented in Chapter V. CHAPTER V CONCLUSIONS The researcher's purpose in this chapter is to sum- marize the study, draw appropriate conclusions from the results of this investigation and make recommendations for future research. Summary More specifically, the researcher's purposes were: 1) To ascertain whether any significant relation- ships existed between middle school teachers' perceptions of the level of implementation of basic middle school characteristics and their perceptions of job satisfaction. 2) To examine what, if any, relationships exist between teachers perceptions of job satisfac— tion and biographical characteristics of gender, age, years of experience in teaching and years of service at current school. 3) To investigate differences in perceptions, if any, between teachers and principals regarding middle school practices. A total of 133 teachers were surveyed in six 67 68 Department of Defense middle schools located in Okinawa, the Philippines and Japan. There was a sixty-three per- cent response to the survey. The instruments used to collect the data were the Minnesota Satisfaction Questionnaire and the Riegle survey for middle school characteristics. The MSQ measures per- ceptions of job satisfaction and the Riegle survey mea- sures perceptions about eighteen basic middle school char- acteristics. These characteristics are continuous progress programs, multi-media, flexible schedules, social exper- iences, physical experiences, intramural activities, team teaching, planned gradualism, exploratory-enrichment ex- periences, guidance services, independent study, basic learning skills, creative experiences, student security factors, evaluation practices, community relations, stu- dent services and auxiliary staffing. The methods of analyses used in this study were correlational analysis to test association between job satisfaction, specified biographical characteristics and middle school characteristics. Multiple linear regres- sion was employed to test for predictor variables and analysis of variance to determine significant relation- ships between middle school characteristics, biographical characteristics of age, sex, experience in education, ex- perience at present school and job satisfaction. The T-test was used to determine differences between the mean scores of teachers and principals. The statistical 69 significance was established at the p < .05 level for all hypotheses tested. The following three major research hypotheses were tested: Hypothesis 1: There are no relationships significant at the .05 level between teachers' perceptions of the level of implementation of the eighteen basic middle school char- acteristics (as measured by the Riegle questionnaire) and intrinsic, extrinsic or general job satisfaction as mea— sured by the Minnesota Satisfaction Questionnaire. Hypothesis 2: There are no relationships significant at the .05 level between intrinsic, extrinsic or general job satisfaction as measured by the Minnesota Satisfaction Questionnaire and teacher biographical characteristics of sex, age, years of experience in the profession of educa- tion and years of service in their present schools. Hypothesis 3: There is no significant difference at the .05 level between teachers' perceptions and prin- cipals' perceptions of the level of implementation of the eighteen basic middle school characteristics identified by Riegle. By data analysis it was determined that no statis— tically significant relationship were found between middle school characteristics and job satisfaction of middle school teachers in the sample. Statistically significant relationships were found for sex, age, years of experience in education and years of service at present school and 70 job satisfaction. A comparison of the mean scores of prin- cipals and teachers indicated no statistically significant differences between their perceptions of the level of im- plementation of middle school characteristics. Conclusions From the study information just summarized, some conclusions can be drawn that rely on the researchers findings which appear in Chapter IV. It can be deduced from the data in Table 4—1 and 4-2 that there is little implementation of basic middle school characteristics in DOD middle schools but an aver- age degree of job satisfaction among teachers in these middle schools. It is fair to conclude, therefore, from the findings for the first hypothesis, that teachers are no more or less satisfied in their jobs where there is a low level of implementation of middle school character— istics. These data also revealed a significant inverse re- lationship between intrinsic job satisfaction and social experiences. This leads to the conclusion that the satis- faction teachers feel in their jobs is inversely related to the amount of social experience provided for students in DOD middle schools. The data also revealed a signif- icant inverse relationship between general job satisfac- tion and planned gradualism. One can conclude that teachers' job satisfaction is inversely related to the ____,_._ _ 71 degree of planned gradualism for students in DOD middle schools. Multiple linear regression analysis indicated also that social experiences and planned gradulism were good predictors of job satisfaction for teachers. This find- ing indicates that the degree of job satisfaction middle school teachers feel can be predicted by the ex- tent to which social experiences and planned gradualism are provided for students. The findings on multicollinearity suggest that so- cial experiences, exploratory and enrichment programs, independent study, student security factors and auxiliary staffing explain most of the variation among the eighteen middle school characteristics. One may conclude from this finding that there is overlap among the eighteen character- istics. This might suggest the need for examination of the characteristics to condense or combine some of them. One conclusion that can be drawn fronithe data an- alysis for the second hypothesis is that older middle school teachers are more satisfied with their jobs than younger middle school teachers. Perhaps this results from the fact that older teachers are closer to retirement age. DOD teachers can retire at age 55 with twenty years ser— vice. The data show that teachers with more than ten years of professional service and those with six to ten years experience at the same school feel more satisfied in their job than teachers with fewer years of experience. 72 One may conclude that those who remain in the teaching profession and those with long tenure at a particular school are more satisfied in their jobs for reasons not examined in this study. The findings for hypothesis number three indicate that there are no significant differences between principals and tea- chers in their perceptions of the implementation of middle school characteristics. It can be concluded from this finding that there is a high degree of consistency between principals and tea— chers in their perceptions of middle school practices. Discussion The findings for hypothesis one suggest that the most accurate predictors of job satisfaction among the eigh- teen basic middle school characteristics are social exper- iences and planned gradualism. This finding indicates that we can predict the satisfaction middle school teachers feel from their jobs by the extent to which we find the imple- mentation of programs uniquely designed to meet the indi- vidual needs of transescent youth. One implication of this finding is that where the true middle school concept is applied we may expect to better predict job satisfaction for middle school teachers. A basic premise of the theory underling this re- search is that we will find higher levels Of job satis- faction in organizations in which individual needs, for self esteem and self-actualization are met. Since the 73 best predictors were found to have a moderate to high inverse relationship with job satisfaction the assumption of finding high job satisfaction where there is a high level of implementation of basic middle school character- istics was not verified by the findings for this hypoth- esis. Further investigations of these findings might be a fruitful area for future research. The results of the findings for hypothesis two might give additional impact to significant relationships be- tween the middle school characteristics and job satisfac- tion. Since all of the biographical factors examined in this study were significant, any additional findings of significance may be attributed to the additional variables examined. Previous research conducted on teacher job satisfac— tion has revealed that some of these biographical factors are significantly related to job satisfaction for teachers. The results of this study support these preivous findings. The data for hypothesis three indicates that there is a relatively low level of implementation of the basic mid- dle school characteristics in DOD middle schools. Although the mean score for general job satisfaction was in the average range, indicating an average degree of job satisfaction, the score was in the lower portion of the scale. One inplication is that the lack of predictive ability of the middle school characteristics for job sat- isfaction result from the low level of implementation of 74 the basic characteristics in DOD middle schools. There were five areas in which principals perceived a significantly higher level of implementation of middle school characteristics than teachers. This seems to indi- cate that middle school principals feel more is being done to implement middle school characteristics than teachers. These findings indicate a need for an overall evaluation of the middle school concept in DOD schools. An evaluation by each school of its status as a mid- dle school may be one way of improving the level of imple- mentation of middle school characteristics. Curriculum revisions may be necessary to fully implement all the basic middle school concepts. One important way to begin might be inservice training for teachers and principals. The findings of this study could serve as a starting point for inservice training evaluating present middle school concepts and programs. A most important study would be a replication of this investigation after the implementation of strong middle school programs in the DOD schools. Much more conclusive evidence might be obtained about the relationship of job satisfaction to the implementation of middle characteris- tics. Insights could also be gained regarding the percep— tions of teachers and principals on the implementation of middle school concepts. Significant contributions could be made to organiza- tion theory through pursuit of this type of research. 75 Recommendations for Further Study Some middle school characteristics seemed more impor- tant than others in indicating general job satisfaction. The predictive ability of these factors could be tested fur- ther by other studies. Further investigation is needed to identify middle schools with high levels of implementation of middle school characteristics and examine teachers job satisfaction in these schools. Comparative studies on the perceptions of middle school principals in Michigan middle schools and Department of Defense overseas middle schools could assist in validat- ing data on job satisfaction. Replication studies in other school systems would yield additional information on the relationships between middle school characteristics and teachers job satisfaction. Reflections The successful implementation of the basic middle school principles should lead to productive learning ex— periences for students and teachers. A commitment to pupil oriented goals and objectives is essential to the successful middle school and the identification of fac- tors related to teacher job satisfaction may enhance that commitment. It is hoped that this study will be a catalyst for additional research in this area. The study of one aspect of the role of the middle school may lead to inquiry into 76 related areas or a more in-depth examination of present studies. Although the role of the teacher is crucial in the implementation of middle school principles, few studies have examined this area. More researchable questions need to be explored on the middle school. BIBLIOGRAPHY BIBLIOGRAPHY we Adams, James F. Understanding Adolescence. Boston: Allyn and Bacon, Inc., 1973. _ Alexander, William M. The Emergent Middle School. New York: Holt, Rinehard and WIhston, Inc., 1968. Baer, Walter E. Strikes: A Study of Conflict and How to Resolve It. New York: American Management Asso— ciation, 1975. DeVita, Joseph C.; Pumerantz, P. and Wilklow, Leighton, B. The Effective Middle School. West Nyack, N.Y.: Parker Publishing Company, Inc., 1970. Eichhorn, Donald H. The Middle School. New York: The Center for Applied—Research in Education, Inc., 1966. Grooms, Mary A. Perspectivep on the Middle School. 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Compton, Mary F. "Middle School: Alternative to the Status Quo." Theory into Practice, VII (June, 1968), 108- 110. Compton, Mary F. "The Middle School: A Status Report." The Middle School Journal, 7 (June, 1976), 3-5. Cuff, William. "Middle Schools on the March." NASSP Bulle- tin, LI (February, 1967), 82-86. Curtis, Thomas E. "Administrators View the Middle School." High Points, 48 (March, 1966), 30-35. Curtis, Thomas E. "Preparing Teachers for Middle and Jun- ior High Schools." NASSP Bulletin, 56 (May, 1972), 61-70. Dexter, Warren T. "Middle School: A Philosophy That Can be Implemented." Michigan Elementary Principal (March-April, 1973), 22-22. DiVirgilleo, James. "Administrative Role in Developing a Middle School." Clearing House, XLII (October, 1968), 103-105. DiVirgilleo, James. "Switching from Junior High to Middle School?" Clearinngouse, XLVII (December, 1969), 224-227. Eichhorn, Donald. "Middle School Organization: A New Dimension."1 Theory into Practice, VII (June, 1968), 111-114. 8O Ewen, R.B. "Some Determinants of Job Satisfaction: A Study of the Generality of Herzberg's Theory." Journal of Applied Psychology, XLIII (1964), 161-163. Friedlander, Frank. "Job Characteristics as Satisfiers and Dissatisfiers." Journal of Applied Psychology, . XLVII (1964), 388-392. Friedlander, Frank and Walton, E. "Positive and Negative Motivations Toward Work." Administrative Science Quarterly IX (1964), 194-207. Froehlich, Herbett and Wolens, L. "Job Satisfaction as Need Satisfaction." Personal Psychology, 13 (1960), 419. Garvelink, ROger H. "The Anatomy Of a Good Middle School." The Education Digest, 39 (February, 1974), 14—16. Gatewood, Thomas B. "What Research Says About the Junior High Versus the Middle School." The North Central Association Quarterly, XLVI (Fall, 1971), 264-276. Gatewood, Thomas E. "What Research Says About the Mid- dle School." Educational Leadership, XXXI (December, 1973), 221-224. George, Paul S.; McMillan, Marvin; Malinka, Robert and Pumerantz, P. "Middle School Teacher Certification: A National Survey." Educational Leadership, XXXIII (December, 1975), 213-216. Georgiady, Nicholas P. and Romano, Louis G. "The Middle School: Is It a Threat to the Elementary School?" Impact, Journal of the New York Association for Supervision and Curriculum Development, (Winter, 1967-68), 101-112. Hause, Robert J. and Wigdor, Lawrence A. "Herzberg's Dual-Factor Theory of Job Satisfaction and Motiva— tion: A Review of the Evidence and a Criticism." Personal Psychology, 20 (Winter, 1967), 269-389. Hynes, Vynce A. and Alexander William. "Evaluating the Middle School." NASSP Bulletin, 48 (February, 1969), 32-36. Karpik, Lucien. "Expectations and Satisfactionierork." Human Relations, 21 (November, 1968), 327-350. Keally, Ronald P. "The Middle School Movement, 1960-1970." The National Elementary Principal, LI (November, 1971), 20-25. 81 Krinsky, Judith and Pumerantz, Philip. "Middle School Tea- cher Preparation Programs." The Journal of Teacher Education, 23 (Winter, 1972), 468-470. Lawrence, Gordon. "Measuring Teacher Competencies for the Middle School." The National Elementary Principal, LI (November, 1971), 60-66. Livingston, A.H. "Middle School." Education, XLV (April, 1968), 345-347. Lounsbury, John H. and Vars, Gordon F. "The Middle School: Fresh Start or New Delusion?" The National Elemen— tary Principal," LI (November, 1971), 20-25. Madon, Constant A. "The Middle School: Its Philosophy and Purpose." Cleraing House, 40 (February, 1966), 329-330. Melby, Ernest 0. "Let's Abolish the Marking System." Nations Schools, (May, 1966), 104-106. Meyers, M. Scott. "Who Are Your Motivated Workers?" Harvard Business Review, XLII (February, 1964), 73-88. Michigan Elementary Principal, (March-April, 1973), 9-22. National Education Association Research Bulletin, XLVII '(May,'I969), 49-52. Popper, Samuel. "What About the Middle Schools?" Today's Education, LVIII (November, 1969), 52. Rasmussen, Gerald R. "Meaningful In-Service Program for the Neglected School Administrator." Journal of Second- ary Education, XLIV (March, 1969),’1294134. Redeter, Frederick. "Factors that Affect Teacher Morale." Nation's Schools, 63 (February, 1959), 59-62. Romano, Louis A. "Is YOur Middle School A Middle School?" Michigan School Board Journal, XIX (September, 1972), 10-12. Rudd, G.W. and Wiseman, S. "Sources of Dissatisfaction Among a Group of Teachers." British Journal of Ed— ucational Psychology, 32 (November, 1962), 2753291. Schwartz, M.M.; Jensualities, E. and Stark, H. "Motivational Factors Among Supervisors in Utility Indistry," Per— sonnel Psychology, XVI (1963), 45-53. 82 Southworth, H.G. "Teacher Education for the Middle School: A Framework." Theory Into Practice, VII (June, 1968), 123-128. Williams, Emmett. "The Middle School Movement." Today's Education, LVII (December, 1968), 41-42. Wilson, Mildred F. "What is a Middle School? Convell Middle Magnet School in Philadelphia." Clearing House, XLIV (September, 1969), 9-11. Essays and Articles in Collection Alexander, William M. and Williams, Emmett L. "Schools for the Middle Years." Controversy in American Education. Edited by Harold Full. New York: The Macmillan Com- pany, 1962. Carlson, Robert E., Dawis, Rene V. England, George, William and Lofquist, Lloyd H. "The Measurement of Employ- ment Satisfaction." Minnesota Studies in Vocational Rehabilitation: XIII. MinneapOIis: IndusthaI ReIa- tions Center, University of Minnesota, 1962. Gatewood, Thomas E. and Mills, Rogert C. "Preparing Tea- chers for the Middle School, Junior High: A Survey and a Model." A Research Report. Central Michigan University (Spring, 1973I. McEwin, C. Kenneth. "The Middle School: An Institution in Search of Teachers." The Middle School: A Look Ahead. National Middle School Association, Inc., 1977. Weiss, David J., Dawis, Rene V., England, George W. and Lofquist, Lloyd H. "Construct Validation Studies of the Minnesota Importance Questionnaire." Minnesota Studies in Vocational Rehabilitation: XVIII. Minn- eapolIs: Industrial Relations Center, 1964? Unpublished Materials Bishop, Thomas. "Factors Affecting Job Satisfaction Among Iowa Public School Teachers." Ph.D. disser— tation, State University of Iowa, 1969. Gray, Patricia. "An Analysis of the Sources of Job Satis- faction by Occupational Status." Ph.D. dissertation, Wayne Steat University, 1974. Hawkins, James. "A Study to Ascertain Actual Middle School Practices as Compared to Reported Middle School 83 Practices in Selected Michigan Schools and Nationally Prominent Schools as Perceived by Teachers and Prin- cipals." Ph.D. dissertation, Michigan State Univer- sity, 1972. Kendall, L.M. and others. "Cornell Studies of Job Satisfac- tion: IV. The Relative Validity of the Job Descrip- tion Index and Other Methods of Measurement of Job Satisfaction." Cornell University, 1963. Lacy, Annell. "An Analysis of Factors That Affect Job Satisfaction of Public School Business Teachers in Ohio." Ph.D. dissertation, Ohio State University, 1968. Lindsay, Carl A. "Job Satisfaction: An Examination and Test of a Modification of the Herzberg Theory." Ph.D. dissertation, Pennsylvania State University, 1965. Mass, John M. "A Study of the Relationship Between Spec- ified Characteristics of Teachers and Their Percep- tions of Job Satisfaction and Dissatisfaction Factors." Ed.D. dissertation, University of Minnesota, 1968. Merrill, Peter. "A Study Concerning the Job Satisfaction of Elementary Teachers and Principals." Ed.D. dis- sertation, Syracuse University, 1969. Raymer, Joe T. "A Study to Identify Middle Schools to Determine the Current Level of Implementation of Eighteen Basic Middle School Characteristics." Ph.D. dissertation, Michigan State University, 1974. Riegle, Jack D. "A Study of Middle School Programs to Determine the Current Level of Implementation of Eighteen Basic Middle School Principles." Ph.D. dissertation, Michigan State University, 1971. Simmons, Robert M. "The Measurement of Factors of Teacher Satisfaction and Dissatisfaction in Teaching." Ph.D. dissertation, The University of Tennessee, 1970. Wickstrom, Rodney. "An Investigation Into Job Satisfaction Among Teacher." Ed.D. dissertation, University of Oregon, 1971. PLEASE NOTE: Appendices contain small print. Filmed as received. UNIVERSITY MICROFILMS INTERNATIONAL APPENDICES APPENDIX A SURVEY INSTRUMENTS USED IN THE STUDY Ask MINNESOTA SATISFACTION QUESTIONNAI RE yourself: How satisfied am I with this aspect of my job? Very Sat. means I am very satisfied with this aspect of my job. Sat. means I am satisfied with this aspect of my job. N means I can’t decide whether I am satisfied or not with this aspect of my job. Dissat. means I am dissatisfied with this aspect of my job. Very Dissat. means I am very dissatisfied with this aspect of my job. On my present iOb, this is how i feel about . . . V." 9 3. Very Dinar. N Sat. So: I. The chance to be of service to others“... .. D D D D D 2. The chance to try out some of my own ideas... .. ., D D D D D 3. Being able to do the iob without feeling it is morally wrong. . D D D D D 4. The chance to work by myself. . D D D D D 5. The variety in my work. .. ,. D D D D D 6. The chance to have other workers look to me for direction. D D D D D 7. The chance to do the kind of work that I do best. .............. . .......... D D D D [j 8. The social position in the community that goes with the iob.. D D D D D 9. The policies and practices toward employees of this company. . ..... D D D D D IO. The way my supervisor and I understand each other. . D D D D D II. My job security.,...-.......- ., . D D D D D 12. The amount of pay for the work I do. . D D D D D I3. The working conditions (heating, lighting, ventilation, etc.) on this iob. D D D D D 14. The opportunities for advancement on this iob. q E] D E] D U 15. The technical ”know-how” of my supervisor. . D D D D D 16. The spirit of cooperation among my co-workers. . . .. . . ....... CI CI El E1 CI I7. The chance to be responsible for planning my work. . . . . ....... D D D D D 18. The way I am noticed when I do a good job. . . ..... ,. D D D D D I9. Being able to see the results of the work I do. .. D D D D D 20. The chance to be active much of the time. .. D D D D D 21. The chance to be of service to people. .. D D D D D 22. The chance to do new and original things on my own. .. D D D D D 23. Being abIe to do things that don’t go against my religious beIiefs. D D D D D 24. The chance to work alone on the iob. _. D D D D [j 25. The chance to do different things from time to time. . CI C] D C) D at: Dissat. N s... :2," 84 85 Ask youiself: How satisfied am I with this aspect of my job? Very Sat. means I am very satisfied with this aspect of my job. Sat. means I am satisfied with this aspect of my job. N means I can’t decide whether I am satisfied or not with this aspect of my job. Dissat. means I am dissatisfied with this aspect of my job. Very Dissat. means I am very dissatisfied with this aspect of my job. On my present job, this is how I feel about . . . 01:2,. 26. The chance to tell other workers how to do things. . ., .. _ 27. The chance to do work that is well suited to my abilities. 28. The chance to be ”somebody” in the community. 29. Company policies and the way in which they are administered. ..... 30. The way my boss handles his men. ............................................ . ............................... 31. The way my iob provides for a secure future. _. - 32. The chance to make as much money as my friends. . , ............. 33. The physical surroundings where I work. ...... 34. The chances of getting ahead on this job. 35. The competence of my supervisor in making decisions. 36. The chance to develop close friendships with my co-workers. 37. The chance to make decisions on my own. 38. The way I get full credit for the work I do- . 39. Being able to take pride in a job well done. ., 40. Being able to do something much of the time. . . . 41. The chance to help peeple- 42. The chance to try something ditterent. 43. Being able to do things that don’t go against my conscience. 44. The chance to be alone on the job. DDDDDDDDDUDDDDUDDDUD 45. The routine in my work. ................................................................................................. 46. The chance to supervise other peOple. D 47. The chance to make use of my best abilities. .. . H D 48. The chance to ”rub elbows” with important people. . D C] 49. The way employees are informed about company policies. DDUDDDDDDDDDUUDDDDDDDDDDDE DUDDDDUDDDDDDDUDDDDDDDDDD! DC]DUDEElma[:1DD[3[10:11:]!ijCJCJCJEJCJC1§33< 50. The way my bass backs his men up (with top management). D Very zDDCICIDCJCIDDUBDDDUDUDDDDDDDD: (n 9. < M 02 .-'~< Dissat. Dissat. 86 Ask yourself: How satisfied am I with this aspect of my job? Very Sat. means I am very satisfied with this aspect of my job. Sat. means I am satisfied with this aspect of my job. N means I can’t decide whether I am satisfied or not with this aspect of my job. Dissat. means I am dissatisfied with this aspect of my job. Very Dissat. means I am very dissatisfied with this aspect of my job. On my present job, this is how t feel about . . . em. or»... V'" 51. The way my iob provides for steady employment. . .. 52. How my pay compares with that for similar iobs in other companies. 53. The pleasantness of the working conditions. 54. The way promotions are given out on this iob. .. 55. The way my boss delegates work to others. . . . 56. The friendliness of my co-workers............ .. . _ . _ 57. The chance to be responsible for the work of others. 58. The recognition I get for the work I do. .. .. 59. Being able to do something worthwhile. . ............................................... 60. Being able to stay busy. 6i. The chance to do things for other people. 62. The chance to develop new and better ways to do the iob. _ .. 64. The chance to work independently of others. ............................ . ................. 65. The chance to do something different every day... 66. The chance to tell people what to do. ............................................................ 67. The chance to do something that makes use of my abilities. . 68. The chance to be important in the eyes of others. ..... . ...................................... 69. The way company policies are put into practice. .................................... 70. The way my boss takes care of complaints brought to him by his men. 71. How steady my job is. . 72. My pay and the amount of work I do. ............................ 73. The physical working conditions of the iob. . 74. The chances for advancement on this iob- DDDUDDDDDDDDUDDDDDDDUDDDDZ DDDDDDDDDDDDDDDDDDDDDDL—JDDE CI Cl C] Cl C] C] Cl C] Cl Cl C] U 63. The chance to do things that don’t harm other people. .. , .. .. D Cl Cl E] El CI CI Cl Cl Cl Cl C] C] CIDEICICICICICIEICIEIDCIDDDDDDUDDDDD DUDE]DDDUDDUDDDDDDDDDDDDDU 75. The way my boss provides help on hard problems. Very Dissot. Dissat. Z M 9. < m 02 .'"< 87 Ask yourself: How satisfied am I with this aspect of my job? Very Sat. means I am very satisfied with this aspect of my job. Sat. means I am satisfied with this aspect of my job. N means I can’t decide whether I am satisfied or not with this aspect of my job. Dissat. means I am dissatisfied with this aspect of my job. Very Dissat. means I am very dissatisfied with this aspect of my job. < 2 ~< On my present job, this is how I feel about . . . M at. 76. The way my co-workers are easy to make friends with. 77. The freedom to use my own iudgment. 78. The way they usually tell me when I do my iob well. 79. The chance to do my best at all times. 80. The chance to be ”on the go” all the time. .. ,. . .. , . .. . 81. The chance to be of some small service to other people. , 82. The chance to try my own methods of doing the iob. 83. The chance to do the iob without feeling I am cheating anyone. 84. The chance to work away from others. . . ., . 85. The chance to do many different things on the iob. 86. The chance to tell others what to do. . 87. The chance to make use of my abilities and skills. 88. The chance to have a definite place in the community.. 89. The way the company treats its employees. 90. The personal relationship between my boss and his men. 9l. The way layoffs and transfers are avoided in my job. 92. How my pay compares with that of other workers. . .......... 93. The working conditions... . 94. My chances for advancement. 95. The way my boss trains his men. ............ 96. The way my co-workers get along with each other. 97. The responsibility of my iob. 98. The praise I get for doing a good job. 99. The feeling of accomplishment I get from the iob. DUDE!DDDDDDDDDUDDDUDDDDDDDEE CIDDDDDDDDDDDDDDDDDDDDDDDDE I00. Being able to keep busy all the time. CIDDDDDDDDDDUDDDDDDDDDDDDD N E] Cl C] [:1 Cl E] El Cl E] Cl E] Cl C] E] Cl C] D CI CI Cl E] C] C] Cl C] N §§CICIDCDDUDCDDDBDDDDDDDDDDDD? Very Dissat. Dissat. Sat. 88 RIEGLE MIDDLE SCHOOL SURVEY INSTRUMENT PART 1: Place a check mark before the SINGLE BEST answer that explains your current program as it relates to the question. l-A. Continuous progress programs 5-8. The materials center has a are: paid certified librarian: ___l0) not used at this time. ___IO) no. ___(l) used with Special groups. ___jl) part-time only. ___I2) used for the first two ___IZ) one full-time. years ___I3) more than one full-time. ‘___(3) used by selected students. _ ___I4I used by 311 students. 6-B. For classroom instruction, AUDIO VISUAL MATERIALS other 2-A. Continuous progress programs than motion pictures are: are planned for a student ___10) not used. over a CALENDAR year span of: ___IO) not used. ___(l) one year. ___ll) rarely used. ___I2) occasionally used. ___13) frequently used. ___f:; ::° years. ___j4) very frequently used. ___. ree years. 7-C. The basic time module used to build the schedule is: 3-8. The multi-textbook approach ___(0) 60 minutes. to learning is currently: (1) 45 to 59 minutes ....(0) not “fed. ___(2) 30 to 44 minutes. ___jl) used in a FEW courses. ...I3l 10 to 29 minutes. ___j4) a combination of time so ____(3) used in NEARLY all courses. diversified that no basic module is defined. ___j4) more than three years. ___IZ) used in MOST courses. 4-B. The instructional materials center in this building houses: ___10) 1000 books or less ___jl) 3000 books or less ___(2) 4000 books or less ____(3) 5000 books or less ___14) 5001 books or more. A ...‘-~_—-o--r 3. ......»- w—_.....p.—- —. _.- . - . , _ E39 PART I, Page 2 8-C. which of the below best lO-D. what percent of your student describes your schedule at body regularly participates present: in at least one club activity? ___j0) traditional. ___10) we have no club program. .__jl) traditional, modified by “block-time,“ "revolving -—-1]) 25% or 1955’ period,: or other such ___f2) 50% or less. :gggtagny occurring modi —__‘3) 75% or less. ' ___(4) 100% or less. ___(2) flexible to the degree that . all periods are scheduled ll-E. How is the physical educa- but are not identical in tion program individualized? length. I___ 3 exib e to the degree that , changes occur within ___II) SlightIY- defined general time limits. (2) moderately. ___j4) flexible to the degree that -———(3l highIY- students and teachers con- trol the daily time usage lZ-F. Inter-scholastic competition and changes occur regu- is: larly. ___I0l offered in two or more other sports. ___(l) offered in one sport only. ___l4) not offered. 9-D. How are sponsorships for club activities handled? l3-F. Intramural activities often usegthe same facilities as (0) staff members 00 NOT work interscholastic activities. -_" with club activities. When this causes a time conflict how do you schedule? ___(I) staff members are ASSIGNED WITHOUT PAY. ___(0) we have no INTRAMURAL pro- gram ———(2) NITAfPAImberS are ASSIGNED ___(0) interscholastic activities ' take first priority and others must schedule around ___l3) staggumegiers VOLUNTEER their needs. . - _(4) we have no INTERSCHOLASTIC __n_(4) staff members VOLUNTEER AND program. ARE PAID. (4) intramural activities take first priority and others schedule around their needs. 90 PART I, Page 3 l4-G. How many students partici- pate in team teaching programs? ___(0) none. ___ll) 25% or less. ___I2) 50% or less. ___(3) 75% or less. ___(4) l00% or less. lS-G. What percentage of your teaching staff is involved in team teaching programs? ___(0) none. ___jl) 25% or less. ___(2) 50% or less. ___(3) 75% or less. ___IA) l00% or less. lfi-G. How many minutes per day does a student in grades FIVE or SIX average in a team teaching program? ___IO) none. ___(l) 40 minutes or less. ___(2) 80 minutes or less. ____(3) l20 minutes or less. ___(4) 160 minutes or less. ___I5) I61 minutes or MORE. l7-G. How many minutes per day does a student in grades SEVEN or EIGHT average in a team teaching program? ___IO) none. ___Il) 40 minutes or less. ___(2) __(3) 80 minutes or less. l20 minutes or less. ___(4) l60 minutes or less. __(5) l8-H. ___(0) (l) ___(2) __(0) __(2) 161 minutes or MORE. Which of the following best describes your school pro- gram as it evolves from enrollment to completion of the last grade? (i.e., grades FIVE thru EIGHT) completely self contained and/or completely depart- mentalized. modified departmentalized (block-time, core. etc.) program moves from largely self contained to partially departmentalized. other. How many years is ART instruction required for all students? none. ___Il) one year. two or more years. PART I, Page 4 20-1. How many years is MUSIC instruction required for all students? ____(0) none. ___Il) one year. ___12) two or more years. 2l-I. The amount of student sched- ule time set aside for elective courses: ___IO) decreases with each succes- sive grade or, is the same for all grades or, does not exist at any grade level. ___II) varies by grade level but not in any systematic manner. 22-J. For what percent of students are guidance services normally available. ___10) not available. ___(l) 25% or less. ___(2) 50% or less. ___13) 75% or less. ___(4) 100% or less. 23-J. Guidance staff members: ___IO) never work with teachers. ___(l) SELDOM work with teachers. ___12) OFTEN work with teachers. ___l3) ALWAYS work with teachers, 911 24-J. Guidance counselors are: ___IO) not expected to help teachers build their guidance skills. EXPECTED to help teachers build their guidance skills. EXPECTED and REGULARLY encouraged to help teachers build their guidance skills. __(l) _(2) 25-L. Clinics or special classes to treat the problems of students with poor basic learning skills are: ___(0) not available. ___IZ) available only to the most critically handicapped learners. 3) available to all students needing such help. _( 26-L. The amount of time provided in the clasroom for instruc- tion in basic learning skills: (0) remains constant or increases with each succes- sive grade. ___jl) decreases with each succes- sive grade ___IZ) varies greatly due to indi- vidualization of program by teachers. 27-M. Does your school have an official newspaper? ___(0) no. ___Il) yes, and publishes four or less issues per year. ___IZ) yes, and publishes five or more issues per year. £92 PART I, Page 5 28-M. 00 students get experiences in creative dramatics? ____(0) no. _(l) yes— 29-M. Dramatic productions at this school are produced from: ‘___(0) does not apply. ___jl) purchased scripts only. ___12) materials written by stu- dents only. .___(3) materials written by stu- dents and purchased scripts. 30—M. This school has oratorical activities such as debate, public address, etc.: ___IO) no. ____(l) yes, as a part of its enrichment program. ___IZ) yes, as a part of its planned program of instruction. 3l-M. Talent shows are: ___IO) not a part of our program. ___jl) produced on an all school basis. (2) produced at each grade level. (3) produced at each grade level with some of the acts .entering an all school talent show. 32-N. In the operational design of this school the role of the teacher as a guidance person is: (0) left strictly to the indi- '_—_ vidual teacher's personal motivation. ___jl) mentioned to the teacher BUT NOT emphasized. ___(2) emphasized ___13) strongly emphasized. 33-N. As a general policy, provi- sions are made for the teacher to provide guidance services: ___10) no. ___jl) yes. to a limited number of students. ___(2) yes. to all their students. 34-N. How many times per year is a student's academic progress formally reported to parents? ___jl) two times. or less. ___IZ) four times, or less. ___jl) six times, or less. other. 35-0. How many times per year are parent-teacher or parent- teacher-student conferences held on a school wide basis? ___IO) not at all. ___jl) once ___12) three times ___14) four or more times. 36-P. Community service projects by students in this school are: _nnlol not a part of our program. ___(l) carried out occasionally for a Special purpose. (2) an important part of the planned experiences for all students. 913 PART I, Page 6 37-P. What is the status of the parents' organization in your school? ___10) none. ___jl) relatively inactive. ___12) active. ___(3) very active. 38-C. The master class time sched- ule can be changed by teachers when need arises by: ___10) requesting a change for next year. (I) requesting a change for next semester. ____(2) requesting administrative approval. ___(3) planning with other teachers on a WEEKLY BASIS. .___(4) planning with other teachers on a DAILY BASIS. 39-K. Students working in independ- ent study situations work on topics that are: ___10) we have no independent study program. ___ll) assigned to them by the teacher. ___IZ) of personal interest and approved by the teacher. 40-0. Formal evaluation of student work is reported by use of: ___(l) letter or number grades. (2) teacher comments written on a reporting form. ___(3) parent-teacher Conferences. ___I4) parent-teacher-student conferences. other 4l-E. What percentage of physical education class time is devoted toward COMPETITIVE TYPE ACTIVITIES: ___14) 25% or less. ___13) 50% or less. ___12) 75% or less. ___jl) l00% or less. 42-E. What percentage of physical education class time is devoted toward DEVELOPMENTAL TYPE ACTIVITIES? ___jl) 25% or less. ___(2) 50% or less. ___(3) 75% or less. ___14) l00% or less. 43-J. Do your guidance counselors offer regular group guidance sessions? ___14) yes. no. 44-K. Independent study opportuni- ties are provided for: ___IZ) some students. ___14) all students. not provided. 45-L. Daily instruction in a devel- opmental reading program is provided for: ___IZ) poor readers only. ___14) all students. not provided. 594 PART II, Page 7 PART II: For each question in this section check ALL THE ANSWERS that apply to your school. 46-8. Which of the following types 47-0. School dances ARE NOT held '_(i) __(i) ___(l) _(l) __(l) __(l) __(l) _(l) (i) __(l) (I) __(II __(II of materials are housed in for: your instructional materials center? ___(l) grade five. general library books. ___jl) grade six. current newspapers. (I) grade seven below grade level reading ___- materials. ___(l) grade eight. current magaZines. 48-0. A club program for students files of past issues of is offered in: newspapers. above grade level reading -—I]) grade five. materials. ___(l) grade six. card catalogue of materials housed. ;__(l) grade seven. student publications. ___11) grade eight. files of past issues of magazines. 49-F. The intramural program filmstrips. includes: collections (coins, ___(l) team games. insects, art, etc.). motion pictures (include if ———(1) indiVidual sports. you are a member of a cen- ' v ri ‘ ' i . trai serVTCQ). ___(l) a ous actiVit es SO-I. Students are allowed to elect course of interest from a range of elective offerings: micro-films. overhead transparencies. phonograph records. ditto and/or mimeo machines. .__I0) no. ___III ___(l) .___(I) ___(l) photo or thermal copy in grade five. machines. . ' maps, globes and charts. ‘" grade SIX- display cases or areas. in grade seven. in grade eight. 95 Part II, Page 8 Sl-I. Electives offered in this building are: ___jl) art ___Il) band ___(l) ___11) ___III ___II) ___(l) ___Il) ___Il) ___(l) ___II) ___11) ___Il) ___(l) ____(l) vocal music drawing drama journalism foreign language family living unified arts orchestra wood shop speech typing natural resources creative writing 52-K. How much time would you esti— ___(l) ___(l) ___(0) mate the average student spends in independent study? 20 minutes or MORE per day in grades five or six. 30 minutes or MORE per day in grades seven or eight. less than the above. 53- ___jl) reading , ____(l) spelling ___Il) physical L. Students with poor basic skills can receive special help on an individual basis from a special staff member trained to treat such situ- ations in the following areas: ___(l) mathe- matics ___(l) grammar education ___jl) other 54-M. Dramatic presentations by students are: ___IO) not a part of the school ___Il) ___jl) other program. a part of the activities program. I ___(l) a part of certain class activities planned by the teachers. SS-P. In regard to community rela- tions this school: ___(0) does not sent out a parents (I) ___(l) __(1) newsletter. sends out a parent news- letter. uses the commercial news- paper. uses a district wide news- letter to send out information related to this school. other 965 PART II, Page 9 56-P. The staff presents informa- SB-R. Teaching teams are organized tional programs related to to include: the 5Ch°°l 5 fU"Ct‘°"S‘ '___(I) fully certified teachers. ___(l) when requested by parents. ___ll) para-professionals. ___(l) once or twice a year at -——11) clerical helpers. ' regular parent meetings. ___(l) student teachers. ___(l) at open house programs. others 59-R. From the following list check those types of auxiliary help- ers avilable hiyour building: ___jl) at regularly scheduled "seminar type" meetings planned for interested parents. ___jl) paid para-professionals. other ___(l) volunteer helpers from the .... community. ___(l) student teachers and 57-0. From the specialized areas interns. listed below, check each ___(l) high school “future service which is AVAILABLE teachers" students tagstudents in your bUlId- other 60-0. School social functions are ___(l) guidance counselors. held at this school: ___(l) school nurse. During the During the afternoon evening ___(l) school psychologist. .___(ll Grade 5 ,_-_‘0) Grade 5 ___(l) diagnostician. ___(l) Grade 6 ___(0) Grade 6 (l) speech therapist. -——f1) Grade 7 ———(1) Grade 7 '__— ___(l) Grade 8 ___(l) Grade 8 _—(l) visiting teacher. ' 6l-E. The physical education pro- ___jl) clinic services for the gram serves all students emotionally disturbed. in: ___(l) special education programs --~l]) Grade 5 for the mentally handi- ___(l) Grade 6 “We‘l- ___(l) Grade 7 ___(l) special reading teacher. ___(l) Grade 8 other 97 PART II, Page 10 62-F. Intramural activities are scheduled for: BOYS ONLY ML! ___(l) Grade 5 _(1) Grade 5 __(1) Grade '6 _(1) Grade 6 __(l) Grade 7 __(1) Grade 7 ___(1) Grade 8 ___(l) Grade 8 PERSONAL DATA 1. Sex: (a) Male (b) Female 2. Age: (a) 21-30 (b) 31-40 (c) 41-50 (d) over 50 3 . Total number of years of teaching experience: (a) 1-5 (b) 6-10 (a) over 10 4 . Number of years at current school: (a) 2 or less (b) 3-5 (G) 6-10 (d) over 10 APPENDIX B LETTERS RECEIVED GRANTING PERMISSION TO USE SURVEY INSTRUMENTS 98 Ball State University Teachers College Department of Educational Administration & Super- vision Muncie, Indiana 47306 January 3, 1977 Mr. Henry W. Demps PSC Box 3559 APO San Francisco, Calif. 96328 Dear Mr. Demps: Please feel free to use the survey instrument I developed for middle schools. I wish you luck in your studies and can assure you that Dr. Romano will do an excellent job as your chairman. Please convey my best wishes to your chairman and to all the other peOple in the EDAD Department at M.S.U. Respectfully yours, Jack D. Riegle, Associate Professor Educational Administratin and Supervision jh 99 University of Minnesota Twin Cities Departmeny of Psychology Elliott Hall 75 E. River Rd. Minneapolis, Minn. 55455 Thank you for expressing interest in the instruments published by Vocational Psychology Research. You have our permission to use the following instruments in your research: Minnesota Satisfaction Questionnaire We would appreciate receiving a copy of any papers or reports which result from your use of the above instru- ment(s). Sincerely, David J. Weiss Professor and Director Vocational Psychology Research DJW:jar 100 Department of Defense Dependents Schools APO San Francisco 96553 Jan. 12, 1977 MEMORANDUM FOR District I SUBJECT: Research Project on Middle Schools Approval is granted as requested for Mr. Henry Demps to conduct a research project on middle schools for his doc— toral dissertation in Educational Administration at Mich- igan State University. EDWARD C. KILLIN Director APPENDIX C A LISTING OF THE EIGHTEEN MIDDLE SCHOOL CHARACTERISTICS USED IN THIS STUDY (by Louis G. Romano, Jack Riegle, and Nicholar P. Georgiady) 101 A LISTING OF THE EIGHTEEN MIDDLE SCHOOL CHARACTERISTICS USED IN THIS STUDY (by Louis G. Romano, Jack Riegle, and Nicholas P. Georgiady) Characteristic I Continuous progress: The middle school program should feature a nongraded organization that allows students to progress at their own individual rate regardless of chron- ological age. Individual differences are at the most pro- nounced stage during the transescent years of human devel- opment. Chronological groups tend to ignore the span of individual differences. Characteristic II Multi-material approach: The middle school program should offer to students a wide range of easy accessible instruc- tional materials, a number of explanations and a choice of approaches to a topic. Classroom activities should be planned around a multi-material approach rather than a basic textbook organization. Characteristic III Flexible Schedules: The middle school should provide a schedule that encourages the investment of time based on educational needs rather than standardized time periods. The schedule should be employed as a teaching aid rather than a control device. The rigid block schedule provides little opportunity to develop a program to a special situa- tion or to a particular student. Characteristic IV Social experiences: The program should provide experiences appropriate for the transescent youth and should not emul- ate the social experiences of the senior high school. So- cial activities that emulate high school programs are in— appropriate for middle school students. The stages of their social development are diverse and the question of immaturity is pertinent in the planning of activities for this age level. Characteristic V and VI Physical experiences and intramural activities: The middle school currICular and co-curricular programs should provide 102 physical activities based solely on the needs of the stu- dents. Involvement in the program as a participant rather than as a spectator is critical for students. A broad range of intramural experiences that provide physical ac- tivity for all students should be provided to classes, which should center their activity upon helping students understand and use their bodies. The middle school should feature intramural activities rather than interscholastic activities. Characteristic VII Team teaching: The middle school program should be organ- ized in part around team teaching patterns that allow stu- dents to interact with a variety of teachers in a wide range of subject areas. Team teaching is intended to bring to students a variety of resource persons. Characteristic VIII Planned gradualism: The middle school should provide ex- periences that assist early adolescents in making the tran- sition from childhood dependence to adult independence, thereby helping them to bridge the gap between elementary school and high school. Characteristic IX Exploratory and enrichment studies: The program should be broad enough to meet the individual interests of the stu- dents for which it was designed. It should widen the range of educational training a student experiences rather than specialize his training. There is a need for variety in the curriculum. Elective courses should be a part of the program of every student during his years in the middle school. Characteristic X Guidance services: The middle school program should in— clude both group and individual guidance services for all students. Highly individualized help is of a personal nature is needed. Characteristic XI Independent Study: The program should provide an oppor- tunity for students to spend time studying individual in— terests or needs that do not appear in the organized curricular offerings. 103 Characteristic XII Basic skill repair and extension: The middle school pro— gram should provide opportunities for students to receive clinical help in learning basic skills. The basic educa- tion program fostered in the elementary school should be extended in the middle school. Characteristic XIII Creative experiences: The middle school program should in— clude opportunities for students to express themselves in creative ways. Student newspapers, student dramatic crea- tions, student oratorical creations, musical programs, and other student-centered, student-directed, student-developed activities should be encouraged. Characteristic XIV Securty factor: The prOgram should provide every student with a security group: a teacher who knows him well and whom he relates to in a positive manner; a peer group that meets regularly and represents more than administrative convenience in its use of time. Characteristic XV Evaluation: The middle school program should provide an evaluation of a student's work that is personal, positive in nature, nonthreatening, and strictly individualized. The student should be allowed to assess his own progress and plan for future progress. Characteristic XVI Community relations: The middle school should develop and maintain a varied program of community relations. Programs to inform, to entertain, to educate, and to understand the community as well as other activities should be a part of the basic operation of the school. Characteristic XVII Student services: The middle school should provide a broad spectrum of specialized services for students. Com- munity, county, and state agencies should be utilized to expand the range of specialists to its broadest possible extent. Characteristic XVIII Auxiliary staffing: The middle school should utilize a highly diversierd array of personnel such as volunteer 104 parents, teacher aides, clerical aides, student volunteers, and other similar types of support staffing that help to facilitate the teaching staff. ”7|” 1W)MW“fulfilllxlnnfifififllfil“