THE EDUCATIONAL MEDIA BUILDING COORDINATOR:
HIS ROLE AS PERCEIVED BY SCHOOL
ADMINISTRATORS

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
EDWARD LAWRENCE ANDERSON
1970

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THE EDUCATIONAL MEDIA BUILDING COORDINATOR:

HIS ROLE AS PERCEIVED BY SCHOOL -

ADM IN I STRATORS
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EDWARD LAWRENCE ANDERSON . :I- . «a:

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ABSTRACT

THE EDUCATIONAL MEDIA BUILDING COORDINATOR:
HIS ROLE AS PERCEIVED BY SCHOOL
ADMINISTRATORS

By

Edward Lawrence Anderson

This study investigated the correlation of per-
ceptions of public school administrators concerning

the role of the secondary school Educational Media

Building Coordinator. Two dimensions were selected for

investigation: (1) perception of the existing role,

and (2) perception of the ideal role.

Superintendents, district media supervisors,
secondary principals, and Educational Media Building
Coordinators (EMBCs) from forty—one public school
districts in Wisconsin indicated, on a sixty-item,

Likert type questionnaire, their perception of the
existing and ideal role of the EMBC.

Five groups of statistical hypotheses, encompassing

eighteen individual hypotheses, were generated and

tested. Additionally, pertinent demographic data obtained

from the respondents was presented.

Edward Lawrence Anderson

The five groups of hypotheses tested were:

Group I—-Determined the correlation which existed

between the perception of the existing and

ideal role of the EMBC when examined by

category of position.

Group II——Determined the correlation which existed

between categories of respondents in their
perception of their perception of the

existing role of the EMBC.

Group III—~Determined the correlation which existed

between categories of respondents in their
perception of the ideal role of the EMBC.

Group IV--Determined the correlation which existed

between all administrators and the EMBCs

perception of the existing and ideal role

of the EMBC.

Group V—-Determined if differences existed among

the four categories of respondents in

perception of both the existing and ideal

roles of the EMBC.

The Pearson product moment correlation coefficient
was computed to test hypotheses in Groups I-IV, while a

one way analysis of variance was computed to test Group V

hypotheses. In the testing of the respective hypotheses,

only two significant values were found, thus enabling the

rejection of the respective null hypotheses. Rejected

Edward Lawrence Anderson

was the null hypothesis concerned with the Superintendents'
perception of the existing and ideal role of the EMBC;
also rejected was the null hypothesis concerned with the

Secondary Principals perception of the existing and ideal

role of the EMBC. The remaining hypotheses could not be

rejected as in each case the computed r value was less
than the table value of r with the appropriate degrees
of freedom when testing for significance.

Computed correlations were generally higher when
testing hypotheses related to the perception of the
ideal role of the EMBC than when testing hypotheses
related to the perception of the existing role. Thus,
there appeared to be greater agreement on what the role
of the EMBC should be than on what his role is, although
it was not statistically significant.

Conclusions made from analyzing the findings are:

l. Administrators may serve as a barrier to change in
the continued development of educational media programs
because they appear to perceive a high correlation
between the existing role and ideal role of the EMBC.
”. Administrators had relatively little formal prep-
aration in educational media and may not have the

necessary expertise on which to base decisions

which would enhance the quality of the existing

educational media program.

Edward Lawrence Anderson

Incumbents of different positions within the school
structure perceive the role of the EMBC differently
due to the differences in educational background,
experience, and interests of their reference groups.
Incumbents of different reference groups may have a
greater similarity in their perceptions of the ideal
role of a role incumbent than in their perceptions of
the existing role of a role incumbent.

Conflict may arise between the expectations of the
Administrators and the performance level of the
incumbent EMBC due to differences in their perception
of the EMBCs role.

Not all individuals identified by Superintendents as
role incumbents appeared to have the preparation
necessary to have certification for that position.

A high mobility rate for individuals in leadership
positions within the educational institutions of the
state was suggested because most had occupied their
present position for a relatively short period of
time although they had indicated having considerable

educational experience.

Although the findings appear to indicate that it is

only those who hold administrative positions who are

barriers to change, it must be emphasized that all

 

individuals within the school structure, including the

EMBC, may delay or inhibit change.

In the development

Edward Lawrence Anderson

of quality educational programs which are designed for,
and relevant to the needs of the youth in our changing
society, it is necessary for professional educators from
all levels of education and from all reference groups

to cooperatively plan and implement new educational

programs. It is not the responsibility of only one

reference group.

THE EDUCATIONAL MEDIA BUILDING COORDINATOR:
HIS ROLE AS PERCEIVED BY SCHOOL

ADMINISTRATORS

By

Edward Lawrence Anderson

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

1970

 

ACKNOWLEDGMENTS

The development and completion of a dissertation,

although primarily the responsibility of the writer,
could not be accomplished without the assistance of

others. Although it is impossible to directly recognize

all who have been of assistance, the author wishes to
acknowledge his indebtedness and express his appreciation
to the following:

To my wife Bonnie and two understanding kids, Mike

and Kathie. Were it not for their willingness to leave

friends and relatives behind to move to East Lansing,
this project probably would never have been attempted.
Their encouragement and understanding will always be
remembered;

To Dr. James Page, chairman of the advisory com-
mittee, for his support and encouragement from the time

of entry into the graduate program through the completion

of this work;

To Dr. Charles Blackman and Dr. Christopher Sower

for their assistance and direction as members of the

advisory committee;
To Dr. Robert Kline, now of the University of New

Mexico, for his assistance in the early planning stages

of this project;
ii

To Dr. Elwood Miller, Director of the Title VI
Institute at Michigan State in which I was a participant
for two years. His understanding, concern, and
encouragement during that time helped make the task of

reaching my goal a little easier and much more enjoyable;

To Dr. Richard Hammes, Director of Research, School
of Education, Wisconsin State University-~Oshkosh, for

his valuable assistance relative to the statistical

portions of this work;

And last, but certainly not least, to those

wonderful fellow grad students who shared many common
problems in the work towards completing the doctoral

program. The many friendships which developed will

not be forgotten.

iii

TABLE OF CONTENTS

ACKNOWLEDGMENTS . . . . .
LIST OF TABLES . . . . . .
LIST OF APPENDICIES . . . . .

Chapter
I. BACKGROUND AND NEED FOR STUDY

Introduction . . . .
Need for the Study . .
Purpose of the Study
Hypotheses .
Definition of Terms .
Assumptions of the Study

Methodology of the Study
Population . . . . . .
Data Collection . . . .

Data Analysis .
Significance of Study

Summary . . . . . .

II. REVIEW OF THE LITERATURE

Introduction

Technological Change in Educatidn
The Role of the Building Coordinator

Related Research . . .
Role Theory . . . . .
Summary . . . . .

III. DESIGN OF THE STUDY

. Introduction . . .
Population .

Procedure . . .
Design of the Questionnaire .

Design for Analysis
Statistical Hypotheses

iv

Page
ii
vi

viii

Chapter

Limitations . . . . . . .
Summary . . . . . . . .

IV. FINDINGS

Findings . .
Presentation of Demographic Data

Discussion of the Findings
Summary .

V. SUMMARY AND CONCLUSIONS . . .

Summary . . .
Problems EncOuntered in Study .
Conclusions . . . . . .
Implications for Future Research
Reflections . . . . . . .
APPENDICIES . . . . . . . . .
BIBLIOGRAPHY . . . . . . . .

Page

147
U8

50

50
6A
77
85

87
87
93
95
97
100
104

14A

Table

10.

LIST OF TABLES

Superintendent Response to Initial Letter .

Responses Received by Category from Mailing
of Questionnaire . . . . . . . . .

Correlation Coefficients Between Perception
of Existing and Ideal Role of EMBC by

Category of Respondent . . . .

Correlation Coefficients Between Categories
of Respondents of Perception of Existing

Role of the EMBC . . . . . . . .

Correlation Coefficients Between Categories
of Respondents of Perception of the Ideal

Role of the EMBC . . . . . . . .

Correlation Coefficient Between Administrators’
and EMBCs' Perception of the Existing Role

of the EMBC . . . . . . . . .

Correlation Coefficient Between Administrators'
and EMBCs' Perception of the Ideal Role of

the EMBC O O O O O O O C O O I

Analysis of Variance Summary Table for
Perception of Existing Role of the EMBC .

Analysis of Variance Summary Table for
Perception of Ideal Role of the EMBC

Number of Years in Present Position by
Category of Respondent . . . .

Total Number of Years of Educational Experience
by Category of Respondent . . . . . .

Age of Respondents by Category . .

Highest Degree Earned by Category of
Respondent . . . . . . . . .

vi

Page
Al

“2

51

5A

58

61

61

63

63

65

66
68

69

Table
14.

l6.

17.

Number of University Courses Taken in
Educational Media by Category of

Respondent . . . . . . . .

Number of University Courses by Content
Area in Educational Media by Category

of Respondent . . . . . .

Per cent of Time Devoted to Supervision
of District Educational Media Program
by District Media Supervisor . . .

Per cent of Time Devoted to Supervision
of Secondary School Educational Media

Program by EMBC . .

vii

Page

71

72

75

76

LIST OF APPENDICIES

Appendix

A.

CD

'IJLTJOQ

List of School Districts Included in Study

Initial Letter to Superintendents . . .

Form for Superintendents' Reply . .
Follow-up Letter to Superintendents . .
Cover Letter to Participants . . . .
Questionnaire . . . . . .

Personal Data Sheet-~Superintendents . . .

Personal Data Sheet-~District Media
Supervisors . . . . . . .

Personal Data Sheet--Principals . .

Personal Data Sheet--Educationa1 Media
Building Coordinators . . . . .

Identification of Progressive and Traditional
Roles of EMBC . . . . . . . . . .

Items Reversed Scored . . .

Additional Responsibilities of District
Media Supervisors . . . . . .

Additional Responsibilities of EMBCs . . .

viii

Page
105
107
110
112
11A
116
122

12A
126

128

130
135

140
1A2

CHAPTER I

BACKGROUND AND NEED FOR STUDY

Introduction

In recent years the complexity of modern society
has brought about increased change in the process of
education. This change is leading toward a greater
degree of specialization on the part of professional
educators. One such area of specialization is that
of educational media. Although media positions have
existed for a number of years, questions are still
being asked concerning the role of an individual in
this position.

The acceptance and development of this role has
not come about as rapidly as many professional media
educators would have desired. People assigned these
media responsibilities generally had little formal
preparation and little, if any, released time to
perform their duties. A study in 1963 substantiated
this premise. McMahan (1963) stated that of 381
educational media building coordinators responding
to a survey conducted in the state of Michigan, 87%
had no released time. This differed little from an

earlier study by Denno (1951) in which he stated

that time-off in the secondary school ranged from one
hour or period per week to two and one-half days per
week. Reporting in the same publication, Kinder,
Wittich, Finn, and Ormsby (1951) all discuss the lack

of time allotted for the building coordinator to perform
his functions.

A position paper developed by an audiovisual task
force of the NEA Division of Audiovisual Instructional
Service urged that a media coordinator be employed and
assigned full-time at the local school building level.
(Morris, 1962)

There have been a number of studies which have
examined the actual responsibilities of the building
coordinator. As early as 19A? Noel and Leonard (19A?)
stated that a position of audiovisual coordinator should
be created and that this person, sometimes called the
building director, should be responsible for the total
audiovisual program within the school. This study
listed the following as duties of an indivisual in

this role:

1. Informing teachers in his school about available
materials.

2. Assisting teachers in the selection of materials.

3. Working with teachers in improving utilization.

A. Extending the use of audiovisual aids within the

school.

5. Securing evaluation on material used.
6. Ordering audiovisual materials from the central

department.

7. Scheduling aids and equipment within the
building.

8. Training teachers and students in the operation
of equipment.

9. Maintaining liaison between the school and the
central department.

10. Supervising the collection of filmstrips,
recordings, slides, flat pictures, and museum
objects for the building; and directing school
journeys.

Ten years later a study by Brooker (1957) reiterated
these functions. In addition to those listed earlier by
Noel and Leonard he included the following as a further
responsibility of the building coordinator:

To practice and learn by observation the best ways

of using and applying these newer communication media

to educational problems.

More recently Hartsell (1965) listed nine basic
functions of the building coordinator. This listing
not only included functions from earlier studies, but
added the following:

1. Encourage effective teacher use of educational
media materials and help teachers with special

instructional problems, and

2. Work with teachers to determine the needs of
your building and the system wide educational
media programs.

Godfrey (1967) listed eight services performed by
building media coordinators. The services performed
were more of a clerical and technical nature than those
in other studies.

The responsibilities of the building coordinator

were further summarized by Grady (1969) in Audiovisual

 

Instruction. His nine general categories not only

 

included those functions found in earlier studies but
emphasized services provided to and for classroom
teachers. This listing was somewhat more inclusive

than any other single listing.

Need For The Study

 

Previous studies have investigated the functions
actually performed by media personnel at the school
building level. Little attention has been given to how
the role of the Educational Media Building Coordinator
(hereafter referred to as EMBC) is perceived by other
professional educators within the school district. The
administrative model developed by Getzel and Guba, in
which the functioning of individuals is dependent upon
the overlap of the perceptions of the superior and the
subordinate, will be applied in this study by looking

at the perception of the role of the EMBC on the part

of school administrators (Superintendents, District
Media Supervisors, Principals) and the media coordinator
himself.

The points within the hierarchical structure of
the school system which deter the development of media
programs and the role of the individual responsible
for these programs may be identified by determining
the relationships of administrators' perceptions of
the existing role and ideal role of the EMBC and the
relationships which exist, if any, between perceptions
of various levels of administrators. Similar studies
have been conducted relative to how the role of the
Superintendent is perceived by others. The most

notable of these studies was reported in Explorations

 

in Role Analysis: Studies of the School Superintendency

 

Role. (Gross, 1966)

In order to better define the role of the EMBC
there is a need to examine how his superiors perceive
his role. The perceptions of incumbents of this
position also need to be examined to determine the
types of relationships which exist between incumbent
and superior. This will then add another dimension
to those studies which have studied the actual role

of the EMBC.

Purpose Of The Study

 

This study will attempt to determine the correlations
which exist between the perceptions of secondary school
district administrators concerning the role of the
Educational Media Building Coordinator. Two dimensions
were selected for investigation: (1) perception of the
existing role of the EMBC, and (2) perception of the
ideal role of the EMBC.

Secondly, the correlations which exist between the
perceptions of the existing role and ideal role of the
EMBC will be determined by examining perceptions of each
level of administrator and the self—role perception of
the coordinator.

Also, the correlations which exist between the
perceptions of the existing and ideal roles of the EMBC
will be determined by examining perception between
different levels of administrators and the self—role
perception of the coordinator.

Finally, the differences of perception, if any, of
both existing and ideal roles among all levels of
positions will be determined.

The obtained results should be indicative of the
relationships which exist between perceptions of admin—
istrators and coordinators of the role of the coordinator.
Incongruences in these relationships will indicate those

positions in the structure which are occupied by

individuals whose perception need be changed in order to
bring about a change in the role of media programs and
media coordinators in the school districts included in

the study.

Hypotheses

 

The preceeding discussion generates the following
hypotheses for testing. Identical hypotheses, stated in
statistically testable form, will be found in Chapter III.

H : A significant correlation will exist between

la the Superintendents' perception of the existing
and ideal role of the EMBC.

 

Hlb: A significant correlation will exist between
the District Media Supervisors' perception of
the existing and ideal role of the EMBC.

 

H1O: A significant correlation will exist between
the Principals' perception of the existing
and ideal role of the EMBC.

 

Hid: A significant correlation will exist between
the EMBCs' perception of his existing and
ideal role.

H23: A significant correlation will exist between
the Superintendents' perception of the existing
role of the EMBC and the District Media
Supervisors' perception of the existing role
of the EMBC.

 

 

 

HZb: A significant correlation will exist between
the Superintendents' perception of the existing
role of the EMBC and the Principals' perception
of the existing rOle of the EMBC.

 

 

H20: A significant correlation will exist between
the Superintendents' perception of the existing
role of the EMBC and the EMBCs' perception of
his existing role.

 

“Rd: A significant correlation will exist between
L the District Media Supervisors' perception

 

 

 

H.

H

H

H

O
, I
.; G

21“

3a:

of the existing role of the EMBC and the
Principals' perception of the existing role
of the EMBC.

 

A significant correlation will exist between
the District Media Supervisors' perception
of the existing role of the EMBC and the
EMBCs' perception of his existing role.

 

A significant correlation will exist between
the Principals' perception of the existing
role of the EMBC and the EMBCs' perception
of his existing role.

 

A significant correlation will exist between
the Superintendents' perception of the ideal
role of the EMBC and the District Media
Supervisors' perception of the ideal role

 

 

 

53b:

30:

Be:

3f‘

ha:

of the EMBC.

A significant correlation will exist between
the Superintendents' perception of the ideal
role of the EMBC and the Principals'
perception of the ideal role of the EMBC.

 

 

A significant correlation will exist between
the Sgperintendents' perception of the ideal
role of the EMBC and the EMBCs' perception
of his ideal role.

 

A significant correlation will exist between
the District Media Supervisors' perception
of the ideal role of the EMBC and the
Principals' perception of the ideal role of
the EMBC.

 

 

A significant correlation will exist between
the District Media Supervisors' perception
of the ideal role of the EMBC and the EMBCs'
perception of his ideal role.

 

A significant correlation will exist between
the Principals' perception of the ideal role
of the EMBC and the EMBCs' perception of his
ideal role.

 

A significant correlation will exist between
the Administrators' (Superintendents, District
Media Supervisors, Principals) perception of
the existing role of the EMBC and the EMBCs'
perception of his existing role.

 

”Ab: A significant correlation will exist between
the Administrators' (Superintendents, District
Media Supervisors, Principals) perception of
the ideal role of the EMBC and the EMBCs'
perception of his ideal role.

 

H53: A significant difference will exist among the
four positions (Superintendents, District
Media Supervisors, Principals, and EMBCs) in
the perception of the existing role of the
EMBC.

A significant difference will exist among the
four positions (Superintendents, District
Media Supervisors, Principals, and EMBCs) in
the perception of the ideal role of the EMBC.

Definition of Terms

 

Superintendent of Schools

 

The administrative head of a school system responsible

to the board of education.

Supervisor

 

The school administrator charged with the respon-
sibility for guiding and directing the educational media

program within the schools of the district.

Secondarerrincipal

The administrative head of an individual secondary
school building or buildings.
Educational Media Buildigg
Corrdinator (EMBC)

The individual responsible for the educational
media program within a single school building in a school

district. For the purpose of this study this individual

10

will have this responsibility within a secondary school
building within the school district.

Assumptions of the Study

Three assumptions are basic to this study:

1. That the behavior of administrators has a
significant influence on the role of the person
responsible for educational media within the
schools of the district.

2. That the behavior of administrators toward the
role of educational media within the district
is determined to a significant degree by their
perceptions of the role of the EMBC.

3. That the EMBCs perception of their role will
help determine their behavior.

The first assumption is necessary in order to
justify this study. If the administrators' behavior
does not influence the role of the person responsible
for educational media then a study such as this, focusing
on the administrators' perceptions, would serve no useful
purpose.

However, the administrator is at the focal point
in the decision process. Whether he convinces his staff,
or is convinced by them, he is in a position to make the
final decision. This is determined by Richard Carlson
in his work Adoption of Educational Innovation (1967).

Further support is added by Brickell (196A) when he

11

states that the administrator is powerful because he has
the authority to precipitate a decision. Authority, he
continues, is a critical element in innovation, and
decision making. Therefore, if the administrator desires,
and preselects the area of educational media for further
development, this is usually the area which will receive
attention. However, the opposite is just as likely to
occur.

This influence may be direct or indirect. Admin-
istrators may not even realize the potentiality of their
influence on educational media as a part of the total
educational program. However, even if their influence
is not specifically directed toward educational media,
decisions relative to budget, building, staffing and
curriculum will affect the media program.

The second assumption, that the administrators'
behavior is determined by his perceptions of the role
of educational media, is supported by the concepts of
perceptual psychology. Bills (1959) states:

The primary assumption of the perceptionist is

that behavior is a function of perception. A
person behaves in ways which are consistent with
his views of the world. That is, as he "sees"
so does he behave. How he behaves is consistent
with how he sees things and what he believes is
truth for him.

Thus, behavior is a function of perception. People

must be able to act according to their perceptions.

Behavior is not only the result or reaction to a variety

12

of stimuli. Therefore, if we wish to change behavior

then we must change perception.

Methodology of the Study,

 

A brief description of the research procedures of
the study will be presented. A more detailed treatment
of the methodology will be presented in a subsequent

chapter of the thesis.

Population

 

Initially superintendents in all K-l2 school
districts in the state of Wisconsin having a student
population of over 2,500 were contacted. This represents
approximately 20% of the total school districts in the
state, and 60% of the total student population. (Milwaukee
will not be included in the study for it is atypical when
compared with the other school districts in the state.)

In the initial contact, superintendents were asked
if they would agree to have their district participate
in the study. This initial contact indicated willingness
on the part of a significantly large number of super-
intendents to ensure adequate participation in the study.

The population of the study is those districts from

which an affirmative answer was received.

Dgta Collection
A 60 item questionnaire was developed in which

respondents were requested to indicate, on a five point

13

scale, their perceptions of the existing and ideal role
of the EMBCs. Thirty of the items indicate traditional
functions of the coordinator, while thirty items indicate
a more progressive role.

The questionnaire was developed with assistance
from knowledgeable individuals within the media field.
Consensus on each item was gained prior to its inclusion
in the questionnaire. This questionnaire, along with a
questionnaire eliciting demographic data, was sent to
superintendents, district media supervisors, secondary
principals, and secondary media coordinators in those
districts responding affirmatively to the initial

questionnaire.

Data Analysis

The responses of the administrators will be subjected
to appropriate statistical analysis. Since relationships
will be examined, the Pearson Product Moment Correlation

Coefficient will be determined.

Significance of Study

Information relative to these questions will be
useful to those persons interested in the development
and improvement of educational media programs. Answers
to questions posed will expand current knowledge concerning
the role of the EMBCs. Further, knowledge of how other

administrators perceive this role may serve as a stimulus

1“

for administrators to examine and evaluate their own
perceptions in this area. University educators in
educational media may find the perceptions suggestive
of the kinds of experience which should be provided
for candidates in this area.

For those individuals responsible for the develop-
ment of instructional programs in educational media,
the results of this study will serve as one more infor-
mation input which can be examined in this program

development.

Summary
The foregoing sections have attempted to establish

the framwork for the conducting of this study. Questions
have been posed which the researcher will attempt to
answer through the collection and analyzation of data
from the population as defined in this chapter. The
necessary definitions and assumptions, along with the
rationale for the assumptions have been presented.

A more detailed description of the methodology of
the study will be found in a later section of this study.

A statement relative to the significance of the

study concludes this section.

CHAPTER II

REVIEW OF THE LITERATURE

Introduction

 

The first portion of this chapter will review the
literature directly related to this study. The latter
portion will examine the literature related to role

theory and role perception.

Technological Change in Education

 

Prior to World War II, during the early years of
the visual instruction movement, the major emphasis was
on the organization of bureaus or departments of visual
instruction which concentrated on the collection and
distribution of a wide array of instructional media.
(Saettler, 1968)

Due to a lack of equipment, materials, and
specialists, the development of instructional technology
in the schools slowed down during the war years. However,
a period of expansion in development and utilization of
technology by the military and industry occurred at this
time. This expansion was, according to Saettler, due to

four important developments:

15

l6

1. The establishment of training programs in industry
and the military which produced unprecedented
demands for an effective technology of instruction;
The application of a technology of instruction
based on prewar scientific research;

3. The emergence of an official military policy which
encouraged the production of a wide variety of
instructional materials and a broad use of
instructional media; and

A. The allocation of almost unlimited financial
resources (at least $100 million) for the
implementation of this technology of instruction.
(Saettler, p. 158, 1968)

IX)

Thus, using industry and the military as a proving
ground, old concepts of learning were tested and new
concepts emerged which held significant implications for
the development of instructional technology in American
education.

It was not until after World War II that the schools
and colleges began to make systematic and wide-scale use
of motion pictures, radio, magnetic recordings, film-
strips, and other audio visual media. During the decade
19A5-55 the growth curve of the instructional technology
movement continued upward at a steady pace; a rather
slight growth between 19A5-50, with a more rapid growth
during the period 1951-55.

The challenge to American education presented by
Sputnik in 1957 and the continuing growth of new schools
and new classrooms contributed to the acceleration of
the growth of instructional technology. This, along
with the enactment of such federal legislation as the

National Defense Education Act of 1958 and the Elementary

l7

and Secondary Education Act of 1965, which provided a
new source of funds to be used by schools and school
districts for the purchase of equipment and materials,
ensured a continuing growth in the development and
utilization of instructional technology.

With the continuing growth of instructional technology
it is essential that personnel who are properly prepared
in this area be available and be employed in the public
schools. This point, along with the challenge presented
for the future utilization of instructional technology,
was aptly stated by a 1963 DAVI task force. The report
of this task force set the current technological revolution
in education in this frame:

A new technology for instruction has been developed
and proved through basic research and practive. This
development has now reached a level that will

permit rapid expansion of application of technology
and of further innovation.

The new educational technology is capable of meeting
and solving certain of the schools' major problems

in instruction, organization, and administration.
Application of the new technology will result in
major changes affecting the administration,
organization and physical facilities of the public
schools.

Methods of instruction will be modified to a major
degree, particularly in the presentation of
information.

Teachers and learners will have new roles and
changed activities as a result of this technological

change.

A new kind of professional will be required to
provide leadership in design, implementation, and

18

evaluation of programs of education which make the
fullest use of new media (emphasis mine). The
functions performed by this leader and the resources
he brings will be among the essential determinants
of success or failure in tomorrow's schools.
(Morris, 1963, p. 11)

 

 

This raises the question of what role the media
person will assume within the framework of this tech-
nological revolution.

The Role of The Building
Coordinator

 

 

The role of media personnel has been discussed by

a number of noted scholars in the field of instructional
media. Unfortunately, most studies indicate what he
does, not what he ought to do. As previously noted,
Noel and Leonard, as early as 19A7, enumerated the duties
of the media specialist within a single school. Brooker
(1957), Hartsell (1965), Godfrey (1967), and Grady (1969)
were others who studied and reported the function of the
media person.

If the media program is to meet the changing needs
of a changing school within a changing society, then it
is important that we recognize that the role of the EMBC
must also change. Schuller noted that "one of the most
important elements in a successfully operating audiovisual
program is found in the person of the school audiovisual
representative, audiovisual coordinator, or building

director. No matter what his title, he is one about

l9

whom the audiovisual activities of the school revolve,
and upon whose interest and enthusiasm the success of
the program rests." (Schuller, 195A, p. 52-3)

In the past, according to Godfrey, "the media
coordinator functioned chiefly as a logistics specialist,
ordering and scheduling equipment and materials".
(Godfrey, 1967, p. 50) However, she later states that
due to increased support for equipment and materials
by the federal government, the role of the media
corrdinator took on a new meaning and importance.
(Godfrey, 1967, p. 77) It is this new meaning and
importance that must be emphasized.

Miller proposed that "building coordinators with
training and ability are important to a strong program
of instruction. If their function is to work as clerk
technicians, however, then their time and talents are
badly wasted". (Miller, 196A, p. 606) He maintained
that the building coordinator's clerical and mechanical
activities should be given to a para-professional who
could fill the clerical-technical role, relieving the
professional coordinator for more important activities.
Other leaders in the media field have also suggested
that the EMBC become a more "active member of the
curriculum team, dedicated to improving learning"
(McMahan, 1963, p. 662) rather than being so pre-

occupied with the non-professional activities with

20

which he is confronted. Eboch maintained that the media
specialist should be involved in "the design and
implementation of information transmission and display
systems which are appropriate to specific instructional
objectives in well-defined educational situations".
(Eboch, 1963, D. 15) He went on to state:

There is an optimum combination of elements and

circumstances for the effective solution of every

instructional problem. It is the audiovisual

designer's job to analyze, predict, and deliver

that optimum solution. (Eboch, 1963, p. 16)

Norberg, speaking for the Department of Audiovisual

Instruction, emphasizes the trend:

The role of the media professional in education is

changing from that of a keeper and dispenser of

teching aids to that of an analyst and designer

of instructional systems who must be centrally

involved in the planning of learning environments

and in providing for related support functions

and evaluative procedures. (Norberg, 1967, p. 1027)

The role of the media specialist was questioned by

Gordon when he asked, "Can he (the media specialist)
really become a specialist, or must he be forced to
remain a generalist about the complexities of instruction,
and be considered only a first-rate tinkerer and mechanic?"
(Gordon, 1967, p. 89) Following his question, Gordon then
describes the kinds of experiences needed to enable the
media specialist to be able to function within a different
framework with an accompanying change in role. "A change

in role, i.e. from a doer, maker, and repairman, to a

consultant who works with people and their ideas and then

21

instructs another who does, makes, and repairs, marks
the great needed transition for media specialists both
in preparation emphasis and professional practice.
(Gordon, 1967, p. 90)

Edling discusses the gap which exists between
the behavioral scientist and the educator. He suggests
that the instructional technologist (media specialist)
should work to help fill this void. Thus, a changed
role from that of the traditional doer, maker, or
repairman. (Edling, 1968, p. IV-A)

This changing role is also discussed by Erickson.
The coordinator, a professional leader, should be
appointed and be available to consult with teachers,
organize in—service education programs, and coordinate
the flow of service from both the school building and
the school—system headquarters. He should also possess
the professional prestige which will enable him to carry
out this role. (Erickson, 1968, p. 2A1)

There can be little doubt that the traditional
duties of the building coordinator, along with the
added knowledge necessitated by the increased use of
television, dial-access, computers, and other self-
instructional systems, demand leadership at the school
building level as well as a supporting staff for the
services to teachers and students which will result in

a more functional instructional program.

22

In discussing the media leadership problem, Erickson
suggests alternative means of arriving at a plausible
solution to the problem. The most desirable solution is
as follows:

Appoint a full-time coordinator for the comprehensive
instructional media—service organization, including
all library facilities and operations, expanding the
existing position of librarian to include full media
program leadership, or make the existing librarian
position a subsidiary one in case audiovisual insight
and skills are lacking. Establish the rank of the
position of the level of vice-principal. Title the
position Vice Principal in Charge of Instructional
Media, Coordinator of Learning Resources, or
Coordinator of Instructional Media. This person
would be directly responsible to the high school
principal, but would work through him with indirect
lines to other key media and curriculum experts at
the school system level. (Erickson, 1968, p. 257-8)

Additionally, the necessary technical and clerical
assistants proportionate to the technical complexity of
installations within the school, the volume of service
given to both teachers and students, the degree to which
teachers need to prepare their own materials, and the need
for television, electronic-Carrel, and self—instructional
programs must be provided. The media coordinator must be
relieved of those functions which may be done by properly
trained para-professionals allowing him to devote his
major energy toward activities which not only require
but demand the attention of a professional.

To emphasize the need for a differentiated media
staff within a school building, Erickson presents a

listing of duties performed by audiovisual media

coordinators. This listing of twenty—three activities,

23

divided into two groups, is intended to be illustrative

of the wide range of activities with which the coordinator
may be confronted, rather than an exhaustive listing of
observed activities.

When analyzed, one group of activities is character-
ized by "(a) design and planning, (b) responsibility for
sound decisions, (c) need to evaluate objectives and the
means to achieve them, (d) teaching teachers how to apply
operational techniques, (e) judging the contribution of
teacher efforts in relation to the school's instructional
program, (f) perceiving application of technology to
instructional systems, (g) leadership activity, and
(h) laying out work patterns and activity to be done
by others". (Erickson, 1968, p. 261)

These activities certainly indicate the necessity
for employing a professional in this role. These kinds
of performances cannot and should not be permitted to
be undertaken by anyone but a professional.

The activities described by Erickson in group II
are those which may be performed by non-professional
or para-professional technicians and clerks. If within
the media program, the building coordinator finds him-
self devoting much of his time to activities discussed
in this group, his professional image will be tarnished
and once more he will be looked upon as the doer, the

maker, or the fixer.

2A

Further support for the need for a differentiated
media staff within a school building is presented in
Standards for School Media Programs. (ALA, NBA, 1969)
In addition to discussing the qualifications of the head
of the school media program, a list of responsibilities
is presented. The listing is comparable to that previously
presented by Erickson and discussed earlier. They too
are activities which necessitate the attention of a
professional. Supportive staff are subdivided into two
categories (1) technical, and (2) aides. Technical
assistance should be provided in the following areas:

Graphics production and display.
Information and materials processing.
Photographic production.

Equipment operation and simple maintenance.
(NEA, ALA 1969, p. 15—16)

Aides do clerical and secretarial work wuch as
typing, keeping records, sending notices, etc.

As the complexity of the media program increases,
it is essential that additional supportive staff with
differentiated expertise be employed. Neither the media
director, nor the media staff, may remain static if the
media program within the school is to develop and
flourish.

Educational media programs have existed in the
public schools since the early 1900's. It cannot be

questioned that the role of the coordinator has radically

changed since these beginnings. Supervision of school

25

museums, slide libraries, and early film libraries by
the early media personnel contributed to the preception
of this role as that of custodian and dispensor of
materials. This is evident in the early studies which
investigated the functions of media personnel. Most
studies of this nature which were done prior to the

end of World War II suggested that those major functions

were:

1. Providing bibliographies of such materials as

slides, films, and models,
2. Administering the ordering and scheduling of

equipment and materials for use within the

school, and
3. Providing in-service training for teachers and

students in the operation, preparation, and
utilization of equipment and materials.

However, more modern media spokesmen believe the media
specialist should function in a much different fashion.
His role now should be that of an analyst and designer
on the curriculum team.

Recent research indicates that the following
activities have been added to the functions performed

by the building coordinator:

1. Consulting with teachers regarding the selection
and utilization of appropriate materials,
2. Organizing and presenting demonstration lessons,

and
3. Providing information about new materials and

techniques.

These added functions indicate that this position
is not and cannot remain static. Unfortunately, the

added functions, in many cases, are imposed upon the

existing coordinator without any additional assistance.
Until school administrators and building coordinators
perceive this role as the more progressive media pro—
fessionals perceive it, as a consultant, analyst, and
designer, building coordinators will be perceived as

they have been for so long in the past,-—doers, makers,

and fixers.

Related Research

Although the role of the building coordinator
is not new, little research has been conducted pertinent
to how others perceive his role. There are, as
previously indicated, numerous compilations of what
he does and what others expect him to do. A 1965 study
(Prigge) was one of the first specifically directed at
the building coordinator. This study pertained to the
professional preparation of building coordinators and
resulted in the development of a "score-card" to
evaluate preparation programs for audiovisual coordinators.

Blair, (1968) examined the role of the elementary
school media specialist, representing 100 elementary
schools and 18 school districts in Utah, as perceived
by media specialists, principals, and teachers. His
findings indicated

1. The three groups were in general agreement

regarding the duties and responsibilities
performed by the media specialist,

27

2. The three groups had high consensus concerning
their perceptions of the media specialist,

3. The three groups were generally in agreement
in the ranking of important services, and

A. The newness of this position was evidenced by
the fact that 53 per cent of the media
specialists had served less than three years.
(No indication as to the time allotted to do
the job was given.)

A study limited to secondary schools of 39 school
districts in metropolitan St. Paul and Minneapolis
conducted by Butler (1968) investigated the role
dimensions of the instructional materials generalist.
Administrators, instructional materials generalists,
and teachers were surveyed to determine to what extent
the conceptions of the role of instructional materials
generalist differ. Of 50 role items, only 13 received
significantly high ratings to be included in a proposed
job description of The Instruction Materials Generalist.
Most of the 13 role items were indicative of the
traditional doer, maker, fixer role of the building
coordinator.

Jasen (1968), at Oregon State University, conducted
a study "Role of the Audiovisual Building Coordinator:
Opinion vs. Practice". The purpose of the study was to
determine the current status of provisions being made
to provide for appropriate utilization of the audio-
visual equipment and materials available in the public

schools of Oregon. Useable returns to a 117 item

questionnaire were received from coordinators servicing

28

92.5 per cent of the teachers in Oregon. A panel of
twenty-four Oregon experts, with media backgrounds,
developed the criteria for establishing desirable
audiovisual building coordinator practices in schools
of various sizes. The responses were then matched
against the established criteria. Of 15 areas, 12
were identified as having discrepancies between the
existing program and established criteria. These areas
were:

1. Coordinator professional audiovisual preparation

2. Coordinator-teacher inservice functions

3. Time allotments

A. Production practices

5. Evaluative processes

6. Supervisory functions

7. Professional consultation

8. Organizing functions

9. Scheduling procedures

10. Professional interests
11. Maintenance procedures
12. Public relations functions.

This, if at all illustrative of other states,
suggests that there is a considerable gap between what
the "experts" believe ought to be happening and what
is actually happening. However, what does happen may

not be the sole responsibility of the media person.

29

How others perceive his role is also important. There—
fore, it is imperative that we examine and pursue the
notion of how role perception may affect the behavior

of the role incumbent.

Role Theory

 

Organizations are social systems made up of people
who occupy various positions in vertical (hierarchical)
and horizontal relationship to each other. Any given
position is the location of one individual within the
system. How individuals behave in these positions is
dependent in part on how they think they are expected
to behave and how others actually expect them to behave.
Other characteristics of the individual such as
personality, education, and culture are also influences
upon his behavior.

Further clarification of terminology related to
role theory is essential. "Role expectation" refers
to an anticipation of a behavior or set of behaviors
of another person in a role--a set of evaluative
standards. Or, as defined by Gross (1961, p. 60) role
is "a set of expectations", or in terms of his
definition of expectations, as "a set of evaluative
standards applied to an incumbent of a particular
position". Role expectation may also be directional;

that is, it may be either prescriptive or proscriptive.

30

It may also have intensity, with the continuum ranging
from the permissive through the preferential to the
mandatory.

"Role perception" is an estimate of another
person's expectations for one‘s own role~-how do others
see my role. If the other person is seen as having a
right to hold this expectation, it is regarded as
legitimate; if he is seen as not having a right, then
it is illegitimate.

A role may also have dimension which is useful
in explaining role behavior. Thus, a role may be
"manifest" or "latent". A manifest role is one's
apparent role, i.e. superintendent, principal, coor-
dinator. A latent role usually refers to a social role
which might emerge as a result of some social character—
istic or to a secondary role subordinated to a primary
role. For example, experience, club membership, and
civic organization activity of a superintendent may
have influence upon his behavior as a superintendent.
According to Lonsdale (196A, p. 152) one pair of
latent roles significant in administration, and perhaps
in all of education, is the "local" and the "cosmo-
politan". The "local" would be one born, reared, and
educated in the same community in which he is employed,
while a "cosmopolitan" would have been brought in from

outside the community. Within a school district most

31

employees would represent various points along this
continuum. Locals generally tend to have a stronger
allegiance to the vertical institutional subculture;
cosmopolitans, to the horizontal, professional
subculture embracing various separate associations.

Roles having clearly defined boundaries are
referred to as "specific"; while "diffuse" roles, in
contrast, are defined with great leeway for variation
in role behavior by individual incumbents.

Conflict which occurs within organizations may
be clarified through the utilization of concepts
relative to role theory. The most common occurrences
of role conflict are conflicts within roles and
between roles. (Lonsdale, 196A, p. 153) One type of
conflict occurs when the manner in which a person thinks
he is expected to behave (role perception) is different
from the way others really expect him to behave (role
expectations). A coordinator may View his role as one
who, among other responsibilities, should work with
teachers in developing or locating learning resources,
while the principal expects him to devote his major
activity toward furthering equipment utilization and
maintenance.

A second kind of conflict may take place when two
reference groups have conflicting expectations of a

role incumbent, (Getzels, 1968, p. 319) as when the

32

teachers expect the coordinator to perform certain
activities while the principal sees him as performing
a different set of activities. There may be conflict
among individuals holding similar positions within
the organization. (Getzels, 1968, p. 319) A coor—
dinator in one school building may perceive his role
differently than a coordinator in a similar building
within the same school district. Conflict may also
occur when groups of individuals within similar
reference groups have different expectations of the
role incumbent. Social studies teachers, as a group,
may hold different expectations for the coordinators
than industrial arts teachers, as a group. An
additional type of role conflict may be present when
an individual is asked to assume more than one role,
or as is commonly said, to wear more than one hat.
(Getzels, 1968, p. 319) In many cases, due to existing
conditions, this may be true of the building coordinator;
he not only is expected to function as a coordinator,
but he is expected to fulfill his role as classroom
teacher as well. This may be particularly true in
cases where the coordinator has a full class load and
is expected to perform his function as building
coordinator during his free period (if he has one)

or before and after school.

33

Conflict thus may arise not only due to real
differences in expectations, but of perceived differences
in expectations. The role incumbent may believe that he
and his reference groups have significantly different
views when they are actually the same, or conversely
that they are the same when in fact they are different.
(Getzels, 1968, p. 297)

Differences in the perception of mutual expectations
exist. One major question may be raised: Is agreement
or disagreement in the perception of complimentary role
expectations related to the effectiveness of the inter-
action between the role incumbents? Getzels (1968)
suggests that perhaps the most revealing observations
in this domain come from studies of the interaction of
consultants and school administrators. Cited is a 195A
study by Elmer Ferneau entitled "Role—Expectations in
Consultations". Ferneau hypothesized that consultation
services will be ineffective if the administrator and
consultant do not perceive the complementary role
expectations along the same line. The instrument was
given to 132 school administrators in Kansas, Michigan,
Nebraska, and Wisconsin who had received consultative
services, and to A3 consultants who had provided the
services. The results confirmed the basic hypothesis.

(Getzels, 1968, p. 305)

3A

A 1958 study by Merton Campbell, "Self—Role Conflict
Among Teachers and Its Relationship to Satisfaction,
Effectiveness, and Confidence in Leadership" was also
reported by Getzels. (1968, p. 307—10) Merton formulated
and tested hypotheses regarding the relation between the
self-role perceptions of teachers and a number of self-
ratings and ratings by principals. Measures of the
degree of conflict between self—and perceived role were
obtained from a comparison of the teachers' expressed
needs in the teaching situation and their perceptions
of their principal‘s expectations for their teaching
role. Two hundred eighty—four teachers in 15 elementary
schools in Illinois and Wisconsin responded to a 60
item instrument. The responses were categorized first,
according to what they thought the principal expected
them to do, and second, according to what they wanted
to do.

Merton's first hypothesis, low—conflict teachers
would express more confidence in the principal's leader-
ship than would high—conflict teachers, was substantiated.
His second hypothesis, low—conflict teachers would rate
themselves higher in teaching satisfaction than would
high conflict teachers, was also substantiated.
Hypothesis number three, teachers low in conflict will
rate themselves higher in teaching effectiveness than

would high-conflict teachers, was not substantiated.

35

The last hypothesis, teachers low in conflict will be
rated by the principal as more effective teachers than
will those teachers with a high degree of conflict,
was not substantiated. This serves to illustrate that
in the interaction among members of a role—set, the
crucial issue may not be the actual expectations, but
the perceived expectations.

Also, the same expectations of a role may be
perceived idiosyncratically by the different members
of a role—set which in part may be due to effects of
personal pre—disposed attitudes toward these expectations
or toward the role itself.

Unquestionably, role perception is an important
determiner of an individual's behavior. The concept
of role may be used to explain the differences in an
individual's behavior in different situations. An
individual typically does not behave in the same way
at work, at a funeral, or at a party. His behavior
varies according to how he defines each social situation
in which he finds himself and according to how he perceives
others expecting him to behave. Similarly, the concept
of role may also be used in accounting for differences
in a set of people; individuals who occupy the same
position may hold varying expectations as to what con-
stitutes appropriate behavior in it. Superintendents,

principals, and coordinators, may hold diverse conceptions

36

not only of their own job, but of others within the
social system as well.

According to Gross (1966, p. 61) the concept of
role is not restricted to situations or relationships
which are of interest to a particular set of
investigators, but it can be used in the analysis of
problems at different levels. No restrictions are
placed upon the definers of role expectations, there-
fore, the concept may be used in analyses in which
the incumbents of the position as well as non-incumbents
are the definers of the role.

Thus, there are studies which lend support to the
basic notion that malfunctioning in a social system
may have its source not only in structural strains
deriving from actual inconsistencies among expectations
of those in the component roles, but also in perceptual
conflicts deriving from inconsistencies in the views of
the same component roles by the various members of a
role set, even when the actual expectations are not
inconsistent. As stated by Gross (1966, p. 5) "The
degree of consensus among significant role definers as
perceived by an actor (or role incumbent) may be an
important variable affecting his behavior." Therefore,
the coordinator's behavior may be affected by his
Perceptions of how the superintendent, district

supervisor, and principal view his role.

37

Summary
It is evident that the role of the building

coordinator is changing. The increasing emphasis on the
utilization of technology in public schools demands that

a new perception of this role be formulated by individuals
in positions relative to the coordinator, as well as by
the coordinator himself. Role theory suggests that
behavior may be changed by changing perception. There—
fore, in order to change the behavior of coordinators

and administrators and to eliminate or minimize conflict,
it is necessary to determine what perception each holds

of the role of the coordinator.

CHAPTER III

DESIGN OF THE STUDY

Introduction

 

Chapter III presents a detailed discussion of the
design of the study. The conduct of any study requires
that certain decisions be made relative to the population
which will be included in that study. Additional
decisions must be made relative to the means which will
be utilized to gather the necessary data as well as to
Whlt statistical tests will be applied to those data.
Therefore, it is the purpose of this chapter to discuss
the procedures used and the rationale upon which certain

decisions were made.

Population
A computer printout listing all public school

districts in the state of Wisconsin, provided by

Mr. Robert Wheeler, Audiovisual Supervisor, Department
of Public Instruction, Madison, Wisconsin, was used to
determine those districts which would be considered in
the original population. There are four—hundred sixty-
four (A64) school districts in the state of Wisconsin

(1968-69 school year), with a total student population

of 95A, 2A3.
38

 

 

39

At this point it was decided to eliminate from the

study the following:

1. All Union High School Districts (Autonomous,
grade 9—12 districts)

2. All K-8 or 1—8 School Districts
3. City of Milwaukee School District

This reduced the four-hundred sixty-four (464)
school districts to three hundred seventy (370) having
a total student population grades K-12 of 782,284.

Those districts not considered for inclusion in the
study were considered atypical when compared with the
majority of school districts within Wisconsin.

Due to the nature of the position which was to be
considered in the study, it was then decided that
districts having an enrollment of 2,500 or more students,
K-12, would be included for study. This decision was
based on the assumption that districts having less than
9,500 students population would not likely have an
individual in the position being studied.

This then provided an initial population of seventy—
two (72) districts which represented l9.5+% of the total
number of districts within the state, while representing
60% of the student population within the state. Also,
only public school districts were considered in the

conducting of the study. These districts are identified

in Appendix A.

40

Procedure

A letter (Appendix B) was sent to the Superintendent
of each of these seventy-two school districts describing
the study and requesting their cooperation in the conduct
of the study. Included with this letter was a form
requesting the names of secondary school principals,
district media supervisor, and EMBCs (Appendix C).
Pertinent mailing information (superintendent names,
addresses, etc.) was found in The 1968-69 Wisconsin
School Directory, (Kahl, 1968) available from The
Wisconsin Department of Public Instruction.

Approximately 70%, or 50 responses were received
from the initial mailing, prior to the requested deadline
of May 10, 1969. A follow—up letter (Appendix D), mailed
to the non-respondents, resulted in an additional 20+%
return of the original questionnaire. As may be expected,
not all of the sixty—seven returns indicated a willingness
to participate. However, positive responses from 41
superintendents indicating a willingness to participate
Save the writer a sufficient population which would be
utilized in conducting the study. Table 1 presents the
results of the original letter to superintendents.

A cover letter (Appendix E), the questionnaire
(Appendix F), and the appropriate personal data sheet
(Appendices G, H, I, J) were then mailed to each

superintendent and each district media supervisor,

41

TABLE l.--Superintendent response to initial letter.

 

 

Number %

Will Participate Al 57
Will Not Participate 26 36
Not Responding 5 7
Total 72 100

 

secondary school principal, and EMBC designated by the
superintendent.

A total of 139 responses were received from the
mailing of the cover letter and questionnaire. This
provided 98 usable responses which were complete in
every detail. Table 2 indicates the number of respondents
in each category, the number of usable returns, and the

total number in each category.

Design of the Questionnaire

 

The 60 item Likert—type questionnaire was developed
with the cooperation of individuals knowledgeable and
experienced in the field of educational media. These
individuals represented a variety of higher education
institutions throughout the country. Consensus on each
item was gained prior to its inclusion in the question-

naire. Thirty items were included which are indicative

42

TABLE 2.-—Responses received by category from mailing of
questionnaire.

u
A

 

Total Total Total

Possible Returned Usable
Superintendents 41 30 21
District Media Supervisor 28 18 14
Building Principal 74 56 31
EMBC 54 35 32
Total 197 139 98

 

of a traditional role of the EMBC, while the remaining
thirty are roles which might be exercised in a more
progressive situation. (Appendix K)

Because it was desired that all statements be
phrased positively, it was necessary to reverse score
those statements indicating functions of a traditional
nature. (Appendix L)

Upon the completion of the development of the
original questionnaire, faculty from the Instructional
Media Center, Michigan State University, East Lansing,
Michigan, examined the items and suggested appropriate
changes. The final form of the questionnaire is shown

in Appendix F.

A3

Design for Analysis

 

Each respondent was requested to indicate his
perception of the existing and ideal role of the EMBC
in the secondary school(s) of his district. Since all
questions were stated positively, those which indicated
perception of a traditional role were later reversed
scored. (Appendix L) Therefore, a high total score
over the sixty items indicates a perception of a pro—
gressive role.

One analysis was the determination of correlation
between perception of existing and ideal roles by each
category of respondent. A Pearson-product moment
correlation coefficient was computed and significant
correlations were noted. (Alpha = .05)

A second analysis was the determination of
correlation of perception between categories of
respondents, both of the existing and ideal roles of
the EMBC. A Pearson-product moment correlation
coefficient was computed and significant correlations
were noted. (Alpha = .05)

To determine correlations of perception between
categories of respondents, it was necessary to select
randomly from the category having the larger population.
This was necessary due to the unequal number of

respondents in each category. This random selection

44

was done by The Computer Center at Wisconsin State
University-Oshkosh, Wisconsin.

A third analysis was the determination of
correlation of perception between Administrators
(Superintendent, District Media Supervisor, Principal)
and the EMBC of the existing and ideal role of the-
incumbent EMBC. Once again random selection provided
an equal number of respondents in each category. A
Pearson—product moment correlation coefficient was
computed and significant correlations were noted.

(Alpha = .05)

A final analysis determined if differences existed
among the four categories in perception of both the
existing and ideal roles of the EMBC. A one way analysis
of variance was utilized to determine significance.

(Alpha = .05)

Statistical Hypotheses

 

To determine correlations and differences in per—
ception of the existing and ideal role of the EMBC by
respondents, five groups of statistical hypotheses were
generated and tested. The hypotheses are as follows:

Group I

Null Hypothesis la:

No significant correlation will exist between

the Superintendent's perception of the existing
and ideal role of the EMBC.

 

A5

Null Hypothesis 1b:

No significant correlation will exist between
the District Media Supervisors' perception of
the existing and ideal role of the EMBC.

Null Hypothesis lc:

No significant correlation will exist between

the Principals' perception of the existing and
ideal role of the EMBC.

Null Hypothesis 1d:

No significant correlation will exist between

the EMBCs' perception of his existing and ideal
role.

Group II
Null Hypothesis 2a:

No significant correlation will exist between
the Superintendents' perception of the existing
role of the EMBC and the District Media Supervisors'
perception of the existing role of the EMBC.

Null Hypothesis 2b:

No significant correlation will exist between
the Spperintendents' perception of the existing
role of the EMBC and the Principals' perception
of the existing role of the EMBC.

 

Null Hypothesis 2c:

No significant correlation will exist between
the Superintendents' perception of the existing
role of the EMBC and the EMBCs' perception of
his existing role.

Null Hypothesis 2d:

No significant correlation will exist between
the District Media Supprvisors‘ perception of
the existing role of the EMBC and the Principals'
perception of the existing role of the EMBC.

 

46

Null Hypothesis 2e:

No significant correlation will exist between
the District Media Supervisors' perception of
the existing role of the EMBC and the EMBCs'
perception of his existing role.

Null Hypothesis 2f:

No significant correlation will exist between
the Principals' perception of the existing role
of the EMBC and the EMBCS' perception of his
existing role.

 

Group III

 

Null Hypothesis 3a:

No significant correlation will exist between
the Superintendents' perception of the ideal
role of the EMBC and the District Media
Supervisors' perception of the ideal role of
the EMBC.

 

 

Null Hypothesis 3b:

No significant correlation will exist between
the Superintendents' perception of the ideal
role of the EMBC and the Principals' perception
of the ideal role of the EMBC.

 

 

Null Hypothesis 30:

No significant correlation will exist between
the Superintendents' perception of the ideal role
of the EMBC and the EMBCs' perception of his role.

Null Hypothesis 3d:

No significant correlation will exist between
the District Media Supervisors' perception of
the ideal role of the EMBC and the Principals'
perception of the ideal role of the EMBC.

 

Null Hypothesis 3e:

No significant correlation will exist between
the District Media Supervisors' perception of
the ideal role of the EMBC and the EMBCs’ per-
ception of his ideal role.

47

Null Hypothesis 3f:

No significant correlation will exist between
the Principals' perception of the ideal role of
the EMBC and the EMBCs' perception of his
existing role.

 

Group IV
Null Hypothesis 4a:

No significant correlation will exist between
the Administrators' (Superintendents, District
Media Supervisors, Principals) perception of the
existing role of the EMBC and the EMBCS' per-
ception of his existing role.

 

Null Hypothesis 4b:

No significant correlation will exist between
the Administrators' (Superintendents, District
Media Supervisors, Principals) perception of the
ideal role of the EMBC and the EMBCs' perception
of his ideal role.

 

Group V
Null Hypothesis 5a:

No significant difference will exist among the
four positions (Superintendents, District Media
Supervisors, Principals, EMBCs') in the perception
of the existing role of the EMBC.

Null Hypothesis 5b:

No significant difference will exist among the
four positions (Superintendents, District Media
Supervisors, Principals, EMBCs') in the perception
of the ideal role of the EMBC.

Limitations
Due to the characteristic of survey research
certain limitations of the study are evident.
l. Bias may be introduced due to the self—selection

of respondees. Only those who selected to

participate were included in the study.

48

.’. Since this study was Concerned only with public
secondary schools, there can be no generalizations
made relative to non—public schools.

3. Potential bias is inherent in a self-report
instrument. Respondees may respond in the
manner which they believe they are wanted to
respond. Some of this may be eliminated through
the assurance of anonymity for the respondees.

A. The number of usable responses may have increased
if a follow-up letter had been utilized. However,
due to the lateness of the school year, this was
not possible.

The study was limited geographically, therefore

\Jl

it may not be generalizable to other areas.
Replication in other states may however, yield

similar results.

Summary

A sixty item Likert-type scale questionnaire was
designed to elicit responses from Superintendents,
District Media Supervisors, Principals, and EMBCs
indicating their perceptions of the existing and ideal
roles of the EMBC within their school district.

Respondees represented 41 K-12 public school
districts in Wisconsin, each having over 2,500 student
population. Union High School Districts, K-8 or 1—8

School Districts, and City of Milwaukee School District

“9

were not included as they were considered atypical when
compared with the majority of Wisconsin school districts.

Returned questionnaires were reversed scored
(where necessary), coded, and Pearson—product moment
correlation coefficients and one-way analysis of
variance statistical tests were computed. Results
were applied to five groups of hypotheses which had
been generated in the purpose of the study.

The section concludes with a discussion of the

limitations of the study.

CHAPTER IV

FINDINGS

Findings
A compilation of the findings are reported in

this chapter. Each group of hypotheses as indicated

in Chapter III will be individually considered.
Additionally, demographic data obtained from respondents
will be presented. Although the findings will be
discussed in detail, conclusions based on the findings
will be reported in Chapter V.

The reader will recall that each category of
respondent was requested to indicate on a five point
Likert—type scale, his perception of the existing and
ideal role of the EMBC. The first analysis was to
determine the correlation, if any, which existed between
the perception of the existing and ideal role of the
EMBC when examined by category of position. The Pearson
product—moment correlation coefficient was computed to

determine this.

The first group of hypotheses tested in the study

was:

50

51

”Ola: No significant correlation will exist between
the Superintendents' perception of the existing
and ideal role of the EMBC.

Holb: No significant correlation will exist between
the District Media Supervisors' perception of
the existing and ideal role of the EMBC.

Hole: No significant correlation will exist between
the Principals' perception of the existing and
ideal role of the EMBC.

 

Hold: No significant correlation will exist between
the EMBCS' perception of his existing and ideal
role.

The Pearson product-moment correlation coefficients

calculated to test the above hypotheses are presented in

 

 

 

Table 3.
TABLE 3.-—Correlation coefficients between perception of
existing and ideal role of EMBC
by category of respondent.

Category n df r
Superintendent 21 19 .77*
District Media Supervisor 1U 12 .35
Secondary Principal 31 29 .63*
EMBC 32 3O .26

*
Significant at Alpha = .05

Since the computed r value of .77 is greater than
the table value of .u33 (19 degrees of freedom), we must

reject null hypothesis Hola’ that no significant

52

correlation will exist between the Superintendents'
perception of existing and ideal role of the EMBC.

We fail to reject Holb, that no significant corre-
lation will exist between the District Media Supervisors'
perception of the existing and ideal role of the EMBC,
because the obtained r of .35 is less than the table
value of .53 (12 degrees of freedom).

Ho

1c
the Principals' perception of the existing and ideal role

, no significant correlation will exist between

of the EMBC, must be rejected. The computed r value of
.63 is greater than the table value of .36 (29 degrees
of freedom).

With a computed r value of .26, we fail to reject

H no significant correlation will exist between the

Old’
EMBCs' perception of his existing and ideal role. The

obtained r is less than the table value of .35 (30
degrees of freedom).

The second analysis which was conducted determined
the correlation of perception between categories of
respondents, both of the existing and ideal roles of
the EMBC. The Pearson product—moment correlation

coefficient was computed to determine this.

The hypotheses in Group II, which examined relation-

ships of existing roles, are:

Ho : No si nificant correlation will exist between
2a the Sfiperintendents' perception of the existing
role of the EMBC and the District Media
Supervisors' perception of the existing role

of the EMBC.

 

53

Ho2b: No significant correlation will exist between
the Superintendents' perception of the existing
role of the EMBC and the Principals' perception
of the existing role of the EMBC.

 

H020: No significant correlation will exist between
’ the Superintendents' perception of the existing
role of the EMBC and the EMBCs' perception of
his existing role.

 

Ho : No significant correlation will exist between
the District Media Supervisors' perception of
the existing role of the EMBC and the
Principals' perception of the existing role
of the EMBC. '

 

 

H026: No significant correlation will exist between
the District Media Supervisors' perception of
the existing role of the EMBC and the EMBCs'
perception of his existing role.

Ho : No significant correlation will exist between
the Principals' perception of the existing
role of the EMBC and the EMBCs' perception

of his existing role.

 

The Pearson product-moment correlation coefficients
calculated to test the above hypotheses are presented in
Table u.

We fail to reject Hoga, no significant correlation
will exist between the Superintendents' perception of the
existing role of the EMBC and the District Media
Supervisors' perception of this existing role, because
the obtained r of .10 is less than the table value of

-53 (12 degrees of freedom).

For Ho no significant correlation will exist

2b’
between the Superintendents' perception of the existing

role of the EMBC and the Principals' perception of the

existing role of the EMBC, an r of .32 was obtained.

5“

TABLE U.-—Correlation coefficients between categories of
respondents of perception of
existing role of the EMBC.

 

Category n df r

 

Superintendent -

District Media Supervisor 1“ 12 .10
Superintendent -

Principal 21 19 .32
Superintendent -

EMBC 21 19 .21
District Media Supervisor -

Principal 1U 12 .06
District Media Supervisor —

EMBC 14 12 .06
Principal -

EMBC 31 29 .05

No significant r values at Alpha = .05.

55

Since this is less than the table value of .H3 (19
degrees of freedom) we fail to reject this hypothesis.

With a computed value of .21 we fail to reject
H020, no significant correlation will exist between
the Superintendents' perception of the existing role
of the EMBC and the EMBCs' perception of his existing
role. The obtained r is less than the table value of
.U3 (l9 degrees of freedom).

Since the computed value of .06 is less than the
table value of .53 (12 degrees of freedom) we fail to

reject Ho no significant correlation will exist

2d’
between the District Media Supervisors' perception of

the existing role of the EMBC and the Principals'
perception of the existing role of the EMBC.

We fail to reject H028, no significant correlation
will exist between the District Media Supervisors'
perception of the existing role of the EMBC and the
EMBCs' perception of his existing role, because the
obtained r of .06 is less than the table value of .532
(12 degrees of freedom).

The computed r of .05 for Ho2f, no significant
correlation will exist between the Principals' perception
Of the existing role of the EMBC and the EMBCs' per-
ception of his existing role, is less than the table

value of .355 (29 degrees of freedom). Therefore, we

must fail to reject this hypothesis also.

56

Thus, we fail to reject all hypotheses in Group II,
as in each case the computed r was less than the table
value needed for significance with the appropriate
degrees of freedom.

The final section of the second analysis was the
determination of correlation of perception between
categories of respondents of the ideal role of the
EMBC. Once again, the Pearson product-moment correlation
was computed to determine this.

The hypotheses in Group III, which examined
correlations of ideal roles, are:

Ho3a: No significant correlation will exist between
the Superintendents' perception of the ideal

role of the EMBC and the District Media
Supervisors' perception of the ideal role of

the EMBC.

 

 

Ho : No significant correlation will exist between
3b the Superintendents' perception of the ideal
role of the EMBC and the Principals' per—
ception of the ideal role of the EMBC.

Ho : No significant correlation will exist between
30 the Superintendents' perception of the ideal
role of the EMBC and the EMBCs' perception of

his ideal role.

Ho : No significant correlation will exist between
3d the District Media Supervisors' perception
of the ideal role of the EMBC and the
Principals' perception of the ideal role of

the EMBC.

 

Ho : No significant correlation will exist between
3e the District Media Supervisors' perception of
the ideal role of the EMBC and the EMBCs'
perception of his ideal role.

57

H03f: No significant correlation will exist between
the Principals' perception of the ideal role
of the EMBC and the EMBCs' perception of his
ideal role. __—__

The Pearson product-moment correlation coefficients
calculated to test the above hypotheses are presented in
Table 5.

We fail to reject Ho3a, no significant correlation
will exist between the Superintendents' perception of
the ideal role of the EMBC and the District Media
Supervisors' perception of the ideal role of the EMBC,
because the obtained r of .3“ is less than the table
value of .53 (12 degrees of freedom).

For Ho no significant correlation will exist

3b’
between the Superintendents' perception of the ideal
role of the EMBC and the Principals' perception of the
ideal role of the EMBC, an r of .31 was obtained. Since
this is less than the table value of .U3 (19 degrees of
freedom), we fail to reject this hypothesis.

With a computed value of r = .03, we fail to

reject Ho no significant correlation will exist

30’
between the Superintendents' perception of the ideal
role of the EMBC and the EMBCs' perception of his ideal
role. The obtained r is less than the table value of
.43 (19 degrees of freedom).

Since the computed value r = .UU is less than the

table value of .53 (12 degrees of freedom), we fail to

58

TABLE 5.--Correlation coefficients between categories of
respondents of perception of the

ideal role of the EMBC.

 

 

 

Category n df r

Superintendent -

District Media Supervisor la 12 .3“
Superintendent —

Principal 21 19 .31
Superintendent -

EMBC 21 19 .03
District Media Supervisor —

Principal 1H 12 .UU
District Media Supervisor -

EMBC 1M 12 .51
Principal -

EMBC 31 29 .15

No significant r values at Alpha .05.

59

reject “O3d’ no significant correlation will exist
between the District Media Supervisors' perception of
the ideal role of the EMBC and the Principals' per-
ception of the ideal role er the EMBC.

We fail to reject H038, no significant correlation
will exist between the District Media Supervisors' per-
ception of the ideal role of the EMBC and the EMBCs'
perception of his ideal role, because the obtained r
of .51 is less than the table value of .53 (12 degrees
of freedom).

The computed r of .15 for Ho3f, no significant
correlation will exist between the Principals' per—
ception of the ideal role of the EMBC and the EMBCs'
perception of his ideal role, is less than the table
value of .35 (29 degrees of freedom), therefore we
must fail to reject this hypothesis also.

Thus, we fail to reject all hypotheses in Group
III, as in each case the computed value of r was less
than the table value needed for rejection with the
appropriate degrees of freedom.

The next analysis was the determination of
correlation of perception between Administrators
(Superintendents, District Media Supervisors, Prin-
Cipals) and the EMBCs of the existing and ideal role

Of the EMBC. The two hypotheses tested in Group IV

are:

60

Ho“a: No significant correlation will exist between
the Administrators' (Superintendents, District
Media Supervisors, Principals) perception of
the existing role of the EMBC and the EMBCs'
perception of his existing role.

Ho“b: No significant correlation will exist between
the Administrators' (Superintendents, District
Media Supervisors, Principals) perception of
the ideal role of the EMBC and the EMBCs'
perception of his ideal role.

The Pearson product-moment correlation coefficients
calculated to test the above hypotheses are presented in
Tables 6 and 7.

We failed to reject Ho“a’ no significant correlation
will exist between the Administrators' perception of the
existing role of the EMBC and the EMBCs' perception of
his existing role, because the obtained r = .l“ is less
than the table value of .3“9 (30 degrees of freedom).

Likewise we fail to reject Ho“b’ no significant
correlation will exist between the Administrators' per—
ception of the ideal role of the EMBC and the EMBCs'
perception of his ideal role, because the obtained
r = .0“ is less than the table value of .3“9 (30 degrees
of freedom).

Thus, we fail to reject both hypotheses in Group IV
as in each case the computed r was lower than the table

value with the appropriate degrees of freedom.

The final analysis determined if differences

existed among the four categories of respondents in

perception of both the existing and ideal roles of the

61

TABLE 6.—-Corre1ation coefficient between administrators'
and EMBCs' perception of
existing role of EMBC.

 

Category n df r

 

Administrators - EMBCs 32 30 .1“

 

Not significant at Alpha = .05.

TABLE 7.-—Correlation coefficient between administrators'
and EMBCs' perception of
ideal role of EMBC.

 

Category n df r

 

Administrators - EMBCs 32 30 .0“

 

Not significant at Alpha = .05.

62

EMBC. In each case, a one way analysis of variance
was computed to determine significance. The two
hypotheses tested in Group V are:

HoSa: No significant differences will exist among
the four positions in the perception of the
existing role of the EMBC.

H05b: No significant differences will exist among
the four positions in the perception of the
ideal role of the EMBC.

The obtained F values calculated to test the above
hypotheses are presented in Tables 8 and 9.
Since the obtained F value is less than one, we

fail to reject Ho a’ no significant differences will

5
exist among the four positions in the perception of
the existing role of the EMBC. With Alpha = .05, the
table value for 3 and 9“ degrees of freedom is 2.72.
Likewise, we also fail to reject HOSb’ no
significant differences will exist among the four
positions in the perception of the ideal role of the
EMBC. The obtained F value of 2.361 is less than the
table value of 2.72 (3 and 9“ degrees of freedom, Alpha
= .05).
This concludes the report of the statistical
testing of the five groups of hypotheses. As indicated,
a discussion of the findings will be presented later in
this chapter following the presentation of the demographic

data obtained from the respondents.

63

TABLE 8.--Analysis of variance summary table for perception
of existing role of EMBC.

 

 

Source SS df MS F
Treatment
(between groups) 2““.000 3 81.333 0.338
Error
(within groups 22627.000 9“ 2“0.713
Totals 22871.000 97 235.783

 

Alpha = .05

TABLE 9.--Ana1ysis of variance summary table for perception
of ideal role of EMBC.

 

 

Source SS df MS F
Treatment
(between groups) 1320.000 3 ““0.000 2.361
Error
(within groups) 17521.000 9“ 186.39“
Totals 188“1.000 97 19“.237

Alpha .05

6“

Presentation of Demographic Data

 

In the analysis of role perception, the position,
education, and experience of the respondent may have an
impact on how he sees the role incumbent performing,
both at the present time and in the future. It is the
purpose of this section to present that descriptive
information obtained from the personal data questionnaire
returned by the respondents.

Each respondent was requested to indicate the
number of years that they have occupied their present
position. This information is presented in Table 10.

As indicated, 5“ individuals or 55% of the
respondents had occupied their present position for
three years or less. Further examination indicates
that 72 individuals or 73.5% have occupied their present
position for six years of less. This suggests the
mobility of individuals and should not be interpreted
as an indication that many relatively new, inexperienced
individuals are occupying these important leadership
positions.

Table 11 indicates the total number of years of
educational experience of the respondents.

The reverse situation exists upon examination of
Table 11. Fifty-six individuals, or 57% of those
responding, have been involved in education, whether

it be teaching, supervision, or administration, for

65

TABLE lO.--Number of years in present position by category
of respondent.

 

 

Category 1-3 “-6 7-9 10—12 13-15 16+
Superintendent 8 5 2 3 l 2
District Media

Supervisor 9 0 l l 2 1
Principal 19 6 2 l 1 2
EMBC 18 7 3 O 1 3

Total 5“ l8 8 5 5 8

 

66

TABLE ll.—-Total number of years of educational experience
by category of respondent.

 

 

Category 1-3 “-6 7-9 10-12 13-15 16+
Superintendent 0 0 0 l 0 20
District Media

Supervisor 0 l 2 l 0 10
Principal 0 l 3 5 3 l9
EMBC 2 7 10 “ 2 7

Total 2 9 15 ll 5 56

 

67

sixteen or more years. This supports the notion suggested
earlier that mobility and not inexperience is an important
factor in examining the length of time an individual
occupies a given position.

Related to experience is age of respondent. Of
those responding in this study, EMBCs and Principals
tended to be younger while Superintendents and Supervisors
tended to be older. This information is presented in
Table 12.

The Master Degree was the highest degree earned
by 72.5% or 71 of the respondents. State certifi-
cation requires that an individual must possess
a Master Degree to be licensed as a Superintendent or
Secondary Principal, which would account for all
individuals in these two positions having at least a
Master Degree. Certification for District Media Super-
visors and EMBCs does not presently require a degree
beyond the Bachelors.

These findings are presented in Table 13.

Along with experience, the content of an individual's
educational program will have some effect on how he views

his role and/or the role of other educators. Respondents

were requested to indicate both the number of university

courses taken which were directly related to educational

media and the content of these courses. The information

obtained in response to these two questions is presented

68

TABLE l2.--Age of respondents by category.

 

30-39 “O—“9 50-59 60+

 

Category 20—29
Superintendent 0 3 5 10 3
District Media *

Supervisor 0 3 6 “ 1
Principal 0 15 8 7 l
EMBC 9 15 5 3 0
Total 9 36 2“ 2“ 5

 

69

TABLE l3.--Highest degree earned by category of respondent.

 

 

Category BA MA SPEC ED.D. PH.D.
Superintendent 0 l“ 0 3 “
District Media

Supervisor 2 10 l 0 1
Principal 0 2“ “ 0 3
EMBC 9 23 0 0 0

Total ll 71 5 3

 

70

in Tables 1“ and 15. Current Wisconsin certification
requirements (Wheeler, 1966, p. 18-19) stipulate that
for certification as District Media Director (Super-
visor), an individual must possess a minimum of fifteen
semester hours in educational media course work including
two hours in curriculum. To qualify as a Building
Coordinator a minimum of four semester hours in educ-
ational media is needed. In both cases, one course

must be a basic course in Audiovisual Methods.

It appears that titles, or role designations, have
been assigned in some cases to individuals not properly
prepared for that position. Two EMBCs have not had any
courses in Educational Media and of the thirteen who
have taken l-3 courses, some may have completed only one
course. Also, two District Supervisors have indicated
taking only 1-3 courses in Educational Media. This would
not fulfill the minimum requirements as set forth by the
Wisconsin Department of Public Instruction.

An interesting observation indicates six Super—
intendents or approximately 29% of those responding have
not taken a single media course. Also, fourteen Prin—
cipals or ““% of those responding have not taken a media
course.

The 98 respondents reported taking a total of 276
courses in educational media. This represents less than

three courses (2.82) per respondent. As would be expected

71

TABLE l“.-—Number of university courses taken in educational
media by category of respondent.

 

0 1-3 “-6 7-9 10-12 13+

 

Category
Superintendent 6 10 “ l 0 0
District Media

Supervisor 0 2 6 3 2 1
Principal 1“ l“ 2 l 0 0
EMBC ‘ 2 l3 9 l 7 0
Total 21 39 21 6 9 l

 

72

TABLE 15.--Number of university courses by content area in
educational media by category
of respondent.

 

 

C
o
r!
4-3 CU
% £2 % C) «a 94
(1) 0 ,CI :3 "O O
m > £4 Q. C T! m
4-) >3 L4 CU (U 0 O E: L.
C: C .C.‘ :3 a) $4 'U-c-I £4 a)
Law 0 CL 0? m m) arm A tam 9
0'6 -r-l Cd (1) 0 50 OS Em
essesmswowm
h H .
Category (to. :> o :2. cc 8 $.42 .c: crib 22
.ocn m +3 w *4 w cum (1 ‘H o :13
E m r! <3 C T) C C)C Cu 854 m o
:3: m .2 m a) «4 era L Tim O)O
z B 04 <3 2: C) m o <: z:
Superintendent 21 3 3 l2 5 0 5 l 8 1.76*

District Media

Supervisor 1“ 10 l3 l3 6 6 5 l“ 15 5.85*

12 3 o 6 5 7 1.35*

Principal 31 “ 5
EMBC 32 10 1“ 22 11 “ 12 23 19 3.59*
Total 98 27 35 59 25 10 28 “3 “9 2.82*

 

*
Rounded to nearest .01

73

District Media Supervisors ranked first in the mean number
of courses per respondent with 5.85; EMBCs ranked second,
mean = 3.59; Superintendents, third, with a mean of 1.76;
and Principals last with a mean of 1.35 courses per
respondent. These findings are presented in Table 15.

Of the eight content areas listed, 59 respondents
or 60% indicated they had taken a General Survey course;
“9 respondents or 50% had taken a course in Administration
of Media Programs; “3 respondents or ““%, a course in
Graphics Production; 35 respondents or 36%, a course in
Programmed Instruction; 27 respondents or 28% a course
in Television; 25 respondents or 26% a course in Media
Research; and ten respondents or 11% a course in
Cinematography.

The most popular courses with both Superintendents
and Principals were (1) General Survey and (2) Administration
of Media Programs. Administration of Media Programs and
Graphic Production ranked one and two respectively for
District Supervisors, while EMBCs ranked Graphic Production
first and General Survey, second.

Again, there appears to be some discrepancy between
what courses role incumbents, District Supervisors and
EMBCS, should have had according to the Wisconsin
Certification Code, and what they reported having. A
General Survey course is required of all individuals

certified as District Supervisors or EMBCs (Wheeler,

7“

1965, p. 18-19). Examination of the responses indicates
that one District Supervisor and ten Building Coordinators
have not had this General Survey Course.

Also of significance is the amount of time an
individual is able to devote to performing the tasks of
his position. Both District Media Supervisors and EMBCs
were requested to provide this information. The
responses of District Supervisors are presented in
Table 16 while the responses of EMBCs are presented in
.Table 17.

Eight of the fourteen District Media Supervisors,
or 57%, indicated that they devoted 81 to 100% of their
time to the supervision of the district media program.
Four respondents or 29%, reported devoting 20% or less
of their time to supervision of their district media
program. Additional responsibilities of the District
Supervisors are presented in Appendix M.

The responses of the EMBC to the question of per
cent of time devoted to supervision of the secondary
school educational media program indicated that more
individuals had responsibilities other than the super-
vision of the media program.

Eleven of the 32 respondents, or 3“%, devoted
over 80% of their time to supervising the media program
in their school. Thirteen respondents, or “1%, had

less than 20% of their time devoted to supervision of

75

TABLE 16.--Per cent of time devoted to supervision of
district educational media program
by district media supervisor.

 

Per cent Number
81 - 100 8
61 — 80 0
“l - 60 l
21 ~ “0 1
0 - 20 “

Total 1“

 

76

TABLE l7.--Per cent of time devoted to supervision of
secondary school educational
media program by EMBC.

 

Per cent of Time Number
81 — 100 ll
61 - 80 2
“l - 60 3
21 - “0 3
0 - 20 13

Total 32

 

77

the media program. Additional responsibilities of the

EMBCs are presented in Appendix N.

Discussion of the Findings

The findings of the study and the statistical analyses
have been presented in the first two sections of this
chapter. In this, the concluding section, those findings
will be discussed in greater detail. Conclusions and
recommendations, based upon the findings, will be pre-
sented in Chapter V.

Two significant correlations were found in the
testing of the first group of hypotheses. The null

hypotheses which were rejected were Ho that no signif-

1a’
icant correlation will exist between the Superintendents'
perception of the existing and ideal role of the EMBC,
and HolC that no significant correlation will exist
between the Principals' perception of the existing and
ideal role of the EMBC.

The incumbents of these positions, Superintendents
and Principals, are further away from the educational
media program than are the District Media Supervisors
and EMBCs. Generally older, (see table 12) they have
had more experience (see table 11), possess a higher
terminal degree (see table 13), but have been exposed
to fewer university courses in educational media (see

table 1“, 15). The relatively high correlations, .77

for Superintendents and .63 for Principals indicate a

78

close relationship between their perception of what is
and what should be the role of the EMBC. Can this be
interpreted to signify that they believe the existing
educational media programs in their school district
and secondary schools are of high quality and not in
need of further development?

Although not significant, the correlation between
existing and ideal role of the EMBC as perceived by the
District Supervisor (r = .35) was higher than that of
the EMBC (r = .26). Again, the District Supervisor is
further from the position, but unlike the Superintendent
and Principal, he indicated having more courses in
educational media (see table 15) than any other category
of respondents. Since his educational background is
more media oriented, he has a different base upon which
to indicate his perceptions.

It would appear that in the development of
educational media programs within a school district,
the Superintendent and Secondary Principal might act
as barriers to such development. They perceive a high
degree of relationship between what is and what should
be, thus maintaining the status quo. Supervisors and
EMBCs would appear to be more interested in the
development of media programs and less satisfied with

the existing educational media program.

79

The second group of hypotheses tested determined
the relationship of perception between categories of
respondents on the existing role of the EMBC. In all
cases, no significant correlations were obtained,
indicating that little relationship existed between
categories of respondents in their perception of the
existing role of the EMBC.

In testing the hypotheses related to the existing
role of the EMBC the greatest relationship which existed
was between Superintendent and Secondary Principal.
This can possibly be attributed to the same factors
used to explain the high correlations between Super—
intendents and Supervisors' perceptions of existing
and ideal role of the EMBC. Individuals in these
positions were generally more alike than any other
combination of categories of respondents.

Little relationship existed between perceptions
of the District Supervisor and EMBC of the existing
role of the EMBC. Since these two categories are more
media oriented, one would expect to find a greater
relationship existing between these categories than
any other combination. This, however was not the case.
This may be caused by a different emphasis at the
different higher education institutions where the
respondents completed their undergraduate and graduate

programs in educational media. It may also suggest

80‘

that the District Supervisor has little knowledge of what
actually is done by the EMBC.

Somewhat unexplainable is the correlation (r = .21)
which was found between perception of Superintendent and
EMBC on the existing role of the EMBC. In all attributes,
these categories of respondents are more unlike than any
other combination of respondents.

However, in the analysis of the relationship of
perception of the ideal role of the EMBC between
categories of respondents, the obtained r = .03 for
Superintendents and EMBCs was less than the r obtained
for any other combination of respondents. This indicates
that little correlation exists between how Superintendents
and EMBCs perceive the ideal role of the EMBC.

In the testing of the remainder of Group III
hypotheses, the relationship of perception between
categories of respondents of the ideal role of the
EMBC, no significant correlations were obtained, indi-
cating that little relationship existed between categories
of respondents in their perception of the ideal role of
the EMBC.

The greatest degree of relationship existed between
District Media Supervisors and EMBCS. Since both are
media oriented and have had a greater number and greater
variety of courses in educational media this result

would be understandable. Although the obtained r was

81

not significant, it was the closest to approaching
significance of those obtained in testing Group III
hypotheses. (At 13 degrees of freedom it would have
been significant.)

The obtained correlation coefficients, with two
exceptions, indicated a greater degree of relationship
in perception of the ideal role than in the perception

of the existing role. The two exceptions being

(1) between Superintendents and EMBCS, existing r = .21;
ideal, r = .03, and (2) between Superintendent and
Principal, existing, r = .32; ideal, r = .31. This

may indicate that the respondents can agree on what
should be the role of the EMBC, but have insufficient
knowledge of what his existing role really is.

Possibly the relatively small number of cases, in
several instances only fourteen, may have influenced
the results when testing Group II and Group III hypotheses.
In order to test relationship of perception between
categories of respondents it was necessary to randomly
select from the category with the greater population
cases which would equal the population of the smaller
category. Therefore, some differences may have occurred
due to the randomization process utilized by the Computer
Center to select the cases necessary to compute the r

statistics.

82

The fourth analysis determined the relationship of
perception between Administrators and EMBCs of the
existing and ideal role of the EMBC. When the per—
ceptions of Superintendents, District Media Supervisors,
and Principals were collectively compared with the
perceptions of EMBCS, no significant correlations were
obtained. Correlations indicated a greater relationship
existed between perceptions of Administrators and EMBCs
on the existing role than on the ideal role. This is
somewhat contrary to the relationships determined when
testing Group II and Group III hypotheses. Generally,
less relationship was found in the perception of the
existing role, while a greater relationship existed in
the perception of the ideal role. This does suggest
that there is relatively little agreement as to what the
role of the EMBC should be.

A one way analysis of variance test was utilized
to test the Group V hypotheses, that no significant
difference will exist among the four positions in the
perception of the existing and ideal role of the EMBC.
The obtained F scores were less than the table values
of F needed to reject the null hypotheses, indicating
that no significant differences in perception existed
among the four categories of respondents on either the

existing or ideal role of the EMBC.

83

Although a large number of respondents have been
working in educational institutions for a considerable
number of years, (56 indicated total experience of 16
or more years) it does not appear that the respondents
have remained in the same position for a comparable
period of time. Of the 56 respondents indicating 16
or more years of educational experience, only eight
indicated having been in their present position for
that period of time. The increased mobility, opportunity
for advanced education, and possibility for promotion
are all factors related to the findings. Since a
relatively large per cent of the respondents (55%)
had been in their position three years or less, they
may not be as familiar with the duties and responsi-
bilities of all specialists within the system. Thus,
some of the discrepancies found and previously reported
may be due to a lack of knowledge of what does happen
in their district.

The higher the position in the structure of the
school district, the greater the amount of experience
of the incumbent. Superintendents tended to have more
experience while EMBCs tended to have less experience.
Likewise, Superintendents tended to be older, while the
EMBCs tended to be younger.

Since the Superintendents and Principals tended

to be older and more experienced, they may have had

8“

their educational experiences prior to the rather recent
surge in educational media. Although administrators are
looked upon as leaders in developing educational programs
with a school district it would appear that in many cases
the administrator has not kept up "with the times" and is
not properly and fully informed on the use of media in
the schools of today. Thirty—eight per cent of the
Superintendents and Principals responding indicated that
they did not have any courses in educational media.
Certainly with the advent of educational television,
individualized instruction, team teaching, programmed
instruction these administrators would have seen the

need for their becoming better informed in the area of
educational media. This lack of knowledge of the field
of educational media certainly may have influenced the
Administrators' perception of the EMBCs' role.

Also, this lack of knowledge of the potential of
educational media may influence administrative decisions
and act as a barrier to the development of sound
educational media programs.

In examining the content of courses in media taken
by respondents it is quite interesting to note that
only seven of the fifty—two Superintendents and Principals
had experienced a course in educational television, while
only six of the respondents in these two categories had

any exposure to a course in Graphic Production. It

85

would appear that decisions by administrators relative
to these two areas might not always be made with the
full knowledge of the effects of that decision.

The time devoted to the supervision of the media
program reflects a changing attitude towards this role.
Although not as extensive as an earlier study by
McMahan (1963) in which she found that 87% of the EMBCs
surveyed in Michigan had no released time, it was found
that 3“% of the respondents devoted 81 - 100% of their
time to the supervision of the secondary school media
program. Even with this trand, there exists room for
improvement as “1% of the respondents indicated less
than 20% of their time devoted to supervision of the
media program.

An administration more knowledgeable in the field
of educational media would be more receptive to requests
for released time for EMBCs. Role definitions are
necessary and responsibilities must be determined.
Rather than act as a barrier to change, administrators
should gain the knowledge necessary to assist them in

promoting change.

Summary

The findings of the study have been presented and
discussed in this chapter. Results of statistical

testing of the generated hypotheses indicate a general

86

lack of agreement on the perception of the existing and
ideal roles of the EMBC. Greater relationships were
found to exist on the perception of the ideal role than
on the perception of the existing role of the EMBC.

Demographic data indicated considerable mobility
of respondents. Although many respondents had con—
siderable educational experience, relatively few had
remained in their present position for a long period
of time. This newness to their position and a lack
of exposure to university course work in educational
media may have had an effect on their perception of
the role of the EMBC. This was particularly true of
administrators.

An encouraging trend was the development of EMBC
positions in secondary schools to full time status.
Although the trend was favorable, considerable change

is also needed in this area.

CHAPTER V

SUMMARY AND CONCLUSIONS

Summary

The present research studied the correlation of
perceptions of public school administrators concerning
the role of the secondary school Educational Media
Building Coordinator. Two dimensions were selected
for investigation: (1) perception of the existing
role of the EMBC, and (2) perception of the ideal role
of the EMBC.

Seventy—two K—12 public school districts in
Wisconsin comprised the initial population for the
study. Each public school district within the state
having 2,500 or more students, with the exception of
Milwaukee which was considered atypical, was included
in the initial population. This represented sixty
per cent of the total school population within the
state.

An introductory letter which included a description
of the study was mailed to the Superintendent of each of
the seventy—two school districts which met the criteria
for inclusion in the study. Response to this initial

request provided a population of forty—one school

87

88

districts which indicated a willingness to participate
in the study. This represented fifty—seven per cent
of the initial population——five districts, or seven
per cent, failed to respond, either positively or neg—
atively, to either the original letter or a subsequent
follow—up letter.

A sixty-item, Likert—type questionnaire, developed
with the cooperation of individuals knowledgeable and
experienced in the field of educational media, was
mailed to each Superintendent, District Media Supervisor,
Secondary Principal, and EMBC identified by the Super—
intendents of the forty-one school districts responding
affirmatively to the initial request. Thirty items
indicated functions of a traditional role of the EMBC
while thirty items indicated functions of a progressive
role. Since it was considered desirable to have all
items stated positively, it was necessary later to
reverse score those statements indicative of a traditional
role. An additional questionnaire elicited demographic
data from individual respondents.

Not all of the role incumbents identified by the
Superintendents responded to the questionnaire. One
hundred—thirty—nine responses, or seventy per cent of
the total possible, were received. Upon examination
of the responses, forty—one were found to be unusable,

in most cases because they were not complete in all

89

respects. Thus, the statistical analyses and conclusions
presented are based upon ninety-eight respondents, or
fifty per cent of the total population.

Five groups of statistical hypotheses were generated
and tested. Eighteen individual hypotheses were encom—
passed within the five groups. Sixteen hypotheses in
Groups I—IV were tested using Pearson product-moment
correlation coefficients and an appropriate table of
significant correlation values. The final two hypotheses,
those in Group V, were tested using a one way analysis of
variance and an appropriate table of F values.

The five groups of hypotheses tested were:

Group I--Determined the correlation, if any, which
existed between the perception of the
existing and ideal role of the EMBC when
examined by category of position.

Group II—-Determined the correlation, if any, which
existed between categories of respondents
in their perception of the existing role
of the EMBC.

Group III——Determined the correlation, if any, which
existed between categories of respondents
in their perception of the ideal role of
the EMBC.

Group IV-—Determined the correlation, if any, which

existed between the Administrators'

9O

(Superintendents, District Media Super-
visors, and Secondary Principals) and

the EMBCs' perception of the existing and
ideal role of the EMBC.

Group V--Determined if differences existed among
the four categories of respondents in
perception of both the existing and ideal
roles of the EMBC.

In the calculation of the correlation coefficients
to test the four hypotheses in Group 1, two significant
values were found, thereby enabling the rejection of the
respective null hypotheses. Rejected was the null
hypothesis concerned with the Superintendents' per—
ception of the existing and ideal role of the EMBC and
the null hypothesis concerned with the Secondary
Principals' perception of the existing and ideal role
of the EMBC. The two remaining hypotheses could not
be rejected as the calculated r value was less than
the table value of r with the appropriate degrees of
freedom when testing for significance. These hypotheses
were related to the District Media Supervisors' and
EMBCs' perception of the existing and ideal role of
the EMBC.

Group II hypotheses were tested to determine the
correlation of perception between categories of

respondents on the existing role of the EMBC. The

91

responses of each category of respondent were tested
in relation to the responses of every other category
of respondent. Therefore, six hypotheses were tested
in this group.

None of the six hypotheses could be rejected as
in each case the computed value of r was less than the
table value of r at the appropriate number of degrees
of freedom. Since this was the case, there were no
significant r values.

Hypotheses tested in Group III were parallel to
those tested in Group II. Whereas Group II hypotheses
were related to perception of the existing role, Group
III hypotheses were related to perception of the ideal
role of the EMBC. Again, the responses of each
category of respondent were tested in relation to
the responses of every other category of respondent,
thereby testing all six hypotheses in this group.

None of the six null hypotheses in Group III
were rejected as in each case the computed value of r
was less than the table value of r needed for rejection.

Although the computed r values were not of suf—
ficient size to reject the null hypotheses in this
group, it is significant that with two exceptions, the
computed r values were greater when testing hypotheses
related to the perception of the ideal role of the EMBC

than when testing hypotheses related to the perception

Of the existing role of the EMBC.

92

There appears to be greater agreement on what the
role of the EMBC should be than on what his role is,
although it is not statistically significant.

The two hypotheses tested in Group IV determined
the correlation, if any, which existed between Admin-
istrators and EMBCS, of the perception of the existing
and ideal role of the EMBC. In the testing of each
hypothesis the computed r value was considerably less
than the table value needed for rejection. Thus, both
hypotheses in Group IV, were not rejected.

A one way analysis of variance test was conducted
to determine the significance of the two hypotheses
tested in Group V. This final analysis determined if
differences existed among the four categories of
respondents in perception of both the existing and ideal
roles of the EMBC. In the testing of each hypothesis
the obtained F value was less than the table value
needed for rejection. Thus, we failed to reject both
hypotheses in Group V. Although neither F value
obtained was significant, considerable difference
existed between the two F values. In testing the
hypothesis related to the perception of the existing
role of the EMBC, the obtained F value was less than
one, while the obtained F value in testing the
hypothesis related to the perception of the ideal

role of the EMBC approached significance at Alpha = .05.

93

As indicated, each respondent was requested to
complete a Personal Data Questionnaire in addition to
the questionnaire on role perception. The demographic
data obtained were utilized to assist in the inter-
pretation of the findings as discussed in Chapter IV.
Additionally, information compiled from the Personal
Data Questionnaire was used to obtain a better picture
of the education, experience, and responsibilities of
those individuals working as District Media Supervisors

and Building Coordinators.

Problems Encountered in Study

 

Several difficulties were encountered during the
conduct of the study. A difficult time schedule which
resulted in the mailing of questionnaire materials late
in the school year undoubtedly reduced the number of
responses received. There was insufficient time to
conduct a follow-up to the initial mailing of the
questionnaire to the role incumbents as designated by
the Superintendent. Related to this difficulty was
the apparent mis-identification, in a number of cases,
of role incumbents by the Superintendents. A number
of questionnaires were returned with a note indicating
that the individual did not occupy the role even
though he had been so identified by the Superintendent.

A problem related to the testing of Group II,

III, and IV hypotheses was the unequal number of cases

9“

in each category of respondent. In computing the r
statistic it is necessary to have an equal number of
cases in each category. To obtain this equal number
of cases in the testing of each hypothesis in the
aforementioned groups, it was necessary to select
randomly from the category having the greater number
of cases, the number of cases equal to the number of
cases in the category of respondents having the
lesser number of cases. This selection process,
although done randomly, may have had some influence
on the resultant statistics.

A related difficulty was the relatively small
number of cases, fourteen, in the category of District
Media Supervisor. Although it was expected that this
category would have the least number of cases, the
number responding was below expectations. Additionally,
only eighteen of the twenty-four identified District
Media Supervisors did respond, and four of these
responses were unusable.

Although extreme care was used in the design of
the items included in the questionnaire there may have
been some semantic problems which did exist. Hopefully
these would be minimal and would not have an adverse
affect on the findings of the study.

In analyzing the demographic data it appears that

the respondents have generally been quite mobile, many

having occupied their present position for a short
period of time—-three years or less. Although rel—
atively new in their position most are not new to
education with only two respondents indicating that
they had three years or less of experience.

Although nearly ninety per cent of the respondents
had earned an advanced degree, a number of individuals
were identified as incumbents of a position for which
they apparently were not legally certified. A number
of individuals identified as District Media Supervisor
or EMBC apparently do not meet the minimum requirements
for those positions as established by the Wisconsin
Department of Public Instruction.

An encouraging finding was that fifty—seven per
cent of the District Media Supervisors who responded
indicated that they devoted over eighty per cent of
their time to supervision of the district media program.
Thirty-four per cent of the EMBCs indicated that they
devoted a like amount of time to the supervision of the

secondary school media program.

Conclusions

 

Several conclusions are made from the findings
summarized above.
1. Since those individuals (Superintendents and

Principals) farthest from the position in question

96

(EMBC) indicated a higher correlation in their per—
ception between the existing and ideal role of the

EMBC it can be concluded that they believe the existing
educational media program approaches the ideal and thus
they may serve as a barrier to change in the continued
development of the present media program.

2. Since superintendents and principals, who are
in positions to make decisions relative to the educ—
ational media program, indicated having relatively
little formal preparation in educational media, they
may not have the necessary expertise or knowledge on
which to base decisions which would enhance the quality
of the existing educational media program.

3. Since little agreement was indicated between
categories of respondents as to the perception of either
the existing or ideal role of the EMBC, it may be
concluded that incumbents of different positions within
the school structure perceive a role differently due
to the differences in educational background, experience,
and interests of their reference group.

“. Since greater agreement was evidenced between
categories of respondents in perception of the ideal
role of the EMBC than in perception of the existing
role, it may be concluded that individuals from dif-
ferent reference groups may have similar perceptions

of what a particular role incumbent should do, but

97

because they do not have first hand knowledge of what
the role incumbent actually does, differences in per—
ception of the incumbents' existing role will result.

5. Since Administrators perceive the existing and
ideal roles of the EMBC differently than does the EMBC,
conflict may arise between the expectations of the
Administrators and the performance level of the
incumbent EMBC.

6. Since some individuals identified as role
incumbents by the Superintendent apparently lack the
necessary qualifications to be certified by the
Department of Public Instruction for the position
they hold (District Media Supervisors and EMBCs) their
perception of the existing and ideal role of the EMBC
may be clouded due to lack of preparation and experience
in educational media.

7. Although respondents had considerable educational
experience, most had occupied their present position for
a relatively short period of time, suggesting a high
mobility rate for individuals in leadership positions

within the educational institutions of the state.

Implications for Future Research

 

Although the study of role perception is not new,
the present study examined perception of a role which
apparently had not previously been investigated in this

manner .

98

l. The first recommendation would be to replicate
the study using the population of a state having an
educational system and program comparable to that of
Wisconsin. In any attempt at replication, however
every effort possible should be made to increase the
number of respondents in all categories. Because of
the structure of the public school system it will
generally be impossible for all categories of respondents
to have the same number of cases, therefore, the
randomization process used to test certain hypotheses
must still be utilized. Each district has only one
Superintendent and only one District Media Supervisor
which severely limits the number of cases in each of
these two categories. The size of the remaining
categories is much more likely to encompass a greater
number of cases.

2. The inclusion of the classroom teacher would
add an entirely different dimension to the present
study. If the perceptions of classroom teachers were
solicited and compared with the responses reported in
this study, an additional problem would be encountered
as the size of this group would certainly dominate all
others.

3. Since the communication between individuals
will assist in the "breaking down" of barriers between

these individuals, the determination of the kind and

99

quantity, as well as the direction, of communication
which takes place between incumbents of the roles
under consideration may prove to be extremely valuable
in analyzing role perception. Therefore, a future
study may examine the communication which takes place
between role incumbents.

“. Still another dimension to consider would be
the determination of relationship of perception among
those individuals within the same school district.

This would indicate the relative agreement or disagreement
on perception of the role incumbent within that particular
school district. This could possibly be expanded and
districts may be compared with other districts.

5. Inclusion of school board members may not produce
any significant results. This inclusion would bring the
position of the EMBC more prominently before them and
possibly increase their awareness of the individual in
this role.

6. Although more time consuming and more costly,
perhaps the gathering of relevant data through interview
techniques may produce more significant results. This
may also assure greater participation and would tend to
eliminate semantic problems created by the use of a
printed questionnaire.

7. The securing of data related to school district

budget, per pupil expenditure, expenditures for equipment

100

and materials, inventory of district owned equipment,
and a description of facilities available for use with
educational media may make the obtained statistics
more meaningful. Therefore, the inclusion of other
variables may produce additional information which
will help to present a better picture of how others

perceive the role of the EMBC.

Reflections

Following the completion of a study such as this,
it is easier to look back at the problem and reflect
upon its possible ramifications. At the same time
effort should be made to ensure that the findings
presented are interpreted in light of the total educ—
ational structure and program, not in terms of the
limited area of concern of this study.

1. The EMBC-—Hopefully, the EMBC will not interpret
the results as indicating that his perception of his
role is that which is most desirable. He must continually
examine and re-examine himself and his role, not only in
terms of the total educational program, but in terms of
his impact upon others as well. He cannot assume that
his role is the ideal and therefore be satisfied in
maintaining the status quo. He must be concerned with
all aspects of the educational media program as discussed

in Chapter II by Norberg and Erickson. Just as any other

101

individual within the school structure, the EMBC may
also act as a barrier to change.

2. Examination of Role-~A more dramatic examination
of role must be undertaken. What is the relation of the
role to the educational program which it seeks to
support? What is the relation of the role to the
functioning of the total educational system? The EMBC
should not develop his role to do an effective job of
supporting the present program if that program is one
which is not educationally sound and is one which possible
should not be in existence. He, along with the other
educational professionals, is responsible for providing
the most relevant educational program possible for the
students in his particular institution.

3. Colleagues of the EMBC——No individual within the
educational system should function in a vacuum, isolated
from all others. Not only must the EMBC re-examine his
role, but his colleagues must do likewise. Each
reference group has developed a set of functions which
are to be undertaken by individuals within their group.
Curriculum specialists, media specialists, subject
matter specialists, and classroom teachers all have
done this. A periodic self-examination by all is
essential. In the development of educational programs,
the cooperative efforts of all professional educators

should be encouraged. Each can bring the expertise of

102

his particular reference group to bear on the problem
and the resultant product will be more relevant to
the target audience.

“. Role of the University--The university, in many
instances, is perpetuating an intolerable and unsound
educational program. Preparation programs leave much
to be desired and individuals are coming to the public
schools unprepared to meet the challenge presented by
the changing society in which we live. In order to
create an impact upon society one function of the
university in cooperation with public schools, would
be to examine its own programs and develop relevant
and realistic preparation programs based upon recognized
research. A second function would be to develop models
for change which may be applied to problems which exist
in the schools. Further, meaningful relationships must
be developed between university faculty and public
school personnel which would allow for greater inter—
change of ideas and information between the theorist
and the practitioner. Finally, the university faculty
should be available for the conducting of in—service
education programs which are meaningful to the public
school personnel involved, thereby encouraging and
providing for growth of the professional staff. With
this changing function of the university, a much more

meaningful relation between the university and public

103

school personnel may come about and the university will
have available a laboratory which can be used to test
models for the improvement of instruction.

In conclusion, no person is an island in himself.
He must interact with other individuals in many aspects
of his professional life. Although this study indicates
that the school administrator, be he superintendent or
principal, may act as a barrier to change relative to
the development of educational media programs due to
his perception of the existing and ideal role of the
EMBC, it must be recognized that others within the

school system, including the EMBC, may also act as a

 

barrier to such change. It is the responsibility of
all professional educators to be concerned with the
development of quality educational programs designed
for, and relevant to, the youth of today in our rapidly
changing society. Thus, change is a cooperative effort
and not the sole responsibility of any one single

reference group within our society.

APPENDICIES

10“

APPENDIX A

LIST OF SCHOOL DISTRICTS

INCLUDED IN STUDY

105

Antigo
Appleton
Ashwaubenon
Ashland
Baraboo
Beaver Dam
Beloit
Brookfield
Browndeer
Burlington
Cedarburg
Chippewa Falls
Cudahy

Eau Claire
Fond Du Lac
Fort Atkinson
Franklin
Germantown
Green Bay
Greendale
Greenfield
Hamilton
Janesville

Kaukauna

LIST OF

INCLUDED IN STUDY

Kenosha
Kimberly

La Crosse
Madison
Manitowoc
Marinette
Marshfield
Medford
Menasha
Menomonee Falls
Menomonie
Merrill
Monona Grove
Monroe
Muskego
Neenah

New Berlin
Oak Creek
Oconomowoc
Oshkosh
Portage
Port Washington
Racine

Rhinelander

106

SCHOOL DISTRICTS

Rice Lake
Rothschild
Sauk—Prairie
Shawano
Sheboygan
Shorewood
South Milwaukee
Sparta
Stevens Point
Stoughton

Sun Prairie
Superior
Tomah

Two Rivers
Watertown
Waukesha
Waupun
Wausau
Wauwatosa
West Allis
West Bend
Whitefish Bay
Whitnall

Wisconsin Rapids

APPENDIX B

INITIAL LETTER TO SUPERINTENDENTS

107

MICHIGAN STATE UNIVERSITY EAST LANSING - MICHIGAN 4882*

 

COLLEGE OF EDUCATION - INSTRUCTIONAL RESOURCES CENTER

Under the direction of Dr. James Page, Professor of Education
and Director, Education Resource Center, Michigan State Uni-
versity, East Lansing, Michigan, I am conducting a study of
the administrator's perceptions of the role of the secondary
school educational media (audiovisual) coordinator. (Educa-
tional media and audiovisual will be used aynonymously.)

All school districts in Wisconsin having 2,500 or more
students have been included in the design of the study.
Your school district meets this criterion.

I have elected to conduct this study in Wisconsin because

as of June, 1969, I will become a member of the faculty at
Wisconsin State University-Oshkosh. Therefore, the results
will be much more meaningful and useful to me in my work in
the School of Education than if the study were done elsewhere.

How an individual perceives an activity or role is one deter-
minant of how he will behave towards that role. This study

will investigate how the role of the educational media build-

ing coordinator is perceived by various levels of administration.

Since it is of utmost importance that replies from adminis—
trators of all districts be received, I am writing to re—
quest your indication of willingness to participate in the
study prior to a distribution of the questionnaire.

Each superintendent, district media supervisor, secondary
school principal, and secondary school media building coor-
dinator in the school district will be requested to complete
a questionnaire. This should require no more than one-half
hour of your time. There will be no questions which will
require additional time to gather information to enable you
to respond.

108

 

-2-

Questionnaire materials will be mailed to those individuals
within your school district shortly after receipt of a letter
indicating your willingness to participate.

Mr. Robert Wheeler, Wisconsin Department of Public Instruction,
has provided me with a listing of individuals currently work-
ing in media positions. However, he indicated that this list
is not all inclusive, nor is it entirely accurate: thus, to
ensure accuracy and completeness, would you please provide

the information requested on the enclosed sheet and return

it to me in the enclosed, self-addressed, stamped envelope.

It would be appreciated if this initial questionnaire would
be completed and returned no later than May 10.

If there are any questions you wish to have answered, please
feel free to write or call.

For your participation, a copy of the results of the study
will be made available to you upon completion of the study.

Thank you for your assistance.

Sincerely,

Edward Anderson

Research Consultant

Title VI-B Institute
Michigan State University

517-353-8840 (Office)
517-484-9892 (Home)

109

APPENDIX C

FORM FOR SUPERINTENDENTS' REPLY

llO

EDUCATION RESOURCE CENTER
113 ERICKSON HALL
MICHIGAN STATE UNIVERSITY
EAST LANSING, MICHIGAN

Legal Name of School District

 

 

 

 

 

Address
City County
Willingness to Participate in Study Yes No _____

Please List the Names of the Following Individuals:

Superintendent of Schools

 

District Media Supervisor

 

Secondary School Principals

Name School

 

 

 

 

 

 

 

 

 

 

Secondary School Educational Media Building Coordinators

Name School

 

 

 

 

 

 

 

 

 

lll

APPENDIX D

FOLLOW—UP LETTER TO SUPERINTENDENTS

112

MICHIGAN STATE UNIVERSITY East Lansing . Michigan 48823

 

College of Education . Instructional Resources Center

I am writing once again to ask your help with respect to our
study of how administrators perceive the role of the secondary
school educational media building coordinator.

Our records indicate that, as of this date, we have not re—
ceived your reply to our initial questionnaire, requesting
that you and other administrators in your district participate

in our study.

Due to the limited population with which we have to work, each
response will contribute significantly to the results of the

study.

In the event that the original questionnaire was misplaced,
we have enclosed another along with a stamped, return enveloPQ,
for your convenience.

A reply, either affirmative or negative, would be appreciated
at your earliest convenience. Questionnaire materials will be
mailed to those individuals within your school district im—

mediately upon receipt of a letter indicating your willingness

to participate.

Thank you for your cooperation; we certainly hope to hear from
you in the very near future.

Sincerely,

Exam W

Edward Anderson

Research Consultant

Title VI-B Institute
Michigan State University
517-353-8840 (Office)
517-484-9892 (Home)

113

APPENDIX E

COVER LETTER TO PARTICIPANTS

llu

MICHIGAN STATE UNIVERSITY EAST LANSING - MICHIGAN 48823

 

COLLEGE OF EDUCATION - INSTRUCTIONAL RESOURCES CENTER

May 16, 1969

In the development of instructional programs at the University
level, it is imperative that we seek from public school admin-
istrators their perceptions of roles for which we are preparing

individuals.

We are soliciting your assistance in providing us with input
information in a study being conducted at Michigan State
University, East Lansing, Michigan. Superintendents, district
media supervisors, secondary principals, and building media
coordinators in Wisconsin school districts are being surveyed.
The superintendents have been contacted and have given their
support to the project as has Mr. Robert Wheeler of the Wis-
consin Department of Public Instruction.

Your assistance in this project will be greatly appreciated and
the information derived will be put to use in the develOpment
of instructional programs in educational media. Due to the
rather limited number of respondents it is necessary that a
reply be received from each. All individual responses will be
treated confidentially. Names have been requested if follow-up

correspondence is necessary.

The study is being conducted in Wisconsin as the investigator
will be joining the faculty of Wisconsin State University--
Oshkosh as of June 16, 1969. Thus the results will be of use
in Wisconsin as well as here at Michigan State. Also, the
results will be made available to Wisconsin superintendents.

Please complete the enclosed background information questionnaire
and the enclosed role perception questionnaire. Upon completion
place it in the enclosed self-addressed stamped envelOpe and
return it. We would appreciate these returned prior to May 30.

Once again, thank you for your assistance.

Sincerely,

/(.'4..M 0y- /‘)"7 ‘t/ QZwauU WMW
James L. Page Edward Anderson
Professor of Education Research Consultant

115

APPENDIX E

QUESTIONNAIRE

116

Directions: Indicate how you PERCEIVE the role of the

k".

8.

‘0

Educational Media Suilding Qoordinator as
it exists in your school district today.
Also, in the appropriate column, indicate
how you PERCEIVE this role as it would
ideally be in your school district.

Use the following scale to indicate your

Perceptions:

l. Strongly disagree
2. Disagree

3. Undecided

A. Agree

5. Strongly agree

Use this statement as the introduction to
all items:

"I perceive the role of the EMBC as one

who should: "
EXISTING IDEAL

Pick up and deliver materials from
a central media center.

 

Assist teachers in the production
of audiovisual materials.

 

Have in his formal training courses
in curriculum development.

 

Organize and maintain an inventory
control system.

 

Be chief administrator of a building
instructional materials center.

 

Assist teachersin selecting materials
on the basis of principles derived

from learning theory.

 

Have had teaching experience prior
to assuming this position.

 

Assist teachers with selection of
audiovisual materials.

 

Deliver materials and equipment
to Classroom.

 

117

I. Strongly disagree
?. Disagree

3. Undecided

A. Agree

5.

Strongly agree

Use this statement as the introduction to all items:

"I perceive the role of the EMBC as one who should: "

EXISTING IDEAL
10. Be familiar with results of research
studies which have implications for
using audiovisual materials in
teaching.

 

11. Be responsible for the operation of
a photographic laboratory.

 

12. Have secretarial and clerical help.

 

13. Mount and laminate pictoral material.

 

1“. Perform simple maintenance techniques,
such as replacing projection lamps,
etc.

 

15. Be responsible to the school librarian
in the operation of a building
instructional materials center.

 

16. Collect statistics on the use of
audiovisual materials and equip-

 

ment.

17. Develop individualized instruc—

 

tional programs.

18. Prepare overhead transparencies

 

for the teachers.

19. Attend state and national audio—

 

visual conferences.

 

20. Direct the production of 8mm films.

21. Classify and catalog materials for

 

teacher use.

22. Establish procedures for evaluation
of preview materials.

118

Strongly disagree

I.

2. Disagree

3. Undecided

A. Agree

5. Strongly agree

Use this statement as the introduction to all items:

"I perceive the role of the EMBC as one who should: "

EXISTING IDEAL
23. Conduct in—service education programs
for teachers in the operation of
equipment.

2U. Assist students in preparation of
audiovisual materials for class
project activity.

25. Have a position equivalent to a
department chairman.

26. Serve as a member of all curriculum
committees.

 

27. Organize and maintain a student
audiovisual service group.

28. Develop and produce programed
instruction materials.

 

29. Purchase audiovisual materials for
classroom use.

 

30. Administer the ordering of films
for teachers within the building.

 

31. Plan and prepare the audiovisual
budget for the building.

 

32. Have been a classroom teacher in
the building he now serves as
Educational Media Building
Coordinator. ‘__

 

Conduct in—service education
programs for teachers in the
utilization of audiovisual

materials.

LO
LO

 

3U. Acquire materials from sources
of free materials.

 

119

l. Strongly disagree
2. Disagree

3. Undecided

A. Agree

5.

Strongly agree
Use this statement as the introduction to all items:
"I perceive the role of the EMBC as one who should:

EXISTING
35. Design and prepare tape-slide
presentations for public relations
programs.

 

 

36. Direct the production of educational
television programs within the
building.

 

37. Assist in evaluation of the

 

applications of educational media.

38. Administer a film production facility.

 

39. Be responsible for the school
duplicating services.

 

MO. Serve as photographer for school
related activities.

 

41. Be responsible for the storage and
retrieval of realia and models.

 

A2. Administer a graphic production

 

facility.

“3. Assist teachers to identify and state
instructional objectives.

 

AU. Consult with teachers in solving

 

instructional problems.

45. Schedule equipment for use by

 

teachers.

A6. Establish and maintain a resource
file on audiovisual materials and

 

equipment.

“7. Have a position above that of a

 

department chairman.

120

1. Strongly disagree
2. Disagree

3. Undecided

A. Agree

5.

Strongly agree

Use this statement as the introduction to all items:

"I perceive the role of the EMBC as one who should: "

EXISTING IDEAL
A8. Serve as liaison between teachers
and district audiovisual supervisor.

A9. Store and maintain films, filmstrips,
etc.

50. Help plan for the design, modification
and allocation of space for audio-
visual instruction.

51. Be familiar with the systems approach
to problem solving.

52. Establish a favorable climate for the

use of educational media.
53. Prepare photographic slides.
5A. Have in his formal training courses
in change theory.
55. Be responsible for setting-up audio-
visual equipment for presentations
by visitors.
56. Prepare tape recordings that require
transcription from records.
57. Serve as coordinator for field trips. ________ ______

 

58. Direct the production of 16mm films.
59. Assist teachers in selecting materials
on the basis of principles derived

from communication theory.

60. Help teachers operate equipment in
their classrooms.

121

APPENDIX G

PERSONAL DATA SHEET--

SUPERINTENDENTS

PRINCIPAL QUESTIONNAIRE
Background Information

1. Number of years in present position

 

2. Number of years as principal prior to
assuming this position

 

3. Position immediately prior to assuming
present position

4. Total number of years of teaching, supervisory,
and administrative experience

5. Degree Earned Institution Year

B. A.

 

 

 

M. A.

 

SPEC.

 

Ed. D.

 

Ph. D.

 

6. Age (Check)
20-29 30-39 40-49 50-59 Over 60

 

7. Number of university courses taken which related
directly to educational media

8. Institution(s) at which these were taken:

 

 

 

9. General Content Areas of Above Courses: (Please check)

Television Cinematography

 

Photography Programmed Instruction
General Survey Graphic Production Techniques
Media Research Administration of Media PrOgrams

 

10. Number of teachers in buildin9_f

Name

 

School

 

 

APPENDIX J

PERSONAL DATA SHEET-—EDUCATIONAL

MEDIA BUILDING COORDINATORS

EDUCATIONAL MEDIA BUILDING COORDINATOR
Background Information

1. Number of years in present position_*

2. Number of years as coordinator prior to
assuming this position

 

3. Position immediately prior to assuming
present position

4. Released time to perform duties (Number of periods
per day and length of period).

5. Duties (if any) in addition to media
responsibility

 

6. Number of technicians or paraprofessionals under your
supervision (excluding students)

 

7. Total number of years of teaching, supervisory,
and administrative experience

 

 

 

 

 

8. Degree Earned Institution Egg;
B. A.
M. A.
SPEC . __

 

9. Age (Check)
20-29 30-39 40-49 50-5Q_____ 6O

 

10. Number of university courses taken which related

directly to educational media '
Number of semester hour credits earned in

these courses __

11. Institution(s) at which these were taken:

 

12. General Content Areas of Above Courses: (Please check)

 

 

Television Cinematography

Photoqraphy Programmed Instruction .
General Survey Graphic Production Techniques
Media Research Administration of Media PrOgrams

Name ____School Dist.

 

APPENDIX I

PERSONAL DATA SHEET——PRINCIPALS

126

APPENDIX Ki

IDENTIFICATION OF PROGRESSIVE AND

TRADITIONAL ROLES OF EMBC

130

U":

6.

10.

IDENTIFICATION OF PROGRESSIVE AND TRADITIONAL
ROLES OF THE EDUCATIONAL MEDIA

BUILDING COORDINATOR

PROGRESSIVE TRADITIONAL

 

Pick—up and deliver materials from
a central media center.

Assist teachers in the production
of audiovisual materials.

Have in his formal training courses
in curriculum development.

Organize and maintain an inventory
control system.

Be chief administrator of a building
instructional materials center.

Assistteachersin selecting materials
on the basis of principles derived
from learning theory.

Have had teaching experience prior
to assuming this position.

Assist teachers with selection of
audiovisual materials.

Deliver materials and equipment to
classrooms.

Be familiar with results of research
studies which have implications for
using audiovisual materials in
teaching.

Be responsible for the operation of
a photographic laboratory.

Have secretarial and clerical help.
Mount and laminate pictoral material.

Perform simple maintenance techniques,

such as replacing projection lamps, etc.

131

X

16.

17.

l8.

19.

23.

2”.

.~‘,
[.{g

28.

99.

Be responsible to the school
librarian in the operation of a
building instructional materials
center.

Collect statistics on the use of
audiovisual materials and
equipment.

Develop individualized instructional
programs.

Prepare overhead transparencies for
the teachers.

Attend state and national audio-
visual conferences.

Direct the production of 8mm films.

Classify and catalog materials for
teachers use.

Establish procedures for evaluation
of preview materials.

Conduct in-service education programs

for teachers in the operation of
equipment.

Assist students in preparation of
audiovisual materials for class
project activity.

Have a position equivalent to a
department chairman.

Serve as a member of all curriculum
committees.

Organize and maintain a student
audiovisual service group.

Develop and produce programed
instruction materials.

Purchase audiovisual materials for
classroom use.

132

 

 

PROGRESSIVE TRADITIONAL
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

PROGRESSIVE TRADITIONAL

 

 

30. Administer the ordering of films for
teachers within the building. X

31. Plan and prepare the audiovisual
budget for the building.

>1

3?. Have been a classroom teacher in the
building he now serves as Educational
Media Building Coordinator. X

33. Conduct in-service education programs
for teachers in the utilization of

audiovisual materials. X
3A. Acquire materials from sources of

free materials. X
35. Design and prepare tape-slide

presentations for public relations

programs. ‘ X

36. Direct the production of educational
television programs within the

building. X
37. Assist in evaluation of the .
applications of educational media. X
38. Administer a film production facility. X
39. Be responsible for the school
duplicating services. X
HO. Serve as photographer for school X
related activities.
“1. Be responsible for the storage and X
retrieval of realia and models.
HP. Administer a graphic production X
facility.
”3. Assist teachers to identify and state
instructional objectives. X
“A. Consult with teachers in solving
instructional problems. X
“5. Schedule equipment for use by X

teachers.

133

60.

REVERSE SCORED

 

Help plan for the design, modification and
allocation of space for audiovisual
instruction.

Be familiar with the systems approach to
problem solving.

Establish a favorable climate for the use
of educational media.

Prepare photographic slides. X

Have in his formal training courses in
change theory.

Be responsible for setting-up audiovisual
equipment for presentations by visitors. X

Prepare tape recordings that require
transcription from records. X

Serve as coordinator for field trips.
Direct the production of 16mm films. X

Assist teachers in selecting materials on
the basis of principles derived from
communication theory.

Help teachers operate equipment in their
classrooms.

139

APPENDIX L

ITEMS REVERSED SCORED

135

IO.

11.

IDENTIFICATION OF ITEMS WHICH WERE
REVERSED SCORED

REVERSE SCORED

 

Pick up and deliver materials from a central
media center. X

Assist teachers in the production of audio—
visual materials. X

Have in his formal training courses in
curriculum development

Organize and maintain an inventory control
system. X

Be chief administrator of a building
instructional materials center.

Assist teachersin selecting materials on
the basis of principles derived from
learning theory.

Have had teaching experience prior to
assuming this position. X

Assist teachers with selection of audio—
visual materials.

Deliver materials and equipment to class—
rooms.

Be familiar with results of research studies
which have implications for using audioVisual

materials in teaching.

Be responsible for the operation of a
photographic laboratory.

Have secretarial and clerical help.
Mount and laminate pictoral material.

Perform simple maintenance techniques,
such as replacing projection lamps, etc.

Be responsible to the school librarian in
the operation of a building instructional

materials center.

136

REVERSE SCORED

 

l6. Collect statistics on the use of audiovisual
materials and equipment.

17. Develop individualized instructional programs.

18. repare overhead transparencies for the
teachers. X

19. Attend state and national audiovisual
conferences.

90. Direct the production of 8mm films. X

91. Classify and catalog materials for teacher
use. X

2?. Establish procedures for evaluation of
preview materials.

23. Conduct in-service education programs for
teachers in the operation of equipment. X

2A. Assist students in preparation of audiovisual
materials for class project actiVity.

25. Have a position equivalent to a department
chairman.

P6. Serve as a member of all curriculum
committees.

27. Organize and maintain a student audiovisual
service group. X
28. Develop and produce programed instructional
materials.
39. Purchase audiovisual materials for classroom
use. X
30. Administer the ordering of films for teachers X
within the building.
31. Plan and prepare the audiovisual budget for
the building.
32. Have been a classroom teacher in the building
he now serves as Educational Media Building X

Coordinator.

137

APPENDIX M

ADDITIONAL RESPONSIBILITIES OF

DISTRICT MEDIA SUPERVISORS

1140

}_J

ADDITIONAL RESPONSIBILITIES OF

DISTRICT MEDIA SUPERVISORS

Supervisor of Curriculum

Supervisor of Instruction

Library Supervisor

1A1

APPENDIX N

ADDITIONAL RESPONSIBILITIES OF EMBCS

IU2

f0

“0

UT

10.

ll.

ADDITIONAL RESPONSIBILITIES OF EMBCS

Supervise Instructional Materials Center
Supervise Library

Administrative Assistant

Attendance Supervisor

Department Head--Social Studies

Teach Mathematics

Teach Electricity and Electronics

Teach Driver Education

Teach Industrial Arts

Teach Physical Science

Teach United States History

1A3

BIBLIOGRAPHY

1AA

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