‘1. 0'2‘ ' m." ; g“ ‘3‘ 1 43.11””. . V ; . H ‘ \ ocr ihfim '85P 95 I995 OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: Place in book return to remove charge from circulation recent § . ‘ FACTORS AFFECTING THE ADVANCEMENT OF WOMEN WITHIN EDUCATIONAL ADMINISTRATION: MANAGERIAL EFFECTIVENESS, CAREER ASPIRATIONS, PROFESSIONAL SOCIALIZATION, AND THE CULTURE OF THE ORGANIZATION By Doris McEwen Walker A DISSERTATION Submitted to Michigan State University in partiaT fuifillment of the requirements for the degree of DOCTOR OF PHILOSOPHY CoITege of Education 1981 ABSTRACT FACTORS AFFECTING THE ADVANCEMENT OF WOMEN WITHIN EDUCATIONAL ADMINISTRATION: MANAGERIAL EFFECTIVENESS, CAREER ASPIRATIONS, PROFESSIONAL SOCIALIZATION, AND THE CULTURE OF THE ORGANIZATION by Doris McEwen Walker It is a fact that men are selected to positions in educational administration in proportions that far-outnumber women. The specific focus of this dissertation was to attempt to explain the gender disparity at top administrative levels in public school administration by examining four factors that are implicit in the advancement of women within educational administrative positions in the public school system. The factors considered in this research were centered around the major hypothesis that there is no significant difference in the managerial effectiveness of male and female administrators in public schools; therefore, the disparity in the number of males and females that hold administrative positions in public schools is based, at least in part, on gender related career aspirations, the professional socialization networking process, and the culture of the organiza- tion--all of which are different for male administrators as compared to female administrators and thus contribute to women not being selected as often for administrative positions. Doris McEwen Walker This study concludes that: 1. Male and female administrators have similar managerial styles and effectiveness. 2. Male and female administrators have similar levels of career aspiration. 3. Male and female administrators have similar levels of professional socialization, or the extent to which mentoring has contributed to their administrative appointment. 4. Males are more likely to perceive the culture of the organization, as it relates to the employment process, as sex fair. It was recommended that further research might study the population of non-administrators to ascertain whether there is a difference between males and females on levels of career aspirations, professional socialization, and the culture of the organization, as well as a consideration of variables such as length of years of service, age, and ethnic groups. Further research might also include a study on the reasons why males and females differ in their percep- tion of the existence of sex discrimination in the culture of the organization, and what changes can be suggested that will lead to more equitable perception of the culture. DEDICATION I gratefully dedicate this dissertation to the many friends and relatives who have provided untiring support and encouragement: My husband, Grady Walker, Jr. for his unending patience and support. My children, Maleika and Cheo for their understanding. My parents, Earnest and Mildred, who planted the seed and instilled the thirst for knowledge. My sisters--Annie, Debbie, Vera, Gloria and brother-in- law John for their continual encouragement. Shirley Gay for her friendship and support. and To the glory of God, to whom I owe all and give my all and all. ii ACKNOWLEDGMENTS Sincere appreciation is extended to the members of my guidance committee for their encouragement and assistance throughout the com- pletion of this dissertation: Dr. John Suehr, Chairperson; Dr. Matthew Prophet, Superintendent of Lansing Public Schools; Dr. Cleo Cherryholmes, Department of Political Science; and Dr. Louis Romano, Department of Higher Education and Administration. In addition, the assistance provided by Dr. Susan Herbel, Department of Political Science in the development of the proposal, and Dr. Richard Houang in the statistical interpretation of the research data is greatly appreciated. The writer is also indebted to the Lansing School District administrators for their assistance in providing data and encourage- ment in this research effort, to Rob Young in the Office of Evaluation Services for his assistance with developing statistical analyses, and to Jo Grandstaff, typist. A special thanks is also extended to Charles Chambers and Dr. William Reddin for their assistance in providing the Management Style Diagnostic Test and the scoring manuals. Acknowledgement is also extended to women aspirants every- where, who, in the words of Arleen Lorrance must "create your own reality consciously, rather than living as if you had no control over your life." iii TABLE OF CONTENTS LIST OF TABLES ............................................... Chapter I. II. III. STATEMENT OF THE PROBLEM .............................. Introduction .......................................... Need for the Study .................................... The Purpose ........................................... Supporting Theory ..................................... Definition of Terms ................................... Hypotheses ............................................ Design of the Study ................................... Population .......................................... Sample .............................................. Procedure ........................................... Limitations of the Study .............................. Significance .......................................... Overview .............................................. REVIEW OF THE LITERATURE AND RELATED MATERIALS ........ Introduction .......................................... The History of Women in Education ..................... Women in Educational Administration ................... Sex Stereotyping in Educational Administration ........ Managerial Effectiveness of Male and Eemale Administrators in Education ......................... Career Aspirations of Male and Female Administrators in Education ........................................ Professional Socialization of Women in Administration.. Culture of the Organization: The History of Employment Practices in the Lansing School District.. Summary ............................................... THE DESIGN OF THE STUDY ............................... Introduction .......................................... Subject Population .................................... The Setting of the Study: The Lansing School District .......................................... iv Page vii SO 59 63 65 68 68 69 7O Chapter Page The Subjects of the Study: The Lansing School District Administrators ........................... 72 Instruments ........................................... 75 Introduction ........................................ 75 Management Scale .................................... 75 Career Aspirations Scale ............................ 76 Professional Socialization Scale .................... 76 Culture of the Organization Scale ................... 77 Procedures ............................................ 79 Data Collection ..................................... 79 Treatment of the Data ............................... 79 Design .............................................. 80 Testable Hypotheses ................................. 81 Statistical Analysis ................................ 82 Summary ............................................... 82 IV. ANALYSIS OF THE RESULTS ............................... 84 Introduction ................... ....................... 84 Respondents ........................................... 85 The Difference Between Respondent and Non-Respondent Groups ............................................ 86 Managerial Effectiveness .............................. 88 Hypothesis 1 ........................................ 88 Discussion .......................................... 93 Career Aspirations .................................... 94 Hypothesis 2 ........................................ 94 Discussion .......................................... 102 Professional Socialization ............................ l04 Hypothesis 3 ........................................ 104 Discussion .......................................... 112 The Culture of the Organization ....................... llZ Hypothesis 4 ........................................ ll2 Discussion .......................................... ll9 Discussion of Major Hypothesis ........................ 121 Item Analysis ......................................... 123 Career Aspirations .................................. 124 Professional Socialization .......................... 124 The Culture of the Organization ..................... 125 Summary ............................................... 127 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ............. 128 Summary .............................................. 128 Conclusions .......................................... 13l Discussion ........................................... 136 Recommendations for Further Research ................. l38 Page BIBLIOGRAPHY .................................................. I40 APPENDICES .................................................... 147 A. Cover Letter and Questionnaire ......................... 148 B. Follow-Up Letters ...................................... 161 C. Scoring Instrument ..................................... 155 0. Definition of Eight Management Styles .................. 170 E. Lansing School District Administrative Staff by Job Title: 1980-81 .................................. 174 F. Sample Interview Rating Sheet .......................... 177 G. Results of Interviews .................................. 179 H. A History of the Employment of Administrators in the Lansing School District .............................. 190 1. Michigan Department of Education Professional Personnel Job Assignment by Sex ................................ 204 J. Growth of LSD: 1868-1943 .............................. 209 vi .5.2 Number and Percenta LIST OF TABLES Estimated number and Percent Distribution of Full-Time Public School Professional Employees, 1970-71, by Sex (Instructional Staff and Central Office) .......... Michigan Department of Education Professional Personnel Job Assignment by Sex ................................. Yearly Decline in Number of Male Teachers to Female Teachers .............................................. Percentage of Women Among A11 Teachers in Selected Years (1957-1971) ..................................... Percentage of Male and Female Administrative Employees in the Lansing School District by Job Assignment ...... Highest Degree Held by Lansing School District Administrators by Percent Holding Various Degrees in the District by Sex ................................ Response Rate by Administrative Classification by Sex ... Means and Standard Deviations of Adjusted Raw Dimensional Scores for Male and Female Administrators in the Lansing Public Schools ......................... Means and Standard Deviations of Male and Female Administrators in Lansing Public Schools on Converted Dimensional Scores .......................... ianagerial Style Synthesis of Male and Female Administrators in the Lansing School District ......... Career Aspirations of Male and Female Administrators in the Lansing School District ........................... Number and Percenta e Responses on Question 1 (Career Aspirations Scale? .................................... e Responses on Question 2 (Career Aspirations Scale? .................................... vii Table 4.5.3 Page Number and Percentage Responses on Question 3 (Career Aspirations Scale) .................................... 98 Number and Percenta e Responses on Question 4 (Career Aspirations Scale? .................................... 98 Number and Percentage Responses on Question 5 (Career Aspirations Scale) .................................... 99 Number and Percenta e Responses on Question 6 (Career Aspirations Scale? .................................... 100 Number and Percenta e Responses on Question 7 (career Aspirations Scale? .................................... 101 Number of Selection of Behaviors that Identify Career Aspirations ........................................... 102 Professional Socialization of Male and Female Administrators in the Lansing School District ......... 105 Number and Percentage Responses on Question 1 (Professional Socialization) .......................... 106 Number and Percentage Responses on Question 2 (Professional Socialization) .......................... 107 Number and Percentage Responses on Question 3 (Professional Socialization ........................... 108 Number and Percentage Responses on Question 4 (Professional Socialization) .......................... 109 Number and Percentage Responses on Question 5 (Professional Socialization) .......................... 110 Number and Percentage Responses on Question 6 (Professional Socialization) .......................... 111 The Perception of the Culture of the Organization as Perceived by Male and Female Administrators in the Lansing Public Schools ................................ 113 Number and Percentage Responses on Question 1 (The Culture of the Organization) ..................... 115 viii Table 4.7.2 4.7.3 4.7.4 4.7.5 4.7.6 4.8 4.9 Number and Percentage (The Culture of the Number and Percentage (The Culture of the Number and Percentage (The Culture of the Number and Percentage (The Culture of the Number and Percentage (The Culture of the Responses on Question 2 Organization) .................... Responses on Question 3 Organization) .................... Responses on Question 4 Organization) .................... Responses on Question 5 Organization) .................... Responses on Question 6 Organization) .................... Summary Data on Career Aspirations, Professional Socialization and the Culture of the Organization .... Factor Analysis of Survey Instrument ................... ix Page 116 117 118 119 120 122 125 CHAPTER I STATEMENT OF THE PROBLEM Introduction Professions traditionally considered to be female because of the large number of women in them (e.g., teaching, librarianship, nursing, and social work) are administered by men. With the exception of nursing, these professions also tend to be among the most favorable for enabling men to rise to administrative and managerial positions in 1 Thus, while we see a large proportions that far outnumber women. number of women as teachers, librarians, and social workers, we see a significantly disproportionate number of men in the policy and administrative/managerial positions that affect these professions. Critical decisions about education are made at the policy levels of administration and consequently are most often made by men. The research data clearly demonstrate that as one looks at the hier- archical structure of the educational system in public schools, there are significantly fewer women at the "top" levels--the perceived policy-making levels. There are approximately 173,000 administrative 1James W. Grimm and Robert N. Stern, "Sex Roles and Internal Labor Market Structures: The 'Female' Semi-Professions," Social Forces 21 (1974): 690-705. positions in public schools nationwide; currently only 13 percent of these positions are held by women.2 A further look at this statistic shows that the type of posi- tion held differs significantly between males and females. Table 1.1 and 1.2 amplify the dichotomy that exists in the number of males who hold various administrative positions in public schools as com- pared to females holding the same position. Table 1.1, produced by the National Education Research Division and presented by Patricia Cayo Sexton in Women in Education, gives the national statistics on the number and percentage distribu- tion of full-time public school professional employees by sex in 1970-71. The figures clearly indicate that females predominate as teachers (67.2 percent) but account for a small percentage of building principals (approximately 15 percent) and central administrators (.6 percent). Table 1.2 presents the same basic information for the state of Michigan for 1976 and 1979, comparatively. While the Michigan data are somewhat higher than the national information, females continue to be underrepresented in all administrative categories. The underrepresentation of women in educational administration not only constitutes an untapped resource to educational institutions, but also dictates the social and economic status to which women are relegated. This relegation is a result of various factors external 2"Project Aware: Assisting Women to Advance Through Resources and Encouragement,“ American Association of School Administrators, January 18, 1980. and internal to the environment in which women are socialized. Gordon and Strober posits that the external and internal environment of women stem from a variety of sources, including women themselves: What is unique about the situation of women is that almost everyone is to blame, including women themselves who have joined the conspiracy by accepting the idea that they must monitor their ambitions and goals in terms of what every- body else expects of them, including their husbands, children, fathers and bosses.3 The attitudes that women have about themselves only serve to highlight the dilemma that women find themselves in today. This, coupled with male attitudes toward women in management positions, serve to stifle the untapped resources of women as policy level administrators in educational institutions. - Where are the women in educational administration? - 00 their management styles differ significantly from males causing them to be perceived as ineffective administrators? - 00 women, in fact, not aspire to the policy making levels of administration? - Are there political factors in the culture of the educational institutions which select males more often than females? These are the questions which prompted the study of "Factors Affecting the Advancement of Women Within Educational Administration." If education indeed provides the formative basis for attitudes and entry into societal positions, the exclusion of females as administra- tors at the policy levels of education generates an expectation that females are not as effective as males; females do not aspire to such 3Francine E. Gordon and Myra H. 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Lanes: nouaetumu--.~.~ man62 4 36 14 52 Elementary Principals 21 88 16 89 37 88 Other Personnel 8 100 2 100 10 100 Directors and Consultants ___2_ _§2_ __§_ 100 15 79 TOTAL 67/85 79 32/42* 76 99/127* 78 * The researcher was excluded from the sample population. The Difference Between Respondent and Non-Respondent Groups Approximately 22 percent of the population of administrators in the Lansing School District did not respond to the survey instru- ment. The researcher found that the non-respondent group included a large number (77 percent) of administrators who occupy "entry level" positions. The researcher has defined entry level to be assistant principals and elementary principals, since it is generally 87 accepted by most educators that these positions are "stepping stones to future administrative positions. Data presented in Table 4.1 indicates that the response rate for assistant principals is 52 percent. The percentage of 77 was obtained by taking the classifi- cation of assistant principal and elementary principal and dividing by the total number of non-respondents. Thus, assistant principals constituted the majority of this percentage. The researcher contacted several non-respondents to determine the reasons for their failure to respond to the survey. The follow- ing reasons were cited: 1. Refusal to participate because of the difficulty of the Management Style Diagnostic Test. 2. Indicated that the survey instrument was not applicable to their job classification. 3. Refused to participate due to the comparative nature of the study. The percentage of 22 for non-respondents indicates that the differences between respondents and non-respondents is so small that there is no reason for the researcher to conclude that sampling bias occurred. Houang (1980) indicates that survey sampling techniques minimize sampling bias as the researcher obtains 70 percent response and three contacts with the population under study. The researcher concludes that the sampling bias in this research is minimal since there was no systematic difference between respondents and non- respondents. The next section of this chapter presents the statistical hypotheses and the testing of those hypotheses. Included also is a 88 statistical analysis of each question used in the survey. The section is concluded with a discussion of the statistical procedures. Manegerial Effectiveness Hypothesis 1 There is no significant difference at the .05 level of significance between male and female administrators in managerial effectiveness as measured by the Reddin Management Style Diagnostic Test. Managerial effectiveness was measured using the Management Style Diagnostic Test. The Management Style Diagnostic Test is designed to yield an effectiveness score based on adjusted raw scores (see Appendix C). Table 4.2 provides the means, standard deviations, and analysis of variance data for the adjusted raw dimensional scores of male and female administrators. These scores were computed for the task orientation, relationship orientation, and effectiveness dimensions using the scoring procedures provided by the publisher. Each response to the items on the Management Style Diagnostic Test was placed into cells via the scoring instru- ment. These cells produced raw scores to which adjustment factors were added or subtracted. The adjusted raw score was then used to measure the task orientation, relationship orientation, and effec- tiveness of each respondent. As Table 4.2 shows, Lansing School District administrators scored highest on the relationship orientation dimension of the instrument followed by effectiveness dimension, and the task orienta- tion dimension. Analyses of variance were used to compare the scores 89 TABLE 4.2.--Means and Standard Deviations of Adjusted Raw Dimensional Scores for Male and Female Administrators in the Lansing Public Schools. District Total Males Females F P Mean SD Mean SD Mean SD (1,95) Task Orientation 33.09 3.35 33.28 3.22 32.72 3.62 .595 .4430 Relationship Orientation 36.17 3.16 36.28 3.17 35.97 3.19 .202 .6542 Effectiveness 33.47 2.71 33.45 2.72 33.53 2.75 .021 .8854 p > .05 of male and female administrators on the three dimensions. As Table 4.2 shows, no significant differences were found between the scores of males and females on any of the three dimensions. Each raw score also produced a converted dimensional score based on the Management Style Diagnostic Test scoring instrument. The converted dimensional score was ascertained for each respondent by using the conversion chart provided by William J. Reddin with the test: Converted Dimensional Score of the Management Style Diagnostic Test 38 and 0-29 30-31 32 33 34 35 36-37 over 0 .6 1.2 1.8 2.4 3.0 3.6 4.0 90 Therefore, a respondent who might have received a 33 on task orientation, a 35 on relationship orientation, and a 37 on effective- ness would have the following converted dimensional scores: task orientation = 1.8, relationship orientation = 3.0, and effective- ness = 3.6. The results in Table 4.3 provide the means and standard deviations of the converted dimensional scores for male and female administrators in the Lansing School District. TABLE 4.3.--Means and Standard Deviations of Male and Female Administrators in Lansing Public Schools on Converted Dimensional Scores. District Total Males Females F P Mean SD Mean SD Mean SD (1,95) Task Orientation 1.96 1.33 2.02 1.34 1.84 1.35 .378 .540 Relationship Orientation 3.18 1.13 3.26 1.08 3.03 1.22 .868 .353 Effectiveness 2.12 1.20 2.09 1.26 2.19 1.17 .155 .694 p >.05 These data also show that Lansing School District administrators scored highest on the relationship dimension of the instrument. Analyses of variance for these data showed no significant 91 differences between the responses of male and female administrators on any of the three dimensions. In addition to managerial effectiveness provided by the dimensional scores on the Management Style Diagnostic Test, eight management styles are also produced (defined in Appendix D). The eight management styles are what Reddin posits as effective or ineffective management behavior. The eight management styles are constructed by diagramming the converted dimensional scores as shown in the chart below:2 E above two 30 above two (EXECUT'VEI | E ”m m (BEN EVOLENT 'AUToani') A 80 below two . 5 Wow m (AUTOGRAT) TO no E E above two A 80 above two (DEVELOPER) (MISSIONARY) E below two To below m E ”m m (BUREAUCRAT) R0 below two (DESERTER) E below two 2William J. Reddin, Management Style Diagnostic Test, Second Edition (1974). 92 Using the procedures for determining the respondents' dominant management style, each of the respondents were assigned to one of the eight management styles. Table 4.4 shows the number and percent of male and female administrators who demonstrated each of the eight management styles. Management styles identified with an asterisk in the table comprise the four ineffective styles. TABLE 4.4.--Managerial Style Synthesis of Male and Female Administrators in the Lansing School District. District Males Females Total No. % No. % No. % Executive 12 18.5 5 15.6 17 17.5 Compromiser* 15 23.1 6 18.8 21 21.6 Benevolent Autocrat 1 1.5 2 6.3 3 3.1 Autocrat* 4 6.2 1 3.1 5 5.2 Developer 18 27.7 9 28.1 27 27.8 Missionary* 11 16.9 6 18.8 17 17.5 Bureaucrat O -- 2 6.3 2 2.1 Deserter* 4 6.2 l 3.1 5 5.2 Chi Square = 6.69103, df = 7, p = .4617 As Table 4.4 shows, the style synthesis used most often by Lansing School District administrators, in rank order, are: developer, compromiser, and executive/missionary. Males tended to have the 93 following rank order of management styles: developer, compromiser, executive, and missionary. Females, on the other hand, had the following management styles in rank order: developer, missionary/ compromiser, and executive. However, based on the chi square test, no significant difference exists between male and female administra- tors in the Lansing School District on management styles. Overall, the management style synthesis for Lansing School District administrators is effective, with 50.5 percent of the Lansing School District administrators aligning in the categories considered to be effective. Male administrators' style syntheses fall into the effective categories at the rate of 47.7 percent, while females fall into the effective categories at the rate of 56.3 percent. Discussion The Management Style Diagnostic Test was included as part of the survey instrument given to administrators in the Lansing School District as part of this study. The Management Style Diagnostic Test consists of sixty-four items with a response of "A" or "B" on each item. The test is designed to yield dimensional scores leading to style synthesis, as well as style profiles. The focus of this study was on managerial effectiveness, therefore the concentration was on dimensional scores. The eight management styles provided by the dimensional scores were also included in the statistical analysis of this study. The style profile, however, is not a part of this study, although a copy of how style profiles are derived is included in Appendix C. 94 The Management Style Diagnostic Test was scored manually, following the directions provided in the scoring manual. The adjusted raw scores produced for each respondent was converted into dimensional scores. The dimensional scores (raw and converted) were entered into the computer program to produce the statistical analysis. The results of all analyses, on task orientation, rela- tionship orientation, and effectiveness, and a composite of the three, indicated that there is no significant difference between male and female administrators. Since no significant differences were found between male and female administrators in any of the analyses, the results lead the researcher to accept the null hypothesis. That is, there is no significant difference between male and female administrators in management style or effectiveness. These results provided the basis for the study, indicating that if managerial effectiveness is not significantly different for males and females, then the basis for the disparity between the number of high level male and female administrators must be found. Career Aspirations Hypothesis 2 There is no significant difference between male and female administrators in the level of career aspirations as measured by the survey instrument. The data gathered on career aspirations was analyzed using total-sub-test scores from the survey instrument. The instrument had a high of 44 possible aspiration points on eight questions. The scale was constructed based on the Likert scale design. The 95 scale for each item, as it was scored, ranged from one indicating a low degree of career aspiration to five indicating a high degree of career aspiration. Table 4.5 presents the means and standard deviations of male and female administrators' scores on the scale. TABLE 4.5.--Career Aspirations of Male and Female Administrators in the Lansing School District. District Males Females Mean 24.09 23.89 24.55 Standard Deviation 7.44 7.61 7.14 F (1,95) = .156, p = .6936 A one-way analysis of variance, shown in Table 4.5, was used to compare the career aspirations of male and female adminsitrators. Based on the .05 level of significance, there was no significant difference in the level of career aspirations between male and female administrators in the Lansing School District. Therefore, the null hypothesis cannot be rejected. In addition, data from each item of the survey instrument was analyzed. The following tables show the cell frequencies of each question of the survey instrument, a chi square test of significance for each item, and the significance of the difference between the responses of male and female administrators. 96 QUESTION 1: I consider this position as an important ”stepping stone" to other administrative positions I hope to hold in the future. TABLE 4.5.l.--Number and Percentage Responses on Question 1 (Career Aspirations Scale) Strongly Strongly Disagree_ Agree 2 3 4 5 Males N 16 8 l4 l4 l4 % 24.2 12.1 21.2 21.2 21.1 Females N 4 7 9 5 6 % 12.9 22.6 29.0 16.1 19.4 Total N 20 15 23 19 20 % 20.6 15.5 ’ 23.7 19.6 20.6 This item was reversed in the scoring to indicate positive aspirations. Chi Square = 3.66508, df = 4, p = .4532. The results of Question 1, noted in the Table 4.5.1, indicate that there is no significant difference at the .05 level between male and female administrators on this item. QUESTION 2: I am satisfied with my current position and do not seek to advance to other administrative positions. The results of Question 2, noted in Table 4.5.2, indicate that there is no significant difference at the .05 level between male and female administrators on this item. 97 TABLE 4.5.2.--Number and Percentage Responses on Question 2 (Career Aspirations Scale) Strongly Strongly Agree Disagree 1 2 3 4 5 Males N 24 9 10 14 9 % 36.4 13.6 15.2 21.2 13.6 Females N 10 4 7 6 5 % 31.3 12.5 21.9 18.8 15.6 Total N 34 13 17 20 14 % 34.7 13.3 17.3 20.4 14.3 This item was considered to indicate low aspirations and therefore was not reversed. Chi Square = .86870, df = 4, p = .9290 QUESTION 3: It is important to me to influence policy decisions made in the school district. Table 4.5.3 has a chi square of 2.23101, degrees of freedom equaled to four, and a p value of .6934. The results indicate that there is no significant difference between male and female administrators on this item. In addition, the frequency distribu- tions indicate that the response of both males and females tended to lie in the areas of 3, 4, and 5, indicating an agreement with this item as it relates to career aspirations. 98 TABLE 4.5.3.--Number and Percentage Responses on Question 3 (Career Aspirations Scale) Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 1 5 17 27 16 % l 5 7.6 25.8 40.9 24.2 Females N O l 8 11 ll % -- 3.2 25.8 35.5 35.5 Total N l 6 25 38 27 % 1.0 6.2 25.8 39.2 27.8 This item was reversed in the scoring to indicate positive aspirations. QUESTION 4: I have career goals that will take me beyond the position I now hold. TABLE 4.5.4.--Number and Percentage Responses on Question 4 (Career Aspirations Scale) Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 14 8 14 10 20 % 21.2 12.1 21.2 15.2 30.3 Females N 3 7 6 9 7 % 9.4 21.9 18.8 28.1 21.9 Total N 17 15 20 19 27 % 17.3 15.3 20.4 19.4 27.6 This item was reversed in the scoring to indicate positive aspirations. Chi Square ' 5.57082, df = 4, p = .2336 99 The results from Question 4 indicate that there were no significant differences at the .05 level between male and female responses on this item. QUESTION 5: My hopes for the future include promotions to more influential policy-making positions in education. TABLE 4.5.5.--Number and Percentage Responses on Question 5 (Career Aspirations Scale) Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 16 10 11 15 14 % 24.2 15.2 16.7 22.7 21.2 Females N 5 4 10 7 5 % 16.1 12.9 32.3 22.6 5.2 Total N 21 14 21 22 19 % 21.6 14.6 21.6 22.7 19.6 This item was reversed in the scoring to indicate positive aspirations. Chi Square = 3.36205, df = 4, p = .4992 The results from Question 5 indicate that there is no significant differences at the .05 level between male and female responses on this item. QUESTION 6: If an opening occurred in my district that represented a promotion to me, I would want to be asked to apply for the job before I would apply. 100 TABLE 4.5.6.--Number and Percentage Responses on Question 6 (Career Aspirations Scale). .—— Strongly Strongly Agree Disagree 1 2 3 4 5 Males N l7 12 21 8 8 % 25.8 18.2 31.8 12.1 12.1 Females N 6 7 5 6 8 % 18.8 21.9 15.6 18.8 25.0 Total N 23 19 26 14 16 % 23.5 19.4 26.5 14.3 16.3 This item was considered to indicate low aspirations and therefore was not reversed in the scoring. Chi Square = 5.58484, df = 4, p = .2324 The results from Question 6 indicate that there is no significant difference between the responses of male and female administrators to this item. The results are presented in Table 4.5.6. QUESTION 7: I am currently taking job responsibilities not considered part of my job description as a key to future promotions. The chi square for Table 4.5.7 is 2.89534, with four degrees of freedom, and a p value of .5755. The results from Question 7 indicate that there is no significant difference at the .05 level between male and female responses on this item. 101 TABLE 4.5.7.--Number and Percentage Responses on Question 7 (Career Aspirations Scale) Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 14 15 ' 16 13 7 % 21.5 23.1 24.6 20.0 10.8 Females N 7 9 ll 3 2 % 21.9 28.1 34.4 9.4 6.3 Total N 21 24 27 16 9 % 21.6 24.7 27.8 16.5 9.3 This item was reversed in the scoring to indicate positive aspirations. QUESTION 8: Think about how you have communicated your career goals to others. Look at the list below. Check off ell items that describe things you have done within the past twelve months. I've discussed my career goals informally with my peers. I've discussed my career goals formally with my superintendent. I've discussed my career goals formally with someone from central office. I've discussed my career goals formally with my supervisor. I've discussed my career goals with university education professors. I've asked my superintendent to write a recommendation. I've responded to placement notices. 102 I've made sure that many people know I'm interested in advancement. I've explored career opportunities in other school districts. TABLE 4.5.8.--Number of Selection of Behaviors that Identify Career Aspirations. Males Females District Number of Selections No. % No. % No. % O 12 17.9 4 12.5 16 16.2 1 10 14.9 7 7.1 17 17.2 2 13 19.4 9 28.1 22 22.2 3 10 14.9 3 9.4 13 13.1 4 10 14.9 3 9.4 13 13.1 5 5 7.5 3 9.4 13 13.1 6 5 7.5 O -- 5 5.1 7 O -- 2 6.3 2 2.0 1 1.5 O -- 1 1.0 9 l l 5 l 3 l 2 2.0 Chi Square = 10.19573, df = 0, p = .3349 Question 8 listed nine choices and respondents were asked to select all items that they have done in the past twelve months. The maximum number of choices was nine and the minimum was zero, or no selection. The respondents' choices were totaled (with no 103 weighting given to the responses--each selection counted as one point toward career aspirations). Table 4.5.8 provides the number of selections made by male and female administrators in the Lansing School District. The results indicate that there is no significant difference between male and female administrators on the number of choices made on this item. The average number of responses for male administrators is 2.66 compared to 2.0 as the average number of responses of female administrators. The average number of responses for the district totaled 2.7. Discussion The administrative population was given eight questions to be scored for aspiration levels. The seven items presented in Tables 4.5.1 through 4.5.7 were designed based on the Likert Scale and ranged on a continuum from strongly agree to strongly disagree. As noted under each item, many items had to be reversed in order to obtain a career aspirations level equivalent to a high score for high aspirations level and a low score for low aspirations level. The eighth item presented on the survey was not scored on a Likert Scale and therefore corresponded to one point for each response. The results from the eighth item are included in the total aspirations score. The results on the career aspiration items indicated that there was no significant difference on any item between male and female responses. The results also indicate that the administrators 104 in the Lansing School District have a mean aspiration score of 24.09 out of a possible 44 points. This is interpreted to mean that 50 percent of the administrators tend to have high aspirations scores based on the fact that 22.0 would be a middle score. The finding of no significant difference indicates that at the .05 level of significance, the researcher cannot reject the null hypothesis for the alternative hypothesis. Therefore, from this research study the hypothesis that men administrators are more likely than women administrators to consciously seek to advance to positions of greater authority and responsibility in educational administration has not been confirmed. In fact, the results show that there is no significant difference at the .05 level between the aspirations of male administrators and female administrators. Professional Socialization Hypothesis 3 There is no significant difference between male and female administrators in the level of pro- fessional socialization as measured by the survey instrument. The level of professional socialization, as defined in the development of the survey instrument, is the extent to which administrators perceive support from central administration, or others considered to be supportive in the professional socialization process. The term associated with the professional socialization process is mentor. The data gathered on professional socialization was analyzed using total sub-test scores from the survey instrument. The 105 instrument had a total possible of 30 points. The higher the points, the higher the level of professional socialization. The instrument used the Likert Scale in determining the points. These item scales were scored with a score of one indicating a low degree of professional socialization and a score of five indicating a high degree of professional socialization. Table 4.6 presents the means, standard deviations, and significance based on the analyses of variances for male and female administrators in the Lansing School District. TABLE 4.6.--Professional Socialization of Male and Female Administrators in the Lansing School District. — .— District Males Females Mean 23.80 23.64 24.16 Standard Deviation 5.05 5.00 5.22 F (1,95) = .226, p = 6355 Based on the .05 level of significance, there is no signifi- cant difference on the total scale in the level of professional socialization between male and female administrators in the Lansing School District. Therefore, the null hypothesis cannot be rejected. In addition, data from each item of the survey instrument was analyzed. The following show the cell frequencies of each of the questions of the survey instrument, a chi square test of 106 significance for each item, and the significance of the difference between the responses of male and female administrators. QUESTION 1: If I wanted honest feedback about myself, as well as encouragement, I know one or two people in administration I could contact right away. The results, presented in Table 4.6.1, indicate that there was no significant difference between male and female administrators on this item. In addition, frequency distributions indicate that Lansing School District administrators generally agree that there is someone in administration that has provided/will provide honest feedback, as well as encouragement. TABLE 4.6.l.--Number and Percentage Responses on Question 1 (Professional Socialization). Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 2 8 9 46 % 3.0 l 5 12.1 13.6 69.7 Females N 1 2 1 6 22 % 3.1 6.3 3.1 18.8 68.8 Total N 3 3 9 15 68 % 3.1 3.1 9.2 15.3 69.4 This item was reversed in the scoring to indicate positive professional socialization. Chi Square = 3.84907, df = 4, p = .4268 107 QUESTION 2: There is probably no one in administration that I could be very honest with about my job and hopes .for the future. The results indicate that there is no significant difference at the .05 level between male and female administrators on this item. In addition, frequency distributions indicate that Lansing School District administrators generally agree that there is some- one in higher administration that they could be very honest with about their job and hopes for the future. TABLE 4.6.2.--Number and Percentage Responses on Question 2 (Professional Socialization) Strongly Strongly Agree Disagree 1 2 3 4 5 Males N 2 3 2 12 47 % 3.0 4.5 3.0 18.2 71.2 Females N O 2 5 4 20 % O 6.5 16.1 12.9 64.5 Total N 2 5 7 16 67 % 2.1 5.2 7.2 16.5 69.1 Chi Square = 6.59624, df = 4, p = .1588 QUESTION 3: I could say at least one older administrator had taken an interest in my career, in my successes, and in my aspirations and has shown me the ropes. The results indicate that there is no significant difference at the .05 level between male and female administrators on this item. 108 TABLE 4.6.3.--Number and Percentage Responses on Question 3 (Professional Socialization) Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 8 4 9 19 26 % 12.1 6.1, 13.6 28.8 39.4 Females N 5 3 4 4 l6 % 15.6 9.4 12.5 12.5 50.0 Total N 13 7 13 23 42 % 13.3 7.1 13.3 23.5 42.9 This item was reversed in the scoring to indicate positive professional socialization. Chi Square = 3.55362, df = 4, p = .4698 In addition, frequency distributions indicate that Lansing School District administrators generally agree that at least one older admflfistrator has taken an interest in their career. This included their success, aspirations, and teaching the ropes. QUESTION 4: One of the factors that helps explain how I came to get my present position is that another administrator helped by encouraging and assisting me. The results of this item is that there is no significant difference between male and female administrators' responses. In addition, frequency distributions indicate that Lansing School District administrators generally agree that one of the factors that 109 TABLE 4.6.4.--Number and Percentage Responses on Question 4 (Professional Socialization). Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 8 7 7 13 31 % 12.1 10.6 10.6 19.7 47.0 Females N 4 2 O 8 18 % 12.5 6.3 O 25.0 56.3 Total N 12 9 7 21 49 % 12.2 9.2 7.1 21.4 50.0 This item was reversed in the scoring to indicate positive professional socialization, therefore a score of five indicates strongly agree on a continuum to one representing strongly disagree. Chi Square = 4.49579, df = 4, p = .3430 helps explain how they came to get their present position is that another administrator helped by encouraging and assisting. QUESTION 5: I can think of at least one older administrator who served as an advocate for me and helped me become an administrator. The results indicate that there is no significant difference between male and female administrators on this item. In addition, the concentration of responses among Lansing School District administrators leaned toward the agreement that there is at least one older administrator who served as an "advocate" to the respondents. 110 TABLE 4.6.5.--Number and Percentage Responses on Question 5 (Professional Socialization) Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 9 2 8 15 32 % 13.6 3.0 12.1 22.7 48.5 Females N 2 1 2 7 20 % 6.3 3.1 6.3 21.9 62.5 Total N 11 3 10 22 52 % 11.2 3.1 10.2 22.4 53.1 This item was reversed in the scoring to indicate positive professional socialization, therefore a score of five indicates strongly agree, on a continuum to one representing strongly disagree. Chi Square = 2.58094, df = 4, p = .6302 QUESTION 6: I participate in informal and/or social contacts with administrators in this district. The results from Question 6 indicate that there is no sig- nificant difference between male and female administrators on this item. In addition, approximately 38 percent of the males responded that they do participate in informal and/or social contacts with administrators in this school district, while 47 percent of the females responded the same. 111 TABLE 4.6.6.--Number and Percentage Responses on Question 6 (Professional Socialization) Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 5 15 21 10 15 % 7.6 22.7 31.8 15.2 22.7 Females N 3 4 10 8 7 % 9.4 12.5 31.3 25.0 21.9 Total N 8 19 31 18 22 % 8.2 19.4 31.6 18.4 22.4 This item was reversed in the scoring to indicate positive professional socialization, therefore a score of five indicates strongly agree, on a continuum to one representing strongly disagree. Chi Square = 2.39536, df = 4, p = .6635 Discussion The administrative population was given six items to be scored on the professional socialization networking process (mentor- ing). The items were designed based on the Likert Scale and ranged on a continuum from one to five with one indicating a low level of professional socialization, and five indicating a high level of professional socialization. As noted under each question, many items were reversed in order to obtain the professional socializa- tion level equivalent to high scores for high professional socializa- tion and low scores for low professional socialization. The results on the professional socialization items indicate that there is no significant difference on any item between male and 112 female responses. The results also indicated that in the Lansing School District, the mean professional socialization score was 23.80 with a standard deviation of 5.05. The total possible score was 30 on the professional socialization scale, indicating that the district falls generally above the middle score of 15. The district then can be considered to be quite high in providing mentoring experiences for its employees. The finding of no difference between male and female respondents at the .05 level of significance indicates that the researcher cannot reject the null hypothesis that there is no difference in the level of mentoring provided to male and female administrators. The Culture of the Organization Hypothesis 4 There is no significant difference between male and female administrators in the level of perceptions on the culture of the organization as measured by the survey instrument. The level of perceptions on the culture of the organization, as defined by the survey instrument, is the extent to which respondents perceive sex discrimination existent within the employ- ment practices in the Lansing School District. The culture of the organization, as discussed in this study, is related to discrimina- tion on the basis of sex. The researcher conducted interviews with key district personnel (see Appendix G) to ascertain the actual culture of the organization as perceived by the personnel who influence the employment process. The data analyzed in this section, 113 however, are from the respondents' perception of employment practices as measured by the survey instrument. The data gathered on the culture of the organization was analyzed using total sub-test scores from the survey instrument. The instrument had a total of six questions with a possible of 30 points. The lower the points, the more likely was the respondent to indicate the existence of sex discrimination in the employment practices in the school district. The instrument used the Likert Scale in determining the points. An item score of five indicated a low degree of sex bias. Similar to career aspirationa and profes- sional socialization, the scale scores on some items were reversed to indicate that high point totals indicated sex discrimination was not occurring in the employment practices. Table 4.7 presents the mean, standard deviation, and significance based on the analysis of variance for male and female administrators in the Lansing School District. TABLE 4.7.--The Perception of the Culture of the Organization as Perceived by Male and Female Administrators in the Lansing Public Schools. District Males Females Mean 20.50 22.25 17.00 Standard Deviation 4.84 3.96 4.56 F (1,95) = 33.826, p = 0.0000 114 The results indicate that at the .05 level of significance there is a significant difference between male and female administra- tors' responses on how they perceive th existence of sex bias in the employment practices of the school district. Females were more likely to indicate that sex biased practices existed. Therefore, the null hypothesis that there is no significant difference between male and female administrators on the level of perception of the culture of the organization can be rejected. Males, with a score of 22 out of 30 tended to perceive the district as sex fair; females with a score of 17 were more evenly split between perceiving the district as sex fair and sex biased. In addition, data from each item of the survey instrument was analyzed. The following are the cell frequencies of each question of the instrument, including the chi square association score, the degrees of freedom, and the significance. QUESTION 1: In our district, women, at least as much as men, are encouraged to apply for administrative positions. The results from Question 1 of the culture of the organiza- tion scale indicate that there is a significant difference between male and female responses. The male responses indicate that 90.8 percent of the males agree that women, at least as much as men, are encouraged to apply for administrative positions. Female administrators, on the other hand, indicated that 46.9 percent agreed with this statement. There were, however, 31.3 percent of 115 TABLE 4.7.1.--Number and Percentage Responses on Question 1 (The Culture of the Organization). Strongly Strongly Disagree Agree 1 2 3 4 5 Males N O 2 4 23 36 % 0 3.1 6.2 35.4 55.4 Females N 3 7 7 8 7 % 9.4 21.9 21.9 25.0 21.9 Total N 3 9 11 31 43 % 3.1 9.3 11 3 32.0 44.3 This item was reversed in the scoring to indicate that sex bias was not existent within the employment practices of the school district. Chi Square = 25.08914, df = 4, p = 0.0000 female administrators who indicated a disagreement with this statement. The female administrators' response tended to be dispersed fairly evenly among the choices from two through five. QUESTION 2: Men advance faster in administration with less experience simply because they are men. The results indicate that there is a significant difference between male and female administrators on this item. Forty percent of the males responded strongly disagree with this statement, while zero percent of the females responded strongly disagree. Females indicated a 59.4 percentage response to agreeing that men do advance faster in administration with less experience simply because they are men. 116 TABLE 4.7.2.--Number and Percentage Responses on Question 2 (The Culture of the Organization). Strongly Strongly Agree Disagree 1 2 3 4 5 Males N 3 4 7 20 26 % 4.6 13.8 10.8 30.8 40.0 Females N 9 10 7 6 0 % 28.1 31.3 21.9 18.8 0 Total N 12 19 14 26 26 % 12.4 19.6 14.4 26.8 26.8 This item indicated that sex discrimination was existent in the culture of the organization as it relates to the employment practices and therefore was not reversed. Chi Square = 28.68420, df = 4, p = 0.0000 QUESTION 3: The "old boys' network" (white male club) promotes men over women for positions in administration. The results indicate that there is a significant difference between male and female administrators on this item. The percentage of male administrators who disagreed with this statement was 69.2 compared to 15.7 percent of females who disagreed. Female administrators, by approximately 66 percent agreed with the state- ment that the "old boys' network" (white male club) promotes men over women for positions in administration. 117 TABLE 4.7.3.--Number and Percentage Responses on Question 3 (The Culture of the Organization) Strongly Strongly Agree Disagree 1 2 3 4 5 Males N 3 5 12 19 26 % 4.6 7.7 18.5 29.2 40.0 Females N 10 ll 6 3 2 % 31.3 34.4 18.8 9.4 6.3 Total N 13 16 18 22 28 % 13.4 16.5 18.6 22.7 28.9 This item indicated that sex discrimination was existent in the culture of the organization as it relates to the employment practices and therefore was not reversed. Chi Square = 32.79597, df = 4, p = 0.0000 QUESTION 4: I am comfortable with the employment practices used for hiring administrators in this school district. The results of Question 4 indicated that there is a signifi- cant difference at the .05 level of significance between male and female administrators' perceptions of the culture of the organiza- tion as it relates to the hiring of administrators in this school district. The data indicates that 48.4 percent of the male administrators disagree with the statement, compared to 21.9 percent of the female administrators. The female administrators' responses, however, tended to be aligned in the center position, with 43.8 percent selecting three (3) as their response choice. 118 TABLE 4.7.4.--Number and Percentage Responses on Question 4 (The Culture of the Organization). Strongly Strongly Disagree Agree 1 2 3 4 5 Males N 2 17 14 18 13 % 3.1 26.6 21.9 28.1 20.3 Females N 5 6 l4 5 2 % 15.6 18.8 43.8 15.6 6.3 Total N 7 23 28 23 15 % 7.3 24.0 29.2 24.0 15.6 This item was reversed in the scoring to indicate that sex bias was not existent within the employment practices of the school district. Chi Square = 12.70620, df = 4, p = 0.0128 QUESTION 5: I understand the "formal process" used for selecting administrators in this school district. The results of Question 5 indicate that there is no signifi- cant difference between male and female administrators on their perception of their understanding of the "formal process" used for selecting administrators. Administrators, in general in the Lansing School District, felt they agreed with the statement. Male administrators agreed with the statement by 64.6 percent compared to 59.4 percent of the female administrators. 119 TABLE 4.7.5.--Number and Percentage Responses on Question 5 (The Culture of the Organization) Strongly Strongly Disagree Agree 1 2 3 4 Males N 5 5 13 24 18 % 7.7 7.7 20.0 36.9 27.7 Females N 4 l 8 10 9 % 12.5 3.1 25.0 31.3 28.1 Total N 9 6 21 34 27 % 9.3 6.2 21.6 35.1 27.8 This item was reversed in the scoring to indicate that sex bias was not existent in the employment practices of the school district. Chi Square = 1.70329, df = 4, p = .7901 QUESTION 6: In this school district the "informal selection process" is used more often to select administrators. The results indicate that there is no significant difference between male and female response on the statement that the "informal selection process" is used more often to select administrators. Females responded agree at 37.5 percent compared to male responses of 28.2 percent. In addition, both male and female administrators had a high percentage of respondents selecting three (3) on this item. Discussion The perception of the culture of the organization was assessed by incorporating six items in the survey instrument. The items were designed based on the Likert Scale and ranged on a 120 TABLE 4.7.6.--Number and Percentage Responses on Question 6 (The Culture of the Organization) Strongly Strongly Agree Disagree 1 2 3 4 5 Males N 9 9 28 13 5 % 14.1 14.1 43.8 20.3 7.8 Females N 5 7 ll 8 l % 15.6 21.9 34.4 25.0 3.1 Total N 14 16 39 21 6 % 14.6 16.7 40.6 21.9 6.3 This item indicated that sex discrimination was existent in the culture of the organization as it relates to the employment practices and therefore was not reversed. Chi Square = 2.24279, df = 4, p = .6912 continuum from strongly agree to strongly disagree. As noted under each question, several items were reversed in order to obtain the level of perception of the culture of the organization equivalent to high scores for high perceptions and low scores for low percep- tions. The culture of the organization measured the respondents perception of sex bias existent within the Lansing Public Schools. The results indicated that overall (using the six questions as a composite), there is a significant difference between male and female respondents in their perception on the culture of the organization. Individually, the items corresponding to the respondents' understanding of the formal process in the selection of administrators and whether the informal process was used more 121 often indicated no significant difference between the perception of male and female administrators. Differences were found between male and female responses, however, in issues of whether men were promoted more quickly than women. The finding of a significant difference on the level of perception on the culture of the organization based on the .05 level of significance, indicates that the null hypothesis can be rejected. The finding, therefore, seems to support the alternative hypothesis that male administrators are more likely than female administrators to perceive the employment practices of the school district as sex fair. Discussion of Major Hypothesis The major hypothesis of this study was that there is no signifiCant difference between managerial effectiveness of male and female administrators, therefore the disparity in the number of females in educational administration is related to the factors of career aspiration, professional socialization (mentoring) and the culture of the organization. The intent of the statistical hypotheses was to assess the measures of career aspirations, pro- fessional socialization, and the culture of the organization. Given that there are no differences in managerial effectiveness, the disparity in the number of male and female administrators are accounted for by other factors. The factors considered in this study are career aspirations, professional socialization, and the culture of the organization. The data gathered proves inconclusive as to whether career aspirations and professional socialization are 122 factors in the promotion of women. The study showed no significant difference between males and females on these items. The factor of the culture of the organization, or sex discrimination, however, showed there is probable cause to reject the null hypothesis. This indicates that there is a difference between how male administrators perceive the culture of the organization as it relates to the selection and promotion of administrators compared to how females perceive the same culture. Table 4.8 is a summary of the data pre- sented in Tables 4.5, 4.6, and 4.7. TABLE 4.8.--Summary Data on Career Aspirations, Professional Socialization and the Culture of the Organization. District Males Females M so M so M SD p F(l.95) Career Aspirations 24.09 7.44 23.89 7.61 24.55 7.14 .6936 .156 Professional Socialization 23.80 5.05 23.64 5.00 24.16 5.22 .6355 .226 Culture of the Organization 20.50 4.84 22.25 3.96 17.00 4.56 .000 33.826 M = means; SD = Standard Deviations 123 Item Analysis An item analysis was done on the survey instrument to obtain the reliability coefficients. The statistical procedures used to obtain the item analysis included calculations of Crombach's alpha. The Chrombach alpha is an estimate of reliability, related to the Kuder-Richardson for two choice response tests, designed to analyze items with multiple response. The response choices in the survey instrument used in this study consisted of a range from one to five. The intent of the item analysis was to assess the reli- ability of the survey instrument constructed by the researcher. The reliability of the Management Style Diagnostic Test is provided by the publisher. The chart presented below gives the reliability coefficients for each sub-section of the survey. Reliability Coefficients for Career Aspirations, Professional Socialization, and the Culture of the Organization Career Professional Culture of the Aspirations Socialization Organization Alpha .78560 .72903 .71907 The item analysis indicates that the survey instrument can be con- sidered reliable for measuring career aspirations, professional socialization, and the culture of the organization as they affect the advancement of women in educational administration. The maximum correlation would be 1.0. As indicated by the above chart, reliability coefficients on these measures are acceptable. 124 In addition, the statistical analysis of the items in the survey instrument includes total correlations of each item with the remaining items in the scale. This analysis provided the researcher with an estimation of which items in the survey did not fit well with the other survey items. The following charts present the total correlation for each item in the survey, by sub-section. Career Aspirations Question Number: 1 g 3 4 5 6 z a Corrected item- Total Correlation .643 .574 .221 .787 .828 .069 .549 .401 The results indicate that Questions 3 and 6 have a rela- tively low correlation with the other items on this scale. The alpha for career aspirations is .78560. Professional Socialization Question Number: 1 2 3 4 5 g Corrected item- Total Correlation .46786 .30406 .56525 .61775 .67825 .19749 The results from the professional socialization scale indicate that Questions 2 and 6 have a low correlation with the other items on the scale. The alpha for professional socialization is .72903. 125 The Culture of the Organization Question Number: _1_ 2 3 4 5 a Corrected item- Total Correlation .52084 .62987 .54937 .50524 .16068 .37491 The results from the culture of the organization scale indicates that Questions 5 and 6 have a low correlation with the other items on the scale. The alpha for the culture of the organization scale is .71907. The statistical analysis of the survey instrument also included a factor analysis. The factor analysis was designed to determine whether career aspirations, professional socialization and the culture of the organization were indeed factors that con- sistently measured different aspects of opinion. The analysis was limited so that only three orthogonal factors were produced. The factor analysis (presented in Table 4.9) indicate that varimax rotation was used. Most of the items on the survey fit best with the other items for the same subscale. None of the items had a higher factor loading on another subscale. but factor loadings were quite low for the "problem items" identified in the reliability analysis. ' The survey instrument constructed as part of this study can be considered to be a reliable measure of career aspiration, pro- fessional socialization and the culture of the organization. There- fore, the data gathered reflects the perception of respondents to 126 TABLE 4.9.--Factor Analysis of Survey Instrument Questions Factor 1 Factor 2 Factor 3 Car 1 0.71706 -0.02466 -0.02970 Car 2 0.68472 -0.21414 -O.10708 Car 3 0.25242 0.26601 -0.03209 Car 4 0.88374 0.02027 -0.05501 Car 5 0.92582 0.05076 -0.08185 Car 6 0.11419 0.09394 -0.06987 Car 7 0.59310 0.09071 -0.05107 Car 8 0.43592 0.18171 -O.18256 Soc 1 -0.0069l 0.55111 0.24829 Soc 2 -0.04179 0.36329 0.24732 Soc 3 0.09726 0.69585 0.03984 Soc 4 -0.00203 0.71808 -0.06346 Soc 5 0.00830 0.78356 -0.08005 Soc 6 0.08817 0.26855 -0.03365 Cult 1 -0.12381 0.07322 0.60459 Cult 2 -0.13122 0.03308 0.77185 Cult 3 -0.07975 0.01314 0.73179 Cult 4 -0.04649 0.27341 0.46172 Cult 5 -0.02319 0.34694 0.15877 Cult 6 -0.04l90 0.02755 0.46398 Car 1-8: Career aspirations Questions No. 1-8 from the survey instrument Soc 1-6: Professional socialization Questions No. 1-6 taken from the survey instrument Cult 1-6: Culture of the organization Questions No. 1-6 taken from the survey instrument. Factor 1: Career Aspirations Factor 2: Professional Socialization Factor 3: Culture of the Organization 127 career aspirations, professional socialization, and the culture of the organization as they affect the advancement of women administra- tors. Summary The intent of Chapter IV has been to analyze the statistics provided from the data gathered as part of this dissertation study. The chapter began with an analysis of the respondents. There were no systematic differences between respondents and non-respondents, thus minimizing the sampling bias. In addition, the statistics confirmed the null hypothesis which was presented as the major focus of this study that there was no significant difference in the managerial effectiveness of male and female administrators. The results show that the factors considered as part of this study, career aspirations and professional socialization do appear to be consistent, separate factors. Given the high reliability of the subscales, the researcher concluded that the survey items generally 1 measured the areas they were intended to measure. The study showed that in terms of the culture of the organization, there is a signi- ficant difference between male and female administrators' perception of the culture of the organization. In addition, the statistical analysis established the reliability of the survey instrument. The intent of Chapter V will be to present a summary, con- clusion, and recommendations for further study. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The intent of Chapter V is to present a summary of the study, draw conclusions, and make recommendations for further research. The format of the chapter incorporates these elements. m): The focus of this dissertation research has been to investigate the factors of career a5pirations,eprofessional social- ization, and the culture of the organization, as they affect the advancement of women administrators within educational administra- tion, given that there is no significant difference in managerial effectiveness between male and female administrators. The popula- tion from which the data was gathered were the administrators in the Lansing School District, with the expectation that the results would be generalizable to administrators in school districts of similar demographic compositions. The questions considered pertinent to the research were: where are the women in educational administration? 00 their manage- ment styles differ significantly from males, causing them to be per- ceived as ineffective administrators? Do women, in fact, not aspire to the policy making-levels of administration? And, are there political factors in the culture of educational institutions which 128 129 contribute to selecting males as leaders more often than selecting females? These questions led to the major hypothesis that formed the basis of this study: There is no significant difference in the managerial effectiveness of male and female administrators in public schools; therefore the disparity in the number of males and females who hold administrative positions in public schools is based, at least in part, on gender-related career aspirations, the professional socialization net- working process, and the culture of the organization. This central hypothesis prompted the following statistical hypotheses that were tested in this dissertation research: Hypothesis 1 There is no significant difference between the managerial effectiveness of male and female administrators. Hypothesis 2 Men administrators are more likely than women administrators to consciously seek to advance to positions of greater authority and responsibility in educational administration. Hypothesis 3 Men are more likely to have, or to have had, a mentor during their professional career than women. Hypothesis 4 Men are more likely than women to perceive the culture of the organization as sex-fair as it relates to the employment practices of a district. The hypotheses were tested using a survey instrument comprised of the Management Style Diagnostic Test (Reddin, 1974), and survey questions taken from Cherryholmes (1978) and the researcher. The instrument was sent to all administrators in the Lansing School 130 District with 78 percent return. The validity and reliability has been established. The validity and reliability of the Management Style Diagnostic Test was established by the publisher. The inferential statistical procedures used in this study included analysis of variance and chi square statistics. The analysis of variance allowed the researcher to test the difference between male and female responses to the scale scores of the instru- ment. The .05 level of significance was used. In addition, responses to each survey item were presented by gender, using the chi square test of significance, again at the .05 level of signifi- cance. Tests were made of the null hypotheses in this research, and they were accepted or rejected based on the data collected. The fact that men hold the majority of top level administra- tive positions in education is supported by national, state, and local statistics. The disparate number of women in these same positions increases the need to explore the reason why this is so. It can be easily documented that the number of female teachers exceeds the number of male teachers, but as one views the hierarchi- cal, managerial structure of education, one finds fewer women at the top--at the perceived policy making levels. Many educators share the belief that the exclusion of women from these top positions in educational administration constitute a refusal to utilize a valuable and untapped resource which is essential to the resolution of many of the problems now facing contemporary education. If females are as qualified as males, why then do they not hold these positions at least in the same numbers as men? 131 The review of the pertinent literature and related materials confirms that managerial effectiveness is not significantly different between males and females. In addition, the literature also establishes the fact that education has evolved into a male- dominated profession. In fact, education was originally regarded as a feminine profession, and later changed to become a male- dominated one. The review of pertinent literature and other related materials also establishes sex stereotyping as a source for the disparate number of male and female administrators in education. Sex stereotyping is discussed as it relates to male attitudes about female administrators, and to other females' attitudes about female administrators, as well as to female administrators' attitudes about themselves. In addition, the factor of career aspiration was reviewed in the literature. The research presented on career aspirations in the literature review was found to be inconclusive and dependent on the population used. The literature on professional socialization was admittedly limited. Since professional socialization is a relatively new research venture, no conclusions that would be generalizable across populations could be drawn. Conclusions The assessment of the skills of administrators used as part of this dissertation research showed no significant difference in 132 the managerial effectiveness of male and female administrators. This leads to an acceptance of the null hypothesis. The null hypothesis formed the basis for this study, indicating that there is no significant difference between the managerial effectiveness of male and female administrators; therefore the disparity in the number of male and female administrators is accounted for, at least in part, by career aspirations, professional socialization, and the culture of the organization. The factor of career aspirations was then tested. The administrative population used as part of this study showed no significant difference at the .05 level of significance, thereby leading the researcher to accept the null hypothesis that there is no significant difference in career aspirations. The acceptance of the null hypothesis necessitate a rejection of the alternative hypothesis stated as part of this study, thus raising questions concerning the lack of career aspirations as a factor inhibiting the promotion of women administrators. The data gathered showed that both men and women in the Lansing School District aspire to career advancement, and that the level of aspiration between male and female administrators does not differ significantly. Professional socialization networking (mentoring) was also considered as a factor in the advancement of women administrators. The analysis of the data gathered indicated that the null hypothesis, that there is no significant difference in the level of professional socialization between male and female administrators, could not be rejected. Therefore, the alternative hypothesis that professional 133 socialization networking (mentoring) was a factor in the advancement of women within educational administration could not be accepted. The data gathered showed that both men and women in the Lansing School District have professional socialization networking systems (mentors), and that the level of professional socialization between male and female administrators does not differ significantly. The culture of the organization was also presented as a factor in influencing the promotion of female administrators. The culture of the organization was defined as the extent to which sex discrimination bias existed in educational institutions. The culture of the organization was measured by the perception of the administra- tive population on the employment practices used within the school district. Data gathered from the administrative population led to a rejection of the null hypothesis. The analysis led to the con- clusion that the climate in which females find themselves as administrators in public school administration is perceived dif- ferently by females than by males. The research findings of no significant difference on the factors of career aspiration, and professional socialization leads the researcher to examine the possible reasons, since several research studies cited are contrary to this finding. The fact that the researcher is employed by the same population that is under study may have created bias, since respondents may not have indi- cated their true feelings. In addition, employees in educational institutions traditionally have not been as aggressive as those in other institutions in vying for management positions. Therefore, 134 there prevails a tendency to perform at and/or above expected levels, with the anticipation that promotion is based on merit, and, "If I do good work I will be asked to take another--higher level-- position." The use of the Management Style Diagnostic Test as part of the survey instrument may also have affected the response on the career aspirations and professional socialization items. The Management Style Diagnostic Test is a very difficult, controversial instrument to administer without prior explanation, and may have created anxiety within the respondents that carried over to the career aspiration and professional socialization items. In addition, the Management Style Diagnostic Test was placed first on the survey instrument. The fact that career aspirations and professional socializa- tion could not lead to a rejection of the null hypotheses does not lead to a rejection of career aspirations and professional social- ization as factors in the promotion of women administrators. It only indicates that there is no significant difference between male and female administrators on these items. In other words, the acceptance of the null hypotheses could mean that both male and female administrators aspire and have mentors, but not dispropor- tionately. Career aspirations and professional socialization (mentoring), as verified by the findings in this research study, are factors affecting the promotion of administrators in public schools. However, the level at which male administrators aspire and indicate that mentors have assisted with their placement and 135 promotion in administration, is not significantly different from the levels at which female administrators indicate career aspirations and professional socialization have assisted with their placement and/or promotion in educational administration. Another possible explanation for the finding of no signifi- cant difference between males and females could very well be accounted for in the population used. The population in this study were administrators. The findings regarding aspirations and mentors could be a reflection of the fact that these administrators in many cases hold the position they desire. They have reached their career goals. The fact remains that there are more men in adminis- trative positions than women. The questions of whether aspirations and mentoring are significantly different between males and females may be better asked at the non-administrative levels of education-- with persons who do not yet hold administrative positions. The findings concerning aspirations and mentors could change signifi- cantly if the population consisted of persons not holding administra- tive positions. The researcher realizes that the majority of administrators may have achieved their career goals with their present appointment and that aspiration level is a factor of age and position held. Likewise, mentoring may be an important factor at the non-administrative level, when the priority in obtaining administrative positions is in getting oneself known. Persons hold- ing administrative positions may be less likely to seek professional socialization (mentoring) once they have reached their career goals and do not aspire to greater ones. 136 Discussion The intent of this study was to identify factors that would explain the disparity between males and females in educational administration. The findings would also suggest some reasons why women are rarely found in top level administrative positions. The literature searches have verified that women have long held entry level administrative positions and dominate in teaching posi- tions. Therefore, there is a population of potential administrators to choose from. In addition, several research studies cited have confirmed that females are effective as administrators. .This study examined four major variables to determine whether they affected the advancement of women administrators: managerial effectiveness, career aspirations, professional socialization (mentoring), and the culture of the organi- zation. For women who already hold administrative positions, the study eliminated three of the variables for probable causes in the promotion of women. Males and females had no difference in management styles and were essentially effective as educational administrators. Males and females have similar aspirations to "top-level" administra- tive positions. Males and females had similar support networks to help them advance. A significant number of women, however, identified sex bias practices in the employment process of the school district. This finding suggests that the disparity in male and female admini- strators in the school district may be accounted for by the differences in the level of perception of the culture of the organization. Males, in general were not aware of sex bias practices occurring. The data suggest that there may be a need to make male administrators at the 137 policy levels aware of the existence of sex discrimination and that females perceive the culture of the organization as inhibiting their promotions. Critical decisions about education are made at the policy levels of administration. The underrepresentation of females in these policy level positions fosters a dichotomy which predicates a sociological myth that women are not qualified to hold administra- tive positions, do not aspire at the same levels as men, do not have mentors at the same rate as men, and/or the organizational climate creates sex bias which inhibits their advancement. The findings of this study indicate that these sociological myths related to manage- ment style'and effectiveness, aspiration levels, and the existence of mentors are not supported. Women do aspire, do have mentors, and are as effective as men. Yet they are still underrepresented in educational administration. The only finding that is signifi- cantly different between male and female administrators is in the level of perception of the culture of the organization. The culture of the organization, as perceived by females, suggests that the existence of sex discrimination is a factor explaining the disparity in the number of male and female administrators. In addition, the fact that men perceive the culture of the organization as sex fair, suggest that men at least need to be aware of the fact that women do not perceive the culture of the organization as sex fair. The impetus that prompted this dissertation research stemmed from the need to study females who currently hold administra- tive positions and to identify those factors which impede their 138 promotion within the public school system. The findings indicate that while the levels of aspirations, mentoring, and management effectiveness and styles could be eliminated, the existence of sex discrimination in the culture of the organization could not. There- fore, there are factors which contribute to this disparity. In addi- tion, the factors are socio-political in nature. That is, they are concentrated in the apparent need to seek and wield power. Recommendations for Further Research The study conducted as part of this dissertation research has demonstrated that there are, indeed, factors which affect the advancement of women administrators within educational administra- tion in public schools. While the study proves inconclusive as to whether these factors are career aspirations and professional socialization, the finding of support for the hypothesis that there is no significant difference between male and female administrators on management effectiveness, and that the perceptions of the culture of the organization are different for male and female administrators, are worthwhile contributions to the realm of educational research. These conclusions should also provide an impetus for further research on the reasons leading to the disparity in the number of males and females in educational administration. Further research may include, but not be limited to: 1. A study consisting of the population of non- administrators to ascertain whether there is a difference between 139 males and females in career aspirations, professional socialization, and sex discrimination, as a comparison. 2. 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The questionnaire should take no more than fifteen (15) minutes of your time and will provide useful information on career a5pirations, mentoring, and the culture of the organization as it relates to the selection of administrators for promotion. Needless to say, all questionnaires will be treated with strict confidence and only summative data will be presented. The numbered code on each questionnaire is to mainatin response rates only. In addition, individual infbrmation regarding your managerial effect- iveness, based on the Reddin "Managerial Style Diagnostic Test, will be aVailable to you upon request. If you are interested in your diagnostic style, please indicate this at the end of the questionnaire and I will contact you to arrange to share your individual results. If you desire summative results of this study, please indicate this also at the end of the questionnaire. I realize that this is an extremely busy time for all of us, and certainly appreciate your assistance in completing this information. Please return all information to me, Doris Walker, Office of Evaluation Services, Room 220, Education Center by FRIDAY - OCTOBER 3, 1980. If you have any questions or need additional information please contact me. A sincere thank you for your time and understanding. Sincerely, 13956;. 23 0%,, ”9 Doris Walker FACTORS AFFECTING THE ADVANCEMENT OF WOMEN IN EDUCATIONAL ADMINISTRATION MANAGERIAL EFFECTIVENESS, CAREER ASPIRATIONS AND PROFESSIONAL SOCIALIZATION (Please check) [ ] Male [ ] Superintendent - [ ] Directors & Consultants [ ] Female [ ] Superintendent Support [ ] Elementary Principals Staff Secondary Principals [ ] Other Personnel Assistant Principals MANAGEMENT STYLE DIAGNOSTIC TEST DIRECTIONS: Please CIRCLE the letter next to each number that best 2A 2B 3A 38 describes your behavior. It is important that each question is answered by all administrators. If you are not a building administrator, please answer the questions as they relate to your present position. Some statements you may find a little ambiguous, sometimes both will apply, often neither will seem to apply. However, in every case pick the one statement that best describes you at present if you were faced with the circumstances described. I overlook violations of rules if I am sure that no one else knows of the violations. When I announce an unpopular decision, I may explain to the teachers that my boss has made the decision. If a teacher's work is continually unsatisfactory, I would wait for the assistant superintendent to notice the problem and make a decision. If one of my teachers is not a part of the group, I will go out of my way to have the others befriend him. When my boss gives an unpopular order, I think it is fair that it should carry his name and not my own. I usually reach my decisions independently, and then inform my teachers of them. 150 4A 48 5A 58 6A 68 7A 78 8A 88 9A 98 10A 108 11A 118 151 If I am reprimanded by my boss, I call my teachers together and pass it on to them. I always give my most difficult jobs to my most experienced teachers. I allow discussions to get off the point quite frequently. I encourage teachers to make suggestions, but do not often initiate action from them. I sometimes think that my own feelings and attitudes are as important as my profession. I allow my teachers to participate in decision making, and always abide by the decisions of the majority. When the quality of a teacher's work is not satisfactory, I explain that my boss is not satisfied, and that they must improve their work. I reach my decisions independently, and then try to "sell" them to my teachers. When I announce an unpopular decision, I may explain to my teachers that my boss made the decision. I may allow my teachers to participate in decision making, but I reserve the right to make the final decision. I may give difficult jobs to inexperienced teachers but if they get into trouble I will relieve them of the responsibility. When the quality of a teacher's work is not satisfactory, I explain that my boss is not satisfied, and that they must improve their work. I feel it is as important for my teachers to like me as it is for them to work hard. I let other people handle jobs by themselves, even though they may make many mistakes. I show an interest in my teachers' personal lives because I feel they expect it of me. I feel it is not always necessary for teachers to understand why they do something, as long as they do it. 12A 12B 13A 13B 14A 14B 15A 158 16A 16B 17A 17B 18A 188 19A 19B 152 I believe that disciplining teachers will not improve the quality of their wok in the long run. When confronted with a difficult problem, I attempt to reach a solution which will be at least partly acceptable to all concerned. I think that some of my teachers are unhappy, and try to do something about it. I look after my own work, and feel it is up to higher administration to develop new ideas. I am in favor of increased fringe benefits for administration and teaching staff. I show concern for increasing my teachers' knowledge of the function of the Board of Education even though it is not necessary in their present position. I let other people handle jobs by themselves, even though they make many mistakes. ‘ I make decisions independently, but may consider reasonable suggestions from the teachers to improve them if I ask for them. If one of my teachers is not a part of the group, I will go out of my way to have the others befriend him. When a teacher is unable to complete a task, I help him arrive at a solution. I believe that one of the uses of discipline is to set an example for other workers. I sometimes think that my own feelings and attitudes are as important as the job. I disapprove of unnecessary fraternizing among the teachers while they are working. I am in favor of increased fringe benefits for teachers and administrators. I am always aware of lateness and absenteeism. I believe that the union may try to undermine the authority of administration. 20A 208 21A 218 22A 228 23A 238 24A 24B 25A 258 26A 268 27A 278 28A 288 153 I sometimes oppose union action as a matter of principle. I feel that complaints are inevitable and try to smooth them over as best I can. It is important to me to get credit for my own ideas. I voice my own opinions in public only if I feel that others will agree with me. I believe that the union may try to undermine the authority of the administration. I believe that frequent conferences with individuals are helpful in their development. I feel it is not always necessary for teachers to understand why they do something, as long as they do it. I feel that letters in a person's file reduce tardiness. I usually reach my decisions independently, and then inform my teachers of them. I feel that teachers and administrators are working toward similar goals. I favor the use of merit pay. I allow discussions to get off the point quite frequently. I take pride in the fact that I would not usually ask someone to do a job I would not do myself. I think that some of my teachers are unhappy, and try to do something about it. If a job is urgent, I might go ahead and tell someone to do it, even though it violates Board policy. It is important to me to get credit for my own good ideas. My goal is to get the work done without antagonizing anyone more than I have to. I may assign responsibilities without much regard for experience or ability but insist on getting results. 29A 29B 30A 308 31A 318 32A 328 33A 33B 34A 34B 35A 358 36A 368 37A 378 154 I may assign responsibilities without much regard for experience or ability but insist on getting results. I listen patiently to complaints and grievances, but often do little to rectify them. I feel that complaints are inevitable and try to smooth them over as best I can. I am confident that my teachers will do satisfactory work without any pressure from me. When confronted with a difficult problem, I attempt to reach a solution which will be at least acceptable to all concerned. I believe that in-service training is more useful than theoretical education. I always give the most difficult jobs to my most experienced teachers. I believe in promotion only in accordance with ability. I feel that problems among my teachers will usually solve themselves without interference from me. If I am reprimanded by my boss, I call my teachers together and pass it on to them. I am not concerned with what my teachers do outside of school hours. I believe that disciplining teachers will not improve the quality or quantity of their work in the long run. I pass no more information to higher administration than they ask for. I sometimes oppose union action as a matter of principle. I sometimes hesitate to make a decision which will be unpopular with my teachers. My goal is to get the work done without antagonizing anyone more than I have to. I listen patiently to complaints and grievances, but often do little to rectify them. I sometimes hesitate to make a decision which I feel will be unpopular with my teachers. 38A 388 39A 39B 40A 408 41A 418 42A 428 43A 438 44A 448 45A 458 46A 468 155 I voice my own opinions in public only if I feel that others will agree with me. Most of my teachers could carry out their jobs without me if necessary. 1 look after my own work, and feel it is up to higher administration to develop new ideas. When I make recommendations, I set a time limit for them to be carried out. I encourage teachers to make suggestions, but do not often initiate action from them. I try to put my teachers at ease when talking to them. In discussion I present the facts as I see them, and leave others to draw their own conclusions. When my boss gives an unpopular order, I think it is fair that it should carry his name and not mine. When unwanted work has to be done, I ask for volunteers before asigning it. I show an interest in my teachers' personal lives because I feel they expect it from me. I am as much inerested in keeping my teachers happy as in getting them to do their work. I am always aware of lateness and absenteeism. Most of my teachers could carry on their jobs without me if necessary. If a job is urgent, I might go ahead and tell someone to do it, even though it violates Board policy. I am confident that my teachers will do satisfactory work without any pressure from me. I pass no more informationtn higher administration than they ask for. I believe that frequent conferences with individuals are helpful in their development. I am as much interested in keeping my teachers happy as in getting them to do their work. 47A 478 48A 488 49A 49B 50A 508 51A 518 52A 528 53A 538 54A 548 55A 558 156 I show concern for increasing my teachers' knowledge of the function of the Board of Education even though it is not necessary in their present position. I keep a very close watch on teachers who do unsatisfactory work. I allow my teachers to participate in decision making, and always abide by the decisions of the majority. I make my teachers work hard, but try to make sure they usually get a fair deal from higher administration. I feel that all teachers with equal experience should get the same pay. If any teacher's work is continually unsatisfactory, I would seek outside advice before reporting it. I feel that the goals of the staff and administrators are in opposition but try not to make my views obvious. I feel it is as important to my teachers to like me as it is for them to work hard. I keep a very close watch on teachers who do unsatisfactory work. I disapprove of unnecessary fraternizing among my teachers while they are working. When I make recommendations, I set a time limit for them to be carried out. I take pride in the fact that I would not usually ask someone to do a job I would not do myself. I believe that in-service programs are more useful than theoretical education. I am not concerned with what my teachers do outside of school hours. I feel that late-slips reduce tardiness. I allow my teachers to participate in decision making, and always abide by the decision of the majority. I make decisions independently, but may consider reasonable suggestions from my teachers to improve them if I ask for them. I feel that the goals of staff and administrators are in opposition but try not to make my view obvious. 56A 568 57A 57B 48A 588 59A 598 60A 608 61A 618 62A 628 63A 638 64A 64B 157 I reach my decisions independently, and then try to "sell" them to my teachers. When possible I form work teams of people who are already good friends. I would not hesitate to give a handicapped teacher a job if I felt he could handle it. I overlook violations of rules, if I am sure that no one else knows of the violations. When possible I form work teams out of people who are already good friends. I may give difficult jobs to inexperienced teachers but if they get in trouble I will relieve them of the responsibility. I make my teachers work hard, but try to make sure that they usually get a fair deal from higher administration. I believe that one of the uses of discipline is to set an example for others. I try to put my teachers at ease when talking to them. I favor the use of merit pay. I believe in promotion only in accordance with ability. I feel that problems among my teachers will usually solve themselves without interference from me. I feel that teachers and administrators are working toward similar goals. In discussion I present the facts as I see them and leave others to draw their own conclusions. When a teacher is unable to complete a task, I help him to arrive at a solution. I feel that all teachers with the same experience should receive the same pay. I may allow my teachers to participate in decision making but I reserve the right to make the final decision. I would not hesitate to give a handicapped teacher a job if I felt he could handle it. 158 CAREER ASPIRATIONS 1. I consider this position as an important "stepping stone" to other administrative positions I hope to hold in the future. I am satisfied with my current positions and do not seek to advance to other administrative positions. It is important to me to influence policy decisions made in the school district. I have career goals that will take me beyond the position I now hold. My hopes for the future include promotions to more influential policy-making positions in education. If an opening occurred in my district that represented a promotion to me, I would want to be asked to apply for the job before I would apply. I am currently taking job responsibilities not considered part of my job description as a key to future promotions. STRONGLY STRONGLY AGREE DISAGREE 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Think about how you have communicated your career goals to others. Look at the list below. Check off all_items that describe things you have done within the past twelve months. I've discussed my career goals informally with my peers. I've discussed my career goals formally with the superintendent. I've discussed my career goals formally with someone from central office. I've discussed my career goals formally with my supervisors. I've discussed my career goals with university education professors. I've asked my superintendent to write a recommendation for me. I've responded to placement notices. I've made sure that many people know I'm interested in advancement. I've explored career opportunities in other school districts. 159 STRONGLY STRONGLY PROFESSIONAL SOCIALIZATION AGREE DISAGREE 1. If I wanted honest feedback about my 1 2 3 4 5 self, as well as encouragement, I know one or two people in administration that I could contact right away. 2. There is probably no one in administra- 1 2 3 4 5 tion whom I could be very honest with about my job and my hopes for the future. 3. I could say at least one older adminis- 1 2 3 4 5 trator had taken an interest in my career, in my successes, and in my aspirations and hs shown me the ropes. 4. One of the factors that helps explain 1 2 3 4 5 how I came to get my present position is that another administrator helped by encouraging and assisting me. 5. I can think of at least one other 1 2 3 4 5 administrator who served as an "advocate" for me and helped me become an administrator. 6. I participate in informal and/or social 1 2 3 4 5 contacts with administrators in this district. STRONGLY STRONGLY CULTURE OF THE ORGANIZATION AGREE DISAGREE 1. In our district, women, at least as I 2 3 4 5 much as men, are encouraged to apply for administrative positions. 2. Men advance faster in administration 1 2 3 4 5 with less experience simply because they are men. 3. The "old boys' network“ (white male 1 2 3 4 5 club) promotes men over women for positions in administration. 4. I am comfortable with the employment 1 2 3 4 5 practices used for hiring administra- tors in this school district. 160 STRONGLY STRONGLY AGREE DISAGREE 5. I understand the "formal process“ used 1 2 3 4 5 for selecting administrators in this school district. 6. In this school district the "informal 1 2 3 4 5 selection process" is used more often to select administrators. ******* THANK YOU ******* Yes, I do want my individual managerial style profile. Yes, I do want summative results from this study. *(Namé) (Response Control Number) RETURN TO: Doris Walker Office of Evaluation Services Room 220 - Education Center William J. Reddin, Managerial Style Diaggostic Test, copyright permission obtained from Organizational Test Limited (adapted for educational administrator's use by Dr. Fred Ignatovich, Michigan State University). APPENDIX 8 161 arms: or 'ALUATIUN SERVICES son w. LENA-wt: NSINB. MICHIGAN 49933 LANSING SCHOOL DISTRICT October 1, 1980 Dear Colleague: You recently received a questionnaire which included a "Management Style Diagnostic Test". 1 have received several incomplete forms and need to clarify a few issues: 1. The instrument is designed to provide a composite profile of your management style. It is crucial that each item is answered - although the reaction you might have to an item is that you do neither of these - if you were forced to decide between the two choices stated, as the only one's existing - which one would it be. If you are not a building administrator, please answer according to the people you supervise 03 as if you were in a building. Suprising as it may seem, thzzhnstrument, when scored and com- piled gives an accurate profile for the majority of administrators. This study is being conducted as part of my dissertation research and will provide information regarding male and female responses only. Again, thank you for your assistance. Please call me at 4347 if I can be of assistance. Singerely, /q/.— 1* 2.1.. ‘ “I " JU’Z/ ”\ ’ (.x. V L’/ \_,. Doris Walker mlc 162 LANSING SCHDCL DISTRICT OFFICE or IALLIATIDN SERVICES 500 W. LENAWEE NSING. MICHIGAN 48933 October 10, 1980 Dear Colleague: Recently I sent a questionnaire to you on “Factors Affecting the Advancement of Women in Educational Administration“ which is part of the research I am conducting for completion of requirements for a graduate degree. Since my questionnaire was sent only to Lansing School District Administrators as a representative sample of Michigan's middle size school districts, I need to insure a high response rate. If you have not yet completed the questionnaire, could you please do so soon? Your help will certainly be appreciated. Again, thank you for your understanding. Sincerely, ,’ I). I . , l I [ /Y' LL ”4”.) l\., (L' A. 4 (\a D\oris Walker P.S. If you have misplaced the questionnaire, please contact me at 374-4347 and I will send another one to you. Thanks again for your help. 163 LANSING SCHOOL DISTRICT OFFICE or IVALUATIDN SERVICES 500 W. LENAWEE ANSING. MICHIGAN 48933 October 28, 1980 Dear Attached please find a survey which I am conducting as part of my dissertation research for Michigan State University. Won't you please help! I realize that this is an extremely busy time for all of us, but if you would take a few minutes of your time to complete the survey it will certainly be appreciated. The survey results will be used in summative form only and only individuals requesting their particular management style profile will be sorted for individual response. ABSOLUTELY NO INFORMATION WILL BE SHARED ON INDIVIDUAL STYLE PROFILE. The results will be compiled in summaries of male and female responses only. EVERY EFFORT HAS BEEN TAKEN TO INSURE CONFIDENTIALITY AND YOU CAN BE ASSURED THAT THIS WILL BE MAINTAINED. I realize that the Management Style Diagnostic Test portion of the survey is difficult at best and may go against your actual administrative behavior, but considered as conflicting choices they do produce a managerial profile. It may help if you isolate each question as if they were the only choices available to you, then which would you choose. Each item must be answered. Again, I appreciate your understanding and assistance and anticipate your cooperation. Please return all questionnaires to me by Monday - November 3, 1980. I will be most happy to pick up any completed surveys at your request - call me at 4347. Again, thank you. Sincerely and desperately, Doris Walker 164 APPENDIX C 165 0000 166 PAGE ONE INDIVIDUAL SCORE SHEET Total your A's in each Horizontal Row A Total your 8's in each Vertical Column Transfer the A's tromStepo — —— — _ — — —— _— Add two numbers above to get the m. d Unadjusted Duh Row RawScore —-————————___— Insert the u Normal Adjustment Factors which ill be I d _ w supp “3 (Do not proceed until numbers needed above are supplied to you by the Test Admin- istrator who will get them from the Users Guide.) Add or Subtract Line 0 and Line to get the A justed Raw Score Transfer theae eight Adjusted Raw Scores to the top of Page Two and Page Three and then move to Step 0 66 167 FAG E TWO THREE DIMENSION SCORES Insert Adjusted Raw Scores from Step . here A a c o E F ‘ o w Insert Adjusted Raw Scores A to H under “Score" below and in all the boxes that appear to the right Add the numbers in the boxes below the TO. R0 and E vertical columns. These are your Dimension Raw Scores SCORE E 0 j, , *‘:‘:.‘='<‘":"‘—;‘ [:1 B .- c— - D . o.__ . , ’D- " DAD—+1: DIMENSION RAW SCORES TO — HO —— E _— OIMENSION SCORE sew... 3.22:3?“ i-ai - I - l -I .3... - . . ......- mzem: e. .... - alt-191:4 ...)... .. Write Dimean 5513:":on each To RD E _— is 4.0) Task Relationships Effectiveness e Shade in your t.“ TO 0 Emma" I'd-«mm» no 0 EffectivenessE Vow Dimension Scores give you a reliable indication of to what extent you think your style reflects a Task and ReIationships Orientation and how Effective it is. based on the answers you have given. The test Is designed so that about fifty per cent of managers obtain a sooreot below two onanyotthethree DI- memionsMoetmanegershaveetbeetmacorebdowtwoandomacoreabovetwo. Insert Adjusted Raw Scores from Step . here DOMINANT SUPPORTING 168 PAGE THREE STYLE PROFILE A B C D E F G H The line above gives your score on each of the eight management styles. A high number for any style means that you lean toward it. A score of eleven or above Indicates a Dominant Style. A score of ten indicates a Supporting Style Not everyone has 3 Dominant or Supporting Style. some have more than one. STYLE PROFILE CHART Record your score for each styie on the Style Profile Chart below For example. if you score 5 on “".A draw a line even with 5 across the column that has an “A" above it. When you have finished the Style Profile will illustrate the amount that each of the eight management styles is reflected in your own management behavior The information on this chart is by far the most useful this test provides. The meaning of each style is provided later in this booklet Write in below your Dominant (1 l or over) or Supporting (10) Styles DOMINANT STYLEIS) SUPPORTING STYLE(S) Now move to Step 0 on Page Four Put Dimensmn Scores from Step 0 here 169 PAGE FOUR STYLE SYNTHESIS Write your Dimension Score for T0. 80 and E from Step . in the middle of the diagram. To find your Style Synthesis move across diagram from left to right taking appropriate branches as indicated by your score. For example. to start, move up A if your TO Score is above two or down 8 if your TO Score is below two; continue in this way until you come to your Style Synthesis in the right hand column. Circle it. This Style Synthesis is your average style which takes into account all of your answers. Averages. while useful. do not show the individual components of the average which you found on your Style Profile on page three. E above two 30 mm m (EXECUTIVE) TO aboye two E below “90' ICOMPROMISER) I E m” "”° teeuevoum surocmm A no below two I E New m (smoan'r) TO FIG E E above two R0 above two (DEVELOPER) beIow Mo (MISSIONARY) '7 E bov tw To WOW “"0 0 e O (BUREAUCRAT) R0 below two (DESERTER) E below two Before moving to Style Spotting transfer your scores so far obtained to the back perforated flap headed “Summary Style Diagnosis". Complete Steps 0 Q . there. STYLE SPOTTING I I I I ,’ Developer Executive 1” I" I l 1” ” 5 , -’ Autocrat Ell I 3 Cornpronuaer I I E "hm” 0 ’I ’1 5 '9 x 3 fl / I, I I I I 3 6/ " ’ 1 " Autocrat ’ mow w J g Deeerter ’1’ Home! ' g- 1’ ’ (flu-m g g A Wren-Nil. 1.70 Teal: Orientation (TO) ' Plot your Task and Relationships Orientation Scores from Step . Use the front Less Effective plane if your Effectiveness Score is under 2.0 and the rear More Effective plane if your Effectiveness Score is over 2.0. Some nudassistance in completing this step. New read over the 3-D Theory Styles on Page five and consider how your own styles suit the demands of the situation you are in at present. APPENDIX D 170 REDDIN'S EIGHT MANAGEMENT STYLES Executive A manager who is using a high Task Orientation and a high Relationship Orientation in a situation where such behavior is appropriate and who is therefore more-effective. Seen as a good motivator who sets high standards, who treats everyone somewhat differently and who prefers team work. Compromiser A manager who is using a high Task Orientation and a high Relationship Orientation in a situation that requires a high orientation to only one or neither and who is therefore less— effective. Seen as being a poor decision maker and as one who allows various pressures in the situation to influence him too much. Seen as minimizing immediate pressures and problems rather than maximizing long term effectiveness. Benevolent Autocrat A manager who is using a high Task Orientation and a low Relationships Orientation in a situation where such behavior is appropriate and who is therefore more-effective. Seen as knowing what he (she) wants, and knowing how to get it without creating resentment. Autocrat A manager who is using a high Task Orientation and a low Relationships Orientation in a situation where such behavior is inappropriate and who is therefore less effective. Seen as having no confidence in others, as unpleasant, and as being interested only in the immediate task. Developer A manager who is using a high Relationships Orientation and a low Task Orientation in a situation where such behavior is appropriate and who is therefore more-effective. Seen as having implicit trust in people and as being primarily concerned with developing them as individuals. 171 172 Missionary A manager who is using a high Relationships Orientation and a low Task Orientation in a situation where such behavior is inappropriate and who is therefore less effective. Seen as primarily interested in harmony. Bureaucrat A manager who is using a low Task Orientation and a low Relationships Orientation in a situation where such behavior is appropriate and who is therefore more-effective. Seen as being primarily interested in rules and procedures for their own sake, and as wanting to maintain and control the situation by their use. Often seen as conscientious. Deserter All A manager who is using a low Task Orientation and a low Relationships Orientation in a situation where such behavior is inappropriate and who is therefore less-effective. Seen as uninvolved and passive. - Discussion Styles Occur Equally The eight styles of 3-O Theory are designed to give a clear and comprehensive picture of the managerial world. Implicit in the 3-D Theory is the assumption that all eight styles have an equal chance of occurring and, thus, if a sufficiently large number of educational administrators in a sufficiently diverse number of educational institutions were tested, then an equal number of each style would be obtained. The test is constructed so that each of the eight styles will occur about equally often in a large group of educational administrators chosen from all levels in several different educational institutions. Four More Effective Styles The four more-effective styles may be equally effective depending on the situation in which they are used. Some admini- strative positions require all four styles to be used at times, other positions tend to demand only one or two styles consistently. 173 What the Test Measures The test measures an educational administrator's perception of his administrative style in the job he has now. For instance, the test does not tell an educational administrator he is an "Autocrat," only that he himself (herself) describes his behavior that way in the job he (she) has now. Educational administrators who change their job and answer the test a second time will probably score differently on the test. This will reflect simply that since the position demands have changed so has the style to deal with them. Some educational administrators have jobs with two distinctly different components. In situations like these an educational administrator could do the test twice, once for each of the two quite different administrative jobs he (she) has. APPENDIX E 174 LANSING SCHOOL DISTRICT ADMINISTRATIVE STAFF: 1980-1081 SCHOOL YEAR Superintendent's Support Staff Positions Assistant Superintendent for Instruction Director, Public Library Director of Information SErvices Deputy Superintendent Director of Employee Relations Director of Data Processing Director of Accounting Services Director of Planning Director of Curriculum Planning and Development Consultant in Personnel Services Director of Evaluation Services Consultant in Personnel Services Director of Special Services Supervisor of Payroll Director of Elementary and Secondary Education Superintendent of Schools Director of Facility Planning and Development Supervisor of Fringe Benefits Director of Personnel Services Director of Instructional Support Assistant Superintendent for Fiscal and Administrative Services Directors and Consultants Positions Director of Special Education Director of Science and Environmental Education Center Consultant in Home and Family Living Director of State and Federal Programs Director of Pupil Personnel Director of State and Federal Relations Director of Food Services Director of Teacher Corps Physical Education Consultant Director of Purchasing Associate Director of Elementary and Secondary Education Director of Vocational Education Director of Continuing Education Assistant in Pupil Personnel 175 I76 Directors and Consultants Positions (cont.) Director of Educational Management Services Director of Pupil Transportation Director of Media Services Assistant Director of Media Services Secondary Principals' Positions Senior High Principal Junior High Principal Junior High Principal and Associate Director of Elementary and Secondary Education Assistant Senior High Principal Assistant Junior High Principal Assistant Elementary Principal Assistant Principal on Special Assignment Other Personnel 1980-1981 School Year Assistant in Federal Programs Operations Supervisor Administration of Physically Impaired Supervisor of Public Library Administrator - Emotionally and Learning Impaired Internal Auditor Supervisor of Federal Accounting Director of Custodial Services Director of Maintenance APPENDIX F 177 CANDIDATE'S NAME RATING SHEET A real estate salesman calls your office asking about the quality of the schools (elementary, junior high, senior high) serving a house he hopes to sell. What advice and assistance would you give? If you had 30 such calls in a three-month period, what would you recommend to the Superintendent? ' You suspect that the Board of Education and central staff are really unknown quantities in the community. How would you deter- mine whether you were right or wrong? If you were right, what would you recommend? The Superintendent and_Finance Director ask for your assistance in preparing a budget presentation for the Board that can also serve as the presentation to the public at the annual budget hearing. What would you recommend be done and how would yor carry out your plan? A settlement has been reached between the Board and LSEA with both sides agreeing not to disclose details of the settlement until after ratification. You learn that at least one reporter has been told much of this detail and will probably release it within 24 hours. What would you recommend be done under these circumstances? Your office publishes a newsletter four times a year and mails it to every school district household. Union leaders are critical of this publication saying it is a waste of taxpayers' money. What steps would you take to defend the publication and justify the funds to publish and mail it? A principal of an elementary school is having difficulty organizing a parent association. There are no officers, just a few parents slightly interested. The principal asks you for help. What would you do? Discuss experience in news reporting and/or editing. I? .4 a :2 e+_3a5em l1: <1 4‘0 U Fiona LJLDnJuL '< RHLIQQ seas '1 L (7 EB DIED [ICED Discuss experiences in school district millages and/or tax campaigns.l:]:]:]:] 178 APPENDIX G 179 INTRODUCTION The intent of Appendix G is to provide background information on the employment practices used in the Lansing School District. This background information was obtained through interviews with key district administrators. Key district administrators was defined by the researcher as those persons who hold "policy-making" positions in the Lansing School District and are therefore in a position to make influential decisions regarding the employment practices. Interviews were held individually with the following personnel: the Superintendent, Deputy Superintendent, Assistant Superintendents, Director of Personnel Services, Associated Directors of Quadrants (with the exception of the Northwest quadrant director who was unavailable at the time of the interviews), and the Director of Planning. The interviews ranged from 45 minutes to 1% hours and were held over a three week period. Interviewees were assured that only summative information would be presented. The following is a composite of the responses from the interviewees to the interview questions: 180 QUESTION 1: What are some of the formal processes used for identify- ing persons for employment as administrators? The formal processes used for identifying persons for employment as administrators typically involve the following: 1) indication of interest; 2) notice that the job position is open; 3) screening of the applicants; 4) interview; 5) selection of candidates; and 6) appointment to administrative position. INDICATION OF INTEREST A letter of interest is iniated by the applicant to the Office of Personnel Services. The letter may or may not preceed the job posting. The letter may also be iniated by another admin- istrator or colleague which serves to make the Office of Personnel Services aware of the interest of the applicant. The interest of the applicant may also be expressed verbally to a Central Office Administrator (i.e., superintendent, deputy superintendent, assistant superintendent or the Director of Personnel), depending on the comfort level of the applicant with a central administrator. NOTICE THAT A JOB POSITION IS OPEN The current practice of the Lansing School District is that administrative openings are posted on a formal "notice of vacancy" sheet that will include the general qualifications of the job, and information regarding responsibilities. The internal posting process includes a distribution to all administrators in the school district, as well as to buildings to be posted in a visible area. 181 182 There are also some positions which are directed to seek a national search (either by the Board of Education or central admin- istration). A national search is generally iniated when there is no one among the current employee group who indicate an interest and/or is qualified to fulfill the job responsibilities. The majority of positions filled by the Lansing School District are internal - employees within the school district are promoted. This however, is subject to change as a new superintendent enters the district. The practice of superintendents has been to appoint the advisory cabinet or superintendent support staff. These appointments may or may not be from among employees currently in the school district. SCREENING 0F APPLICANTS The formal process for the selection of the candidate(s) are based on the interviewer's formal rating sheet, which is developed by the Office of Personnel Services for the position opened. A copy of a sample rating sheet is attached. It should be noted that the final appointment may be preceeded by another interview with the immediate supervisor and his/her designee. APPOINTMENT The formal process is then concluded by an appointment of the candidate to the open administrative position. SUMMARY The formal interviewing process may also take into account the specific needs of the school district. This may include the 183 consideration of gender or ethnicity in the final selection of the candidate. The formal process for the selection of administrators in the Lansing School District is in a state of transition at the time of this writing. Previously, the applicant responded to the job posting, may or may not have been interviewed, and virtually no follow-up with the ones not selected. The present practice of the district includes a division of the applicants and interviewers into three categories - ready for administration, middle (need experiences), and prognosis poor for being selected as an administrator. Experiences are then afforded persons based on the categories. These categories have led to the fOrmation of an administrative pool from which administrative openings are filled. The administrative pool has also assisted in decreasing the frequency of interviewing. The formal process is finalized with the approval of the superintendent who then gives the recommendation to the Board of Education. It should be noted however, that the formal process may change for administrative positions above the building level. The superintendent has the discretion to hire his cabinet and may or may not do so through this process. Realistically, there are also administrative positions filled by the movement and consolida- tion of existent personnel. These are various factors which interface with the formal process. These may include the needs of the district and the economic status of the district. As districts are forced to address the issue of declining enrollment, fiscal survival, and the reduction 184 of administrative staff, the concept of gender equity will be put in abeyance, thereby causing the already disparant number of female administrators at "top—level" administrative positions to decrease even more . QUESTION 2: What are the informal processes used for identifying persons for employment as administrators? The informal process used for hiring administrators in the Lansing School District is as much a part of the employment practices as the formal process. The informal process is generally accepted to be those avenues that are used to identify personnel for admin- istrative appointment that are not written as formal procedures required of a district to follow and/or are not necessarily a part of board policy in the selection of employees. The interviewees generally agreed that the informal process operates within the Lansing School District. The interviewees also indicated that the informal process is used as often as the formal process. The informal process consist of the identification of some person to fill an administrative position before the formal process has occurred. In most cases however, the formal process supercedes the informal process. An aspirant, while identified by the informal process, must still complete the formal process. The informal process used for identifying administrators typically involve the following: 1) identification of a person (s) with potential for success as an administrator, and 2) encouraging person(s) to complete formal process. I85 The identification of potential administrators in the informal process are generally two fold: 1) the iniative of the aspirant, and 2) the indentification by another administrator or person considered to be influential in the district. The informal process involves the person aspiring for promot- ion to/within administration to get themselves known to the people who make the employment decisions in the district. The aspirant must get others to be supportive of them. The interviewees indicated that the ways the aspirant can get themselves known is to serve on district wide committees, curriculum committees, Lansing Schools Education Association teacher negotiations, and other leadership positions that serve to demonstrate their skills. The aspirant must indicate that they have an interest in moving and are willing to try new positions. The aspirant must indicate that they have an interest in moving and are willing to try new positions. The aggression of the aspirant is the key. While the iniative for promotions is usually left to the individual aspirant, the informal process may also include recognition of leadership potential by the key people who are involved in the selection of administrators. The individual may be asked by another adninistrator to prepare themselves for administration by accepting additional job responsibilities or job roles that demonstrate their capabilities. 186 QUESTION 3: What characteristics make a person identifiable as administrators in the Lansing School District? The interviewees offered the following characteristics that would make a person identifiable as administrators in the Lansing School District. The characteristics listed below are not in priority order and presented as composite statements from the interviewees, deleting duplications. 1. Ability to get along with people. 2. Cooperative 3. Professional interest 4. Technical skills can be learned 5. Trustworthy 6. Respected 7. Not narrow in their perception of people - appreciation for diversity. 8. Ability to handle conflict and the rigors of the job. 9. Stamina to assimulate pressures of the job. (Emotional stability) 10. Ability to solve problems and make decisions. 11. Analytical 12. Broad general understanding of philosophical values that predicate educational goals of the district. 13. Global views in perspective. 14. Demonstrated competence. 15. Perceived positively by peers, supervisors, parents, and community. 16. Good listening skills (and be perceived by others to be listening). 17. Maturity, as related to power perception and ability to give. 18. Ability to anticipate. 19. 20. 21. 22. 23. 24. 25. 26. 187 Ability to learn quickly. High energy - stress tolerance. Ability to follow through on tasks. Iniative Honesty, integrity, consistency (Do you say the same thing under different circumstances). Committment Creativity Value systems The above characteristics are presented without interpretation from the researcher. However, the researcher did attempt to remove duplications. While the characteristics are not all inclusive, the listing are the actual statements of the interviewees. QUESTION 4: How do people get placed in the "administrative pool" for potential selection as administrators in the Lansing School District? The administrative pool was operationalized as a training mechanism for potential administrators in the Lansing School District. According to the interviewees, the intent of the administrative pool is to provide on the job training for persons aspiring to become administrators. The administrative pool provides interns, as well as substitutes in adninistrative roles. While the practice of maintaining an administrative pool is designed to prepare aspirants to positions as administrators, declining enrollment and economic austerity has fostered restrictions on the employment of administrators thus changing the role of the administrative pool from one of training for administrative placement to one of 188 training and awareness of district priorities and goals. The current status of the Lansing School District has dictated a reduction in the number of administrators, thereby making the employment of administrators severely restricted. In fact, administrators are accepting multiple roles. Jobs that were once filled by two persons are being consolidated so that they are assigned to a single person. The placement of aspirants into the administrative pool may be iniated through several avenues. The individual may be requested by an administrator to seek additional training via the administrative pool. This request may be a result of the informal contacts of the administrator with the aspirant, or a result of the interviews held for a particular position. The individual may also iniate the placement into the administrative pool by contacting key administrators and requesting this training. In general, however, the placement of aspirants into the administrative pool is obtained through an interview process, similar to the formal process described in question one. QUESTION 5: Is there a professional socialization network process (mentoring) which operates within the Lansing School District. The results of the interviews on whether a professional socialization network operates in the Lansing School District indicate that there are both formal and informal networking occurring in the school district to prepare persons for administrative assignments. The networking includes professional development activities (e.g., inservice, leadership academy, internships, exchange programs). The 189 Lansing School District is very receptive to accommodating individual request for additional training. The results of the interviews on the question of whether professional socialization occurs in the Lansing School District also indicate that the network changes as the leadership and goals of the district changes. The formal professional socialization" networking currently operating in the school district is a relatively new concept. The development of the leadership academy and other such training programs have occurred within the past five years. Previous to this time, the informal professional socialization network systems were in existence. Administrative appointments, while contingent on demonstrated skills and the characteristics described in question three, were also a result of what person(s) in key administrative positions were pulling for the applicant. 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