. a ‘ I .|v !‘ v w. _ ' ‘pl vvvvvvvvv ‘. .‘ ‘ in l ' ‘ v ,n I . \ 'l ‘.' . , . . , w . ' ' -~ .1 - _ ' | (i o .... ... , .. .L. .1. . Y ; '1 Aru.’ V -' .4 STUDY OF THE EXPECTANClES Wl-HCH ‘ ' l" ~_ ELEMENTARY TEACHERS AothsTRATORs, 9 ' ' SCHL BOARD MEMBERS AND PARENTS 1 t g; ‘ ' HAVE 0T THE ELEMENTARY TEACHERS Roms}, -. '_ i, ' , Them far flu Dogma 0! Ed D D ’_ . ‘ M1CHIGAN STATE UNWERSITY ‘ “ 7 " Lows Andrew Doyle “wokfl‘fl "H A ‘ __ t ' N < k "‘1‘55‘6 ‘5} ‘3‘] Y K ‘ _ , . I ‘l ‘1 7 1‘3 ,~. , .-.: . T This is to certify that the thesis entitled 0‘ , ..~~\ -' .‘ . «L- V‘TH‘fT“ ~r-1-r > r '- .- ALVfi~ A fur-“HY 0? Tip; ILPaCT -1"3Ilu.., .FHC}? IL_1_1.'..L.,lYH R‘. T; nplS, PDECWISTRAWO’fii, SCE‘MOL T70" ’71‘ ”EW‘PS “71.- EiiVE CF 7P2 $11733]? RY TTJFCICPS' POLIS T D t:*"'-’W" ‘.-0 presented by Louié A. Ufivle has been aecepted towards fulfillment of the requirements for Ed.D. degree in Administrative and ?ducntion=l Services U vMajor professor E H g l a 01:; Date .,ov_,m)el 1?, l, 6 \ 0-169 Wfig3' 53% WW FEB—5w”? ‘ fiislmla wtw ‘ ‘ WINZOO 0180 Mfi 05W A STUDY OF THE EXPECTANCIES WHICH WW TEACHERS, ADKINISTRATORS, SCHOOL BOARD WEEKS AND PARENTS HAVE OF THE WILEY TEACHERS' ROLES by Louis Andrew Doyle AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requiremente for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational wages L._ 1*. 1956 A STUDY OF THE EXPEGPANCIES WHICH MARY TEACHERS, ADlflNISTRA'NRS, SCHOOL BOARD WEEKS AND PM HAVE 0? THE ELEMENTAIH TEACHER? ROLES by Louie Andrew Doyle Michigan State University 1956 Statement of the Problem The purpose of this study was to identify the role expectations which elementary teachers, public school administrators, school board members and parents have of the elementary teachers' roles; the role expectations which teachers believe these groups hold, and to compare these expectancies, noting the convergence and divergence of the role expectations held. Procedure Momentary teachers, school administrators, school board letters and Parents in three communities were interviewed, using a check-list involving forty-eight specific acts dealing with six selected teacher Professional roles. Teachers were asked to indicate their on beliefs "Sarding the action, their definition of the administrators' expecta- tions, their definition of the school boards' expectations and their definition of the .parents' expectations regarding the action. Adminis- trators, school board anchors and parents were asked to define their own beliefs or expectations regarding the actions. -1- ABSTRACT Louis Andrew Doyle Findings The teachers involved in the study appeared to be oriented toward the traditional aspects of their calling, to conform to the patterns which the culture has defined for them. In the analysis of the findings of the study it was noted that, as the beliefs of the teachers and the expectations which they defined for the others were compared, that the teachers were inclined to see themselves as being in harmony primarily with the administrators, to a lesser degree with the school board mem- bers, and to a limited degree with the parents. It was found by use of Chi-Square that there appears to be little relationship between the age of teachers, years of teaching experience, number of school systems in which taught, expected number of years of future teaching, and the beliefs held by them/ or the expectations they de- fined for the others. The teachers in the study tended to define their professional roles in a much narrower way than did the administrators, school board members, and parents. While the teachers defined their own professional P0188 in a broad perspective, they did not attribute to the others the same views that they held. Administrators, school board members, and parents were inclined to view the roles of the teacher from a liberal point of view. They ap- Peared Willing for the teachers to operate in broader and more dynamic -2- llllllll[cli[l‘ll[[[l ABSTRACT Louis Andrew Doyle Re commendations Certain recommendations which arise out of the study and which are based largely on the problem of helping teachers to build a clearer self-image, as well as to modify the public image of the teacher, are: 1. Teachers should be encouraged to interact with a wide variety of community organizations and individuals. 2. Use should be made of teachers in the conduct of community surveys, taking of the school census, opinion surveys, and such other appropriate activities as will bringihe teachers into wide contact with lay citizens. 3. Commllmity groups should be encouraged to sponsor various types of programs designed to emphasize the human side of teachers, and to stress their individual achievements. 4. Teachers should be invited or otherwise encouraged to appear at meetings of the board of education to discuss their programs, prob- lems and needs. ,They should be called upon to act as consultants to the School board when problems which lie in their area of competency are being studied. 5. In-service training programs in the area of school-commnity relationship should be developed for the school systems, with teachers involved in the planning of such programs. - 3 .. A STUDY OF THE EXPECTANCIE‘S WHICH EIEMENTARY TEACHERS, SCHOOL ADMINISTRATORS, BOARD MEMBERS AND PARENTS HAVE OF THE ELEMENTARY TEACHERS' ROLES by Louis Andrew Doyle A THESIS Submitted to the School fer Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR.0F'EDUCATION Department of Admdnistrative and Educational Services 1956 (74 /! J ”i 7': ii The writer wishes to express his grateful and sincere apprecia- tion to all who have contributed to the inception, development and completion of this study. Special acknowledgement is due to Professor Clyde H. Campbell, Chairman of the author's doctoral committee, who has given wise and patient counsel throughout the study. Also, for the inspiration which has come to the writer, from him, over the past years in his studies in the field of school admnistration. The writer is deeply indebted to Professor Uilbur B. Brookover, for such encouragement and valued suggestions in the execution of the research phases of this study. To Drs. Carl B. Cross, William H. Roe and Cecil V. Millard, appreciation is here expressed for their continuing interest in the develOpment of this dissertation. To Superintendents Dr. Glenn E. Leonie of the Traverse City Public Schools, Mr. Merle A. Bird, Cadillac Public Schools and Mr. Gordon G. Caswell, Kalhaska Public Schools, appreciation is here expressed for their interest in the study and cooperation in allowing the investigator to work with their school personnel and Boards of Education. Finally, to those principals, teachers and parents in the school ”atoms involved, who so willingly gave of their time and interest in the interviewing of the writer, a debt of gratitude is here acknowledged. Chapter I. III. TABLE OF CONTENTS INTRODUCTION Introductory Statement . . . . . . . . . . . . . . . Statement of the Problem . . . . . . . . . . . . . . Basic Hypothesis . . . . . . . . . . . . . . . . . . Teacher Roles as Viewed by the Culture . . . . . . . Importance of the Study . . . . . . . . . . . . . . Scope and Limitations . . . . . . . . . . . . . . . Procedures and Techniques Used . . . . . . . . . . . Definitions . . . . . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . . REVIEW OF THE LITERATURE Background for the Study . . . . . . . . . . . . . . RelatedStudies.... .............. Summary’ . . . . . . . . . . . . . . . . . . . . . . PLANNING AND CONDUCTING THE STUDY General Methods of the Study . . . . . . . . . . . . Construction of the Instrument . . . . . . . . . . . Selecting the School Districts for the Study . . . . Summary . . . . . . . . . . . . . . . . . . . . . . PRESENTATION AND ANALYSIS OF THE DATA Presentation of the Data . . . . . . . . . . . . . . Analysis of Data to Indicate Extent of Agreement Be- tween Teacher Beliefs, Teacher Definition of Others' Expectations, and Others' Expressed Expectations . . Analysis of Data Based on the variables . . . . . . Page \O\1'\I\h\o 10 ll 26 28 29 hS 50 iii Chapter IV. Analysis of Data Based on Forty-eight Particular Acts.. Analysis of Data in Terms of Variations in Types of Role Empectations . . . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . . . V. IMPLICATIONS FOR ADMINISTRATION: STAFF RELATIONSHIPS Improving Communication . . . . . . . . . . . . . . . \EI. IMPLICATIONS FOR ADMINISTRATION: SCHOOL-COMMUNITY w RELATIONSHIPS \EII. IMPLICATIONS FOR ADMINISTRATION: TEACHER IN-SERVICE EDUCATION VIII . SUIMARY AND CONCLUSIONS Summary . . . . . . . . . . . . . . . . . . . . . . . Unexpected Findings . . . . . . . . . . . . . . . . . Recommendations . . . . . . . . . . . . . . . . . . . Suggestions for Further Research . . . . . . . . . . . BIBLIOGRAPHY APPENDIX thMBWChGCk‘liSteeeeeeeeeeoooeeoe iv Page - 72 103 133 136 138 143 1&9 154 15h 158 160 162 16A 170 170 Table 1. 2. 3. h. 5. 7. 9. 10. 11. LIST OF TABLES Classification of Teachers, Administrators, School Board Members, and Parents, According to School Systems........................ Classification of Teachers According to Age, Years Teaching Experience, Number of Systems in which Taught, Number of Years in Present Position, and Expected Num- berOerarsofFutureSemceeeeeeeeeeeee List of AB Selected Items Dealing with Six Teacher ROIBSeeeeeeeeeeeeeeeeeeeeeeeee Affirmative Responses and Percentage of Affirmative Responses to AS Selected Items According to Teacher Belief and Teacher Definition of Expectations Held by Administrators, School Board Members, and Parents . . e Affirmative Responses and Percentage of Affirmative Responses to AB Selected Items by School Administra- tors, School Board Members, and Parents . . . . . . . . Rankings on 48 Selected Items According to Teacher .Belief and Teacher Definition of the Expectations of Administrators, School Board Members, and Parents . . . Rankings on 48 Selected Items According to Expressed Expectations of Administrators, School Board Members, artharentS...................ooo Rank Correlation Between Teacher Beliefs and Teacher Definition of the Expectations Held by Administrators, School Board Members, and Parents, Based on LB Selected Itmeeeeeeeeeeeeeeeeeeeeeeeee Rank Correlation Between Teachers' Definition of the Expectations and the Expressed Expectations of Admini~ strators, School Board Members, and Parents, Based on hBSeleCtedItemSeeeeeeeeeeeeeeeeeee Rank Correlation.Between Teacher Beliefs and Expecta- tions of Administrators, School Board Members, and Parents..........o.....o......o Differences in Rank Between Teacher Belief and Teacher Definition of Administrators' Expectations on LB Selected Items Ranked According to Age of Teachers . . Page :30 . 35 . AB . A5 . A7 .e ‘1. ..‘.~'. .1. AM § u. if"; M Q. L-I t! C.) Table Page 12. Differences in Rank Between Teacher Belief and Teacher Definition of School Boards' Expectations on 48 Sele- cted Items Ranked According to Age of Teachers . . . . . 52 13 . Differences in Rank Between Teacher Belief and Teacher Definition of Parents' Expectations on A8 Selected Items Ranked According to Age of Teachers . . . . . . . 52 ll... Differences in Rank Between Teacher Belief and Teacher Definition of Administrator Expectations on A8 Selected Items Ranked According to Years of Experience . . . .... 53 15. Differences in Rank Between Teacher Belief and Teacher Definition of School Board Expectations on 1+8 Selected Items Ranked According to Years of Experience . . . . . SA 16. Differences in Rank Between Teacher Belief and Teacher Definition of Parent Expectations on 1.8 Selected Items Ranked According to Years of Experience . . . . . . . . 5!. 1?. Differences in Rank Between Teacher Belief and Teacher Definition of Administrator Expectations on 1.8 Selec- ted Items Ranked According to the Number of School Systems in Which the Teachers Have Taught . . . . . . . 55 18. Differences in Rank Between Teacher Belief and Teacher Definition of School Board Ebcpectations on A8 Selected Items Ranked According to the Number of School Systems in which the Teachers Have Taught . . . . . . . . . . . 55 19. Differences in Rank Between Teacher Belief and Teacher Definition of Parent Expectations on [.8 Selected Items Ranked According to the Number of School Systems in Which the Teachers Have Taught e e e e e e e e e e e e e 55 20. Differences in Rank Between Teacher Belief and Teacher Definition of the Expectations of Administrators on [.8 Selected Items Ranked According to Number of Years in Present POSition e e e e e e e e o e e e e e e o e e e e 56 21- Differences in Rank Between Teacher Belief and Teacher Definition of the Expectations of School Board on A8 - Selected Items Ranked According to Number of Years in Present POSitiOn e e o e e e o e e e e e e e e e o e e e 56 22- Differences in Bank Between Teacher Belief and Teacher Definition of the Expectations of Parents on 14.8 Selec- ted Items Ranked According to Number of Years in Present P031t10n e e o e e o e e e e e e e e e e e e e e 57 Table Page .23. Differences in Rank Between Teacher Belief and Teacher Definition of the Expectations of Administrators on 48 Selected Items Ranked According to Length of Future SerV1ce e e e e e e e e e e e e e e e e e e o e e e e e 58 EUR. Differences in Rank Between.Teacher Belief and Teacher Definition of the Expectations of School Boards on 48 Selected Items Ranked According to Length of Future SOrV1CO e e e e e e e o e e e e e e e e e e e e e o e e 58 225. Differences in Rank Between Teacher Belief and Teacher Definition of the Expectations of Parents on 48 Selec- ted Items Ranked According to Length of Future Service. 58 26. Differences in Rank Between Teacher Definition of the Expectations of Administrators and Administrator En- pressed Expectations on 48 Selected Items Ranked According to Age Of TeaChers e e e e o e e e e e e -e-e 59 27. Differences in Rank Between Teacher Definition of the Expectations of School Board and School Board Expres- sed Expectations on 48 Selected Items Ranked According to Age Of TeaChera e e e e e e e e e e e e e o e e e O 60 28. Differences in Rank Between Teacher Definition of the Expectations of Parents and Parent Expressed Expecta- tions on 48 Selected Items Ranked According to Age of ToaCherS e e e e e e e e e e o e e e e e e e e e e e e 60 29. Differences in Rank Between Teacher Definition of the Expectations of Administrators and Administrator Ex- pressed Expectations on 48 Selected Items Ranked According to Years of Experience . . . . . . . . . . . 61 30. Differences in Rank Between Teacher Definition of the Expectations of School Board and School Board Exh pressed Expectations on 48 Selected Items Ranked According to Years of Experience . . . . . . . . . . . 61 31. Differences in Rank Between Teacher Definition of the Expectations of Parents and Parent Expressed Expecta- tions on 48 Selected Items Ranked According to Years Of Experience 0 o e e e e e e e e e e e e e e e e e e e 61 32. Differences in Rank Between Teacher Definition of the Expectations of Administrators and Administrator Exp pressed Expectations on 48 Selected Items Ranked According to Number of School Systems in Which the T680h8r8 Have Taught e e e e e o e e e e e e e e e e e 62 \ I o .7 \.,n "N. J I I II is}. .. JA‘ .. , '~.-\. H— -v- VI- .4‘ Table 33 . :ma I35. 36. 237. 38. 39. LO. #2. Differences in Rank Between Teacher Definition of School Board and School Board Expressed Expectations on 48 Selected Items Ranked According to the Number of School Systems in Which the Teachers Have Taught . Differences in Rank Between Teacher Definition of Expectations of Parents and Parents' Expressed Expec- tations on 48 Selected Items Ranked According to the Number of School Systems in Which the Teachers Have Taught e e e e e e e e e e o e e e e e e e e e e -o-e~ Differences in Rank Between Teacher Definition of Expectations of Administrator and Administrator Ex? pressed Expectations on 48 Selected Items Ranked According to Number of Years in Present Position ...._ Differences in Rank Between Teacher Definition of Expectations of School Board and School Board Exp pressed Expectations on 48 Selected Items Ranked According to Number of Years in Present Position . . Differences in Rank Between Teacher Definition of Expectations of Parent and Parent Expressed Expec- tations on 48 Selected Items Ranked According to Number of Years in Present Position . . . . . . . . . Differences in Rank Between Teacher Definition of Expectations of Administrator and Administrator Ex- pressed Expectations on 48 Selected Items Ranked According to Length of Future Service . . . . . . . . Differences in Rank Between Teacher Definition of Expectations of School Board and School Board Exp pressed Expectations on 48 Selected Items Ranked According to Length of Future Service . . . . . . . . Differences in Rank Between Teacher Definition of Expectations of Parent and Parent Expressed Expec- tations on 48 Selected Items Ranked According to Length Of FUture SerVice e e e e e e e e e e e e e 0 Differences in Rank Between Teacher Belief and Administrator Expectations on 48 Selected Items Ranked According to Age of Teachers . . . . . . . . . Differences in Rank Between Teacher Belief and School Board Expectations on 48 Selected Items Ranked According to Age of Teachers . . . . . . . . . Page 62 63 63 6h 65 65 65 66 67 viii ’00 yr ‘9'! 2'» 1‘) A ’1. u: ‘I][' In 'l- Ikible 4&3- 1+5- 1.6. 1&7. lt8. A9. 50. 51. 52. 53. Differences in Rank Between Teacher Belief and Parent Expectations on 48 Selected Items Ranked According to AgeofTeacherS................... Differences in Rank Between Teacher Belief and Admini- strator Expectations on 48 Selected Items Ranked According to Years of Experience . . . . . . . . . . Differences in Rank Between Teacher Belief and School Board Expectations on 48 Selected Items Ranked Ac- cording to Years Of Experience 0 e e e e e e e e e 0 Differences in Rank Between Teacher Belief and Parent Expectations on 48 Selected Items Ranked According to YearsofExperience................. Differences in Rank Between Teacher Belief and Admini- strator Expectations on 48 Selected Items Ranked According to the Number of School Systems in Which TeachersHaveTaught................ Differences in Rank Between Teacher Belief and School Board Expectations on 48 Selected Items Ranked Ac- cording to the Number of School Systems in Which the ~ TeachersHaveTaught................ Differences in Rank Between Teacher Belief and Parent Expectations on 48 Selected Items Ranked According to the Number of School Systems in Which the Teachers HaveTaught..................... Differences in Rank Between Teacher Belief and Admini- strator Expectations on 48 Selected Items Ranked According to Number of Years in Present Position . . Differences in Rank Between Teacher Belief and School Board Expectations on 48 Selected Items Ranked Ac- cording to Number of Years in Present Position . . . Differences in Rank Between Teacher Belief and Parent Expectations on 48 Selected Items Ranked According to Number of Years in Present Position . . . . . . . . . Differences in Rank Between Teacher Belief and Admini- strator Expectations on 48 Selected Items Ranked According to Length of Future Service . . . . . . . . Page 68 68 68 69 69 69 70 7O a}. :J are u u luau H.-. m& n A hind 9M nun «is I Ii .u. 1|..- 1 a! U - .0 - . U - - W “ . uflw oil” 'I/ -x ”H “(“1” MW]! use I. H snail u .4“ e n TRIble 5AA £55- 56. 57% 58} 59. 61. 62. 63. 64. Differences in Rank Between Teacher Belief and School Board Expectations on 48 Selected Items Ranked Ac- cording to Length Of FUture SBrVice e e e e e e e e 0 Differences in Rank Between Teacher Belief and Parent Expectations on 48 Selected Items Ranked According to Length of Future Service . . . . . . . . . . . . . . Analysis of Responses to Indicate Differences Between Teacher Definition of Administrators' Expectations and Teacher Belief on the Item "Use Movies in TBEChinge" o e e o e e e e e e e e e e e o e e e e 0 Differences Between Teacher Beliefs, Teacher Defini- tion of Administrator’Expectations and Administrator Expressed Expectations on Teacher Acts Related to the Director Of Learning R013 0 e e e e e e e e e e e e 0 Differences Between Teacher Beliefs, Teacher Defini- tion of School Board Members' Expectations and School Board Members' Expressed Expectations on Teacher Acts Related to Director of Learning Role . . . . . . . . Differences Between Teacher Beliefs, Teacher Defini- tion of Parent Expectations and Parent Expressed Expectations on Teacher Acts Related to Director of Learning R016 0 e e e e e e e o e e e o 0-0 0-. e e~0~ Differences Between Teacher Beliefs, Teacher Defini- tion of Administrator Expectations and Administrator Expressed Expectations on Teacher Acts Related to the GUidance and counselor R019 0 o e e e e e e e e e e 0 Differences Between Teacher Beliefs, Teacher Defini- tion of School Board Members' Expectations and School Board Members' Expressed Expectations on Teacher Acts Related to Guidance and Counselor Role . . . . . . . Differences Between.Teacher Beliefs, Teacher Defini- tion of Parent Expectations and Parent Expressed Expectations on Teacher Acts Related to the Guidance and counselor R013 a e e e e e e e e e e e e e 0 O 0 Differences Between Teacher Beliefs, Teacher Defini- tion of Administrator Expectations and Administrator Expressed Expectations on Teacher Acts Related to the Mediator of the Culture Role . . . . . . . . . . . . Differences Between Teacher Beliefs, Teacher Definis tion of School Board Expectations and School Board Members' Expressed Expectations on Teacher Acts Rela- ted to the Mediator of the Culture Role . . . . . . . Page 75 75 79 81 83 85 five a 5“ .K a]. v5. PM I‘. r‘ 1"" L.) A “- ‘.v t.” L LII in) (-0 C-) .0 r1 LL! '.‘1 n Tumble 65. (37. I68. 69. 72. 73. 7h. Page Differences Between Teacher Beliefs, Teacher Defini- tion of Parent Expectations and Parent Expressed Expectations on Teacher Acts Related to the Mediator OftheCfltureROIQeeeeeeeeeeeoeeeeeo88 Differences Between Teacher Beliefs, Teacher Defini- tion of Administrators' Expectations and Expressed Expectations of Administrators on Teacher Acts Re- lated to the Liaison Between School and Community Role. 89 Differences Between Teacher Beliefs, Teacher Defini- tion of School Board Expectations and Expressed Expectations of School Board Members on Teacher Acts Related to the Liaison Between School and Community 3018.........................90 Differences Between Teacher Beliefs, Teacher Defini- tion of Parent Expectations and Expressed Expectations of Parents on Teacher Acts Related to Liaison Between SChOOlmdwmitymlegeeeeeeeeeeeeoe91 Differences Between Teacher Beliefs, Teacher Defini- tion of Administrator Expectations and Administrator Expressed Expectations on Teacher Acts Related to the ROleMembOrOfSChOOlSt8f£eeeeoeeeeeeeeo92 Differences Between Teacher’Beliefs, Teacher Defini- tion of School Board Members' Expectations and School Board Members' Expressed Expectations on Teacher Acts Related to the Member of the School Staff Role . . . . 93 Differences Between Teacher Beliefs, Teacher Defini- tion of Parent Expectations and Parent Expressed Exr pectations on Teacher Acts Related to the Member of theSChOOlStaffROIBeoeeeeeeeeeoeeoeo91+ Differences Between Teacher Beliefs, Teacher Defini- tion of Administrator Expectations and Administrator Expressed Expectations on Teacher Acts Related to MOMbGPOfPI‘OfGSSiODROleoeeeeeeoeeeeeso95 Differences Between Teacher Beliefs, Teacher Defini- tion of School Board Members' Expectations and School Board Members' Expressed Expectations on Teacher Acts Related to the Member of the Profession Role . . . . . 96 Differences Between Teacher Beliefs, Teacheerefini- tion of Parents' Expectations and Parent Expressed Expectations on Teacher Acts Related to the Member of thepmfessionROleeeeeeeeeeeeeeeeeoe97 ‘3 I“. Table 755- ’765. '77’. 7T3. 7S9. til. Number and Percentages of Items on Which Significant DifferencesAppeared................. Types of Role Expectations on AB Selected Items of Behavior Associated with Teacher Roles . . . . . . . . Role Expectations Which Indicated No Significant Dif; ferences Between Teachers, Administrators, School Board Members, and Parents . . . . . . . . . . . . . . Analysis of Type I Expectations According to Beliefs of Teachers, Teachers' Definition of Expectations of Others, and Expressed Expectations of Others . . . . . Analysis of Type II Expectations According to Beliefs of Teachers, Teachers' Definition of Expectations of Administrators, School Board Members, and Parents, and the Expressed Expectations of These Groups . . . . . . Analysis of Type III Expectations According to Beliefs of Teachers, Their Definition of Expectations of Ad- ministrators, School Board Members, and Parents, and the Expressed Expectations of These Groups . . . . . . Analysis of Type IV Expectations According to Beliefs of Teachers, Their Definition of Expectations of Ad- 4ministrators, School Board Members, and Parents, and the Expressed Expectations of These Groups . . . . . . xii Page 98 112 l15 119 125 129 132 ‘ O “O ”C ‘. “ ‘ 1 8 av .u .44 pun .‘B .I .Ju. .f L. 3; I; N. I. T. u ,u L SM .n .5... Figure 1. 2. 3. A. 5. LIST OF FIGURES Percentages of the 48 Selected Items on Which There Were Np Significant Differences . . . . . . . . . . Paradigm Showing Type I Role Expectation . . . . . Paradigm Showing Type II Role Expectation . . . . . Paradign Showing Type III Role Expectation . . . . Paradigm Showing Type IV Role Expectation . . . . . Page . 102 . 105 . 107 . 108 xiii CHAPTER I INTRODU CTIUN Introductory Statement This study of the teachers' roles finds its rationale in the fact that the current educational scene is characterized by much conflict, the Public schools are receiving much criticism, there is ,a shortage of quali- fied teachers, there are relatively few young people entering the profes- sion, and there is an exploding young population seeking educational ser- vices in ever increasing munbers. Perhaps the conflicts in the E*l‘ucational scene are a result, at least in part, of the increasing demands that society is placing upon the schools. If this is the case, then it would seem that the teachers in the public 36110018 must enlarge their views and competencies so as to meet the challenges of the day. DOes the public expect the teachers of today, who must make good of pre- sent social commitments, to be the same kind of teachers they knew as Pupils? Do teachers see themselves in the larger roles required by to- day's needs? How do school administrators, school board members, and parents define the teachers' roles? These are questions with which this Study is concerned. It is hoped that by a study of the elementary ‘teachers in a limited population that some evidence can be gained as to What expectations they believe others hold of their pro/fessional roles, as well as to note the convergence or divergence discovered. Teachers will tend to behave in terms of the expectations which they believe their significant others hold. Significant others to the teacher, in this case, includes administrators, school board members, and parents, as well as other teachers. As a result of the study, some recomendations might be made as to ways in which conflicting expecta- tions might be harmonized if it develops that there are such conflicting expectations. . Statement of the Problem The various groups with which the teacher interacts in her posi- tion may define her roles differently. The teacher may likewise hold. role definitions which are not convergent with the definitions of others. The purpose of this study was to identify the role expectations which elementary teachers, public school administrators, school board members, and parents have of certain acts associated with selected roles of the elementary teacher; the expectations which teachers believed these groups held, and to compare these expectancies, noting the convergence Or divergence in the role expectations held. Specifically, this study attempted to analyze the teachers' roles in the light of the expectations which teachers, administrators, school board members, and parents have of them and thus to suggest means by which; (1) conflicts may be reduced, (2) prestige for teachers may be increased, and (3) teachers may be provided with the psychologi- cal. support necessary in the performance of their roles in keeping with the dynamic character of a democratic society. Basic Hypothesis The basic hypothesis of this study is that elementary teachers, school administrators, school board members, and parents, hold different and sometimes conflicting role expectations of the elementary teacher. Teacher Roles as Viewed by the Culture The roles of the teacher in our culture are the product of many forces, some of which have operated in opposition to each other. On the one hand, the teacher has been the carrier of values which emphasize the conservation of the culture, while on the other hand, the teacher has been charged with the responsibility of adjusting the school program to conform to cultural changes. The segmentalized nature of contemporary society with its conflicting value systems has also helped to create pro- blems in teacher role definition. Teacher roles which are in harmony With the values of one segment of the culture, may be in opposition to the values of another. The variety of role definitions then, appear to be a reflection of the confusion which exists in our society regarding the tasks of the teacher. The teacher in our culture has been much abused; he has been Charged with great social responsibility and, at the same time, is treated with condescension. It has even been suggested that he ranks as a "second class" citizen. The American Association of School Admini- Btit-store, in their twenty-eighth yearbook, 3333.9. Relations for; America's ‘Schools, has this to say: The timidity, subservience, and seeming lack of interest in community affairs—the public calls it snobbishness, aloofness, or not being "regular guys"--is largely the result of actions of legi- slatures, boards of education, and community groups, which, through restrictive legislation and social and economic discrimination, have forced teachers to function as second class citizens. 1Public Relations £21; We Schools. Twenty-eight Yearbook, American Association of School Administrators, National Education Association, Washington, D. C., 1950.. Po 159. Selby has suggested some of the ways in which students, parents, and the public view the teacher's roles. The teacher is to the student the one who: has the greatest social impact on the child; controls important gateways, grades, promotions, rewards, punishments, develops concepts of right and wrong; is in basic conflict with youth in which youth mst give up primitive impulses for symbolic and remote rewards. The parent views the teacher as: an ally to socialize the child; competitor for the child's affections; one who may empha- size goals and values rejected by the parent; is a gateway in terms of parental hopes and ambitions for the child; inadequacies of the parent are revealed by the behavior which the child exhi- bits, thus the parent feels exposed in his relations with the teacher, with consequent belittling, belligerence or retreat into inferiority. The public views the teacher as: a ster’étype, a woman, unat- tractive, harrassed, in social conflict with the young, in which the child emerges triumphant. The need to defeat the teacher is clear. Also, the public suspects the influence of the teacher, and attempts to reducezhis role to that of a drillmaster, teaching only the fundamentals. The range of expectations with which the pupils may view the teacher role is almost endless. Some possible expectations which the Pupils may hold are suggested by Redl. He assumes various psychological roles in the eyes of his pu- pils. These role expectations, from the viewpoint of the pupil, may include: a representative of society, a judge and a screener of ability, a source of knowledge, a helper in the learning pro- cess, a referee, a detective, an object of identification, an ego- supporter, group leader, parent surrogate, a target fog hostility feeling, friend and confidant, as well as mny others. Waller has given us a masterful sociological description of the teacher which is based on an almost uncanny insight into the occupationj‘ ‘ 2Solby, Brune, "The Role Concept in Job Analysis," Sogiometn, 7: May, 191.4, p. 227. 3Red1, Fritz, and Wattenberg, N.N., Mental flame 3‘31; Teachers, New York: Harcourt, Brace, and Co., 1951, P. 235- 1 “mi”, Hillard, 313 Sociology 9;; Teaching, Wiley, New York, 932, p. 419. . He has developed for us an occupational image of the teacher, which most teachers would recognize and one which most friends of education would doubt, if not deny. We are concerned about the apparent dichotonnr between the public estimation of the need for good teachers and the actual ways in which these sentiments are expressed. It is important psychologically that the public imge of the teacher be a positive one so that teachers be- come, in fact, the kind of personalities that we need for our schools. Gerth and Mills point out the psychological implications stemming from the role-taking process. Man as a person is an historical creation, and can most readily be understood in terms of the roles which he enacts and incorporates. These roles are limited by the kind of social institutions in which he happens to born and in which he matures into an adult. His me- mory, his sense of time and space, his perception, his motives, his conception of self. ..his psychological functions are shaped and steered by the specific configuration of roles which he incorporates from his society. Perhaps the most important of these features of man is his image of his self, his idea of what kind of person he is. This experience of self is a crucially inter—personal one. Its basic organization is reflected from surrounding persons to whose approbation and cri- ticism one pays attention.5 Importance of the Study The teacher needs to understand his proper roles and be prepared ‘30 carry them out. He is likely to behave in terms of the expectations _ which he thinks his significant others have of him in a given situation, a and his subsequent role performance will be socially acceptable and in- dividually satisfying only to the degree that he is correct in his per- ception of those expectations. The "others" referred to in this context ‘— 5Gerth, Hans, and Mills, 0. Wright, Character and So__c___ial §____truc— Euro e, Harcourt, Brace, and Company, New York, 1953, p. 11.“ include those groups normally thought of as parents, administrators, and school board members. x/ Lewin gives a description of the need for such psychological support. Society is characterized in part by sets of edgiectations, which its members come to incorporate in their personalities. In fact, when an individual acts in accordance with, or in opposition to, the expectations of some other person or social group, his behavior is social. As long as an individual's expectations are realized, life goes along smoothly, and he feels more or less secure. But when expectations begin to be thwarted in considerable numbers over a considerable period of time, individuals become uncertain. Their morale may drop if the uncertainty continues, and this will lead to decrease of productive efforts. In addition, personal conflicts will increase, and social tensgons of all sorts will be brought to the surface of conmunity life. This does not mean that the teacher as an individual will be called upon to invent ways of behaving that will be unique with every Situation, but it does mean that such roles as he plays will be con- Sidered appropriate by those recognizing the tasks of the teacher. Perhaps some of the reasons why the teacher may have failed to assume his professional roles in appropriate ways is due to his lack of 1m(“dodge of the roles, lack of skills in recognizing the situations "hi-eh would call for an expanded and wider set of roles. Perhaps others expected the teacher to behave in different and broader ways. Perhaps thQ new roles were too fraught with danger; that stepping out of the 8af‘ety of the old roles was too much of a risk. It is the purpose of this study to amine the beliefs of teachers with regard to their professional behavior in specific situa- tions; how the teachers define the expectations of "others" for them and how the "others" say the teachers should act. By such a comparison it ‘— 6Lewin, Kurt, Resolving Social Conflicts, New York: Harper and Bros., 191.8, p. 110. is hoped that the study may supply some clues as to causes for the un- certainty and dissatisfaction which appear to characterize the occupa- tional outlook of some present day teachers. Scope and Limitations This study was an attempt to identify the role expectations which elementary teachers, administrators, school board members, and parents have of the position of elementary teacher. The study involved the use of a check-list coupled with an inter- View. The data collected was restricted to what the respondents wrote or said. The geographical area in which the stucw was centered involved three comnities in Northwestern Michigan: Traverse City, Cadillac, and Kalkaska. Certain aspects of professional roles of the public school ele- mentary teacher were the ones considered. Procedures and Techniques Used In approaching this problem a review of the literature was made. B°th previous research and popular writings were explored to determine the thinking that has been done in the area. In addition, many contacts were made with professional educators so as to profit by the breadth of their“ experience. In general, the research studied approached the study °f teacher roles from a single point of view—that of the teacher in a “leasr-oom. The professional educators saw a much broader approach to the study of teacher role, especially in our democratic society. As a basis for a wider approach, .a search was made of the literature for materials which would give a broad perspective. Such help was secured I] n.‘ I.‘ c" I’¥. from a definition of a competent teacher}0 In this definition six basic roles are listed: (1) A director of learning, (2) A counselor and guidance worker, (3) A mdiator of the culture, (1.) A member of the school staff, (5) A liaison between school and comrmnity, and (6) A mem- ber of the profession. With these six basic roles in mind, a list of acts appropriate to these roles was tentatively drafted. The original draft of the check- list was administered to a group of twenty-four graduate and undergra- duate students, both elementary and secondary teachers, who were attenwiing a summer school class in Education at Traverse City, Michigan. 0n the basis of their suggestions, the number of items was greatly re— ducewi, and the remaining items were redrafted for clarity and brevity. The plan of the study included these steps: 1. Develop a check-list of activities based on the six basic roles of the teacher. 2. Submit the check-list to a group of experienced teachers for criticism and editing. " 3. Submit the check list to the teachers of the elementary schools in the population. 1.. Interview the administrators in the population, using the check-list as a basis for the interview. 5. Interview the school board members in the population, using the check-list as a basis for the interview. ‘6. Interview a randomly selected sample of parents, using the check-list as a basis for the interview. 7. Compile the data. 8. Interpret the data. 9 . Draft recommendation. 10.12am... in Tea 9.2m Report of Special Group A, The Albany Conference, June 23-2, 1951.. National Education Association, Washington, 13.0., 1954, pp. h-S- 1'. 10. Indicate areas for further research. Definitions 19: fl "Accordingly, to include all aspects of role requirements, we must define social role as an organized pattern of expectancies that relate to the tasks, demeanors, values, and reciprocal rela— tionships to be maintained by persons occupying specific meflership positions and fulfilling desirable functions in any group." Curriculum: All of the experiences which are utilized by the school to at- tain the aims of education. Course of stgdy: An organized sequence of learning activities and subject matter, used primarily so that supervisory and administrative personnel could in- form teachers of what should be taught. PI‘Of'essional: “*— Those activities which the teacher carries on in relation to his work as a teacher in the public schools. LII-ems. ntag teacher: A person who is employed in public schools and who has the res- Ponsibility of instructing children in the various grades up to and including grade eight. Leacher belief: How the teacher believes she should act in the situation. LEQCher definition of others' expectations: How the teacher defines or understands the expectations of others. nHartley, E. L., and Hartley, a. E., Fundamentals 2; Social W New York: Alfred A. Knopf, 1952, p. 7.36. uh In this < u: "I a‘.‘ "P“ “ Ide reoV‘Qbh‘... I h ‘ I ”i: goblet a: u 2:, a ietaile: “‘1” I "h ‘ a u; 01 4.6 b.- .:.' ' g! . ‘ 1H 10 mressed mectations of others: How the others say the teacher should act in the situation. Summary In this chapter the background for the study has been described and the rationale behind the study has been sketched in some detail. The problem as well as the basic hypothesis has been stated. In addi- tion, a detailed overview of the ways in which the culture views the roles of the teacher has been included for the purpose of providing added background for the study. The scope and limitations of the study were outlined as well as the procedures and techniques used. Finally, a list of definitions and a summary conclude the chapter. U CHAPTER II REVIEW OF THE LITERATURE Background for the Study Current definitions for the term "role" range from the use of the term as a substitute for the concept status to a descriptive term for highly personalized styles of individual behavior. This study was concerned with those role expectations which the members of any group would apply to any actor occupying the position of elementary teacher. An attempt was made to learn what the members of various groups such as 3011001 administrators, school board members, and parents expect of the eltmlentary teacher with relation to her professional roles. Also, it "'33 intended to learn from the elementary teachers what they believed their roles to be, as well as to learn the expectations which they de- finad for these "others." In addition, any convergence or divergence "33 noted which existed between what the teachers believed their roles 1‘0 be, what the above groups defined as their roles, and the teachers' definition of the expectations held by the "others." The study, then, was concerned with the following questions: What are the role expecta- 13-1-9113 held by the elementary teachers? What are the role expectations which they define for school administrators, school board members, and pa~7l‘ents‘? What are the expressed role expectations of these groups? “‘3‘? do the teachers' beliefs, the expectations which they define for the others, and the expressed expectations of the others compare? 12 A study of role theory involves approaches which have several dimensions. Of primary importance are the two concepts, positiog and actor. For the purpose of viewing role research, the writer paraphrases from a conceptual framework developed by Brookover.l 1. Members of any group have role expectations of am actor in a broadly defined situation. The general expectations which a group at- tributes to an occupant of a teaching position might be termed a first level of role expectation. Thus, the expectations which the citizens of Townsville have of public school teachers generally would represent this level of abstraction. 2. Members of any group may have expectations of any actor in a particular position or situation. Thus, the community might have dif- ferent expectations of the teacher who directs the school athletic pro- gram than they would have of teachers in general. 3. Am group may have expectations of a particular actor in a Specific situation. This would represent a highly personalized set of expectations, such as the expectations which the elementary teachers of school "A" have of Mr. Jones, the principal. Role theory involves an actor. To each situation the actor brings his unique personality, previous experience, needs, etc. The "are in which he will behave in a status or position will depend upon the was he anticipates from such participation. He will pmdect him- self into the role and define his behavior in the role in terms of the expamancies which he believes significant others have for him in that 1‘01e. \ As he performs in the role, he will be constantly redefining the lBrookover, Wilbur, "Research on Teacher and Administrator Roles," &____ of Questioned Sociolog. Sept., 1955, p. 3. 13 role. The subjective character of role definition provides the ration- ale for the present study. We are concerned here with some comparisons between the individual's role beliefs and his definitions of the expec- tations of others. We proceed on the theory that roles are defined in terms of the expectancies which the actor holds for others who are sig- nificant to him; in this case, the expectancies which the elementary teacher holds for administrators, school board members, and parents. In looking at much of the research in role theory as it applies to the teaching position, it may be pointed out that many studies have emphasized an approach to role definition based largely upon a esta- losing and detailing of lists of appropriate duties and functions of the teacher. This listing of duties and functions would indicate that there exists definite understandings and agreements to which teachers, adminis- trators, school board members, parents, and others all subscribe. This atpm‘uach further implies that role definitions are imposed upon the ac- tor from the outside, that the individual actor has a ready-made set of role definitions to which he can orient his behavior. Such does not appear to represent the realities of the situation. If this were true, “ "mild have no role conflicts, role content being known, it could be lea1"l'led by the actor. Related Studies One of the earliest studies dealing with the roles of the teacher 13 that of Waller.2 His was the first extensive analysis of the roles \_ , Z’daller, Willard, 1132 Sociology 2;; Teachigg, New York: John “iley and Sons, Inc., 1932. of the teacher as they related to students and community. The study is a general description of the role expectations which students and community held for any teacher in any position, and is based upon the author's observation and insight into the teaching profession. Thti'is, no attempt was made to analyze teacher roles for a particular actor in a particular position. The belief that roles are fixed and not dynamic is inherent in Heller's study. The present study differs from.that of imitler's in that role definitions will be based upon the expectations held by the teacher for administrators, board members, and parents. In a study of teachers in Cheetham.County, Tennessee, Campbell sought to define the roles of teachers as seen by school patrons, magi- strates, leaders, school board members, administrators, and teachers.3" The roles which these groups defined were then analyzed with reference to the opinions of leaders in the field of education. The study was mde of teacher roles as they related to such items as emphasis in teaching, method, pupil-teacher planning, individual differences, or- eanizations in teaching, and other areas of professional concern. The INHTXDse of the study was to determine what school administrators, lay @finnps, and teachers believed the role of the teacher to be, and then to analyze these beliefs with reference to opinions of recoglized Writers in the field of education. No attempt was made to learn from the teachers what their expectations were with regard to the roles that the various groups might assign to them, which is the approach being miii-lined in the research of the writer. ‘ ‘V 3Campbell, Claud Louis, "The Role of the Teacher in Cheetham V” County, Tennessee, " Contributions of Education, Second Series, No. 22, Nashville: Peabody Teachers College, 1953. 5.»- ‘ I . I'Iillllll.|l1llllll‘llll‘ul .l Greenhoe, in a national study of teachers' roles, sought to de- fine the teachers social roles as seen by school boards, students, and teachers.“ Using a statistical approach, she submitted a list of pos- sible behaviors in which the teachers might engage, to a group of 356 school board members, 9,122 teachers, and 1,363 students. The results of the survey indicated that board members were least liberal, teachers next, and students last in a ranking of various types of teacher beha- vior; such as smoking in private, dating a town person, dating a stu- dent, and running for political office. With respect to commity expectations for teacher conduct, about half of the teachers indicated that they conformed to codes of be- havior as defined by the community, relatively few teachers rebelled against codes, and a few made attempts to educate the community to ac- cept more liberal points of view. Greenhoe's study dealt with the ex- Pectations held by others for teachers as they related to the social conduct of the teacher in the community. No attempt was made to define the professional roles of the teachers as is being undertaken in the PPeSent study”; Student expectations with regard to teacher roles was the basis 01' a study by Lumpkin.5 Working with a group of student teachers who were involved in student-teaching assignment, he attempted to learn 31’0““: any changes in role perceptions which might occur as a result of such experience. The research was concerned with the shifts in ideas \ “Greenhoe, Florence, Conmunity Contacts _a_ng Particigtion 9; 13%. Washington, 0.0.: American Council on Public Affairs, 191.1. 5Lumpkin, Howard J.., "Group Counseling and the Learning of Tea(filer Roles," Graduate School, University of Texas, Unpublished Ph.D. Thesis. 1951.. 15 v" O 16 about self and others as these ideas were related to role behavior, as the student teacher encountered the teaching situation for the first time. This study viewed the role of teachers at two levels, (1) from the point of view of the students entering teaching, and (2) from the point of view of the student after he had gained some teaching experi- ence. This research did not involve the expectations of others coupled with the actor's role definitions as a means of defining roles. Using a projective technique, Palmer approached a study of teacher roles.6 She was concerned with the identification of teacher roles as seen by student teachers)! The research sought by self-analysis to provide clues as to the needs of student teachers for counseling ser- vices leading up to a better understanding of children, parents, admini- strators, fellow teachers, and themselves as they might obtain in the teaching situation. Such questions as these were raised. How do these students describe children, and what do they say about how they will work with them in the teacher's role? How do these students see parents, and What do they say about how they will work with them in the teacher's role? How do these students describe the administrator, and what do they reveal about working with him as a teacher? How do these students see their fellow teachers, and what do they say about working with them? "0" do these students see themselves in the conmmity, and what do they seem to see as their teacher's role? Students were asked to indicate by sketches or drawings the “VB in which they saw themselves involved with the various groups mentioned. The drawings were then examined for clues as to how the \_ 6Palmer, Josephine 3., "Role Concepts of Prospective Teachers of L ‘1an Children," Teachers College, Columbia University, New York, Type C Project for the Edd). degree, 1953. M' .n. 17 students perceived themselves in various situations and suggestions for counseling of the students were gleaned from the interpretations made of the drawings. An investigation by washburne represents a type of role research iJI‘HhiCh the actor's involvement and his selfbimage are the key con- cepts.7 In this study the various factors which related to the stress vdtich the actor experienced in the position were examined. The actor my find conflicting expectations being held by the convnunity, collea- gues, or the organization, for his behavior. The impact of these ex- pectancies upon the teacher personality provides the basis for the study. The sample used in this research was small, and the author was seeking primarily a method by which stress could be measured. Getzels and Cuba have pointed out in a study the nature of con- flicting expectancies held for the teacher role.8 This study is one in ‘Wmich.the role expectations of the commmnity for the teacher appear to be inn conflict. The questions which are raised are these: What are the general expectations generally held for the teacher role? How do these eatPactations accord with expectations of other roles the teacher occu- Pies?’ In what ways are the several sets of expectancies inconsistent? What is the effect of such inconsistency on the teacher? The dissatisfactions which stemmed from.the roles which the teacher occupied in addition to the teacher role were: The socio- economic role, the citizen role, and the expert or professional role. ‘ ‘— 7Washburne, Chandler, "involvement as a Basis for Stress Analy- sis," Ph.D. thesis, Michigan State College, East Lansing, Michigan, 1953. 8Getzels, J. 11., and Guba, E. 6., "Role, Role Conflict, and Ef- fectiveness," an Ehpidcal Study. American Sociological Review, Vol. 19’ 195‘}, PP. 1615-1750 18 This study of role and role conflict approaches a definition of role via the personality of the actor, his self-involvement in the role colors his definition of the role. This type of role research is quite the reverse of that of Waller, Greenhoe, and Campbell. The expectations which others have of the actor in the situations described would also be a. part of the total role definition. Bidwell, in a study of the administrative role, attempted to de- fine the teachers' role expectations and perceptions of administrative behavior as these are related to teacher security in the position.9 The hypotheses which he sought to test were that in situations where there was convergence between the perceptions and expectations of ad- ministrative behavior there was satisfaction and , conversely, where there was divergence between perception and expectations of administra- tive behavior, there was dissatisfaction. C. Wayne Gordon exandned teacher roles within the social struc- ture of the high school .10 He approached the problem by studying three aspects of high school organization; (1) the formal organization, (2) the system of extra-curricular activities, and (3) the infernal or inter- Personal organization. His study was directed toward an analysis of these three organizational systems as they related to stress in the tfiaczhers' roles. The occupational roles of the teacher was the basis of a study by Terrien, who sought to test the hypothesis that? an occupation could ‘ _ 9Bidwell, Charles L., "The Administrative Role and Satisfaction 1“ Teaching," Master's Thesis, University of Chicago, 1955. 10Gordon, C. Reyna, "The Social System of a High School, " Un- PIIblished Ph.D. Thesis, Washington University, St. Louis, Missouri, 1953. act to channel the behavior of its followers into definite and recog- nizable patterns.n To carry out this study, he addressed himself to an examination of community forces as seen by teachers, their definitions of the conmnmity's expectations regarding their social and professional be- haviors. Sunmary Role has been defined as consisting of those expectations which others have of any actor in a broadly defined position, others' expecta- tions of any actor in a particular position, or others' expectations of a particular actor in a specific position. In addition, the personality of the actor, his self-image and self-involvement in the role will color the expectancies which he believes others hold for him in certain situations. This interpretation of role would indicate that research involving the concept must, of a necessity, be liable to a variety of approaches. Many studies have concerned themselves with the nonnative approach to role definition, few with the emphasis upon the actor's perceptions of the role expectations which he defines for others. The present study is aimed at a definition which includes the definitions which others have 01' the teacher, coupled with the expectations held by the teacher. Dif- ferences between the expectations held by the teacher and the actual be- liefs of the administrators, school board members, and parents will be analyzed, noting convergence or divergence between the two sets of expec- tations . \— 11Terrien, Frederic W., "The Behavior System and Occupational Type igzocieted with Teaching." Ph.D. dissertation, Yale University Library, 19 CHAPTER III PLANNING AND CONDUCTING THE STUDY Introduction The purpose of the investigation was to identify the beliefs which a selected group of elementary teachers thought appropriate in specific situations as related to professional behaviors; how they de- fined or understood the expectations which administrators, school board members, and parents held for them in these situations and, finally; how these "others" say the teacher should act in these situations. The 815W was aimed at noting the convergence or divergence between teachers' beliefs, teachers' definitions of the beliefs or expectations held by "others" for them, and the expressed beliefs or expectations of the "others . " General Methods of the Study The investigator being employed in this region enjoyed a unique Opportunity to work with teachers in several of the connnunities in de- veloping in-service training programs. He was personally acquainted with many 01’ the teachers in the region and, in the early planning for the- Study. had many opportunities to discuss the problems involved with seve- ml of them. Because of this close contact with the teachers and the relative ease with which they could be contacted, the interview techni- que, coupled with the use of a check-list, was selected. Not only is 'i the interview technique more likely to yield valid data, but it has the additional value of providing a better sample of the population. As Jahoda has stated in her publication fiesegrgh Ms in m gm- tions: Surveys conducted by personal interview have an additional ad- vantage ovsr surveys conducted by mailed questionnaires in that they usually yield a much better sample of the general population. Many people are willing ind able to cooperate in a survey when all they have to do is talk. The sample that was included in the research design consisted of: (1) all school administrators in the three school districts to be studies, (2) all female elementary teachers in the three school districts, and (3) all school board members in the selected school districts. A sample of ninety-six parents were interviewed in the study, divided among the school districts in a ratio based on the census totals for each school district . Construction of the Instrument In preparation for the construction of the instrument the fol- 1°Ving steps were taken: 1. Literature in the field of social science methodology was examlined to study research techniques. 2. Careful study was made of the techniques of check-list con- ”auction. 3. A review was made of the literature dealing with abilities, traits and competencies associated with good teaching. 1.. Contacts were made with a number of elementary school P 1Jahoda. Marie. and others. 3.6.8.222! am is m m. m I, Basic Procgases. The Dryden PPOSB, New York, 1951, p. 159. teachers, school administrators, and parents, to secure suggestions re- garding frames of reference within which teacher roles might be classi- fied. A Definition of Teacher Roles. The National Comission on Teacher Education and Professional Standards of the National Education Association established at its Miami Beach Conference in June, 19 5A, a special study group charged with the task of formulating definitions of teacher competencies, leading to- ward th development of a statement which could be used on a national basis.2 The purpose of such a statement was to delep a definition of the competent teacher which could be used as a guide to the formulation 0! procedures and criteria to improve teacher certification codes. It '38 pointed out by the Comnission that the definitions here reported are not intended as authoritive or final pronouncements, but simply repre- sent, one approach to the problem of arriving at an acceptable definition 01' the competent teacher. This statement is included here so as to provide a set of role “finitions which may be used as a basis for the development of an in- strmIIent designed to identify the role beliefs held by the teachers in- flued in the present study, as well as the role expectations which they «fine for administrators, school board members, and parents, and the a"Pressed role beliefs which these groups do hold. what a good teacher is depends on the goals and purposes of the schools. A good teacher in one culture might be a poor one in another. In carrying out its social directive, the school fulfills \ 2Measures 21: Teacher Gemstones, National Education Association, {Report of Special Group D, The Miami Beach Conference, June 21,-27, 953. Washington, D.C., The National Education Association, p. 12. IA . Fifi. several distinct functions, in each of which we see the teacher carrying out a special reaponsibility. One group of functions is directly concerned with promoting pupil growth, in groups or as individuals. Another group includes liaison functions with the cul- ture, the community, or the profession. These separate functions identify areas in which the teacher must have specialized competence. The definition of a good teacher, therefore, must explain what the teacher is expected to accomplish in implementing the functions of the school. The outlining of these functions is basic to the defi- nition e Roles of the Teacher in Promoting Pupil Growth. 1. Director gf Learning. The responsibility of the teacher for classroom instruction is widely recognized, but narrowly under- stood. Two major types of school activities are especially suitable for group situations; those designed to develop essential outcomes in groups with comon needs, such as the cormnon learnings and skill in the fundamental processes; and those that are inherently group experiences. Among the latter are cooperative projects in problem solving, planning, and other situations designed to develop atti- tudes and techniques for democratic living. 2. Counselor 95g Guidance Worker. Many of the problems and needs of the pupil require individual pupil-teacher relationship. This necessity is recognized to some extent in the school system by the provision for special personnel staff and facilities. Yet, in actual practice, this function demands the manpower of the en- tire staff. The problems of the individual pupil are a responsibi- lity primarily of the teacher. 3. Member _o_f the School Community. The classroom constitutes a small, homogeneous commity. The school as a whole constitutes a larger and, for some purposes, a more effective one. It becomes the responsibility of the teachers working with administrators and with one another to provide an articulated sequence of learning ac- tivities in the overall school program to develop the skills and attitudes of citizenship and for meeting the developmental needs of youth. Liaison Roles of the Teacher. 4. Mediator 9; .t_h_e_ Culture. The effective member of society nmst share in the cultural heritage. This is variously interpreted to include its values and behavioral controls, the great disciplines and sciences, and the techniques for democratic living. The func- tion of the school is to draw on this cultural heritage, incorpor- ating it into the curriculum, so as to provide the appropriate scope and sequence of experiences for learning. The teacher is the official licensed link between adult society and its on-coming members. The efficiency of the school is measured, in the last analysis, by the success with which its product can meet the responsibilities of membership in organized society. The expert mediator of the culture is a teacher who is skilled in interpreting the social and physical environment, and preparing the pupils to utilize the fields of subject matter in solving his life's problems. 5. A Link _wi’ th the Community. Here the profession has a two- fold function; the first is to secure community cooperation to pro- vide for a systematic induction of the on-coming member into or- ganized adult society-a reSponsibility analogous to that of the teacher education institution to the student teacher. The second is to participate with the public in formulation of goals, and in appraisal of the school program in terms of the goals. 6. Member of _t_h_g Profession. A member of any profession shares in its ova-rm responsibilities to society, to be discharged indivi- dually or as part of an organized group. Important among these are those that contribute to developing a more adequate system of public education, with improved staff, facilities, and program. These re- sponsibilities of the profession in practice are, for the most part, carried out by organizations within the profession, some with general overall responsibilities, others with highly specialized interests. What can be accomplished in any of them, however, depends 2on the com- petence, understanding, and participation of the teacher. In noting the attention that educational researchers have paid to the latter of defining teacher competencies, it is perhaps signifi- cant to observe that out of a total of 130 studies reported, 128 studies concerned themselves with the teacher's role as a director of learning, °n° study on the role of the teacher as a counselor, and one study on the role of teacher as a member of the community.3 No studies were re- POI‘ted on teacher roles involving the teacher as a member of the school Start, a member of the profession, or as a mediator of the culture. Because the instrument would be applied to two groups of res- Pondents, (1) professional educators and (2) lay persons, it became aDIDarent that the instrument would have to be phrased in language and ¥ 21pm, p. 7 3Monroe, Walter 5., Encyclopedia 9_f_ Educational Reseagg . The Mammy; Company, New York, 1950, pp. 1451-52. frames of reference which would assure valid responses.“ This called for the preparation of a series of descriptive statements, re- sponses to which might illuminate the expectancies of the respondents toward the selected roles of the teacher. Such Statements could then be associated with a particular role or roles. Further, the situational statements had to be tied into a level of understanding which the res- pondents could reasonably be expected to have. This was particularly true in framing statements for the lay respondent's reaction. A tentative instrument was drafted which had a total of sixty- seven items of which twenty-three were related to the role of the teacher as a director of learning in the classroom, seven items associated with the role of guidance and counselor, eleven items related to the teacher's role as a mediator of the culture, nine items on the teacher's role as a link between the school and commnity, and eight items on the teacher as a member of the profession. The instrument was refined by submitting it to a sunmer school class of twenty-four teachers, graduate and undergraduate, who were an- I'OJ-led in a Michigan State University extension class in Traverse City, Mlithigan. These teachers were making a study of school-commnity rela- t'101'iships as they related to the teacher, and so were interested in exa- nining the instrument critically. As a result of their analysis and 3tudy there were changes made in the instrument. The total number of itemns in the instrument was reduced to forty-eight. The class also assisted in editing the instrument, with the consequent rephrasing of ‘ “The general nature of the questions used in the check-list may have been a limiting factor in the interviews. Had they been more speci- fic, the differences between the expectations of the various groups might have been even greater than those reported in Chapter IV. 25 \ many of the ital”. The revised instrument was then submitted for criticism and com- ment to another group of nineteen teachers, graduate and undergraduate, who were enrolled in a Michigan State University extension course in the psychology of elementary subjects. On the basis of their review of the instrument, the sequence in which the items were listed was changed so that items referring to particular roles were dispersed throughout the check-list.5 A pretest of the instrument was made by taking it into the field and using it in interviews with a random sample of ten parents. This ex- perience led to further refinements in the phrasing of the statements. For example, the item "Teach about communism" met with considerable re- sistance; when the item was changed to read "Explain about commism," there seemed to be ready and willing response. Selecting the School Districts for the Study Because the writer resided in and was employed in Northwestern M-".-¢1'lli.gan, and because the school personnel in the region were willing ‘10 cooperate in the study, three school districts in the area were se- 19¢th for the study. Those selected were Traverse City, Cadillac, and Ku-kaska, with populations according to the 1950 census of 16,971,, 10.1.25, and 1,250 respectively. Traverse City is located on U. S. 31 approximately 135 miles nOI'th of Grand Rapids and 185 miles northwest of Lansing. The city is Situated on Grand Traverse Bay, and is the center of a region charac- terized by extensive resort and recreational activity, moderate E 53ee schedule in AppendiX. . 26 3c. 27 industrial employment, as well as being the center of the cherry growing industry. Local industry and a state hospital located there provide em- ployment for 5,750 persons.6 The school system is characterized by a considerable degree of stability; there is little teacher turnover. The average length of ser- vice in the system is eight years. Local financial support is good, as is evidenced by the fact that four new elementary school buildings have been built in the past few years. Fifty parents, five school board members, nine administrators, and forty-six female elementary teachers were interviewed in Traverse City. Cadillac is fifty miles southeast of Traverse City, ninety seven miles north of Grand Rapids on U. S. 131, and 135 miles northwest 01' Lansing. The city is located on two large lakes. Adjoining the city 18 the Manistee National Forest which, together with the lakes in the re81cm, combine to make Cadillac a center for the resort and recrea- tional activity typical of much of northern Michigan. Industry in the City is fairly extensive, with a total of twenty-five manufacturing Plants located there. The school system is considered to be an excellent one, the pre- sent new high school building is located on a large site in an uncrowded ”Ft-ion of the city. Evidence points to considerable planning on the par}, of the community in the development of the school plant. Thirty Parents, seven administrators, five school board members, and forty-one teachers were interviewed. The sample included all of the female \ 6This figure supplied by Mr. Merle Lutz, Secretary of the Traverse City Chamber of Comerce in Traverse City, Michigan. ‘g a. sure elementary teachers in the school system. The village of Kalkaska is located thirty-eight miles north of Cadillac on U. S. 131, and is twenty-two miles east of Traverse City. It is the county seat of Kalkaska County, and is the center for an area which is made up largely of forest and recreational lands. The econony is geared to the tourist and recreational activities typical of northern Michigan, although at the time of the study the village was experiencing a boom due to the decision of the U. S. Government to locate a jet base there. The school system is typical of others in villages of its size. The single building is relatively new. Sixteen parents, two administrators, five school board members, and nine (all female elementary teachers in the system) were interviewed in this school district. The school systems selected for this study are not representa- t31W: of any universe. Summary In this chapter the general methods of the study have been des- cribed and the persons participating in the study have been identified. The interview, coupled with a check-list, was described as the basic technique to be used in the conduct of the study. Procedures followed in the development of the check-list were described, as well as the pre- testing of the instrument. The school districts selected for the study were identified, noting their geographical locations, something of their economy, and some general statements were made about the school systems themselves. 28 CHAPTER IV PRESENTATION AND ANALYSIS OF DATA Presentation of the Data These data, upon which this study is based, were drawn from three school districts in Northwestern Michigan. Only female elemen- taxgr teachers employed in these school systems were included in the sample. The very limited number of male elementary teachers in the DOPulation precluded any meaningful statistical treatment of these data basexi on their responses. It was hypothesized that age, years of teach- ing earperience, number of systems in which taught, years in present posi- tion and expected number of years of future service, might be indepen- dent Variables. The study was aimed at discovering any differences which might exist between the teachers' beliefs, their definition of role expecta- tions for school administrators, board members, and parents, and the exPressed expectations held by these groups. Table 1 describes the sample upon which the study is based. Imiiculted in this table are the numbers of teachers, school administra- t°r3a school board members, and parents according to the three school districts involved. oh, TABLE I CLASSIFICATION OF TEACHERS, ADMINISTRATORS, SCHOOL BOARD MEMBERS, AND PARENTS ACCORDING TO SCHOOL SYSTEMS School Number of Number of Number of Number of fe- System Parents School Adm. Sch. Bd. male El. Teachers Traverse City 50 9 5 ‘06 Cadillac 30 7 5 1.1 KalJcaska l6 2 j - 9 Totals 96 18 ' 15 96 The teachers included in the sample can be described as being a group with considerable experience, both in terms of years of service and in the number of school systems in which taught. It is noted in Table 2 that the teachers were, in the majority of cases, above forty-one years of age. Almost half of the teachers were veterans with more than ten years experience. There were sixty-two teachers who had held their present positions for at least four years or l‘mger.1 Table 3 lists the forty-eight statements used in the study. Tefichers were asked to check these items, using a "yes" or "no" response, in(licating, (1) their own beliefs or upectations regarding the action, (2) their definition of the administrators' expectations regarding the action, (3) their definition of the school boards' expectations regarding the action, and (4) their definition of the parents' expectations re- garding the action. Administrators, school board members, and parents were inter- ‘Tiewed, using the same check-list, and their responses were recorded ¥ lsee page 50 for hypotheses concerning experience, age and length of service, and expected number of years of future service of teachers. 30 31 using either a "yes" or "no“ response. 11336 data are drawn from three school districts in Northwestern MichiganuTraverse City, Cadillac, and Kalkaska. Included in the sample are all of the female elementary teachers in the three school systems, - ninety-six parents selected randomly from the three school districts, three superintendents, fifteen elementary principals, and fifteen school board members. Table 2 indicates the classification of teachers according to age, years of experience, number of different school systems in'which they have taught, number of years in their present positions, and the number of years of expected future service. TABLE 2 CLASSIFICATION OF TEACHERS ACCORDING TO AGE, YEARS TEACHING EXPERIENCE, NUMBER OF SYSTEMS IN WHICH TAUGHT, NUMBER OF YEARS IN PRESENT POSITION, AND EXPECTED NUMBER OF YEARS OF FUTURE SERVICE A l ‘ Yrs. Number Sch. Yrs. Pres. Yrs. Etc. 38 No, Exp. No. Systems No. Position No. to Teach No. 21~h0 30 1-10 50 1.2 33 1-3 31. . 1-10 50 Ill-60 63 11+ to 3-4 1.6 4+ 62 11+ 1.6 61+ 3 5+ 12 Tot. 96 96 96 96 96 1Preliminary statistical treatment of the variable, age, within the narrower intervals, 21-30; 314.0; etc. , failed to disclose any sig- nIlficant differences. 32 TABLE 3 LIST OF 1.8 Sm ITDB DEALING WITH SIX TEACHER PROFESSIONAL IDLES Bole - Director of Learning 1. Use movies in teaching. 2. Teach the three R's as a primary responsibility. 3. Collect money from students for milk, school lunches, etc. ’1. Decide who should be promoted. 5. Take entire class on field trips during school hours to visit industries, stores, for nature study, etc. 6. Collect money from students for class plays and/or athletic events. 7. Stay after school to help individual children. 8. Follow the course of study if the school has one. 9. Keep children quiet while in school, especially in halls and in the lunchroom. 10. Take entire class on a camping trip for the purpose of learning about natural resources, conservation, etc. 11. Punish in a moderate manner, perhaps by spanking, those who need it. 12. See to it that children eat a balanced meal in the school lunchrool. 13. Help plan and produce school activities such as plays and enter- WtCe 11» Comply with requests from parents to keep children from being too active on the playground. 15- Give major emphasis to preparing children so that they can do successfully the work in the next grade. 15- Take students on extended educational trips outside the community during the school year. 17- Pass on to the next grade those pupils who are working up to the extent of their ability, even though they have not achieved the norms for their grades. 13- Maintain an orderly daily plan of class activities. \ Role - Guidance and Counselor \ 19.. Know the symptoms of poor mental adjustment and refer parents of children in need of help to appropriate agencies. 20. Visit children's homes to get acquainted with parents. 21. Help children solve personal problems. 22. Keep a folder of information on each child. 23. Provide intonation about occupations. 21.. Give more time during the school day to students in need of help and less time to those who can work independently. l- 1': TABLE 3 - Continued Role - Mediator of the Culture 35. 36. 37. 38. 39. Permit groups of children to plan with the teacher on what to study. Teach the meaning of demcracy largely by living with children in school in a democratic manner. kplain about connunism. Allow individual children and groups of children to be engaged in different activities in the schoolroom at the same time. Allow children to have a part in choosing activities to be carried on during the school day. Encourage children to orpnise a student council, sake rules for their own classroom behavior. Require the singing of patriotic songs as a daily exercise as a major method of teaching the meaning of demoracy. Take class on visits to the various churches in the comity so as to develop an appreciation of the contributions which religion has made to our society. hoourage children to do things differently than their parents did. Role - Liaison between School and Commnity 7 Give talks to comnity groups explaining the methods used in teaching. Give talks to community groups such as service clubs, lodges, Chamber of Comoros, etc. , explaining the strengths, needs and problems of the local school system. Be an active member of civic groups such as service clubs, exten- sion clubs, etc. Be able to explain the work of other teachers in the school system in an understanding way. Ask parents to help teach children special skills which they my have. Know about school problus outside the field of one's subject matter or grade, such as school finance. Teach according to a curriculum which is developed cooperatively by parents, administrators, students and lay citizens. Role - hater of the School Staff 1.1. 1&2. 1+3. Have a part in establishing a salary schedule. Change the program of studies so as to meet the needs, interests and abilities of the pupils. Help plan teachers' meetings for your school. 33 3h TABLE 3 - Continued Role - Member of the School Staff 1.1.. Decide on methods to use, such as the use of drill in the teaching of multiplication tables. 1.5. Select the instructional materials to be used in a particular grade or subject. Role - Member of the Profession 1.6. Encourage young people to enter the teaching profession. #7. Attend meetings and workshops dealing with education, some of which might meet on week-ends. (.8. Be an active member of professional teachers' associations. Table 1. indicates the affirmative responses and percentages of affirmative responses to the forty-eight selected items, as checked by the teachers. The beliefs of the teachers are listed in the column headed "T", the teachers' definitions of the administrators' expectations are in the column headed "TA", definitions of school board members' ex- Pectations in the colum headed "T88", and definitions of parents' expec- ta‘tions in the column "TP". Table 5 lists the affirmative responses and percentages of af- firmative responses to the forty-eight selected items as given by the administrators, school board, and parents. TABLE 5 AFFIRNATIVE RESPONSES AND PERCENTAGES OF AFFIRMATIVE RESPONSES To 1.8 morn) ITEMS ACCORDING To TEACIER 13mm AND TEACHER DEFINITION OF EXPECTATIONS HRH) BY ADMINISTRATORS, SCHOOL BOARD mm AND PARENTS Role - Director of Learning '1' 1 TA i TSB % T? i 1. Use movies in teaching. 95 99 95 99 95 99 90 9h 2. Teach three 3'3. 85 88 82 85 82 85 87 90 3. Collect money, milk. 31. 35 £8 50 M. A6 1.9 51 A. Decide promotion. 89 92 83 86 7o 73 61 6h _5: Field trips. 89 92 87 90 87 90 76 79 6. Collect money, tickets. 21 22 35 36 34 35 36 37 _7. Stay after school. 60 62 60 62 59 61 71 71. 3. Follow course of study. 89 92 89 92 89 92 93 97 9. Keep children quiet. 33 86 8h 87 8h 37 80 83 L School camping. 36 37 39 lol 32 33 30 31 LPunish. 61 61+ 1+9 51 1.2 M. 1.5 L7 3; Balanced meals. 17 a9 2.7 L9 1.5 1.7 1.6 1.8 a; Help with school plays. 75 78 80 83 71 71+ 81 81+ imayground. 80 83 7780 75 78 31.37 i Brepare for next grade. 69 72 66 69 68 71 73 81 16‘. Trips outside commity. 12 13 12 13 11 12 9 .9 i Promote to next grade. 87 90 37 90 82 85 71 7h flprderlydailyplan. 9091. 8891 85 88 8184 “Role - Guidance and Counselor EWhOflfll. M 9599 9397 91 95 8083. ‘2‘: Yisit homes. .53 60 57 59 52 5h 1.1 1.3 31; Personal problems. 88 91 33 86 77 80 70 73 3. Keep folder informtion. 9!. 98 93 97 88 91 75 78 23 . Occupational infomtion. 71 7h 71. 77 70 73 67 70 TABLE I. - Continued Role - Guidance and Counselor '1‘ fl TA % TSB % T? i 2? More time to needy. 59 61 61 61. 57 59 55 57 Role - Mediator of Culture 3. Plan with teacher. 80 83 87 9o 80 83 66 69 26: Teach democracy. 95 99 93 97 9o 96 83 86 27. Explain commism. 63 66 Sb 56 167 1.9 35 36 28. Allow different activities. 93 97 90 9t. 83 86 7o 73 29. Children choose activities. 92 96 89 92 81 8!. 7o 73 30. Student council. 85 88 79 82 7h 77 70 73 31. Patriotic songs. 18 l9 19 20 22 23 l8 19 32. Visit churches. 13 1h 10 10 7 7 7 7 33. Encourage child to be different. 32 33 32 33 29 30 16 17 Role - Liaison School and Commity 31.. Talks on methods. 56 58 62 65 60 62 52 51. 3534 Talks on school problems. 19 X) 21. 25 22 23 26 2'] 36. Civicgroups. 7982 8689 86 89 7982 :7, Explain work teachers. , 72 75 69 72 69 72 66 69 38. Parents help teach. 61. 67 56 58 50 52 49 51 39. Know school problns. 86 89 80 83 75 78 68 71 150. Curriculum co-op develop. 78 81 70 73 70 73 69 72 Role - Member School Staff 51; Help develop salary schedule. 85 88 71 71+ 68 71 1:9 El ’33; Shange prog. studies. 93 97 37 90 80 33 71 7h 1:3. Plan teacher meetings. 85 88 72 75 67 7O 61 6:. it"; Decide methods. 89 92 86 89 81. 87 76 79 #5. Select inst. met-1.1.. 75 78 59 61 56 58 1.9 51 36 TABLE h - ontigugg T Role - Member of Profession T :6 TA 5: TSB S T? 1 1.6. Encourage students enter profegsion. 86 89 87 90 83 86 62 65 1.7. Meetings and workshopS. 80 83 80 83 77 80 61 6h Professional teachers' associations. 9h 98 95 99 91 95 76 79 T TA - Teacher beliefs. - Teacher definition of administrator expectations. TSB — Teacher definition of school board expectations. TP - Teacher definition of parent expectations. 37 TABLE5 AFFIRMATIVE RESPONSES AND PERCENTAGES OF AFFIRMATIVE RESPONSES T0 1.8 SELECTED ITEDB BY SCHOOL ADMINISTRATORS, SCHOOL BOARD MERS AND PARENTS Role - Director of Learning A Z SB 5 P % I Use. movies in team.. 18 100 15 100 93 97 2. Teach three R's. 16 89 15 100 88 91 3—. Collect money, milk. 10 56 5 67 u. 1.6 7. Decide promotion. 12 66 15,100 89 92 5. Field trips. 18 100 1h 93 85 88 6. Collect money, tickets. 7 39 5 33 31 32 7. Stay after school. 15 82 12 80 L9 51 8. Follow course of study. 15 82 15 100 90 9t. 9. Keep Children quiet. 13 71 ll. 93 82 85 10. School camping. 12 66 12 80 65 68 11. Punish. A 1-- 12 66 9 60 1.8 so 12. Balanced meals. 9 5O 9 60 59 61 13. Help with school plays. 17 91. 15 100 91 95 11.5 Playground. 11. 77 lo 67 68 71 15. Prepare for next grade. 3 M. 14 93 38 91 16. Trips outdide commity. 28 13 87 6h 67 1_7. Promote to next grade. 17 9h 11 73 26 27 18. Orderly daily plan. 17 96 1h 93 81 81+ Role - Guidance and Counselor 19. Mental health. 18 100 15 100 91 95 20. ViSit homes. 16 89 9 60 so 52 3° P“'801981 problems. 11 16 89 13 87 51. 56 22° K9013 folder information. 18 100 15 100 81:87 £3; 09°“P8tional infomationa 18 100 15 mo .81 81. 21.. Horstimetoneedy. 126612337073 TABLE5-9flm Role - Mediator of Culture A $ SB i P i 25. Plan with teacher. 18 100 11. 93 69 72 26. Teach democracy. 18 100 15 100 90 91. 27. Explain coulmmism. 18 100 ll. 93 80 83 28. Allow different activities. 17 91. ll. 93 6t. 67 29. Children choose activities. 18 100 15 100 82 85 30. Student council. 17 9h 13 87 33 91 31. Patriotic songs. 1 6 8 53 61 66. 32. Visit churches. 3 l7 6 1.7 1.8 50 33. Encourage child be different. 7 39 15 100 88 91 Role - Liaison School and Community 31.. Talks on methods. 16 89 11. 93 39 92 35. Talks on school problens. 11 60 11¢ 93 73 76 36. Civic groups. 18 100 11. 87 7t. 77 3?. Explain work teachers. 18 100 13 93 73 76 38. Parents help teach. 16 89 15 100 81. 8;]_ 39. Know school problems. 17 9t. 12 80 76 79 _hg. Curriculum co-p develop, 16 89 15 100 76 79 Role - Member School Staff 111. Help develop salary schedule... 18 100 13 87 37 90 1.2. mange prog. studies. 18 100 13 87 71. 77 1.3. Plan teachers' meetings. l8 100 ll. 93 92 96 1&9 ”wide methods to use. 16 89 11 73 81. 87 65. Select inst. materials. ll. 77 15 100 71. 77 Role - Member of Profession 1‘60 Elco Students enter profession. 18 100 ll 73 66 63 39 1+0 TABLE 5 - Continued Role - Member of Profession A 76 SB % P % 1.7. Meetings and workshops. 17 91. 11. 93 1.6 1.8 (.8. Prof. teachers' assoc. 18 100 12 8O 80 83 A - Administrator expressed expectations. SB - School board expressed expectations. P - Parent expressed expectations. The affirmative responses of the ninety-six elementary teachers to the list of forty-eight selected items, together with rankings assigned to the items. are arranged in Table 6. Rankings were assigled beginning with those items to which the highest number of "yes" responses were given. Table 7 displays the same data for school administrators, school board members, and parents. Ii TABLE 6 RANKIRGS ON L8 SW ITERB ACCORDING 1‘0 TEACHER BRIEF AND TEACHER DEFINITIONS OF THE EXPECTATIONS OF ADMINISTRATORS, SCHOOL BOARD MERS AND PARENTS —~301. - Director oil-naming TRank TAM TSBRank TPRank 1. Use movies in teaching. 2 1.5 l 2 2. Touch 3 R's, prim. respon. 18.5 20 16.5 3 #3: Collect money, milk, lunch. 1.2 1.0 40 35.5 7:. Decide promotion. 11. 5 18. 5 26 31 5. Field trips. 11.5 12 7 l3 6. Collect money, tickets. U. 1.3 1.2 1.1 7. Stay after school. 35 3h 33 17 8. Follow course of stuck. 11.5 7.5 5 1 9. Keep child. quiet, halls, etc. l..5 17 10.5 8.5 10,. School camping. 14.1 1.2 1.3 1.3 11.. Punish. , 3!. 39 1.1 39 12. Children est bal. meals. 39 1.1 39 38 13. Help with school plays. 27.5 22 21. 6.5 E. Playground. 23 25 21.5 I. 15. Ehphasis, .prep. next grade. 31 31 29.5 ll 16. Educ. trips outside comity. 1.8 1.7 1.7 1+7 1.7. Promote to next grade. 15 12 14.5 17 18. Orderly daily plan. 9 9 9 6.5 3010 - Guidance and Counselor 19. Know syn. poor mental health. 2 l. v 3.5 8.5 20. Visit homes to get acquainted. 37 36 36 1.0 21. Help solve personal problems. 11. 18.5 19.5 20.5 E K0013 folder into. on child. l..5 l. 6 15 23. Provide info. on occupations. 30 26 26 25 21.. nor. time to those who need it. 36 33 3h 33 bl WIN-am Role - Mediator of the Culture Thank TARank TSB Rank '1‘? Rank 1.2 25. Permit c. to plan with teacher. 23 12 17.5 26.5 26. Teach democracy by living. 2 I. 2 5 27. Eatplain about commnism. 33 38 38 1.2 28. Allow diff. act. in room. 6.5 6 12.5 20.5 29. Children help choose act. . 8 7.5 16 20.5 30. Student council, encourage. 18.5 21. 23 20.5 31. Require patriotic songs. 1.6 1.6 1.5.5 7.5 32. Take class visit churches. 1+7 68 1.8 1.8 33. kcourage child to be different. 1.3 U. 1+1. #7 Role - Liaison School and Commity 31.. Give talks on methods. 38 32 32 28.5 35. Give talks on school problems. 1.5 1+5 65.5" M 36. Be member civic groups. 25 15.5 s 10 37. Able explain work other teachers.29 3O 28 26.5 38. Ask parents help teach. 31 37 37 35.5 39. Know school finance. 1.0 22 21.5 21. 1.0. Garriculum co-op developnent. 26 27 26 23 Role - Member of School Staff 1.1. Salary schedule. 18.5 28 29.5 35.5 1.2. Change prog. of studies“. 6.5 12 17.5 17 #3. Help plan teachers' meetings. 18.5 27 31 31 1.1... Decide methods to use. 11.5 15.5 10.5 13 . 1.5. Select inst. mterials. 27.5 35 35 35.5 Role - Member of Profession 1.6.; Encourage emer t. profession. 16 12 12.5 28.5 1.7. Attend meet. and workshops. 23 22 19.5 31 1.8. Belong prof. teacher association. l..5 1.5 3.5 13 T - Teacher beliefs. TA — Teacher definition of adminis- trator expectations. TSB - Teacher definition of school board expectations. TP - Teacher definition of parent expectation. ‘\ 7|.» Iv .- TABLE 7 RANKINGS ON [.8 SELECTED 1m ACCORDING TO EXPRESSED EXPECTATIONS OF ADMINISTRATOR’S, SCHOOL BOARD WEEKS AND PARENTS Role-Director ofLearninvg ARank SBRank PM 1. 0.. movies in.teaching. 3.5 7.5 1 2. Teach 3 R's, prim. responsibility. 27 7.5 10 3. Collect money, milk, lunch. 1.1 1.1.5 1.6 h. Decide promotion. 37.5 7.5 7.5 5. Field trips. 8.5 20.5 1h 6. Collect money, tickets. 46.5 #3 A7 7. Stay after school. 31.5 35 Al 8. Follow course of study. 31.5 7.5 5.5 9. Keep children quiet, halls, etc. 35 20.5 18.5 10. School camping. 37.5 35 3A 11. Punish. 37.5 AA AB 12. Children eat balanced 139318. 1+2 M 39 13. Help with school plays. 20 7.5 3.5 It. Playground. 33.5 h1.5 32 15. Emphasis, prep. next grade. #3 20.5 10 16. Educ. trips outside community. L6 29.5 36.5 17. Promote to next grade. 20 39 AB 18. Orderly daily plan. 20 20.5 20.5 Role - Guidance and Counselor 19. Know syn. poor'nental health. 8.5 7.5 3.5 20. Visit homes to get acquainted. 27 Ah A3 21. Help solve personal problems. 27 29.5 A0 22. Keep folder info. on child. 8.5 7.5 16 23. Provide info. on occupations. .8.5 7.5 20.5 ZA. More time to those who need it. 37.5 35 31 TABLE 7 - Contmgg Role-Mediator of the Culture ARank SBRank PBank 25. Permit children to plan with teachers. 8.5 20.5 36 26. Teach democracy by living. 8.5 7.5 5.5 27. Explain about communism. 8.5 20.5 22.5 ‘28. Allow different act. in room. 20 20.5 36.5 .523 Children help choose act. 8.5 7.5 18.5 30. Student council, encourage. 20 29. 5 10 31. Require patriotic songs. #8 A6 38 32. Take class visit churches. A7 A7 A3 33. Encourage child to be different. hh.5 7.5 10 Role - Liaison School and Commity 3h. Give talks on methods. 27 20.5 7.5 35. Give talks on school problems. A0 20.5 29.5 36. Be member civic groups. 8.5 29.5 29.5 37. Able explain work other teachers. 8.5 20.5 27 38. Ask parents help teach. 27 7.5 16 39. [new school finance. 20 35 2A.5 1.0. Curriculum co-op development. 27 7.5 26.5 Role - Mbmber of School Staff A1. Salary schedule. , 8.5 29.5 12.5 L2. Change prog. of studies. 8.5 29.5 27 L3. Help plan teachers':meetings. 8.5 20.5 2 Ah. Decide methods to use, 27 39 16 AS. Select inst. materials. 33.5 7.5 27 . Role - Member of Profession A6. Encourage enter teaching professfion. 8.5 39 3A A7. Attend meet. and workshops. 20 20.5 #5 18. Belong prof. teachers' association. 8.5 35 22.5 A - Administrator expressed expectations. SB - School board expressed expectations. P - Parent expressed expectations. ..uol’ V-‘... ... ,,_... 1.5 Analysis of Data to Indicate Extent of Agreement Between Teacher Beliefs, Teacher Definition of Others' Expectations, and Others' Impressed kpectations To answer the questions, "to what extent do teacher beliefs and their definition of others' expectations agree?"; "to what extent do teachers' definition of others' expectations and the others' actual. ex- pectations agree?"; and "to what extent do teachers' own beliefs and the expressed expectations of the others agree?" ; these data were analyzed to point out the extent of any differences which might be present. Rank correlation coefficients were computed between, (1) teacher beliefs and teacher definition of the expectations held by administrators, school board members, and parents, (2) between teacher definition of expectations h31d by administrators, school board members, and parents, and the ex- Pressed expectations of these groups, and (3) between teacher beliefs and the expressed expectations of administrators, school board members, and Parents. The rank correlation coefficients between the beliefs of the teachers and their definition of the expectations of the others are shown in Table 8. TABLE 8 W CORRmATION swam TEACHER BELIEFS AND TEACHER DEFINITION OF THE EXPECTATIONS HELD BY ADMINISTRATORS, scuoox. BOARD means, AND PARENTS BASED ON 1.8 SELECTED ITEMS N \ Rank Correlation“ \ . Teacher beliefuTeacher definition of School boardS' expectations. '899 Stat *Dixon, Wilfred J. , and Massey, Frank J. Jr., Intggugtign to filQ W- McGraw-Hill Book Company, Inc., New York, 1951, 1.6 “BEES-Mam Rank Correlation Teacher belief-Teacher definition of administrators' expectations. .937“ Teacher belief—Teacher definition of parents' expectations. .763 “Value of r rank at the 5% level of significance for 1.6 D. F. is .285. From Edwards, Allen L., W A_n_a_11gi_.§ _f;o_r_ W in Ssyggilog and Egucation. Rinehart and Company, Inc. , New York, 191.67 It is noted that the rank correlation of .937 between the be— liefs of the teachers and their definition of the expectations of the administrators is high. This indicates that the image which the teachers hold of the administrators is very clear. Such a finding is not surprising, because it is reasonable to assume that the teachers would orient their beliefs toward administrators. Further, it can be assumad that the administrators are a reference group for the teachers, "hi-Ch, in terms of their security at least, is more significant than other grcupa. The relation between teachers' beliefs and their definition of the exDectations which the school board members have also indicate that the teaChers are highly oriented toward the board. However, as teachers' beliefs and their definition of the expectations of the parents are com- pared, there is definite evidence that they are 1088 oriented toward the parents. The rank correlation coefficient of .736 is lower for parents than for the administrators or school board members. What is su88°3t°d here is that the teachers think that the parents share the beliefs that they h01d to a lesser degree than they themselves do. This may be based 1.7 on a feeling that the parents may not understand their objectives, or it may indicate that teachers recognize differences which may actually endst. In either case, the teachers do not think that parents share their beliefs to the same degree as do the administrators and school board members. Table 9 lists the rank correlations between the teachers' defi- nition of the expectations held by administrators, school board members, and parents, as compared to the expressed expectations of these groups. TABLE 9 RANK CORRELATION BETWEEN TEACHERS' DEFINITION OF THE EXPECTATIONS AND THE EXPESSED EXPECTATIONS OF ADMINISTRATORS, SCPDOL BOAIUJ MEMBERS, AND PANTS BASED ON 1.8 SEIECTED 1733113 Rank Correlation” _— Teacher definition-”expectation of administrators. .732 ._ Teacher definitiono-expectation of school board members. .676 ——‘ Teacher definition-—expectation of parents. “‘86 M. *Value of r at the 5% level of significance is .285. This comparison between the expectancies which the teacher has ”ejected on these groups, as opposed to their expressed expectations, is designed to measure the validity of the definitions held by the teachers. The values of r reflect the extent of error in the definition °f these expectancies. It is observed from Table 9 that between the definition of expectancies by the teachers for the administrators as col"t'l‘fim'f-ed to the expectations of the administrators, that the rank cor- relation coefficient has a value of .732. Previously it was noted ‘\ ‘9 --_ .1... .—_- u..." e n "In" . .I 0.. n... e. . nu. . ‘Wnl 48 (Table 8) that between the teachers' beliefs and the teachers' definition of the expectancies ‘of administrators, the value of r was .937. What is suggested here is that the teachers were in error in holding certain ex- pectations for the administrators. By definition, a role is a function of the expectations held by the actor for significant others. The teachers, by defining expectations erroneously, were defining some of their roles in a manner which differed with the role expectations of the administrators. In like manner, with regard to the school board members, the teachers had evidenced error in estimating the expectations held. Where the value of r (Table 8) is .899, the value of r (Table 9) is .h76. Teachers were less accurate in defining the expectations held by school board members than they were of those held by administrators. The value of r (Table 9) for teachers' definition of the parents' eHectancies as against the expectations expressed by parents, indicates that the teachers were liable to considerable error in their definition °f the enectations held by parents. While the teachers seemed to recog- nize that the expectations of the parents differed from their own (see Table 8) yet these differences were even greater than they realized. The teachers' beliefs and the expectations of administrators, 3°h°°1 board members and parents are listed in Table 10. TABLE 10 RANK CORRELATION BETWEEN TEACI-BSR BELIEFS AND EXPECTATIONS OF ADMINISTRATORS, SCHOOL BOARD MEMBERS, AND PARENTS WK Rank Correlation* _* Teacher belief--administrator eXpectations. .697 *Value of r rank at the 5% level of significance is .285. 1+9 TABLE 10 - Contgug Rank Correlation Teacher beliefm-school board expectations. Jolt? Teacher belief-«parent expectations. .h78 In Table 10 the beliefs of the teachers and the expectations of administrators, school board members, and parents are compared. Again, it is noted that the value of r (.697) between the beliefs of teachers and administrators' expectations suggests that the teachers are more closely in harmony with the expectations of the administrators than they are either of the school board members ($1.7) or parents (.478). The above analysis indicates that the teachers in the sample were Primarily oriented in their definition of the expectations held by the others, to administrators and school board members and, to a lesser de- gree, toward parents. When comparisons were made between the teachers' definition of expectations held by the others, and the expressed expec- tations or the others, it was found that the teachers had erred in their definjxii-On of the expectations held by the otherS. The extent 01' error "33 least, in the case of school administrators and greatest in the cases °f 3¢h°01 board members and parents. The teachers were more accurate in defining the expectancies held by administrators and least accurate in defining the expectancies held by board members and parents. Again, when comparing the beliefs of teachers with the expressed all‘13e""°¢?l’f.5.orxs of the others, teachers were oriented primarily toward ad- ministrators and to a lesser degree toward school board members and Parents . 50 Analysis of the Data Based on the Variables In the sample of ninety-six teachers involved in the study, an attempt was made to analyze the data based on the variables, age, years teaching experience, number of systems in which taught, number of years in present position, and number of years the reSpondents expected to teach. It was hypothesized that (1) younger teachers might view their roles differently than did older teachers, that they might define the expectations held by administrators, school board members, and parents differently than did older teachers, (2) that teachers With more teaching experience might have different beliefs and define the expectations of the others (administrators, school board members, and parents) than did those with less teaching experience, (3) that teachers who had been in a number of different school systems might have different beliefs and dif- ferent definitions of expectations for the others than did those with less escperience in various school systems, (1.) that teachers who had been in a school system for a longer period of time might vary more in beliefs they held and their definition of expectations of the others than did those With less time spent in a particular school system, and (5) that teachers who were in the profession on a long term basis might differ in their beliefs and definitions of- expectations for the others to a greater extent, than would those who were involved on a short time basis. In order to test the significance of differences based on these five Variables, the forty-eight selected items were ranked according to the beliefs of teachers, administrators, school board members, and par- ents, they were also ranked according to the teachers' definition of the expectations held by administrators, school board members, and parents. The rankings were then compared, item by item, to note the differences 51 in rankings. The statistic used to test the significance of differences was Chi Square. Table 11 indicates the differences in rankings based on age of the teachers, it compares the beliefs of the teachers with their definition of the expectations of the administrators. TABLE 11 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER DEFINITION OF ADMINISTRATORS' EXPECTATIONS ON 1.8 SELECTED ITDB RANKED ACCORDING TO AGE OF TEACHERS Age of’ Rank Diff. Rank Diff. Teachers 0-5 . 5 6 + Totals 12* 321-40 36 12 1.8 160 35 13 as Eula 71 25 96 0 *Value for x2 at the 5% level of significance is 3.8L. The forty-eight items were ranked for the beliefs of the teachers in the sample who were between the ages of 214.0 years, also the items were ranked for teachers in the 41-60 age bracket. The youn- ger teachers' definition of administrator expectations and those of the °ld°r tRanchers were also ranked. Table 11 informs us that, for the ”Wiser teachers, on the basis of rankings assigned to their beliefs and definition of administrators' expectations, there were thirty-six °f the forty-eight items on which the differences in rankings 1‘9118ed from 0”5.5 and twelve of the items in which the differences in rankings m3” from 0-6. For older teachers there were thirty-five items on Which the rank differences were from 0-5.5 and thirteen items on which the rank differences were six or above. e.- 52 The x2 value of zero indicates there were no significant dif- ferences between the two age groups of teachers. Table 12 presents the same data as it relates to the beliefs of teachers and their definition of the school board members' expectations. TABLE 12 DIFFERENCES IN RANK BE’FNEEN TEACHER BELIEF AND TEACHER DEFINITION OF SCHOOL BOARDS' EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO AGE OF TEACHERS Age of Rank Diff. Rank Diff. Teach ers 0-5 . 5 6 + Totals X21! til-AD 39 9 1+8 _fil-éo 32 16 t8 Etala 71 25 96 1.9L; *Value for x2 at the 5% level of significance is 3.81.. The 1:2 value of 1.94 is not statistically significant. Again, there Here no significant differences between the age groupings as rankings were compared between beliefs held and definition of school boards ' expectations. Table 13 points out differences in rankings between the belief °f the teachers and their definition of parents' expectations. The X2 value of .37 indicates the differences were not simian“ TABLE 13 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER DEFINITION OF PARENTS' EXPECTATIONS ON 48 SELECTED ITEMS RANKED ACCORDING To AGE or TEACHERS % TAEB 01' Rank Diff. Rank Diff. 333“” 0-5.5 6+ Totals x2»! 21"“) 21 27 1.8 *Value for x2 at the 5% level of significance is 3.81.. Tel.-- ' _orm L 53 TABLE 13 - Contqu Age of Rank Diff. Rank Diff. Teachers 0-5 . 5 6 + Totals 12 til-60 25 23 AB Totals 1.6 50 96 .37 We can draw from these data the conclusion that, for the sample tested, age of teachers does not affect the difference between the teachers' own beliefs and their definition of the expectations of admini- strators, school board members, and parents. Older teachers are no more or less oriented toward these groups than younger teachers. Tables 11., 15, and 16 indicate the differences in rankings be- tween teachers' beliefs and teachers' definition of expectations held by administrators, school board members, and parents, by years of experi- ence. The analysis indicates that years of experience does not affect the amount of difference between teachers' own beliefs and their defini- tion of the expectations of others. In other words, the beliefs of more exFN’v‘I‘Z'I-enced teachers are no more or less oriented toward their image of the expectations of these others than are the less experienced teachers. TABLE 11. DIFFERENCES IN RANK Bm'wEEN TEACHER BELIEF AND TEACHER DEFINITION OF ADMINISTRATOR EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO YEARS OF EXPERIENCE ::Y=“\‘~ ears Rank Diff. Rank Diff. E’tp‘tt‘ienee 0-5 . 5 6+- Totals 12* _._1:_1_°_ 33 15 1.8 .3” 33 15 as 33318 66 3o 96 o *Value for x2 at the 5% level of significance is 3.81.. ‘\ 51+ TABLE 15 DIFFERWCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER DEFINITION OF SCHOOL BOARD EXPECTATION ON [.8 SELECTED ITEMS RANKE) ACCORDING TO YEARS OF EXPERIENCE Years Rank Diff. Rank Diff. , Experience 0-5 . 5 6 + Totals X“ 1-10 31 17 #8 ___ll+- 31 17 48 Totals 62 3A 96 ' 0 *Value for 12 at the 5% level of significance is 3.81.. TABLE 16 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER DEFINITION OF PARENT EXPECTATION 0N 1.8 SELECTED ITWS RANKH) ACCORDING TO YEARS OF EXPERIENCE Years Rank Diff . Rank Diff. Emefiexmg 0-5 , 5 6 + Totals 12* Iblo 2A 24 #8 k 11+ 25 23 1.8 \ Mala A9 A7 96 0 \ *Value for 12 at the 5% level of significance is 3.81.. In a similar manner, the effect of number of school systems in Which taught is analyzed in Tables 17, 18, and 19. Again, the results do not indicate any relationships of a significant nature between range °t exPatience in various school systems and the difference between the be”4'st of the teachers and their definition of the expectations held by 3“001 administrators, school board members, and parents. ‘\ .un.‘ l.-‘ ev- 8.. 55 TABLE 17 DIFFERENCES IN RANK BETNEEN TEACHER BELIEF AND TEACHER DEFINITION OF ADMINISTRATOR EXPECTATIONS ON AB SELECTED ITEMS RANKED ACCORDING TO THE NUMBER OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT Number of Rank Diff. Rank Diff. Systems 0-5.5 6+ Totals ‘ 12* _ 1-2 35 13 1+8 34+ 36 12 [.8 Totals 71 25 96 O *Value of 12 at the 5% level of significance is 3.81.. TABLE 18 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER.DEFINITION OF SCHOOL BOARD EXPECTATIONS ON 48 SELECTED ITEMS RANKED ACCORDING TO THE NUMBER OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT —¥ Number of Rank Diff. Rank Diff. _Systems 0-5 . 5 6 4- Totals 12* _ 1-2 35 13 1+8 _ 3-1. 35 13 2.3 Etals 70 26 96 o *Value of 12 at the 5% level of significance is 3.81.. TABLE 19 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER DEFINITION OF PARENT EXPECTATIONS 0N A8 SELECTED ITEMS RANKED ACCORDING TO THE NUMBER,OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT y Number of Rank Diff. Rank Diff. _Slstems 0-5.5 6 + Totals 12* _1-2 28 20 1.8 __3-A 22 26 1.8 333.1. so 1.6 96 1.01. *Value of 12 at the 5% level of significance is 3.81.. 56 As the data shown in Tables 20, 21, and 22 indicate, there were no significant differences between teachers who had held their present position from one to three years and those who had held their present position for more than three years, in regard to the orientation of their beliefs to their image of the expectations of administrators, school board members, or parents. TABLE 20 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER DEFINITION OF THE EXPECTATIONS OF ADMINISTRATORS ON 48 SELECTED ITEMS RANKED ACCORDING TO NUMBER OF YEARS IN PRESENT POSITION .L Years in Present Rank Diff. Rank our. L Position 0-5 . 5 6 + Totals 12* _ 1-3 33 15 1.8 E l.+ 38 10 A8 TOtals 71 25 96 .865 *Value for X2 at the 5% level of significance is 3.84. TABLE 21 DIFFERENCES IN RANK BE'MEEN TEACHER BELIEF AND TEACHER DEFINITION OF THE EXPECTATIONS OF SCHOOL BOARDS ON 48 SELECTED ITEI-E RANKED ACCORDING TO NUMBER OF YEARS IN PRESENT POSITION ¥ ‘ Years in Present Rank Diff. Rank Diff. Position 0-5.5 6+ Totals Xz‘l" : 1-3 27 21 1.8 _ h+ A 31 17 A8 , Ed” 53 38 96 .35 *Value for I2 at the 5% level of significance is 3.81.. ‘ " “ 4-311mr— 57 TABLE 22 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER DEFINITION OF THE EXPECTATIONS OF PARENTS ON h8 SELECTED ITEMS RANKED ACCORDING'TO NUMBER OF YEARS IN PRESENT POSITION Years in Present Rank Diff. Rank Diff. Position 0-5.5 6+ Totals 12* 1-3 22 26 as h+ 23 25 1.8 Totals AS 51 96 0 *Value for X2 at the 5% level of significance is 3.84. It had been thought that anticipated length of future service might affect the orientation of teachers toward their significant others. The data for this analysis are presented in Tables 23, 24, and 25. The Significant X? of 19.8 noted in Table 2A indicates that the beliefs of teachers who intend to be in the profession for eleven or more years were more closely oriented to their definition of school boards' expec- tations than were those teachers who intended to be in the profession for ten or fewer years. Standing by itself, this finding does not fit into any pattern of teacher orientation to significant others. Since it is the only significant difference among the twelve testing the rela- tion of age, experience, and related variables to the teachers' orienta- tion to others, it may well result from a chance distribution. «3‘, 58 TABLE 23 DIFFERENCES IN RANK BETWEEN ‘I‘EACHER BELIEF AND TEACHER DEFINITION OF THE EXPECTATIONS OF ADI-CINISTRATORS ON [.8 SELECTED ITEMS RANKED ACCORDING TO LENGTH OF FUTURE SERVICE Years Expect Rank Diff. Rank Diff. to Teach 0-5.5 6+ Totals 13* l—lO 39 9 1+8 11+ 35 13 #8 Totals 7h 22 96 .53 *Value for 12 at the 5% level of significance is 3.81.. TABLE 21. DIFFERENCES IN RANK BETJEEN TEACHER BELIEF AND TEACHER DEFINITION OF THE EXPECTATIONS OF SCHOOL BOARDS ON A8 SELECTED ITEMS RANKED ACCORDING TO LENGTH OF FUTURE SERVICE h Years EXpect Rank Diff. Rank Diff. _to Teach o-5.5 6+ Totals 12* 1-10 29 19 AB E 11+ 1.8 O 48 Totals ‘ 77 19 96 19.8 *Value for X2 at the 5% level of significance is 3.81.. TABLE 25 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND TEACHER DEFINITION OF THE EXPECTATIONS OF PARENTS ON [.8 SELECTED ITEMS .RANKED ACCORDING TO LENGTH OF FUTURE SERVICE ‘— —_‘ Years Expect Rank Diff. Rank Diff. _to Teach 0.5.5 6+ Totals x2! _3'10 23 25 1.8 ‘1“ 17 31 1.8 £318 to 56 96 1.07 "Value for x2 at the 5% level of significance is 3.81.. g ‘l .. _._,._..._ -..._-.... _--—_5 ._..__‘ _. . ,, ..la . u .w- .- 5:. In H 9-0! s u ll. ‘uv Kn: n4- .. do. It I.. 59 In the preceding pages we have tested the effect of age, years of teaching experience, number of school systems in which taught, mun- ber of years in present position, and length of anticipated teaching service, on the orientation of teachers' beliefs to their definition of the expectations of significant others. Now we examine relationships of the some variables to the convergence of the teachers' definition of expectations and the expressed expectations of administrators, school board members, and parents. Tables 26, 27, and 28 are concerned with the differences in rankings assigned to the fortyaeight selected items between.the teachers' definition of the expectations held by administrators, school board,meme bers, and parents, and the expressed expectations of these groups by age of teachers. The teachers are grouped into two age categories-those between the ages of 2l-h0 and those whose ages range from.hl-6O years. There were no significant differences between the two age groups with regard.to the convergence of their definition of expectations and the exPressed expectations of administrators, school board members, and parents . TABLE 26 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF THE EXPECTATIONS 0F ADMINISTRATOR AND ADMINISTRATOR EXPRESSED EXPECTATIONS ON 43 SELECTED ITEMS RANKED ACCORDING TO AE 0F TEACHERS M k Age of Rank Diff. Rank Diff- Tfichers 0.5.5 6+ Totals xzs _2_1-I.o 29 19 43 41‘60 27 21 L8 T1313 56 ho 96 .01. *Value for X2 at the 5% level of significance is 3.81.. .. A) a. ruiflo-v_- q; -.u TABLE 27 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF THE EXPECTATIONS OF SCHOOL BOARD AND SCHOOL BOARD EXPRESSED EXPECTATION ON L8 SELECTED ITEMS RANKED ACCORDING TO AGE OF TEACHERS Age of Rank Diff. Rank Diff. Teachers 0-5 . 5 6+ Totals X2* 521-150 21 27 1+3 41-60 15 33 #8 Totals 36 6O 96 1 . 69 *Value of x? at the 5% level of significance is 3.84. TABLE 28 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF THE EXPECTATIONS OF PARENTS AND PARENT EXPRESSED EXPECTATIONS ON h8 SELECTED ITEMS RANKED ACCORDING TO AGE OF TEACHERS Age of Rank Diff. Rank Diff. Teachers 0.5 . 5 6+ Totals 12* 214.0 12 36 1.8 Isl-60 18 30 1.8g _‘I'itals 30 66 96 1.2 *Value of X2 at the 5% level of significance is 3.8L. Tables 29,30, and 31 show a similar analysis of the same data with regard to years of experience. Again, no significant differences were ObServed between two groups of teachers. Those with experience of from 1-10 years had no greater or less convergence than those whose ex- perience ranged from eleven years and beyond. 61 TABLE 29 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF ADMINISTRATOR AND ADMINISTRATOR EXPRESSED EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO YEARS OF EXPERIENCE Years Rank Diff. Rank Diff. 2 Experience 0-5.5 6+ Totals X * 1-10 23 25 1.8 11+ 25 23 1.8 Totals 118 1+8 96 .0141 *Value of X2 at the 5% level of significance is 3.81.. TABLE 30 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF SCHOOL BOARD AND SCHOOL BOARD EXPRESSED EXPECTATIONS on 1.8 SELECTED ITEMS RANKED ACCORDING TO YEARS OF EXPERIENCE Years Rank Diff. Rank Diff." Eerience 0-5.5 6+ Totals ' X2* k 1-10 19 29 _ as __ 11+ 13 35 1.8 goals 32 61. 96 1.15 *Value of X2 at the 5% level of significance is 3.81.. TABLE 31 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF PARENT AND PARENT EXPRESSED EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO YEARS OF EXPERIENCE k k 1, Years Rank Diff. Rank Diff. 2 flerience 0-5.5 6+ Totals X * ___1-10 1:. 31. 1.8 “11+ 17 31 48 Eggs 31 65 96 .190 *Value of X2 at the 5% level of significance is 3.81.. 62 Tables 32, 33, and 31. show the analysis of the number of systems in which the teacher has taught. The values of x2 again do not indicate any significant differences between two groups in regard to the conver- gence between their definition of others' expectations and the expressed expectations of the others. TABLE 32 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF ADMINISTRATORS AND ADMINISTRATOR EXPRESSED EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO THE NUMBER OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT h Ember of Rank Diff. Rank Diff. i Systems 0- 5 . 5 . 6 + Totals X2” : 1-2 22 26 1.8 __ 3-1. 27 21 1.8 Titals 1.9 1+7 96 .666 *Value for 12 at the 5% level of significance is 3.81.. TABLE 33 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF SCHOOL BOARD AND SCHOOL BOARD EXPRESSED EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO THE NUMBER OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT Nmnbei- of Rank Diff. Rank Diff. 3:31-9:13 o-5.5 6+ Totals 12* ‘1-2 15 33 2.3 ‘11. 17 ‘ 31 A 1.8 Tia“ 32 61. 96 -069 *Value for X2 at the 5% level of significance is 3.81.. 63 TABLE 31. DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF PARENT AND PARENT EXPRESSED EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO THE NUMBER OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT Number of Rank Diff . Rank Diff. Systems 0-5 . 5 6 + Totals X2“ 1-2 ll. 31. 1.8 34+ 19 29 1.8 Totals 33 63 96 .719 *Value of X2 at the 5% level of significance is 3.81.. Tables 35, 36, and 37 analyze the differences in rankings be— tween the teachers' definition of the expectations of the adrdnistrators, School board members, and parents, and the expressed expectations which these groups professed to hold, by years in present position. There were no simificant differences revealed by these data. Those who had been in their present position for a period of from one to three years Were not different from those who had been in their present position for four or more years, with regard to the convergence of their definition and the expressed expectations of the significant others. TABLE 35 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF ADMINISTRATOR AND ADIflNISTRATOR EXPRESSED EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO NUMBER OF YEARS IN PRESENT POSITION # Years in Present Rank Diff. Rank Diff. _* Position 0-5.5 6 + Totals 12" _ 1-3 21+ 21. 1.8 _g h+ 21. 21. 1.8 Btals 1.8 1.8 96 0 *Value of X2 at the 5% level of significance is 3.81.. 6!. TABLE 36 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATION OF SCHOOL BOARD AND SCHOOL BOARD EXPRESSED EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO NUMBER OF YEARS IN PRESENT POSITION Years in Present Rank Diff. Rank Diff. Position o-s.5 6+ Totals 1:14 ‘ 1-3 13 35 1.8 ___ 44- 17 31 a8 Totals 30 66 96 .h3 *Value of x2 at the 5% level of significance is 3.81.. TABLE 37 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF PARENT AND PARENT EXPRESSED EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO NUMBER OF YEARS IN PRESENT POSITION L —-—_ Years in Present Rank Diff. Rank Diff. 2 k Position 0-5.5 6+ Totals X * ___ 1-3 16 I 32 ‘ is 1.+ 18 30 1.8 Totals 31. 62 96 .05 The variable number of years the respondents expected to teach is analyzed in Tables 38, 39, and 1.0. Again, no significant differences were observed between two groups of teachers. That is, those teachers Who expected to teach from one to ten years were not different from those teachers who expected to teach eleven or more years in regard to the con- ‘Tergence of their definition of the expectations held for administrators, School board members, and parents, and the expectations which these groups expressed. TABLE 38 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF ADMINISTRATOR AND ADMINISTRATOR EXPRESSED EXPECTATIONS ON AB SELECTED ITEMS RANKED ACCORDING TO LENGTH OF FUTURE SERVICE Years Expect Rank Diff. Rank Diff. to Teach 0-5.5 6+ Totals x2* 1-10 21+ 21+ 118 * 11+ 28 20 1.8 Totals 52 1.1. 96 .35 *Value of X2 at the 5% level of significance is 3.81.. TABLE 39 DIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF SCHOOL BOARD AND SCHOOL BOARD EXPRESSED EXPECTATIONS ON AB SE- LECTED ITEMS RANKED ACCORDING-TO LENGTH OF FUTURE SERVICE ‘g ¥ Years Expect Rank Diff. Rank Diff. _tc Teach 0-5.5 6+ Totals 12* __ 1-10 16 32 1.8 __ 11+ 19 29 1.8 Totals 35 61 96 .17 ‘ *Value of X2 at the 5% level of significance is 3.81.. TABLE 40 IDIFFERENCES IN RANK BETWEEN TEACHER DEFINITION OF EXPECTATIONS OF PARENT AND PARENT EXPRESSED EXPECTATIONS ON 48 SELECTED ITEMS RANKED ACCORDING TO LENGTH OF FUTURE SERVICE x w Years Expect Rank Diff. Rank Diff. ‘30 Teach o-5.5 6+ Totals x28 __1-10 18 30 1.8 g 11+ 18 30 1.8 :Egtals 36 6O 96 O *Value of 12 at the 5% level of significance is 3.81.. 66 We turn now to an analysis of these data to note the extent of convergence between the teachers' beliefs and the expressed expectations of administrators, school board members, and parents, based on the vari- ables age, years of experience, number of systems in which taught, years in present position, and years of anticipated teaching service. The differences in ranking between teachers' beliefs versus the expressed expectations of administrators, school board members, and parents, according to the variable age of teachers are displayed in Tables 1.1, 1.2, and 1.3. No significant differences between the groups were observed. That is, young teachers were not significantly different from older teachers as comparisons were made between beliefs held by them and expressed expectations of the others. TABLE 1.1 DIFFERENCES IN RANK BE'I‘ML'EN TEACHER BELIEF AND ADMINISTRATOR EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO AGE OF TEACHERS Age of Rank Diff. Rank Diff. _Tiachers 0-5.5 6+ Totals X2* iZL-ho 21 27 48 hl~60 21 27 1.8 T°tals 1.2 51. 96 o *Value of x2 at the 5% level of significance is 3.81.. 67 TABLE 1.2 DIFFERENCPE IN RANK BETWEEN TEACHER BELIEF AND SCHOOL BOARD EXPEC- TATIONS ON [.8 SELECTED ITEMS RANKED ACCORDING TO AGE OF TEACHERS Age of Rank Diff. Rank Diff. Teachers 0-5.5 6+ Totals 12* 21410 17 31 43 41-60 17 31 1.8 Totals 31. 62 96 0 *Value of X2 at the 5% level of significance is 3.81.. TABLE 1.3 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND PARENT EXPECTATIONS 0N A8 SELECTED ITEMS RANKED ACCORDING TO AGE OF TEACHERS _ Age of Rank Diff. Rank Diff. Escher o-s.5 6+ Totals x2. _21-10 16 32 1.8 ill-60 16 32 1.8 Titals 32 61. 96 O *Value of X2 at the 5% level of significance is 3.81.. The variables, years teaching experience, number of school sys- tem in which taught, years in present position, and anticipated number °f Years of teaching service, are treated in Tables 14.1.45. No signifi- cant, differences were discovered to exist as the beliefs of the teachers and the definitions of the others were examined in the light of these Variables. .3... 1i TABLE 1.1. DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND ADMINISTRATOR EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO YEARS OF EXPERIENCE Years Rank Diff. Rank Diff. Experience 0-5 . 5 6 + Totals X2* 1-10 21 27 1.8 11+ 21 27 1.8 Etals 1.2 511 96 0 *Value of X2 at the 5% level of significance is 3.81.. TABLE 1.5 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND SCHOOL BOARD EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO YEARS OF EXPERIENCE * —¥ Years- Rank Diff. Rank Diff. _EJiperience 0-5 . 5 6 4- Totals 18* k l-lO - 21 27 1.8 ¥ 11+ 15 33 #8 3011315 36 60 96 1 .15 *Value of 12 at the 5% level of significance is 3.81.. TABLE 1.6 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND PARENT EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO YEARS OF EXPERIENCE \ \ ‘Iears Rank Diff. Rank Diff. Eégggtiencc o-5.5 6+— Totals x?* .___21-10 ' 15 33 AB _114— 16 32 1.8 Totals 31 6 5 96 0 ‘ *value of x2 at the 5% level of significance is 3.81. 69 TABLE A7 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND ADMINISTRATOR EX— PECTATIONS ON #8 SELECTED ITEMS RANKED ACCORDING TO THE NUMBER OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT Number of Rank Diff. Rank Diff. ' 2 Systems 0-5.5 6+ Totals X * 1.2 23 25 1.8 3-h 21+ 21+ 1+8 Totals #7 1.9 96 0 *Value of 12 at the 5% level of significance is 3.81.. TABLE 48 DIFFERENCES IN RANK BETWEEN TEACHER.BELIEF AND SCHOOL BOARD EXPECTATIONS ON LB SELECTED ITEMS RANKED ACCORDING TO THE NUMBER OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT Number of Rank Diff, Rank Diff. 33’5“” 0-5 .5 6 + Totals 28* g 1-2 17 31 1.8 * 3-1. 17 31 1.3 Titus 31, 62 96 o *Value of x? at the 5% level of significance is 3.81.. TABLE A9 iDIFFERENCES IN RANK BETNEEN TEACHER BELIEF AND PARENT EXPECTATIONS ON AB SELECTED ITEMS RANKED ACCORDING TO THE NUMBER OF SCHOOL SYSTEMS IN WHICH THE TEACHERS HAVE TAUGHT k Nllmber Of Rank Diff. Rank Diff. _Egstems o-s.5 6 + Totals x2» _ 1-2 19 29 1+8 _‘ 3-1. 16 32 1.8 Eels 35 61 96 .179 *Value of X2 at the 5% level of significance is 3.81.. 70 TABLE 50 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND ADMINISTRATOR EXPECTATIONS ON AB SELECTED ITEMS RANKED ACCORDING TO NUMBER OF YEARS IN PRESENT POSITION ‘ Years in Present Rank Diff. Rank Diff. Position o—s.5 6+ Totals x2* l-3 21 27 1.8 6+ 25 23 68 Totals 46 50 96 .375 *Value of x2 at the 5% level of significance is 3.81.. TABLE 51 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND SCHOOL BOARD EXPECTATIONS ON AB SELECTED ITEMS RANKED ACCORDING TO NUMBER OF YEARS IN PRESENT POSITION _- —¥ Years in Present Rank Diff.. Rank Diff. Position 0-5.5 6+ Totals x2* __ 1-3 15 33 1.8 __ 4+ 18 30 #8 {stale 33 63 96 .181. *Value of 12 at the 5% level of significance is 3.81... TABLE 52 IDIFTERENCES IN RANK BETWEEN TEACHER BELIEF AND PARENT EXPECTATION ON A8 SELECTED ITEMS RANKED ACCORDING TO NUMBER OF YEARS IN PRESENT POSITION ‘ ‘ Years in Present Rank Diff. Rank Diff. __ Position 0-5.5 6+ Totals x2. # 1-3 16 32 48 _ 1.1- 11+ 3h #8 *Value of X2 at the 5% level of significance is 3.81;. k TABLE 53 DIFFERENCES IN RANK BETNEEN TEACHER BELIEF AND ADMINISTRATOR EXPECTATIONS ON 48 SELECTED ITEMS RANKED ACCORDING TO LENGTH OF FUTURE SERVICE _ Years Expect Rank Diff. Rank Diff. to Teach 0-5. 5 6+ Totals 112* 1—10 20 28 1.8 1.1+ 27 21 1.8 Totals A7 A9 96 1.50 2 *Value of X at the 5% level of significance is 3.81.. TABLE 51+ . . DIFFERENCES IN RANK BETWEEN TMCHER BELIEF AND SCHOOL BOARD EXPECTATIONS ON [.8 SELECTED ITEMS RANKED ACCORDING TO LENGTH OF FUTURE SERVICE _— ¥ Years Expect Rank Diff. Rank Diff. _to Teach 0-5.5 6+ Totals X2“ _ 1-10 15 ' 33 1.3 ¥ 11+ 17 31 1.8 Etals 32 6h 96 .05 *Value of X2 at the 5% level of significance is 3.81.. TABLE 55 DIFFERENCES IN RANK BETWEEN TEACHER BELIEF AND PARENT EXPECTATIONS ON 1.8 SELECTED ITEMS RANKED ACCORDING TO LENGTH OF FUTURE SERVICE ‘ ¥ Years Expect Rank Diff.. Rank Diff. _to Teach 0-5.5 6+ Totals 12* _‘1-10 17 31 1.8 __11+ 11. 31. 1.3 Eds 31 65 96 .504 *Value of x2 at the 5% level of significance is 3.81.. n" my ,- u III-I'll! FLA, 72 The preceding analysis indicates that the age, experience, num- ber of systems, years in present position, years of anticipated service of teachers are related to neither their orientation to others or the convergence between their definition of others expectations and the ex- pressed expectations of others, nor their beliefs and the expressed be- liefs of the others. We have been involved in the foregoing analysis with a general treatment of the data designed to point out the convergence or diver- gence between (1) the beliefs of teachers and their definition of the expectations of the others, (2) the teachers' definitions of others' ex- Pectations and the expressed expectations of the others, and (3) the be- liefs of the teachers and the expressed expectations of the others. The Shady will now be directed toward an analysis of particular acts as these are viewed by the teachers in terms of their own beliefs, their defini- tollon of the expectations of the others and the expressed expectations of the others. The forty-eight selected items associated with the profes- 8101131 roles of the teacher will be evaluated by the teachers so as to indicate the degree of their acceptance of them, their definition of 01;hers' expectations regarding the items, and the expressed expectations °f the others as regards the items. Analysis of the Data Based on the Forty-Eight Particular Acts The purpose of this study was to examine the role expectations which teachers, administrators, school board members, and parents hold 01' elementary teachers, and to compare these expectancies, noting the convergence or divergence of the expectations held. This is to say that teachers will hold certain beliefs regarding their roles, they will, in e’ h...- 73 aqtlition, have definitions of how others expect them to act in these l'flJes. We are concerned here with the degree to which teacher role ex- pe<:1;aancies compare with the role beliefs held by others. we are turning hezses to analysis of particular acts instead of the general analysis which preceded. The roles around which the study is organized include: (1) Director of Learning, (2) Counselor and Guidance worker, (3) Mediator of the Culture, (A) Liaison between School and Comnunity, (5) Member of the School Staff, and (6) Member of the Profession. Certain particular acts which might be associated with these roles were developed. These statements are not to be considered as re- presenting an attempt to define the various roles, but, rather, are a series of behavioral acts which suggest situations which teachers may face in the performance of their roles. The list is suggestive and no attempt was made to develop a nonnative definition for the various roles considered. The approach used in the study involves these levels: From the INDiJTt of view of the teacher we sought, (1) the beliefs of the teachers as regards the statements describing particular behaviors, and (2) their definition of expectations regarding the statements held by school ad- mIllustrators, school board members, and parents. From the point of Visnv of the administrators, school board members, and parents, we at- terupted to identify their expectations as regards the particular acts. The analysis of the material followed this general plan: lo (a) Identify teacher beliefs. (b) Identify teacher definition of the expectations of administra- tors. ' (6) Identify teacher definition of the expectations of school board members. (d) Identify teacher definition of the expectations of parents. ,. II. 71. (e) Identify the expectations of administrators. C f) Identify the expectations of school board members. (g) Identify the expectations of parents. 2. (a) Compare teacher beliefs with teacher definition of expectations of administrators. (b) Compare teacher beliefs with teacher definition of expectations of school board memberS. (c) Compare teacher beliefs with teacher definition of expectations of parents. 3. (a) Compare teacher definition of expectations with expressed ex- pectations of administrators. (b) Conmare teacher definition of expectations with expressed ex- pectations of school board members. (c) Compare teacher definition of expectations with expressed ex- pectations of parents. 1.. (a) Compare teacher beliefs with expressed expectations of adminis- trators. (b) Compare teacher beliefs with expressed expectations of school board members. (c) Compare teacher beliefs with expressed expectations of parents. The following data are organized in such a way that comparisons Will be made for particular acts between (1) teacher beliefs and teacher definition of the expectations of others, (2) teacher definition of the expectations and the others' expressed expectations, and (3) teacher be- liefs and the expressed expectations of the others. For example, on the item "Use movies in teaching" there were n1'|-ne‘l.'.y--five teachers who believed they should use movies in teaching, and one teacher who believed she should not use movies. Also, ninety- fiVe teachers thought that the school administrators expected them to use movies, while one teacher did not think that the administrators would meet her to do so. These data were recorded in this manner and the Chi-Square statistic computed. 75 TABLE 56 ANALYSIS OF RESPONSES TO INDICATE DIFFERENCES BETWEEN TEACHER DEFINITION OF ADMNISTRATORS' EXPECTATION AND TEACHER BELIEF ON THE ITEM "USE MOVIES IN TEACHING" Rise movies in teaching" YES NO TOTALS Teacher definition of administrators! expectation 95 l 96 Teacher belief ‘ 95 1 96 Totals 190 2 192 x2 - 0* *A 1:2 value of 3.81. or larger indicates a difference at the .05 level of significance. Regarding the teachers' definition of administrators' expecta- tions as Opposed to the expressed expectations of administrators on the item, "Use movies in teaching", the data was set up in the same manner as above and X2 computed. Finally, the data involving teacher belief as Opposed to administrator expressed expectation on the same item was treated as above. Table 57 indicates the differences which were found for the eighteen items organized around the role,"Director of Learning... TABLE 57 DIFFERENCES BETWEEN TEACHER BELIEFS, TEACHER DEFINITION OF ADMINISTRATOR EXPECTATIONS AND ADMINISTRATOR EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO THE DIRECTOR OF LEARNING ROLE k M Teacher acts designed to reveal role expec- Chi Squarea tations with regard to Director b c d _ of Learning in Classroom T -TA TA-A Ni 1. Use movies in teaching. ‘ O .887 .837 2. Teach the three R's as a primary responsibility. . 223 .lvlté . 130 TABLE 57 - Continued Teaacztier acts designed to reveal role expec- tations with regard to Director Chi Squarea of Learning in Classroom T --TAc TAqA T—Ad 3 . Collect money from students for milk, sachool lunches, etc. 1;. IJecide who should be promoted. 5. Take entire class on field trips during school hours to visit industries, stores, nature study, etc. 6. Collect money from students for class plays, athletic events, etc. '7. Stay after school to help individual children. 8. Fbllow the course of study if the school has one. 9-» Keep the children quiet while in school, cepecially in halls and in the lunchroom. Take the entire class on a camping trip for the purpose of learning about natu- ral resources, conservation, etc. Punish in a moderate manner, perhaps by spanking, those who need it. See to it that children eat a balanced meal in the school lunchroom. 1L2. 343- Help plan and produce school activities such as plays and entertainments. Comply with requests from.parents to keep children from.being too active on the playground. 15. Give major emphasis to preparing children so that they can do successfully the work in the next grade. 16- 'Take children on extended educational ‘trips outside the community during the school year. 17. Pass on to the next grade those pupils who are working up to the extent of their ability, even though they have not achieved the norms for their grade. 3.597 1.395 .068 h.260# O O 0 .087 2.575 0 .h21 .139 .099 0 .030 2.968 .769 .048 2.070 .110 1.7lh 3.171 .0h9 .007 2.936 2.032 1.813 7.760# .419 2.012 2.070 1.198 2.310 h.160# .lhl 1.650 .053 b.026# 1.7lA 13“ 77 TABLE 57 - Continued Teacher acts designed to reveal role expec- _5 a tations with regard to Director b Chi qua” d of Learning in Classroom T ~TA° TA-A T-A 18- Maintain an orderly daily plan of class activities . .077 .005 .178 8‘A X2 value of 3.84 or larger indicates a difference at the .05 level of significance . b‘l‘ - Teacher beliefs. °TA - Teacher definition of administrator expectations. dA - Administrator expressed expectations. # Significant difference. It will be noted in Table 57, item four, "Decide who should be Promoted", that between the teachers' belief and their definition of the expectations of administrators there is not a significant difference. That is, the beliefs of teachers and the expectations which they define for administrators are similar. Also, between the teachers' definition of expectations of administrators, and the expressed expectations of administrators, there is no significant difference. However, there is 8. Significant difference between the beliefs of the teachers and the expressed expectations of the administrators. 0n item number six, there is a significant difference between the beliefs of the teachers and their definition of the adenistrators' exPectations. That is, the teachers believe that they should not have to collect money from children for class plays, athletic events, etc., but they define the expectations of the administrators as approving this item. However, when teacher beliefs and expressed expectations of 1x 78 administrators are compared, both agree that the teacher should not be required to collect money for such purposes. Table 58 lists the differences found when comparing teacher be- liefs with teacher definition of school board members' expectations, teacher definition of school board members' expectations and school board expressed expectations, and teacher beliefs with school board ex- pressed expectations. Table 59 indicates the same data as gained from an examination of teacher beliefs, teacher definition of parents' expectations, and parent expressed expectations, all related to teacher acts designed to reveal role expectations with regard to "Director of Learning." For the beliefs of teachers and their definition of expectations 0f administrators, school bo-zrd members, and parents, and the expressed eJcpectations of these others as related to the role of "Guidance and Counselor", see Tables 60, 61, and 62. The data for the remaining roles, "Mediator Of the Culture," "Liason between School and Community, " "Member of School Staff," and "Member of the Profession, " is displayed in Tables 63-74. 1..“ 79 TABLE 58 DIWCES BETWEDI TEACHER BELIEFS, TEACHER DEFINITION OF SCHOOL BOARD MEMBERS' EXPECTATIONS AND SCHOOL BOARD WERE” EXPRESSED EXPECTATIONS 0N TEACHER ACTS RELATED TO DIRECTOR OF LEARNING ROLE Teacher acts designed to reveal role Chi ngeiea expectations with regard to Director b c d of Learning in Classroom T "TSB TSB'SB\133\ 1. Use movies in teaching. 0 .229 .229 2. Teach the three We as a primary re aponaibility e o 223 1 e 3 51} e 8140 3. Collect money from students for milk, school lunches, etc. 1.7“ .393 .017 4. Decide who should be promoted. 11.855! 3.902 .259 5. Take entire class on field trips during school hours to visit industries, stores, nature study, etc. .068 .020 .202 6. Collect money from students for class plays, athletic events, etc. b.3061“ .017 .AlB 7. Stay after school to help individual children. 0 1.211. .255 80 Follow the course of study if the School has one. 0 .259 .259 9. Keep the children quiet while in school, expecially in halls and in lunchroom. 0 .109 .107 10. Take the entire class on a camping trip for the purpose of learning about natural resources, conservation, etc. .201. 14.171! 7.891.} 11- Punish in a moderate manner, perhaps by Spanking, those who need it. 6.786%I .802 o 12. See to it that children eat a balanced meal in the school lunchroom. 0 .030 .273 13. Help plan and produce school activities such as plays and entertainments. .457 3.659 2.7156 TABLE 58 - Contmg Teacher acts designed to reveal role Chi Square“ expectations with regard to Director @458" of Learning in Classroom 'rss-ss T-SB‘I 15. 16. 17. 18. Comly with requests from parents to keep children from being too active on play- ground. .h05 Give major aphasia to preparing children so that they can do successfully the work in the next grade. 0 Take children on extended educational trips outside the- community during the school year. 0 Pass on to the next grade those pupils who are working up to the extent of their ability even though they have not achieved the norms for their grade. . .790 Maintain an orderly daily plan of class activities. 1.21.6 _‘r .h18 3.566 1.388 .683 38.975? 36.790# .6h6 .011 2.037 .251; “A 12 value of 3.81. or larger indicates a difference at the ~05 level of significance. t’1' - Teacher beliefs. cT513 - Teacher definition of school board expectations. €133 - School board expressed expectations. 1* Significant difference. TABLE 59 DIFFERDICES 13m TEACHER BELIEFS, TEACHER DEFINITION OF PARENT EXPECTATIONS AND PARENT EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO DmCl‘OR 0F EARNING ROLE A Teacher acts designed to reveal role Chi 9“!“3'1'9a expectations with regard to Director 'b r of learning in Classroom T ‘Tpc TP'Pd 1"? 1. Use movies in teaching. 2.372 .466 .221. 2. Teach the three R's as a primary responsibility. .058 O .233 3. Collect money from students for milk, school lunches, etc. 1.459} .333 1.71.8 1.. Decide who should be promoted. 22.217} 22.217! 0 5. Take entire class on field trips during school hours to visit industries, stores, mtm “W, “C. 6.206} 2.1099 0551 6. Collect money from students for class ' plays, athletic events, etc. £390? .366 2.316 7. Stay after school to help individual children. 2.1.02 9.979! 2.122 8. Follow the course of study if the school has 011.. 09169 06066 O 9. Keep the children quiet while in school, especially in halls and in lunchroom. .162 .039 0 10. Take the entire class on a camping trip for the purpose of learning about natural resources, conservation, etc. .577 23.977? 16.37%l 11. Punish in a moderate manner, perhaps by spanking, those who need it. 1.781 .023 3.003 12. See to it that children eat a balanced meal in the school 1mm- 0 3.026 6.191 13. Help plan and produce school activities such as plays and entertainments. 1.230 1.53” 10.009} 82 mun-ms a Teacher acts designed to reveal role Chi 3‘1“" expectations with regard to Director Tb-TPc TP-Pd of Learning in Classroom '1"? 15. 16. 17. 18. ‘— Oomply with requests from parents to keep children from being too active on the playground. .376 7.20” 3.567 Give major emphasis to preparing children so that they can do successfully the work in the next grade. 1.857 3.603 11.320)? Take children on extended educational trips outside the commity during the school year. .213 64.1.1.” 58.88% Pass on to the next grade those pupils who are working up to the extent of their ability even though they have not achieved the norms for their grade. 8.0hli‘ 40.37” 7h.762§ Phintain an orderly daily plan of class activities. 3.321 0 3.1.21 lla X2 value of 3.81. or larger indicates a difference at the .05 level or significance. h'1‘ - Teacher belief. c'l‘P - Teacher definition of parent expectations. dP - Parent expressed expectations. {Significant difference. 83 TABLE60 DIFFERENCES BETWEEN TEACHER mp3, TEACHER DEFINITION OF ADMINISTRATOR EXPECTATIONS AND ADMINISTRATOR EXPRESSD EXPECTATIONS ON TEACHER ACTS RELATED TO THE WIDANCE AND COUNSELOR ROLE TEE— _l-l._. 1" Teacher acts designed to reveal role Chi Square‘ expectations with regard to Guidance “Tb-Tl“ 114d T _A ' and Counselor role 19. 23. 2h. Know the symptoms of poor lent-.1 adjust- ment and refer parents of children in need of help to appropriate agencies. 2.55 Visit children's homes to get acquainted with parents. 0 Help children solve personal problems. .855 Keep a folder of information on each child. 0 Provide information about occupations. .101 Give more time during the school day to students in need of help and less time to those who can work independently. .022 .06A 0 6.7M 3.1.77 .009 1.811 .588 0 3.71.5 l..579 O .023 w ‘a 12 value of 3.8!. or larger indicates a difference at the .05 level of significance. b'1‘ - Teacher beliefs. °TA - Teacher definition of administrator expectations. dA - Administrator expressed expectations. I Significant difference. TABLE 61 DIFFERENCES BETWEEN TEACHER BELIEFS, TEACHER DEFINITION OF SCHOOL BOARD MEMBERS' EXPECTATIONS AND SCHOOL BOARD MEMBERS' EXPRESSED EXPECTATIONS 0N TEACHER ACTS RELATED TO THE GUIDANCE AND COUNSELOR ROLE Teacher acts designed to reveal role Chi Squma expectations with regard to Guidance b c 19. Know the symptoms of poor mental adjust- ment and refer parents of children in need of help to appropriate agencies. 1.548 .068 0 20. Visit children's homes to get acquainted with parents. .l.67 .020 .061. 21. Help children solve personal problems. 5.0295 6.1021} 2.077 22. Keep a folder of information on each child . 2 . 528 .01.5 .310 23. Provide information about occupations. 0 3.9021? 3.659 21.. Give more time during the school day to students in need of help and less time to those who can work independently. .021 1.551 1.211. “A X2 value of 3.81. or larger indicates a difference at the .05 level of significance. bT - Teacher beliefs. c'I'SB - Teacher definition of school board expectations. dSB - School board expressed expectations. # Significant difference. 85 TABLE 62 DIFFERENCES BETWEEN TEACHER BELIEFS , TEACI‘IER DEFINITION OF PARENT EXPECTATIONS AND PARENT EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO THE GIIDANCE AND C(NNSFLOR ROLE Teacher acts designed to reveal role Chi Squarea’ expectations with regard to Guidance b c and Counselor role. T "T? prpd T'P 19. Know the symptoms of poor'mmntal adjust- ment and refer parents of children in need of help to appropriate agencies. l2.65# 5.3h6# 1.548 20. Visit children's home to get acquainted 21. Help children solve personal problems. 10.038# 5.108# 29.hh9# 22. Keep a folder of information on each child. 28.31% 2.1.32 6.21.01? 23. Provide information about occupations. .231 5.062# 2.558 2A. Give more time during the school day to students in need of help and less time to those who can work independently. .l9h A.h93# 2.362 3A,]? value of 3.8a or larger indicates a difference at the .05 level of significance. b'r - Teacher beliefs. cTP - Teacher definition of parent expectations. ‘1? - Parent expressed expectations. 1“ Significant difference. .‘ "x TABLE 63 DIFFERENCES BETWEN TEACHER BELIEFS, TEACHER DEFINITION OF ADMINISTRATOR EXPECTATIONS AND ADMINISTRATOR EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO THE MEDIATOR OF THE CULTURE ROLE 86 Teacher acts designed to reveal role expectations with regard to Mediator """"'" Chi Squaref of the Culture role Tb-TAc Tin-Ad T-A 25. 28. 29. 30. 31. 32. 33. Permit groups of children to plan with the teacher on what to study. 1.655 Teach the meaning of democracy largely by living with children in school in a demo- cratic manner. . .255 Explain about commism. 1.615 Allow children to have a part in choosing activities to be carried on during school “Ye e385 Allow individual children and groups of children to be engaged in different acti- vities in the schoolroom at the same time. .h66 Encourage children to organise a student council, make rules for their own class- room behavior. 1.01.5 Require the singing of patriotic songs as daily exercise as a mjor method of teaching the meaning of desecracy. .001. Take class on visits to the various churches in the community so as to deve- lop an appreciation of the contributions which religion has made to our society. .199 Encourage children to do things differ- ently than their parents did. 0 .062 .001 10.65% ole-19 .178 .893 1.201 .130 .03l. .058 .887 7.117# .033 .Oln8 .109 1.068 .031. an 12 value of 3.81. or larger indicates a difference at the .05 level of significance. bT - Teacher beliefs. °TA - Teacher definition of administrator beliefs. dA - Administrator expressed expectation. 5‘ Significant difference. a ' ‘0 87 TABLE 61. DIFFWCES BETWEEN TEACHER BELIEFS, TEACHER DEFINITICN OF SCHOOL BOARD EXPECTATIONS AND SCHOOL BOARD MEMBERS' EXPRESSED EXPECTATIONS ON TEACW ACTS RELATED TO TIE MEDIATOR OF THE CULTURE ROLE Teacher acts designed to reveal role Chi Squarea expectations with regard to Mediator of the Culture role Tb-TSB" TSB-SBd r-ss 25. 26 a 29. 31. 32. 33. Permit groups of children to plan with the teacher on what to study. 0 .377 .377 Teach the meaning of democracy largely by living with children in school in a democratic manner. 2.372 .lh5 1.1.77 Explain about commim. Ite7e9i 8.60M Bell-7“n Allow children to have a part in choosing activities to be carried on during the BChOOl We 5 .310-1’ 1 e 537 .0150 Allow individual children and groups of children to be engaged in different acti- vities in the schoolroom at same time. 5.6559 .107 .002 Encourage children to organize a student council, make rules for their own class- room behavior. 3.659 .253 .049 Require the singing of patriotic songs as daily exercise as a mJor method of teaching the meaning of dwcracy. .281. 4.62.1 6.829 Take class on visits to the various churches in the continuity so as to deve- lop an appreciation of the contributions Which religion has mde to our society. 1.395 10.1.1.5? M672! Encourage children to do things differ- ently than their parents did. .096 23.573! 20.965! 1" ‘A 12 value of 3.81. or larger indicates a difference at the .05 level of significance. 1’1' - Teacher beliefs. °TSB - Teacher definition of school board expectations. dss - School board expressed expectations. 9 Significant difference. 3" in 88 TABLE 65 DIWCES BETWEEN TEACHER BELIEFS, TEACHER DEFINITION OF PARENT EXPECTATIONS AND PARWT EXPRESSED EXPECTATIONS ON TEACHEi ACTS RELATED TO THE HEDIATOR OF THE CUL'NRE m Teacher acts designed to reveal role Chi Square‘ upsctat‘ign:h:ité:1$§:m to ‘Hediator Tb-TPc TP-Pd 1.? 25. 31. 32. 33. Permit groups of children to plan with the teacher on what to study. l..909# .099 2.115? Teach the meaning of democracy largely by living with children in school in . democratic mnner. 9.32215" 2.102 3.010 Explain about commism. 15.19” 36.W 7.0103 Allow children to have a part in choosing activities to be carried on during the school day. 7.97% 3.819 I..965# Allow individual children and groups of children to be engaged in different acti- vities in the schoolroom at same time. 19.71.93 .617 28.199} hcourage children to organise a student council, make rules for their own class- room behavior. 6.5618“ 10.3” .233 Require the singing of patriotic songs as a daily exercise as a mJor method of teaching the meaning of democracy. 0 37.9398‘ 37.9391? Take the class on visits to the various churches in the con-unity so as to deve- lop an appreciation of the contributions which religion has made to our society. 1.395 AO.769# 27.775} Encourage children to do things differ- ently than their parents did. 6.25“ 105.755? 67.191! “A x2 value of 3.81. or larger indicates a difference at the .05 level of significance. 91' - Teacher beliefs. 91'? - Teacher definition of parent expectations. dP - Parent expressed expectations. 1' Significant difference. uh: 89 TABLE 66 DIFFERENCES BETWEEN TEACHER BELIEFS, TEACHER DEFINITION OF ADMINISTRATORS' EXPECTATIONS AND EXPRESSE) EXPECTATIONS OF ADMINISTRATORS ON TEACHE ACTS RELATED TO THE LIAISON BETHEB' SCHOOL AND COWNITY ROIE Teacher acts designed to reveal role Chi 39W“ expectations with regard to Liaison _ TA° TA Ad A between School and Comnnity role 7 " " 1'- 3h. 35. 36. 37. 38‘. 39. Give talks to commity groups explaining the methods used in teaching. .1121 3.09 3.27 Give talks to comnity groups explaining the strengths, needs and problems of the local school system. .ln77 7.6”‘ 39.0)? 30 an active member of civic groups such as service clubs, extension clubs, etc. 1.06 .236 1.15 Be able to explain the work of other teachers in the school system. .106 3.63 2.80 Ask parents to help teach children special Skills which they nay have. 1.08 5.873 2.59 Know about school problems outside the field of one's subject-utter or grade, such as school finance. 1.11 .729 .0h2 Teach according to a curriculum which is developed cooperatively by parents, teachers, administrators, lay citizens “d ”mmae 1e“ 1e31- 1.07 “A 12 value of 3.81. or larger indicates a difference at the .05 level of significance. l"r - Teacher beliefs. °TA - Teacher definition of administrator expectations. dA - Administrator expressed expectations. I Significant difference. TABLE 67 DIFFERENCES BETWEEN TEACHER BELIEFS, TEACHER DEFINITION OF SCHOOL BOARD EXPECTATIONS AND EXPRESSED EXPECTATIONS OF SCHOOL BOARD MEMBERS ON TEACHER ACTS RELATED TO TIE LIAISON BM SCHOOL AND COMMUNITY ROLE Teacher acts designed to reveal role Chi Squarea expectations with regard to Liaison Tb-TSBC between School and Community role TSB-SBd T—SB 3h. 35. 36. 37. 38. 39. Give talks to commnnity groups explaining the methods used in teaching. .749 Give talks to cominity groups explaining the strengths, needs and problems of the local school system. .121. Be an active masher of civic groups such as service clubs, extension clubs, etc. 1.1.9 Be able to explain the work of other teachers in the school system. .106 Ask parents to help teach children special Skills which they may have. 3.6l+ Know about school problems outside the field of one's subject-matter or grade, such as school finance. 3.81“? Teaching according to a curriculum which is developed cooperatively by parents, teachers, administrators, lay citizens and students. 1.1.1. 2 2.13 8.80! .299 2.“. 5.1.01? 30.15} .002 1.55 b.06# 1.32! .857 8'A I value of 3.81. or larger indicates a difference at the '05 level of significance. b‘I‘ - Teacher beliefs. °TSB - Teacher definition of school board expectations. dSB - School board expressed expectations. .9 Significant difference. 90 91 TABLE 68 DIFF'EREVCES emu MCI-{ER BELIEFS, TEACHER DEINITION OF PARENT EXPECTATIONS AND EXPRESSED EXPECTATIONS OF PARENTS ON TEACHER ACTS RELATED TO LIAISON BETWEEN SCHOOL AND COMMUNITY WISE Teacher acts designed to reveal role Chi SWN‘ - expectations with regard to Liaison " c between School and Community role T “T? TP'Pd 1"? 31.. Give talks to commity groups explaining the methods used in teaching. .h21 20.” 27 .3# 350 Give talks to consunity groups explaining the strengths, needs and problems of the local school system. 1.01. 1.4.1} 58.62} 360 Be an active member of civic groups such as service clubs, extension clubs, etc. 0 3.72 3.72 37. Be able to explain the work of other teachers in the school system. .6“. 1.29 .022 38. Ask parents to help teach children special sldlls which they may have. M16} 28.280 10.61.15 39 . Know about school problems outside the field of one' s subject—utter or grade, such as school finance. 9.ln8# 1.36 3.20 #0. Teach according to . curriculum which is developed cooperatively by parents, teachers, administrators, lay citizens and students. 1.85 1.01 .032 ‘"A I2 value of 3.81. or larger indicates a difference at the .05 level of significance. b'l' - Teacher beliefs. °TP - Teacher definition of parent expectations. SP - Parent expressed expectations. I Significant difference. 92 TABLE 69 DIFFERENCES BETWEEN TEACHER BELIEFS, TEACHER DEFINITION OF ADMINISTRATOR EXPECTATIONS AND ADMINISTRATOR WE EXPECTATIONS ON TEACHER ACTS RELATED TO THE ROLE MEMBER OF SCHOOL STATT— a Teacher acts desigled to reveal role Chi Square expectations with regard to Member j; c T of School Staff role T 'T‘ “'A T". M. 1.5. Have a part in establishing a salary Schedule. 5.77?! M579! 1.157 Change the program of studies so as to meet the needs, interests and abilities of the pupils. 2.222 .7h9 .203 Help plan teachers' meeting for your school. 5.0311! 4.295%! 1.157 Decide on methods to use, such as the use of drill in the teaching of miti- Dilution “blflae e258 e109 9005 Select the instructional mterials to be used in a particular grade or subject. 1.276 2.091. .077 “A 12 value of 3.81. or larger indicates a difference at the .05 level of significance. hr - Teacher beliefs. c‘l'A - Teacher definition of administrator expectations. 24A - Adndnistrator expressed expectations. 5‘ Significant difference. 93 TABLE 70 DIFFERENCES BETHEEN TEACHER BELIEFS, EACHEB DEFINITIw OF SCHOOL BOARD WEBB EXPECTATIONS AND SCHOOL BOARD MEMBERS” EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO THE MEMBER OF THE SCHOOL STAFF ROLE Teacher acts designed to reveal role Chi Square“ expectations with regard to Member b_ c d — of School Staff role T T58 TSB'SB T'SB www— 51. Have a part in establishing a salary 3 (910611110 . 8 e 237’ e 9163 e059 102- Change the program of studies so as to meet the needs, interests and abilities of pupils. 8.1.08! .001 1.217 43. Help plan teachers' meetings for your 361100]. e 9 e126# 2e 5’09 1 e191 “$- Decide on methods to use, such as the use of drill in the teaching of multi- plication table’e 1e032 1.118 3e501 450 Select the instructional materials to be used in a particular grade or subject. 7.?“ 5.1.681? 2.71.6 ‘A 12 value of 3.81. or larger indicates a difference at the ~05 level of significance. b‘f - Teacher beliefs. 9m - Teacher definition of school board expectations. dss - School board expressed expectations. # Significant differences. 1... 91. TABLE71 DIFFERENCES BETWEEN TEACHER BELIEFS, TEACHER DEFINITION OF PARENT EXPECTATIONS AND PARENT EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO THE MEMBER OF THE SCHOOL STAFF ROLE Teacher acts designed to reveal role Chi 39W“ expectations with regard to Member 13 c of School Staff role T Jr? TIL; 1"? 1+2. #3. Ma». 195. .05 Have a part in establishing a salary sendflOe ”0262’ 31.03” e05l Change the program of studies so as to meet the needs, interests and abilities of the pupils. 184.391! .112 11.59001? Help plan teachers' meetings for your school. 15.123’ 28.999} 2.603 Decide on methods to use, such as the use of drill in the teaching of multi- pliC‘tvion “bloae 6.Z)8# 1e837 .9315. Select the instructional materials to be used in a particular grade or subject. 11.3181? 13.0% .051 ‘A 12 value of 3.81. or larger indicates a difference at the level of significance. ”1‘ — Teacher beliefs. °TP - Teacher definition of parent expectations. dP - Parent expressed expectations. :9 Significant difference. w‘ k 95 TABLE 72 DIFFERENCES BETWEEN TEACHER BRIEFS, TEACHER DEFINITION OF ADMINISTRATOR EXPECTATIONS AND ADMINISTRATOR EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO WEB OF PROFESSION ROLE ~ a Teacher acts designed to reveal role Chi 30111813 expectations with regard to Member b. c ff of Profession role T TA TA-A TEA 56- hleourage young people to enter the teaching profession. ‘ o .769 .959 1‘7 0 Attend meetings and workshops dealing With education, some of which miglt meet on week-ends. 0 .729 .150 113- Be an active member of professional teachers' associations. 0 0 0 M 1:2 value of 3,81. or larger indicates a difference at the ~05 161's]. of significance. ' h'r - Teacher beliefs. 0m - Teacher definition of administrator expectations. dA - Administrator expressed expectations. if Significant difference. 96 TABLE 73 DIFFERENCES BM TEACHER BELIEFS, TEACHER DEFINITION OF SCHOCE BOARD WERS' EXPECTATIONS AND SCHOOL BOARD MEMBERS' EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO THE MEMBER OF THE PROFESSION ROLE ”E I. Eat Teacher acts designed to reveal role Chi Sq expectations with regard to Member b_ c 38 SBd of the Profession role T TSB T Law 1&6. Encourage young people to enter the teaching profession. 1.21 .859 1.808 A7. Attend meetings and workshops dealing with education, some of which might meet on week-ends. .150 .751. 1.760 1+3. Be an active member of professional teachers' associations. .593 2.32 5.9“ 3A 12 value of 3.81. or larger indicates a difference at the .05 level of significance. b'1‘ - Teacher beliefs. Ores - Teacher definition of school board expectations. dSB - School board expressed expectations. # Siglificant difference. 97 TABLE 7!. [)1me BMN TEACHER BELIEFS, TEACHER DEFINITION OF PARENT EXPECTATIONS AND PARENT EXPRESSED EXPECTATIONS ON TEACHER ACTS RELATED TO THE MEMBER OF PROFESSION EDI-E a Teacher acts designed to reveal role Chi 3‘1“" expectations with regard to Member b_ c _ of the Profession role T TP TP Pd T4) 1&6. Elcourage young people to enter the teaching profession. 15.01»? .210 11.1n0i5I A7. Attend meetings and workshops dealing with education, some of which might ‘ meet on “Bk-Omae 1e535 he13# 250% A8. Be an active member of professional teachers' associations. 1.1.33»?I .307 5.87# ‘A 12 value of 3.81. or larger indicates a difference at the .05 level of significance, 1:"1' - Teacher beliefs. 91‘? - Teacher definition of parent expectations. d? — Parent expressed expectations. I! Siglificant difference. 98 In summarizing the findings of the preceding treatment of the differences between teacher beliefs and teacher definition of others' expectations, teachers' definitions of the expectations of the others and the expressed expectations of the others and between teacher be- liefs and expressed expectations of others, all based on the forty-eight selected items as associated with teacher roles, Table 75 brings to— gether the numbers and percentages of items on which significant differences appeared . TABLE 75 NUMBERS AND PERCENTACES OF ITEMS ON WHICH SIGNIFICANT DIFFERENCES APPEARED 0014mm 1 2 3 1+ 5 6 7 8 9 301.0 T-TA TA—A T-A T-TSB TSB-SB T-SB T-TP TP—P T—P 1. Director of Learning. 1 0 3 3 3 2 5 7 6 2. Guidance- Counselor. 0 1 1 1 2 0 l. l. 2 3. Hediator of . Culture. 0 l 1 3 lo 3 7 5 6 h. Liaison School and Commmity. 0 2 1 l 3 h 2 3 3 5. Member of Profession. 0 0 0 0 0 1 2 1 3 6. Member School Staff. 2 2 O 1+ I 0 5 3 1 . Totals 3 6 ._ 6 12 13 10 25 23 21 Percentage of items showing significant differences. 6.25 12.5 12.5 25 27 20.8 52 103 M. T - Teacher belief. SB - School board expectations. P - Parent expectations. TA - Teacher definition of administrators' expectations. TSB - Teacher definition of school boards' expectations. TP - Teacher definition of parents' expectations. 99 Column one of Table 75 indicates that there were only three items or 6.25 percent of the total number of forty-eight items on which there were significant differences between the beliefs held by the 7 teachers and their definition of expectations held by administratorS. The teachers were quite clearly oriented toward the appropriate profes- sional behaviors as they understood the administrators' expectations. This is to say, from the viewpoint of the teachers, there was general agreement between their own beliefs and the expectations which they attributed to the administrators. In column two where the teachers' definition of administrator expectations are compared with the expressed expectations of the admini- strators, it appears that the teachers were in error in their definition of some of these expectations, the actual expectations of the adminis- trators as compared with the teachers' definition of these expectancies differed on six items. When the beliefs of the teachers are compared with the expressed expectations of the administrators, the number of items on which they differed is again six. These data suggest that teachers have reasonably accurate images of the expectations of the administrators, and they are quite highly oriented to these expectations. Turning now to colunm four, which compares teacher beliefs with teachers' definition of the expectations of school board members, there were twelve items which were significantly different. The teachers have defined what they believe their professional behaviors should be, but they have also indicated that they do not think that schoofbbhfd members expect them to behave in the ways they believe theyghould on El- these tirelve types of action. xv 1. all. I!“ ‘ll 100 Column five compares the definition which the teachers have of school board members' expectations with the expectations expressed by that group. The finding here is that there were significant differences between the teachers' definition of the expectations of the school board members and the expressed expectations of school board members on twelve items, or 21. percent of the items. As the beliefs of the teachers are compared with the expressed expectations of the school board members, it is noted that there were significant differences on ten items. When the beliefs of the teachers and the definitions which they have for parents' expectations are compared, it is apparent that the teachers hold many beliefs about their acts which they do not think parents share. Significant differences were noted on twenty-five or 52 percent of the items. The expectations which the teachers think parents hold for them compared with parents' expressed expectations were significantly dif- ferent on twenty-three items, (column 8). This would indicate that the expectations which teachers think parents have were inaccurate on nearly one-half of the items. Finally, column nine reveals that the teachers and parents dif- fered on twenty-one of the items when teachers' beliefs were compared with parents' expressed expectations. Percentagewise, teachers and parents held significantly different expectations on 1.1. percent of the items. Figure l on page 102 enumerates the percentages of items on which there were 2.9. significant differences. This figure attempts to visualize the images which the teachers held of the administrators' , 101 school board members', and parents' expectations. Reading horizontally, the values for T-TA, T-TSB, and T-TP, range from 93.75 Percent to 1+8 percent. This suggests that from the point of view of the teachers there is close agreement between their beliefs and the expectations which they think administrators have of them, but less agreement with school board expectations. Teachers' beliefs agree with their defini- tion of parents' expectations on only 1.8 percent of the items. The second row of Figure l is labelled, TA-A, TSB-SB, and TP—P, and refers to the teachers' definition of others' expectations compared with the expectations which the others express. The range of agreement among these is from 87.5 percent to 52 percent of the forty-eight items Where _n_o significant differences were indicated. This suggests that the teachers' image of others' expectations varies considerably from the others' expressed expectations. The variance increases as the teacher views in order, school administrators, school board members, and Parents. Referring again to Figure l, the rows labelled T-A, T-SB, and T-P refer to teacher beliefs compared with the expectations of the others. Here again the same pattern of a fading image remains. Teacher beliefs are more like administrator expectations than they are like either the school board or parent expectations. Pig. l.-Percentages of the 1.8 selected items on which there were 99. significant differences. T - Teacher belief. TA - Teacher expect. Admin. A - Administrator belief. TSB - Teacher expect. sch. bd. SB - School board belief. TP - Teacher expect. Parent P - Parent belief. 102 103 What is suggested by these findings is that teachers probably tend to interact mbstly with school administrators and, to a limited degree, with board members and parents. Such interaction between teachers and administrators may be considered a logical outgrowth of an administrative structure which emphasizes a managerial concept of school administration. The evidence seems clear that teachers do not attribute to board members and parents many of the expectations which they themselves hold. This could be a matter of the teachers failing to accept the idea of wdde participation on the part of school board members, parents, and citizens, and even students, in educational planning as it pertains to the cooperative school program development. They may view their pro- fessional roles as being rigidly defined by the others and not subject to change. A further possibility which may account for lack of convergence between the teachers' beliefs and the expressed expectations of the others may be based on the assumption that the teachers in the sample lack concern or orientation to these others. Analysis of Data in Terms of Variations in Types of Role Expectations In an examination of those items which indicate significant differences between the beliefs of teachers, the expectations they de- fined for administrators, school board members, and parents, and the expressed expectations of these others, four general types of role exe pectations emerge. A type I role expectation indicates a convergent role expecta- tion with divergent error in definition, type II, divergent role ‘\ 104 expectation with convergent error in definition, type III, convergent role definition with convergent error in definition, and type IV, diver- gent ro1e expectation with divergent, but accurate, definition. The first three types involve error in the teachers' definition of the expectations of the others, while in the fourth type the teacher has an accurate definition of the others' expectations, but does not internalize it in her belief. An analysis of these four types follow. ‘\ 105 Fig. 2.-—-Parsdign showing Type I role expectation W W Teacher definition of others' Emectations of others. expectations. . (significantly different) (not significantly different) In the Type I role expectation these characteristics are present: The beliefs of the teachers end the expectations which they think others have of them are significantly different. The beliefs of the teachers and the expectations of the others are 9.9!: significantly different. in sample of this type which my be cited concerns the item, ”Collect money from students for class plays, athletic events, etc.”. On this item the teachers believed that they should not collect money for such a purpose.‘ However, they thought that parents expected them to do so. The parents 9;; pat expect the teacher to collect money for these Purposes, the beliefs of teachers and parents' expectations were not sig- nificantly different. 106 Fig. 3.--Psrsdign showing Type II role expectation Teacher belief Teacher belief Teacher definition of others' Expectations of others. expectations. (not significantly different) (significantly different) In the Type II role expectation the beliefs held by teachers and the imge they had of the expectations held by others are not simi- ficently different, but there is a significant difference between the belief of the teacher and the expressed expectation of the other. As an example of this type we illustrate with this item, "Take the entire class on a camping trip for the purpose of learning about natural. resources, conservation, etc.". In this study the teachers did not believe that this activity was an appropriate one. They did not think that parents would expect them to take students school camping. The parents did sweet this, however. 107 Fig. l..-Paredign showing Type III role annotation: Teacher belief Teacher definition Teacher belief Teacher definition of Expectations of others. Expectations of others' expectations. others. (not .13. 41:.) (.13. an.) (not :13. dif.) Type III role expectation involves a situation where there is no significant difference between teachers' beliefs and teachers' definition of others' expectations. There is, however, a sipificant difference be- tween the teechers' definition of the expectations of others and the ex- pressed expectetions of others, while there is no significant difference between the belief of teachers and expectation of the others. that is happening is that the teachers' definition of the others' expectations vary more from others' actual expectations than the particu- lar situation warrants. While the teacher and the other are essentially egreed on the proper behavior in the situation, she fails to recognise that she has either (1) stronger support or (2) stronger opposition to her belief. On the item, "Stay after school to help individual children", the teacher does not believe that she should stay after school, but she thinks that parents would want her to stay after school. It turns out that parents do not expect her to stay after school. In fact, the parents object to the idea more than the teacher does. She has stronger WPPOrt on this its: than she realizes. 108 Fig. 5,-a-Paradign showing Type IV role expectation Teacher definition Teacher belief of others' expectations Teacher belief Teacher definition of Others' expectations. Others'expecta- others' ectations. tions. (81‘. dif. (not 818a dif.) ('18e £111.) In the Type IV role expectation there is a significant difference between the belief held by the teacher and both the expectation held by others and her definition of others' expectations. There is not a sign- fioant difference, however, between the teacher's definition of the others' expectation and the other's actual expectations. The teacher has succeeded in estimting the expectation held by the other accurately, but she does not share this expectation for herself. For example, on the item "Allow individual children and groups 0! children to be engaged in different activities in the schoolron at the sane tine", the teacher believes that this is an appropriate way in which to organize her teaching situation. She does not think that others would approve of this method of teaching to the same degree that she does. She is correct in her definition. Others do not believe in this method to the same extent that she does. The teacher here recog- nizes a situation where there may be a conflict in role expectation. 4 109 The variations in role expectations by types are listed in Table 76, page 112 Types of teacher behavior followed by either I or III are those on which teacher beliefs and the expectations of others are similar, al- though teachers think differences exist. Teacher acts identified by II are those on which there are sig- nificant differences in the beliefs held by teachers and the expectations of others, but the teachers ggflggt think they differ. Teacher acts identified by IV are those on which there are sig- nificant differences in the beliefs held by teachers and the expressed expectations of others. The teacher correctly identifies these dif- fering expectations. Table 76 also identifies the various types of expectations as they are related to the six aspects of the teachers' professional roles, In the area identified as the "Director of Learning," there are three acts on which teachers and administrators have Type II expectations and one item represents a Type I expectation. Item four, "Decide pro- motion," is Type II. What is indicated here is that teachers believe they should decide on whom to promote and they think that the adminis- trators agree with them. The administrators, however, do not expect the teachers to decide on promotion alone. Perhaps they believe promo- tion should be a Joint decision involving both teaChers and administra- tors. Item six, "Collect money for tickets, etc." represents a Type I expectation. On this item.the teachers were Opposed to the task, but they think it is expected by the administrators. The administrators, like the teachers, were opposed. I a! «loll-Ill) ii..." 5 . , } 110 Item twenty, "Visit homes, etc." is an expectation which is Type III. Teachers thought that the administrators expected them to visit homes while they themselves did not believe they should. The ad- ministrators had the same belief as the teachers. There was divergence between teacher belief and her definition of the expectancy, but con- vergence between the teacher belief and administrator expectation. For item twenty-three, "Provide information about occupations," there was convergence between teacher belief and teacher definition of the expectations of administrators. There was divergence between teachers' belief and expressed expectations of the administrators. Any of the four types of role expectancies represent possible conflict situations. That is, if the expectancies which the teachers think others hold are in error, when compared with the actual expec- tancies held, the teacher faces a situation in which possible conflict reposes. Likewise, if the beliefs of the teacher are significantly different from the others' expectations, a conflict situation may exist. One facet of this conflict situation may result in the teacher feeling restrained in behaving the way she believes she should, the other in conflicts resulting from carrying out beliefs which are not in harmony with the expectations of others. For the variations in expectancies of all types as related to the forty-eight items between teachers, administrators, school board members, and parents, there were eleven, or 23 percent, of the items on which teachers and administrators differed, twenty-two, or 1.6 percent, of the items on which teachers and school board members differed, and t'hj'l‘ty-nine, or 80 percent, of the items on which teachers and parents differed. Ad..— ‘3. 111 It would appear from the data that the teachers in the sample were oriented in their professional behaviors primarily toward the school administrators, to a lesser degree toward school board members, and to a. limited degree toward parents. The lack of correlation between teacher beliefs and school board and parent expectations may result from inadequate connnunication, inaccurate information or inability of teachers in taking the role of these groups, as well as lack of concern or orientation to these groups. l...‘ TABLE 76 TYPES OF ROLE EXPECTATIONS 0N L8 SEIECTI'D ITDIS 0F BMVIOR ASSOCIATED WITH TEACHER ROLE 7“" Role - Director of Learning T-A T-SB T-P 1. Use movies in teaching. 2. Teach the three R's. 3. Collect money, milk. h. Decide promotion. II 5. Field trips . 6. Collect money, tickets. I HHHH 7. Stay after school. III 8. Follow course of study. 9. 10. 11. 12. Keep children quiet. School camping. II Punish. Balanced meals. H 13. Help with school plays. II 11+. 15. Playground. Prepare for next grade. II II 3g. 17. Trips outside commity. Promote to next grade. 18. Orderly daily plan. Role - Guidance and Counselor Mental health. 23. Visit homes. III Personal problems . Keep folder information. Occupational information. II uQHHH III I 21.. More tine to needy. III 112 TABLE 76 - scammed Role - Mediator of Culture T-A T—SB T—P 25. Plan with teacher. I 26. Teach democracy. I 27. Explain communism. II I 28. Allow different activities. IV 29. Children choose activities. I 30 . Student council . 31. Patriotic songs. II II 32. Visit churches. II II 33. Encourage child be different. II II Bole - Liaison School and Commity 31.. Give talks on methods. II II 35. Give talks on school problaas. II II II 36. Be member civic groups. 37. Explain work of teachers. 38. Ask parents help teach. III II II 39. Know school problems. I I 1.0. Curriculum, co-op. development. Role - Member School Staff Ll. Help develop salary schedule. I I I 1.2. (Range program of studies. I IV 1.3. Help plan teacher meetings. I 1.1.. Decide methods. 1.5. Select instructional materials. I Role - Member of Profession #6. Encourage students enter profession. A 7A1 IV L7. Attend meetings and workshops. II B. Belong preteens-E]: “teachers' assoc. II IV r - Teachers, A - Administrators, ss - School board members, P - PMDe 113 who 114 ‘We turn now to a discussion of the various types of role expecta- tions and the particular acts with which they are associated so as to learn whether or not there are areas of teacher professional behaviors which can be described in terms of these types. In an analysis of the forty-eight selected items, there were eight items where‘gg significant differences were observed to exist be- tween teachers, administrators, school board members, and parents. These items, as noted in Table 77, might be described as being items which represent the aspects of teaching behavior which have been commonly accepted by the culture and which represent a core of values commonly held by those who view the educational process from.a traditional viewh point. That is, they would appear to be activities which are generally accepted as being appropriate by those who view the tasks of the school within a framework of the traditional, subject-matter,'well-ordered, closely structured type of program. It is suggested that the teachers have internalized this point of view, and see themselves as being in harmony with such an orientation. The fact that there were no significant differences between teachers and administrators on these items may not indicate that the ad- ministrators believe in such a traditional pattern of teaching. It may be hypothesized that the administrators do not object to this pattern because they recognize that following it is not likely to cause conflict between the school and its patrons. They might actually view these practices as being out of line with the more dynamic roles of the teacher, but would prefer not to publicly take issue with these views. It may be suggested that the administrators may be interested in keeping the public image of the school set in a positive frame or reference-~that is, they 115 do not believe in running counter to the traditional definition. Still another possibility Which may explain the lack of dif- ferences between teachers and administrators on these eight items rests on the administrators being unaware of what is occurring. The two items relating to the roles of the teacher in community relationships, (items 36 and 37) may likewise indicate that the teachers believe they will be inducing no conflict in so defining their behaviors. Traditionally, the view of the others toward teacher involvement in com- munity or civic affairs has always been that such behavior is desirable and appropriate. However, the Specific civic groups referred to in the instrument may have brought about a degree of approval which might not have been present had the list of groups been extended to include mem- bership in political or other dynamic and aggressive organizations. The item dealing with cooperative curriculum.development does not fit into the traditional framework as we have outlined it here. This item.may suggest that teachers have come to accept something of the community school concept with its emphasis upon involvement of citi— zens in school planning. Acceptance of the item.does not necessarily indicate that the practice is followed. TABLE 77 ROLE EXPECTATIONS WHICH INDICATED NO SIGNIFICANT DIFFERENCES BETWEEN TEACHERS, ADMINISTRATORS, SCHOOL BOARD MEMBERS, AND PARENTS 1. Use movies in teaching. 2. Teach the three R's as a primary responsibility. 8. Follow the course of study if the school has one. 9. Keep children quiet while in school, especially in the halls and in the lunchroom. 18. Follow an orderly daily plan of class activities. 36. Be an active member of civic groups as service clubs, extension clubs, etc. 116 TABLE 77 ~ ontinugg 37. Be able to explain the work of other teachers in the school system in an understanding way. #0. Teach according to a curriculum which is developed cOOperatively by parents, administrators, students, and lay citizens. Type I expectations which involve convergence in expectations, but divergent error in definition are noted between the teachers and the others on twenty items as listed in Table 81. On these items the teachers expected that the others would have expectations which were different from their own. The expressed expectations of the others were, however, essentially the same as those held by the teachers. Be- tween teachers and administrators there were three such items, between teachers and school board members, twelve items, and between teachers and parents, sixteen items. Inherent in this situation is the suggestion that if the teachers were to act in terms of the erroneous definitions, they would be basing their professional behaviors in these areas on expectancies which were not shared by the others. Between the teachers and administrators the items which repre- sented Type I expectations were, (3) "collect money for tickets for class plays, etc.," (kl) "have a part in establishing a salary sche- dule," and (#3) "help plan teachers' meetings." These items indicate the teachers assign to administrators' role definitions which place them in a position similar to clerical employees in the school system. The teachers thought that the admini- strators expected them to handle money for tickets as a part of their professional workh-the teachers did not believe that this was an ap- propriate task. Also, teachers thought that the administrators did 117 not think they should have a part in the development of a salary sche- dule, or be involved in planning teachers' meetings. These items imply that the teachers thought the administrators defined these areas of professional behaviors within a very narrow framework. Convergence on the items indicates that the reverse is true, the administrators held the same beliefs as those held by the teachers. As teachers viewed the school board members, the types of items which were convergent suggested that the teachers were apprehensive about assuming larger professional roles. They thought that the school board members would want them to do the clerical tasks. Any doubts which the teachers may have felt regarding these aspects of their roles which the school board members would assign them.appears unfounded. The board members' expectations and the teachers' beliefs are similar. Between teachers and parents there were sixteen items which were convergent. The types of items upon which convergence was noted are similar to those between teachers and the others. Inherent in these items in the perception which the teachers seemed to have that parents viewed them.as being legitimately involved in such activities as would be appropriate for an employee who looks for directions from others as to how to proceed with his tasks. Teachers did not understand that parents viewed them as professionals. The definitions which teachers held for parents' expectations may be based on a narrow segment of the community. This might account for the tendency of the teachers to depreciate the scope of their pro- fessional activities. If teachers have failed to interact with parents of varying social classes, they may be fashioning their definitions of role behaviors according to a limited model. ..‘I ‘\ 118 The range of teacher behaviors under the Type I expectations is broad and precludes any analysis which would be aimed at a general des- cription of behaviors under this Type. 119 TABLE 78 ANALYSIS OF TYPE I EXPECTATIONS ACCORDING TO BRIEFS 01" moms, TEACHERS' DEFINITION OF EXPECTATIONS or OTHERS, AND EXPRESSED EXPECTATIONS or arms T cher definition ressed . Role - Director of Learning b:l. A“ SB P Tip SB exp? k ..- w 3 . Collect money from stu- dents for milk, school lunches, etc. . N A N 1.. Decide who should be Promoted. A N N A A 5. Take entire class on field trips during school hours, etc. A N N 6. Collect money from students for class plays and/ or ath- letic events. N A A ‘ N N N 11. Punish in a moderate man- nor, perhaps by spanldng, those who need it. A N N 3016 - Guidance, Counselor 19. Know the symptoms of poor mental adjustment and re- fer parents of children in need of help to appropriate 388!) else. A N A 20° Via-1t children's homes to Set acquainted with par. ents. A N A 21 . Help children solve per- sonal problems . A N A 3°19 - Mediator of Culture 25' E‘Bmit groups of children 0 plan with teacher on What to study. A N A :L k TABLE 78 - 92m Role - Mediator of Culture T bel. Teacher definition A SB P Expressed exp. A SB 26. Teach meaning of dem- cracy largely by living with children in school in democratic manner. A Explain about commism. A Allow individual children and groups of children to be engaged in different activities in the school room at the same time. A 29. Allow children to have a part in choosing activi- ties to be carried on during the school day. A Encourage children to on- ganise a student council, make rules for their own classroom behavior. A Role - Liaison School Com. _- 1:1. Have a part in estab- lishing salary schedule. A 142. L3. Ah. Change the program of studies so as to meet the needs, interests, and abilities of pupils. - A Help plan teachers' meetings. , A Decide on methods to use. A #5. Select instructional mat- erials to be used. A Totals Z) N N 3 12 16 A A 3 12 A 16 A - Affimtive eacpectation based on a mjority of "yes" ree- PODIOI . N - Negative expectation based on a majority of "no" responses. 120 4‘ ‘x 121 In Type II role expectations the beliefs held by the teachers and their definition of the expectations held by the others are‘ggt significantly different, but there is a significant difference between the belief of the teacher and the expressed expectation of the others. Convergence between the beliefs held by the teachers and their definition of the expectations of others and divergence between teacher beliefs and expressed expectations of the others occurred on eighteen items. A Type II role definition implies that the teacher feels sure of her roles, that she does not see any conflict between her own definitions of these roles and the definitions which others may have. However, there are significant differences between the teachers' defini- tions and the definitions of the others. Table 82 identifies these Type II role definitions. It is noted that there were six items,Type II, involving teachers and administrators, nine items which involved teachers and school board members, and fourteen items between teachers and parents. 0f the six items where significant difference between the be- liefs of teachers and administrators' expectations occurred, the item (4), "decide who should be promoted," represents a situation where there is a fundamental difference in the beliefs held by teachers and admini- strators. Teachers believed this an appropriate behavior for theme while the administrators thought otherwise. This points up a possible conflict situation, and may indicate that there is lack of communication between teachers and administrators. Teachers were opposed to the item or practice dealing with School camping, while administrators thought teachers should do this. Teachers believed in placing emphasis upon "preparing children for the next grade," while the administrators did not emphasize this practice. 4"- k 122 Item 23, "provide occupational information," was approved of by teachers, While the administrators were even more likely to expect such behavior. In like manner, item 27, "explain about communism, " met with a degree of approval which far exceeded that of the teachers. Finally, item 35, ”give talks on school problems, " met with administrator approval, while teachers were inclined to think that administrators would disapprove. Divergence between teachers' beliefs and the expressed expecta- tions of school board members occurred on nine items. ,School board members seemed to define teacher professional roles in a much more li- beral fashion than did the teachers. Teachers did not accept the item which deals with school camping, board members did; teachers were op- posed to the item or practice relating to educational trips outside the community, board members were favorable. The teachers did not believe that it was appropriate to take their classes to visit the various churches, encourage children to do things differently, give talks to cormmmity groups explaining the methods they used in teaching, give talks to community groups explaining the strengths, weaknesses, needs and problems of the local school system; school board members thought that these were appropriate activities. The reverse was true of the item dealing with the teacher being an active member of a professional teachers' association. Here the teachers thought that this was an appro- priate professional behavior, and they thought that the school board members would believe likewise. However, the board members were less enthuSiastic about the item than the teachers had expected. It is likely that teachers and board members view membership in professional organi- zations from different viewpoints. To the teacher it may be that they identify themselves with such groups for the recognition and security 123 afforded, the school board members may view the professional teachers organizations as a possible threat to their control over teacher person- nel. One board member who was interviewed likened a professional teachers’association to a union of teachers. Between teachers and parents there were fourteen items which were divergent as the beliefs of teachers and the expressed expectations of others were compared. Parents held different expectations than the teachers on the items dealing with school camping, balanced meals, edu- cational trips outside the community, pass to the next grade those who have not achieved the norms, help solve personal problems, require Singing of patriotic songs, visit various churches, encourage children to do things differently, give talks to community groups on methods, give talks to community groups on school problems, ask parents to help teach, and attend educational meetings and workshops. While the teachers believed that they should help plan and pro- duce school plays and thought that the parents expected them to do so, even more parents approved than the teachers had expected.- Also, the teachers believed that they should place emphasis upon preparing pupils f°r the next grade and they thought the parents would share this belief, a laI‘ger proportion of parents shared this belief than teachers had ex- Pected. Teachers believed that they should attend educational meetings and conferences, and that parents would expect them to do so. Fewer Parents shared this belief than teachers had expected. This represents an interesting contradiction and suggests that parents may view the posi- ti°n of teacher with regard to such activities in the same way as they View other types of work which normally are confined to a definite 121+ number of hours per day or week. Several respondents indicated in the interviews that they believed that teachers should not be expected to work overtime any more than any other person, that they should have their week-ends free. What is suggested by these Type II role expectations is that the teachers have defined their professional behaviors and their defi- nition of the expectations of the parents largely in accordance with the limited behaviors associated with the traditional teacher roles. For the most part they themselves have accepted limited definitions and have projected these definitions to the others. The evidence seems to indicate that administrators, board members, and parents tend to rePI’esent more liberal points of view than do the teachers. These others seem to be viewing the professional roles of the teachers in a more dynamic context; it would appear that they were ready and willing for the teachers to perform more dynamic roles. Failure of teachers to assume larger roles appears to rest, in part, upon their lack of knowledge regarding the expectations of administrators, school board members, and parents. ' Ila! TABLE 79 125 ANALYSIS OF TYPE II EXPECTATIONS ACCORDING TO THE BELIEFS 0F TEACHERS, TEACHERS' DEFINITION OF EXPECTATIONS OF ADMNISTRATORS, SCHOOL BOARD WEBB, AND PARENTS, AND THE EXPRESSED EXPECTATIONS OF THESE GROUPS Role - Director of Learning 1.. Decide who Should be pro- meted. 10. Take entire class on camping trip for the purpose of learning about natural re- sources, conservation, etc. 12. See to it that children eat a balanced meal in the school lunchroom. 13. Help plan and produce school activities such as plays and entertainments. 15. Give major emphasis to pre- Paring children so that they can do successfully the work in the next grade. 16. Take students on educational trips outside the community during the school year. 17. Pass on to next grade those Pupils who are working up to extent of their ability even though they have not achieved the norms for their grades. _— Role - Guidance-Counselor —_ 21. Help children solve personal prOblemBe —__¥ 23. ProVide information about occupations. ‘- __ Role - Mediator of the Culture 27' EXPlain about comnmnism. T bel. A N Teacher def. SB N N P N N Exp. Expect. Expect. A A+ A+ SB P held A+ S,p;D,a A A D,sb,p 126 TABLE 79 - Continued Role - Mediator of the Cplture T Teacher d°f- EKP- Expect. Expect. bel. A SB P A SB P held 31. Require the singing of pa- triotic songs as a major method of teaching the meaning of democracy. N N N A A D:Sb;P 32. Take class on visits to various churches in commu- nity so as to develop an appreciation of the con- tributions which religion has made to our society. N N N A A D,sb,p 33. Encourage children to do things differently than their parents did. N N N A A D,sb,p Role - Liaison School and Community 3h. Give talks to groups exp plaining methods used in teaching. N N N A A D,sb,p 35. Give talks to groups exp plaining the strengths, weaknesses, needs, and pro- blems of the local school system. N N N N A A A D,s,sb,p 38. Ask parents to help teach ' children special skills which they may have. N N N A A D,sb,p Role - Member of Profession #7. Attend meetings and work- shops dealing with educa- tion, some of which might ___ meet on week-ends. A A N D,P 48. Be an active member of pro- fessional association. A A AP 5:3b Totals 18 6 9 ll. 6 9 11+ k A - Affirmative expectations based on a majority of "yes" responses. N‘- Negative expectations based on a majority of "no" responses. (*9 Item has higher proportion of favorable responses than teachers had expected. (r) Item.has lower proportion of favorable responses than teachers had QXPGCted e S - Same expectations. D - Different eXP°°t3t1°n30 h 127 Type III role expectations are based on no significant differences between the beliefs of the teacher and her expectations of others, a sigy nificant difference between her definition of the expectations of others, and the expressed expectations of others, and, finally, no significant difference between her beliefs and the expressed expectations of others. There were five items where Type III expectations were found to exist and all of these were based on relationships between teachers and parents. Teachers believed they should keep a folder of information on each child, they thought that parents would not favor this item.to the same degree as they did. Parents, however, approved the item to a degree that exceeded the expectations held for them by the teachers. Teachers believed they should allow individual children and groups of children to be engaged in different activities in the school room at the same time, and that they should change the program of studies so as to meet the needs, interests, and abilities of the pupils. Teachers thought that parents would be less favorably inclined toward these items. The analy- sis reveals that parents do approve these items, although they favor them.to a lesser degree than the teachers expected. These Type III role expectations represent the kinds of teacher professional behaviors where the teachers do not recognize differences between their own beliefs and the expectations held by parents. The teachers have inaccurately defined the expectations of the parents on these items. The suggestion which is inherent in these findings would be that teachers accept certain educational practices, that these practices re— present something of a deviation from the kind of a school situation which the parents knew from.their own school days, and thus parents were a! 128 less likely to accept them. Teachers seemed to realize that parents would be less inclined to approve these items dealing with increased pupil freedom in the classroom. There are two items dealing with the teacher as a member of the profession, "encouraging young people to enter the teaching profession, " and the teacher being an "active member of a professional teachers'asso— ciation." The teachers believed that these items represented appropriate behaviors, they expected that parents would accept the items and do so in harmony with the expectations defined by them. On these five items the teachers have been able to identify a fairly accurate image of the parents' expectations. The parents indi- cated that, while they do not subscribe to the items to the same degree as do the teachers, in general, they tend to go along with them. *- ‘3 TABLE 80 ANALYSIS OF TYPE III EXPECTATIONS ACCORDING TO BELIEFS OF TEACHERS , THEIR DEFINITION OF EXPECTATIONS OF ADMINISTRATOR‘S, SCHOOL BOARD MEMBERS AND PARENTS, AND THE EXPRESSED EXPECTATIONS OF THESE GROUPS T Role - Guidance and Counselor bel. Teacher definition Ibcpressed exp. A SB P A SB P 22. Keep a folder of informa- tion on each child. A A A+ Role - Mediator of the Culture 28. Allow individual children and groups of children to be engaged in different activities in the school room at the same time. A Role - Member of the School Staff 1.2. Change the program of studies so as to meet the needs, interests and abili- ties of the pupils. A p. A+ Role - Member of Profession L6. Encourage young people to enter the teaching pro- feseiono A #8. Be an active munber of pro- fessional teachers associa- tion. A A - Affirnntive expectations based TQBPOIIBOB . on a majority of “yes" N - Negative expectations based on a majority of “no" responses. 3 - Same expectations. D - Different expectations. H) Item has. higmer proportion of favorable responses than teachers had expected. (-) Item has lower proportion of favorable responses than teachers had expected. 129 130 In examining those role expectations which are of Type IV, we are looking at items where there were significant differences between the beliefs of the teachers and their definition of expectations of the others, where there were no significant differences between the teachers' definitions of others' expectations and the expressed expectations of the others, and, finally, where significant differences exist between the teachers' beliefs and the expressed expectations of the others. The teachers held certain beliefs and expected that the others shared these beliefs; the administrators, school board members, and parents held the same expectations as those held by teachers, although not to the same degree. Between the teachers and administrators there were two items which were Type IV expectations. Teachers believed that they should "visit children's homes to get acquainted with parents" and that they should "ask parents to help teach." They expected that the administra- tors would approve of these beliefs. The administrators were highly in favor of the items, and were more favorable to the items than the teachers had expected. Between the teachers and school board members there was one item.in this category. Teachers believed that they should "provide ins fbrmation about occupations" and, while they believed the board members would approve, they failed to estimate the extent of approval expressed b“Ythe school board members. There were four items which were classified as Type IV expecta- tions between teachers and parents. Parents highly approved the items dealing with "occupational information" and "giving more time to stus dents in need of Special help." On the item dealing with the teacher 4. \ .1«.ull..llxlalllll‘lhq.llll'il (it 131 "staying after school to help individual children" the teachers. ex- pected that the parents would be strongly favorable. However, the ex- pressed expectations of the parents indicated that they were less favorable to the practice than the teachers had expected them to be. Likewise, on the item dealing with the teacher "complying with requests from parents to keep children from being too active on the playground, " the teachers were inclined to expect that the parents would strongly approve of the item. The parents took the same view as the teachers. Generally, they approved of the item, but were not overwhelmingly favorable. The parents seemed to sense the futility of the teachers trying to guard each child against all the natural hazards of the day, based, no doubt, on their own experiences with children around the home. 132 TABLE 8]. ANALYSIS OF TYPE IV EXPECTATIONS ACCORDING TO BELIEFS OF TEACHERS, THEIR DEFINITION OF EXPECTATIONS OF ADMINISTRATORS, SCHOOL BOARD WERS AND PARENTS, AND THE EXPRESSED EXPECTATIONS OF THESE GROUPS Role __ Director of Lea ming b; Teacher definition E)q3ressed exp. ' A SB P A SB P 7. Stay after school to help individual children. A A A- lh. Comply with requests from parents to keep children from being too active on playground. A A AF- Role - Guidance and Counselor 20. Visit children's homes to get acquainted with parents A A A+ 23. Provide information on oc- cupations . A A A A+ A+ 21.. Give more time during the school day to those in need of help and less time to those who can work inde- pendently. A A A+ Role - Liaison School and Commity 38. Ask parents to help teach children special skills ’ which they may have. A A A+ A - Affirmative belief. a - Administrators. N - Negative belief sb - School board members. S - Same belief. p - Parents. D - Different belief. A - Affirmative expectations based on a majority of "yes" res- ponses. N - Negative expectations based on a majority of "no“ responses. (+) Item has higher proportion of favorable responses than teachers expected. (-) Item has lower proportion of favorable responses than teachers had expected. 133 Summary An analysis was made of the data to determine the extent of agreement on the forty-eight selected items between (1) teacher beliefs and teacher definition of the expectations of administrators, school board members, and parents, (2) teacher definition of the expectations held by these others and the expressed expectations of these groups, and (3) teacher beliefs and the expressed expectations of the others. It was found that there was a high correlation between beliefs held by teachers and the expectations which they defined for the others. This was entirely a rational finding, as role theory implies that role defi- ; nitiona are a function of the expectations held. That is, role defini- A tions held by the actor in a particular situation are reflections of the expectations defined for a significant other. As teacher definition of expectations and the expressed expec- tations of the others were compared, there was a noticeable decrease in the values of the rank correlations computed. Teachers had attributed to others, on the basis of their expectations, many beliefs which were “Ot convergent with the expressed expectations held by the others. In comparing the beliefs of the teachers with the expressed ex- pectations of administrators, school board members, and parents, it was found that teachers had many beliefs which the others did not share. A further analysis was made of the data based on an examination °f the Variables, age, years experience, number of systems in which taught, number of years in present position, and number of years respon- dents expected to teach. The findings indicated that there were no sig- nificant differences based on these variables. One exception was noted, 131. however, on the variable, length of future service. A value of 19.8 was computed for x2, significant above the 5% level, when comparing teacher beliefs with teacher definition of the expectations held by school board members. This finding indicates that teachers who expect to teach for eleven years or longer tend to define the expectations held by board members more accurately than do teachers who plan on teaching ten or fewer years. Since this is the only significant dif- ference among the fifteen tested, it may well be due to chance. 0f the forty-eight selected items, there were eight items where no significant differences appeared between the beliefs of teachers and expectations defined by them for the others, and the expressed expecta- tions of the others. These items described teacher professional beha- viors which might be characterized as being in harmony with traditional behaviors which the culture has defined for the teachers. Twenty of the forty-eight items were classified as representing me I role expectations. On these items the teachers expected that the others would hold beliefs contrary to their own. It appears that the teachers were in error in the definition of the expectations held for the administrators, school board members, and parents, for the beliefs 01' the teachers and the expressed expectations of the others were sim- lar. Type II role expectations were noted on eighteen items between the teachers and others. Type II role expectations suggest that while the teachers do not expect any differences to exist between their own exPe<=tsstions and their definition of the expectations of the others, there were significant differences in the expectations held. The num- bar 01‘ items in this category indicate that there is a sizeable area 1L: 135 within which the teachers lack orientation to the beliefs of adminis- trators, school board members, and parents. Five items were classified as Type III expectations. In this category the beliefs of the teachers and their definition of the expec- tations of the others indicated no significant differences. Between teacher expectations of others and the expressed expectations of the others there were significant differences, while between teacher beliefs and eXpressed expectations of the others, no significant differences were observed. On these items the teachers have inaccurately estimated the expressed expectations of the others. Type IV expectations were noted on six items. On these items the teachers held beliefs which they expected the others would not share. The administrators, school board members, and parents did not agree with the teachers on these items. Teachers had correctly defined the expectations of the others. t. -' n— —” ..A- «A..- A- -.. ._,. . v .— CHAPTERV IMPLICATIONS FOR SCHOOL ADMINISTRATION: STAFF RELATIONSHIPS The evidence presented by this study indicates that commiss- tion on expectations for teacher professional behaviors is fairly effective at the administration level, but rather inadequate at the school board and parent levels. This is not to suggest that there be any lessening of emphasis on the comunicative process between teachers and administrators, but it does indicate the need to attack the problem of clarifying parent and school board expectations of teacher profes- sional roles and teacher understanding of these mentions. Because the connnlnicative process appears to be inadequate be- tween teachers, school board members and parents, teachers need to be helped to view the educational program in the light of a cooperative “0370?, with these other groups operating as full partners in the de- Valopment, of the program. In this connection it was found in this study that the parents were inclined to approve of a school program which went beyond the bounds of the traditional type, while teachers seemed to be apprehensive about assuming leadership in expanding the school's of— “rings to include many of the newer practices which related to student interests and out-of-school needs of pupils. If teachers and others were to accfipt the idea of cooperative relationships in the building of a School program, the philosophy of the programs and their implementa- tion would not be likely to produce conflicts in basic points of view. .g‘l 137 Teachers and parents can learn from each other; such learnings deepen understandings and set the stage for improved education. Conflicting expectations between teachers and others may give rise to loss of morale and may reduce the satisfactions associated with teaming. Lack of concensus over means, values and ends, may create personality disturbances as individuals seek to validate their points of View. Chase has indicated the relationship between morale and satis- faction in teaching as it relates to divergence between teachers' expec- tations of administrative leadership and their perceptions of adminis- trative behavior. When teachers' expectations are fulfilled with regard to the leadership of administrators and supervisors, their morale soars; 1 when their expectations are disappointed, morale takes a nose dive. Further evidence gained from a study of professional leadership and teacher morale by the same author clearly points out that: ...when teachers' expectations with regard to the leadership of the principal are met in a high degree, there are roughly 70 chances in a hundred that they will be enthusiastic about teaching in the school, and less than one chance in a hundred of active dis- satisfaction. He can make the same kind of statement with regard to the leadership of the superintendent and supervisors. We may add that when teachers' expectations of leadership are poorlyznet, the chances for serious dissatisfaction rise correspondingly. It would appear reasonable to assume that conflicts arising out 01' eI‘I‘cmoous role expectations between teachers, board members, and par- cuts would, in a similar manner, lead to dissatisfactions. Such con- flicte conceivably could be of a serious nature when it is remembered that the comminity school concept, with its emphasis upon involvement ‘ IChase, Francis 8., "Professional Leadership and Teacher Morale," strator's Notebook, The University of Chicago, Vol. I, No. 8, March, 1953, ps lo . 292.13.: P0 1- 4"4 1.0.“ -m‘_.._... _ 138 of the school community in the determination of curriculum content, is basic to planning the school program. Faulty teacher perceptions of parent and school board expectations and incorrect parent and school board perceptions of teacher professional behavior would make commica- tion between teachers and these groups difficult, if not impossible. Improving Comnication In order to bring about effective communication between parents and school board members, it is necessary to clarify the expectations which these groups have of each others' roles. The task of the school administrator would be one of harmonizing conflicting role mectations between the groups most vitally concerned with the development of the school program—that is, between teachers, administrators, school board menbers, and parents. The identification of role expectations which are in conflict is the first step in seeking better communication. From such findings as my be obtained from an mnination of the perceptions that teachers have of the roles played by administrators, school board members, and parents, together with the expectations that these groups have of the tender“ roles, areas of disagreement can be charted. The identifica- tion of such areas would serve to narrow the problen sufficiently so that solutions could be sought within a framework that would mks direct attack possible. Oranges in expectations would appear to be based upon a change in attitudes and values. Attitudes and values are products of group interaction, built up over a long period of tins. Changes in attitudes and values will likewise be group products and will require time for 139 their development. The rationale for this thesis suggested that teachers perceived their roles and based their expectations of how others viewed these roles, largely within a traditional framework. Evidence gleaned from the study indicated that this was true to some degree. The role perceptions which were held by teachers grew, in part, out of the atti- tudes and values which have long been associated with the teachers' tasks, and find their support in that teachers and others have accepted then—as a group. In his study of leadership as it relates to changing teachers' expectations, Chase has suggested some of the problems involved in modi- fying expectations. Since basic and cherished values are involved, and the persons concerned may feel their security threatened, attempts to change expectations are likely to arouse resistance and some hostility. The administrator must be reconciled, therefoge, to a process of re-education requiring a long period of time. For some time it has been recognized that participation is an effective method to achieve interest and cooperation. In order to be effective, stress must be placed on getting people to want to do things, rather than to fear not to do them. Motivation which results in getting others to want to do things is not destructive of basic values, is not destructive of others' personalities. Getting others to want to do things differently involves a pro- cess of change. This process is not simple, as people tend to resist change. In the field of school administration the application of demo- cratic techniques to the solution of educational problems presents one 3Chase, Francis 8., "How to Meet Teachers' Expectations of Leadership," Administrator's Notebook. The University of Chicago, Vol. I, No. 9, 1953, p. 1. of the most hopeful developments of our time, and the development of educational leaders who can apply democratic techniques to school prob- lems represents our greatest challenge. The question to which we seek an answer is this: What kind of administrative leadership leads to improved commication between teachers and others? It appears to be basic to any program designed to improve commmication that there be a cooperative approach between the groups involved. The cooperative approach calls for dynamic leadership which is based upon the deepest respect for the individual personality. The type of leader needed for this newer concept is well described in the following: The purposes of leadership in a democracy is the development or human personality. Any good teacher, we have tried to say, helps his students develop as persons by challenging them to par- ticipate in planning, executing and evaluating. In the same way, the effective administrator is he who challenges teachers and parents to develop into leaders by inepiring them and leading them to participate in planning, executing and evaluating activities Within a school. Furthermore, the effective administrator is one Who is himself continually inspired and guided into participating as one of the group, by the leadership which emerges from teachers, parents, and students. No area of the school program should be closed to the critical scrutiny of any person or agency concerned With the educational process. It seems clear that such a concept of leadership is quite dif- ferent from the concept of leadership which frequently prevails. It is dynamic, not static. It is creative, not routine. Most sig- nificant of all, it is democratic, not paternalistic or authori- tarian. The building of strong, positive, creative teachers does not 311313 happen. Autocratic practices in administration are not sensitive ‘90 human and community needs. In order that teachers can know what the —_ “Department of Public Instruction, "A Guide to Curriculum Development, in Michigan Secondary Schools." Superintendent of Public struction, Lansing, Michigan. Bulletin No. 337, 191.5, P. 151» 140 expectancies of the community are, there must be a meeting of minds as to goals, philosophy and action. This requires that teachers play an active part in the development of school policies and programs. Such participation will define for them the community expectations and the nature of activities relative to these expectations. Acceptance of such a group approach to bring about harmony in expectations between teacher and others presupposes a deep faith on the part of the administrator in the values and principles of group plan- ning. Also, he must have faith and confidence in the members of his staff and reflect that confidence in his professional behaviors. He met be willing to modify his professional behaviors in accordance with “19 group' 3 definition of his appropriate roles, or he must help the 81‘0“? *0 understand why their definitions are inaccurate. Failure to measure up to the group's expectations of his professional behaviors "111 give rise to skepticism which will be likely to abort sincere and effective staff planning. The concern which teachers have for security has been pointed out in this study. In cooperative planning with the school staff it is “POW“: that the administrator create an atmosphere where frankness is encouraged and honest differences can be aired. Freedom from suspi- cion and fear will permit people to make honest contributions, knowing that they'vctll not be placed in a compromising position, or that repri- sals Will be forthcoming. No threat to the proper discharge of administrative functions is inherent in the group approach to definitions of functions and clari- fication of roles. Rather, such definition and clarification, growing out of group planning, would make the implementation of policies and 11.1 11.2 programs "socially desirable". People who have a part in developing such programs and policies have an obligation to themselves, as well as to others, to carry them out. Teachers who are encouraged to assume responsibility and who feel that they enjoy the trust and confidence of their administrators will, as Campbell says, "..make strenuous efforts to live up to the high standards expected of them".5 Sumary In this chapter on implications for school administrators arising out of the present study, attention was drawn to the inadequate communication between teacher, school board members, and parents. It was suggested that this lack of commmication could have a definite effect on teacher morale and satisfaction, tending to keep it at low ebb. Suggestions for improving communication between teachers and others were advanced, with primary emphasis being placed upon the need for leadership in harmony with democratic principles. Seaman, 22 gig” p. 53 [20.”V'I! h- CHAPTER VI IMPLICATIONS FOR SCHOOL ADMINISTRATION: SCHOOlp-COWIUNITY RELATIONS This study has pointed out certain findings that have indicated that teachers are primarily oriented in their role expectations toward administrators and to a lesser degree toward school board members and to a limited degree toward parents. These findings have grave implica- tions for school administrators who are Justly concerned about the need for dynamic relationships between school and commmity. Only to the degree that teachers understand the responsibility for commicating the broader educational problems of the community as they see them to the commity will parents, lay citizens, and others become a force in the improvement of educational practice and programs. Further, the role of the teacher in develOping good relationships should be broad enough so that not only is the program of the school conmmnicated to the public but, equally important, that the school profit by the thinking of the commity as regards the development and growth of the Program. That is, teachers should be ready to share their understan-~ ding with the commmity and to add to their growth by learning from the community. From failure of teachers and parents to understand each other springs criticism and loss of confidence. This study indicates that teachers need to be assisted in thinking through and carrying out their responsibilities in this area. The evidence suggests that they do not see themselves operating in this way-wthat they consider such communication to be the responsibility of the school administrator. The values that accrue from conmunity participation in educational planning include; (1) better understanding of the educative process, (2) provi- sion of financial and moral support and, (3) provision for evaluation of the school's program. The involvement of the coxmnunity in the planning of the school program enriches the quality of the school's offerings and gives to those who share in the development of such programs an opportunity to deepen their understandings of the objectives of the school. Following establishment of comon goals by administrators, teachers, lay citizens, and others, the role of the school in the conrnunity will become clearer. It may well be that from such a concerted attack on the goals of the school that teachers, parents, and others may realize the need for involving the other commity institutions in the educative process; that the family, the church, and other educative resources need to be- come actively involved in realizing the total education programs as spelled out in the cooperatively developed goals. The American people, as a group, have a reputation for getting what they desire, whether it be a new home, automobile, or membership in the country club. Billions of dollars are spent ammally by them for goods and services which they consider desirable. Good educational Programs cost money. Citizens who have helped to formlate an educa- tional program have, in effect, bought that program. The professional educators have the responsibility of helping citizens translate the educational programs which they have decided upon into dollars. It is common practice on the part of school officials, when a building program is being studied, to involve lay citizens in planning M5 for the building and the financing of it. Usually, the experience which such school districts have with regard to having citizens vote bonds to erect such a school building, is quite a happy one. Buildings which are planned by the community are likely to be financed by them. People will pay for those goods and services which they desire. All too often, however, the planning with the citizens of the community does not go far enough. Citizens sometimes believe that when they buy a new school building they are, at the same time, getting a good educational program. Unfortunately, building an educational program is not quite as simple as erecting an educational plant. Here, more than ever, co- operative planning for the educational program is needed. In addition to, and beyond the provision for financial support, lies the need for marshalling the moral support of the comunity for the school program. This elusive asset lies in the hearts and minds of the people. Its presence gives inspiration and confidence to school per- sonnel, its absence leads them toward frustration. Cormnunity moral sup- port results in positive action leading toward improved programs. Lack of it leads to blaming others for the shortcomings of the school, the children and the community itself. Appropriate participation by the community in the development of educational programs will lead to more effective and valid appraisal of these programs. The evaluation of school programs is difficult at best, for the outcomes of such programs do not lend themselves to easy objective measurement. The extent to which pupils have improved in citizenship is a question that will call for judgnents not only from : 2 f the teachers, but from parents, citizens, and comrmmity agencies as well, The evaluation of the school program ought to be based upon the 11.6 purposes which have been established. The very process of establishing goals is an inherent part of the evaluative process. It seems clear that if the school program is to be one which meets the needs of students and the community, it must be built upon a base of wide community-school relationships. Such a program demands that teachers take an outward look—beyond the four walls of the class- room—and interact with the commlmity in its widest sense. The values which will arise from such involvement will be expressed in the willing- ness of the commnity to support the educational programs it develops and will further aid the school and conununity in the evaluation process by which programs will continue to improve. Participation as a member of the social community is basic to an understanding of the comnunity. Teachers need to be encouraged to participate actively in community life-mot in formal organizations alone, but in the informl as well. Teachers need to get rid of the notion that they are "strangers"in the comnmnity; that they are not wel- come because they are newcomers and do not have strong roots estab- lished. Most teachers are personable individuals and would be welcomed into most social groups. Some teachers seem to lack confidence in themselves and need to be encouraged to interact with others. Perhaps this could be illustrated by citing a remark made to the writer in the course of this study when a friendly hostess complained that the . teachers she had entertained had never returned the invitationi It has been suggested that the teachers may view invitations to social events as an obligation which the community feels toward them, not as an honest attempt on the part of the community to extend the friendly hand of welcome. If teachers persist in maintaining social distance 147 between themselves and the commnity, they will continue to experience difficulty in commnicating with parents and others. The study further indicated that teachers tend to behave in the traditionally oriented sterotypic image. This behavior emphasizes se- curity—not adventure. It negates creative imgination and forces the school into patterns of frozen fonnalism. Data gleaned from the study suggests a wider range of freedom available to the teachers than they were willing to utilize. The community codes were seen to be more liberal than teachers expected them to be. While the desire for security is a basic motivation in human be- havior, overconcern with its negative aspects limits the individual. The greatest security is to be found within the individual himself, and has its core in the self-realization which comes from the confidence born of achievement. Here the task of the school administrator is clearly marked. Teachers need to be encouraged, stimulated, trusted, and appreciated. The leadership of the administrator is vital in helping teachers to achieve confidence in themselves and to express that confidence in their professional and social outlook. Willard Goslin points this out in a challenge to educational leaders when he says: We mean the commitment, the capacity, the courage to go live with our ideas. This means standing sometimes where the ice is thin. It may mean standing alone, but no leader worthy of being the leader or teacher, of the children, of a free people, will cringe from that responsibility. We have too many teachers playing it safe by teaching less well than they know, and by hesitating to apply the method of intelligence. Too many educa- tional leaders are wetting a finger and holding it out the win- dow to see which way the wind is blowing on matters that count 11.8 in education. Such action is unworthy. It is a kind of treason when the chips are down, as they are in our times.1 Lack of confidence in themselves, by teachers, has its nega- tive effect on school-community relationships in that it strikes at the very roots of commmity support. Teachers must be led to take one eye off the "boss" and direct both of them outward to the society from which springs the vital bases upon which educational programs for a democratic society must be erected. Cooperative planning with administrators and the commity will supply the teacher with the understanding of how commnity needs can be embraced by the curriculum. The autocratic, managerial approach to school administration does not supply the climate for such deve10pment. Sumnary The role of the school in our culture, its need to draw support from the commmity, both from the point of view of finance and program content, were outlined. Also, the need for active participation in and interaction with the conqunity on the part of school personnel was pointed out. Some suggestions were made which could lead toward im- provement of school-commity relationships . lGoslin, Willard 3., "The People and Their Schools, " Forces Affecting American Education. Yearbook of the Association for Supervi- sion and Curriculum DevelOpment, Washington, D. C. National Education Association, 1953, p. 173. CHAPTER VII IMPLICATIONS FOR SCHOOL ADMINISTRATION: TEACHER ILL-SERVICE EDUCATION The present study indicates that teachers are oriented primarily toward the school administrators, that the school administrators are an important reference group to them. The kinds of professional behaviors which teachers will exhibit will tend to be based upon their perceptions of the expectations held for them by school administrators. The school is a social system in which teachers and others behave in accordance with the expectations which they believe to be acceptable and prescribed by others who are significant reference groups to them. The web of in- terrelationships which define the limits of appropriate behavior is pointed out in the following: Examination of the social structure of any school will reveal individuals and groups of persons, associated together in educa- tional tasks, behaving toward one another and the tasks at hand in accepted and prescribed ways. Their behavior, to be sure, will vary somewhat from person to person because individuals oc- cupy different positions in the school structure and hence per- ceive the tasks somewhat differently. Individuals in the higher brackets of the school structure will often perceive the prob- lems of the schiol in ways that mks little sense to those in the lower echelons. While the writer limited his study to an analysis of the role expectations held by teachers for administrators, school board members, and parents, and the expectations held by these groups for teachers, there is every reason to believe that there are others to whom teachers _* 13mm, B. 0thanel, Stanley, William 0., and Shores, Harlan J., W 9;; Curriculum Development. New York: world Book Co., 1950, p. 35 150 orient themselves in the definition of their roles. Teachers are con, cerned about the expectations which students and other teachers hold for them, as well. All of this adds up to the basic idea that in this fluid, dyna- mic set of relationships, that the teacher is constantly seeking to establish equilibrium.in his professional and social milieu. Changes which threaten his security, once he has defined his situation, are apt to meet resistance. ‘We noted in this study that the security aspect of the teachers' behavior appeared to be dominant. The implication which grows out of this belief is that any program of in-service education for teachers must not, if it is to be effective, threaten that security. Rather, it must grow out of the existing social situation, it must be- gin with people where they are and try to take them.to where they be- lieve they ought to be. Inpservice education programs must, if improvement of teaching personnel is to be achieved, be centered around the recognized needs of the teaching staff. The identification of areas of need becomes pos- sible only when democratic group action is accepted by the staff and administration as the accepted pattern of problem.solving. Further, there is need to develOp confidence on the part of the staff that the insservice programs lead eventually to over-all improvement in the school's programs. Teachers will not find satisfaction in being occur Ified with plans which languish and expire for want of implementation by school administrators. Embarking on a program.for the in—service deve- lopment of the staff makes:mandatory that provision be made for reali- sing the plans which grow out of that program. 151 The form in which the in-service education program is presented appears to be relatively unimportant if the philosophy of leadership, based on allegiance to democratic principles, is negated. Traditionally we have come to accept such forms as courses, either credit or non- credit, workshops, teachers' meetings, curriculum study committees, as well as other types of committees involving teachers, administrators, and lay citizens. Some of these types of structures have been found disappointing, some have held promise, none will be totally effective if lacking the leadership which inspires people to want to improve themselves and which assures them that they are moving in the direction of goals which are important, not only to them, but to the total school commity as well. The relationships between administrator and staff provide the climate in which the in-service programs either flourish or stagnate. The type of leadership which the administrator ought to pro- vide for his staff is described by Campbell: Helping teachers to be creative calls for a different kind of administrative leadership from helping routine workers learn ac- cepted ways of performing assigned tasks. The administrator of creative workers should think with staff members, not £9}; staff members. When a creative worker speaks, he should give expres- sion to his own decisions, not voice decisions that are made for him. Staff members in public schools should be self-sustained climbing vines, not dependent clinging vines. Directors of learning should have relaxed minds, not constricted minds; if teachers are to be inventive, they should be free from needless fear, worry, and anxiety. In other words, meeting the fixed standards of an importunate boss is not conducive to straight thinking.2 Somewhat apart from the problems of teacher education as we have discussed them above, lies an area which is closely related and ¥ ZCampbell, Clyde 11., "A Democratic Structure to Further Denne- cragic Values," Proggessive Education, Vol. 30, No. 2, November, 1952, P0 7e 152 which has real significance. It concerns the need of the profession to be attentive to the problems of teacher recruitment. The improvement of education is tied closely to the improvement of the teacher selection process. The source of supply of potential teachers lies in the young people currently attending, and those yet to attend, our elementary and secondary schools. Choices for vocations are being made in.these class- rooms. Certainly one of the most basic influences which play upon the imagination of youth is found in the kind of models which they experience daily. Of all possible models which youth experience, that of the teacher is one which, next to the parents, is before them.constantly. It appears that the greatest opportunity for success or failure in selecting future teachers rests with the teachers themselves. That the profession has, in the past, failed to fire the imagination of youth is obvious. Current shortages in the teacher supply rests, in part, on such failure. In this study the writer has encountered some evidence that too much has been written and said that characterizes the teacher as a member of a depressed occupational group. Emphasis upon low salaries, often with comparisons being drawn between teaching and other public services such as refuse collecting, has certainly done nothing to raise the status of the profession-not to mention raising the salary levels. If teachers maintain a depressed occupational out- look, they cannot help but infect others. It may well be that in our teacher education programs we need to emphasize the responsibility that teachers have for recruitment and selection of future teachers. The building of strong sentiments and 1nvgl‘oup solidarity relating to the professional responsibilities of 153 teachers for the improvement of the profession by the process of recruit- ment may well provide the means by which the future teachers will come from the top ranks of the student population. This would involve the building of a strong positive image of self to overcome the older sterotype associated with the position of teacher. The need for dynamic agressive action on the part of teachers is indicated as a possible means of raising the status of the profession in the public mind to a point where it will accord to the profession the recognition which it rightfully deserves. Summary L h? Ih’T-j‘v V“- "r The need for in-service education programs and the problems as- sociated with the conduct of such programs formed the basis for this chapter. Reference was made to the necessity of honoring democratic Principles in the conduct of such programs. Finally, the area of teacher recruitment as it applies to the improvement of education was considered. The role of the teacher as it relates to teacher recruit- ment was pointed out and some suggestions for improving selection of teachers were made. CHAPTER VIII SUMMARY AND CONCLUSIONS Summary Teacher effectiveness and security are based upon the images held by teachers of those groups which are significant “others" to them. The expectations which the teachers hold for these groups may vary widely as each is considered in turn. Such differences in expectations as may exist among the various groups may be conflicting and may indi- cate role conflicts for the teacher. If the teachers have definxiexpec- tations for these groups which are faulty, then the teachers may be facing role conflicts which are self-created. The present study indi- cates that the teachers have defined for others many role expectations which are in error, they have identified potential role conflicts where none existed. The teachers involved in this study appear to be oriented toward the traditional aspects of their calling, to conform to the patterns which the culture has defined for them. While they may realize that the world of today is a dynamic, fast moving place, and that the educa— tional programs of contemporary society ought to be keyed to a changing world, they seem to be tied to an occupational outlook which emphasizes securitys-not adventure. If they set out on a path leading toward change, they do so with slacking, forward steps, and eyes turned back- Hard. 155 In the analysis of the findings of this study, it was noted that as the beliefs of the teachers and the expectations which they defined for the others were compared, that teachers were inclined to see them- selves as being in harmony with the administrators primarily, to a lesser degree with school board members, and to a limited degree toward parents. As the beliefs held by the teachers were compared with the exp pectations they defined for the administrators, a value for r rank of .937 was secured. For school board members and parents the values of r rank were .899 and .763 respectively. These findings indicate that teachers hold beliefs and define expectations for the others which are most likely to be harmonious as they viewg in order, (1) school administrators, (2) school board members, and (3) parents. The validity of the expectations which the teachers held for the others were tested (see Table 9) by computing rank correlation coeffi- cients between the expectations defined for the others and the expressed expectations of the others. The findings here indicated that the expec- tations held for administrators, school board members, and parents were liable to considerable error. The value for r between teachers and ad- ministrators was found to be .732; between teachers and school.board ‘members .h76; and between teachers and parents .486. A comparison between the beliefs held by the teachers and the expressed expectations of the others indicated that the teachers held umny beliefs which were not shared by the others. The application of the rank correlation technique to the data disclosed that there was, between teachers' beliefs and administrators' expressed expectations, a value for r of .697; between the beliefs of the teachers and the 156 expressed expectations of school board members a value for r of .hh7; between the beliefs the teachers expressed and the expectations of the parents r had a value of .h78. This evidence indicated that the beliefs of the teachers and the expressed expectations of administrators were more nearly alike than were the beliefs of the teachers and the ex, pressed expectations of the school board members and parents. It was found by use of Chi-Square, a test of significance, that there appears to be little relationship between age of teachers, experi- ence, number of school systems in which taught, length of service in pre- sent school system, anticipated number of years of future teaching service, and the beliefs of teachers or their definition of the expecta- tions of others. Certain conclusions are suggested by an examination of the role beliefs held by the elementary teachers involved in this study, the exp pectations which they defined for administrators, school board.members, and parents, and the expressed expectations of these others. 1. Teachers are oriented in their role expectations primarily toward the school administrators, to a lesser degree toward school board numbers, and to a limited degree toward parents. (a) Of the fortybeight items on which the study was based, no significant differences appeared between teachers and administrators on thirtybseven of the items; teachers' beliefs, their definition of the expectations of administrators, and the expressed expectations of the administrators, did not differ significantly on these items. Of the re- naining eleven items, three were Type I, six were Type II, and two were Type IV role expectations. While the teachers had expected the admini- strators to differ with them.an these eleven items, only four of the 157 items indicated that differences in expectations did exist. Of these four items, two of them represented role expectations which were more liberal than the teachers defined for themselves. (b) Between the teachers and school board members no significant differences were noted on twenty-six of the forty-eight items. 0f the remaining twenty-two items where differences in beliefs were indicated, the beliefs of the teachers and the expressed expectations of the board members were essentially the same on fourteen items. The remaining eight items did represent differences in expectations held by teachers and board members. However, all of these items indicated that the board members were more liberal in their definitions of professional role behaviors than were the teachers themselves. (c) Between teachers and parents there were nine of the forty- eight items on which no significant differences in role expectations were noted. 01' the thirty-nine items remaining, twenty-seven repre- sented role expectations expressed by the parents which were not signi- ficantly different from those of the teachers. Twelve items did point out significant differences in expectations between teachers and parents, but of these only two items represented role behaviors in which the ele- ments of conflict reposed, the remaining ten items were representative of views which were more liberal in terms of teacher professional be- haviors than the teachers claimed for themselves. 2. The teachers in the sample tended to define their profes- sional roles in a much narrower my than did administrators, school board members, and parents. While the teachers held expectations which suggested that they defined their professional roles in a broad pers- pective, they defined expectations for the others which indicated that 158 they did not attribute to the others the same expectations as they held. It would appear that the teachers were operating with the old traditional sterotype thoroughly in mdnd, and that they held expectations for the others which were mirrored by such a sterotype. 3. While the teachers defined their professional roles within a very limited, traditional context, it appears from the data that ad- ministrators, board members, and parents were willing for them to assume more dynamic roles. Unexpected Findings It was surprising to note the feeling expressed by the parents in the sample regarding the use of out-of-school time by teachers. Parents seemed to feel that the job of the teacher could be limited to a definite number of hours per day, and that the practice of staying after school hours was unnecessary. Also, parents were somewhat opposed to the notion of the teachers using their week-ends for the purpose of attending edu- cational meetings and conferences. It may be implied by these findings that parents may have been over-sold on the plight of the teacher, with the emphasis on heavy class loads, low salaries, and associated prob- lems. Further, a suggestion which is inherent in the data points to a Perception on the part of the parents that the teacher's job is some- What comparable to a production job in industry, with its specified hours 0f employment and with the freedom accorded workers in their non-working hours. A second general observation, somewhat allied to the above, is that parents were not too favorable to the idea of having teachers en- courage students to enter the teaching profession. With the publicity 159 which has been given to the low pay of teachers, and the comparisons which have been made of the pay scale of teachers versus factory workers, it may be suggested that teaching as a profession does not claim the in- terests of parents as a possible vocational choice for their children. Third, there was considerable support evident on the part of school board members and parents for the assumption, by the teacher, of active roles in the area of school and community relations. Both groups indicated agreement with the principle that teachers should work publicly to interpret the school program, its needs, strengths, and weaknesses. Fourth, concerning the teacher as a member of the school staff, there was general agreement that the teachers should play an active role in the development of school policies, should participate in developing a salary schedule, plan teachers' meetings, change the program of studies and have a part in the selection of instructional materials. These ac- tivities would indicate that administrators, board members, and parents were willing that teachers should be given appropriate professional re- cOgnition and represents somewhat of a departure from the managerial concept which has long characterized relationships between teachers and administrators. Finally, the board members indicated that they did not consider membership on the part of the teacher in a professional teachers' or- ganization as being important. It seemed to be the feeling that such Organizations removed some of the controls over personnel by the ad- ministrators and board members, and placed them in an outside agency. Parents did not seem to care one way or the other. For the most part, they were unacquainted with the nature and purposes of such organiza- tions . Re commendat ions Certain recommendations which arise out of the study and which are tuased largely on the problem of helping teachers to build a positive 5°1f~image, as well as to change the public image of the teacher, are: (1). Channels of communication between teachers, administrators, 3011001 board members, and parents need to become improved. The evidence Presented by this study suggests that teachers lack orientation to the others, particularly the parents. A definite structure should be estab- litshed to bring teachers and the others into closer association, so that they may interact with each other, thus developing mutual understandings resarding the program of education to be offered. (2). This study has shown that teachers are not getting an ac- cu.I‘ate perception of the expectations held by parents. Because the ‘teuachers appear to be primarily oriented to the school administrator, it a‘DPears that the administrators have an obligation to not only know what the parent expectations are, but to translate and inform teachers re- Sarding them. In a similar manner, teacher training programs should ac- Quaint prospective teachers with parent expectations and the means of harmonizing them with the objectives of the school. (3). A structure should be utilized which would permit teachers to Participate with administrators and others in the development of 8‘:11001 policies. The recognition of teachers as capable, professional Workers by the administrators, board members, and parents would do nmch - to rid teachers of their fears and insecurities and would be a positive factor in the development of effective teacher personalities. (1+). Teachers should be encouraged to interact with a wide Variety of community organizations and individuals. Teachers need to 161 become known to lay citizens as individuals. Administrators should seek opportunities for teachers to appear before various coxmmmity organiza- tions as spokesmen for the school system or on topics within the interest and competencies of the teachers. The assumption of such responsibili- ties by teachers will not only give them the psychological support neces- sary for the building of a positive image of self, but would likewise build public images in a direction away from the old teacher sterotype. The status of teachers would be enhanced by such activities. (5). Teachers ought to be active in comrmmity affairs. They owe, as citizens with special competencies, an obligation to assume leadership roles in their connnmities. Their professional competencies represent valued resources, and should be made available to the commi- Hits. (6). Use should be made of teachers in the conduct of community slitr'veys, taking of the school census, opinion surveys, and such other aIbpropriate activities as will bring the teachers into interaction with lay citizens on a wide scale. (7). Community groups should be encouraged to Sponsor various types of programs designed to emphasize the human side of teachers and t0 stress their individual achievements. Welcoming and orientation PI‘Ograms for new staff members at the beginning of the school year with 8LpprOpriate commity leaders participating would be one recommended type of program. (8). Teachers should be invited or otherwise encouraged to ap- Pear at meetings of the board of education to discuss their programs, Pmblems and needs. In addition, they should be called upon to act as consultants to the school board when problems which lie in their area 162 of competency are being studied. (9). In—service training programs, with teachers participating in the planning for such programs, should be developed to help teachers solve the problems which they recognize. In order to be effective, such programs need to be based on a democratic approach between teachers and administrators. (10). Teacher training programs should be modified so as to Prepare prospective teachers for the problems involved in maintaining a POSitive self-image in the face of the commonly held sterotypes, to adapt to conflicting expectations, and still maintain acceptable persona- lity traits . Suggestions for Further Research (1). A study be carried out using the techniques used in this Present study, applied to a larger and a representative sample, as a means of validating the findings of the present study. (2). A study of teacher training practices and programs as they relate to the preparation of candidates for teacher certification, de- Signed to prepare them to adapt to the many conflicting role expectations. (3). A study of the community participation of teachers designed to indicate the effects of such participation on their own personality development and the public's view of them as individuals. Such 8 study might POint out techniques, devices, and procedures which could be ap- Plied to school personnel generally in modifying inconsistent and unrea- 3°n3ble expectations regarding the professional activities of teachers. (A). 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Ame ‘ Journal 3). ‘2; Sociology, Vol. LIX, No. 2, (September, 195 . "The Occupational Roles of Teachers,"‘Ihg J0urna1.2§ Educgtioggl Sociology, Vol. 29, No. 1, (September, 1955), 14p20. Washburne, Chandler. "Involvement as a Basis for Stress Analysis," Un- published Ph.D. Dissertation, Michigan State College, East Lansing, Michigan, 1953. Yearbook of the Association for Supervision and Curriculum Development. "Fbrces Affecting American Education," National Education Asso- ciation, Washington, D. C., 1953. 205 PP. APPENDIX ‘- n._r '1 -n. . _ a}? 3.8.395 Hosanna 050.. 53.95» 3.3.. .Sc 58.: 333 .833 £2.33: .53» 3 932 access mange at» 33» cc 83c chose 83. co." .3332.“ on eds... 2! .303 £05.39 :35 cogs—Goo $0» 3 noses a 20.3350 3po . m 0090 .355: Hoonou .xHHa you 3:33.. 398 hoses £038 .5 .hfidfinnonuou hue-FE s on Pu 353 on» zones .0 #533393 madness» on» house on 9302“ man—oh 0995505 .m .3332. 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