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SU-PERINTEN’DENTS' PERCEPTIONS 0F
DECISIONoMAKING !N THE IRANIAN SCHOOLS

Thesis for the Bag!“ 6? Ph. D.
WAN STATE UNIVERSITY
Mohammad Ali Toussi

1.961

This is to certify that the
thesis entitled

Superintendents'Perceptions or

Decision-Making in the Iranian Schools

presented by

Iohammad‘Aii Toussi

has been accepted towards fulfillment
of the requirements for

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ABSTRACT
SUPERINTENOENTS' PERCEPTIONS OF DECISION-MAKING
IN THE IRANIAN SCHOOLS

by Mohammad Ali Toussi

Eggpose of the study. The purpose of this study was
to examine the pattern of administrative practices in the
iranian educational system with special attention on the an-
alysis of the role of five important educational positions
in the system. Further purposes were to review the litera-
ture and to trace the development of the role concept which
served as pivotal theoretical tool for this research.

Procedure. The study was conducted in iran on a nation-
wide sampling basis. The subjects were the school superintend-
ents of one hundred and thirty school districts. The question-
naire technique was uSed for the collection of information and
a simple chi-square test wasapplied for the analysis of the
collected data. The hypothesis of no association between eleven
independent variables and the perceptions of the school superine
tendents was tested in each of the seventeen areas of educaional
activities specified in the questionnaire.

Maior findings. The analysis of the data revealed the
following findings:

I. In most areas of educational activities, the

independent variable of the superintendents' length

of administrative experience made a significant

2.

3.

5.

8.

Mohammad Ali Toussi
difference in the perceptions of the superintend-
ents of the role of one or more of the five educa-
tional positions.

The independent variable of experience in travel-
ing abroad consistently influenced the superin-
tendents' perceptions of the role of the Ministry
of Education.

The superintendents' professional preparation was
revealed to be an insignificant independent varia-
ble in the perceptions of the superintendents.

in the areas related to instruction and school
curriculua, a significant number of the superin-.
tendents perceived a considerable role for the
teacher. '

The superintendents perceived a highly significant
role for superintendent in nearly all areas of
educational activities.

The superintendents' perceptions favored a limited
role for provincial general-director of education
in most areas of educdtionai activities.

in areas of instruction, personnel, and general,
administration of the school building, the percep-
tions of the superintendents strongly favored a
considerable role for the building principal.

in most areas of educational activities, the super-

lntendents' perceptions of the Ministry of Educa-

Mohammad Ali Toussi
tion's role favored limited participation or
remained indecisive in direction.

Conclusions. in many areas of educational activities,
the perceptual expectations of the superintendents were in
divergence with the officially prescribed responsibilities
for each one of the five positions. The superintendents'
perceptions of the role of teacher, principal, and district
superintendent, on the other hand, indicate a certain degree
of readiness for local administrative autonomy in the dis-
trict.

Recommendations for further reseaggg. in order to
complete the role analysis in the educational structure of
Iran, the following areas of research are recommended:

i. To conduct studies of similar nature to this
study to investigate the perceptual expectations
of teachers, principals, provincial general-
directors of education, and top administrators in
the Ministry of Education of their own and others'
roles in the areas of educational activities.

2. To explore the power referent in decision-making
on the part of the district superintendents.

3. To identify the legitimizing sources for the edu-
cational decisions through the perceptions of the
superintendents.

4. To explore the "zone of acceptance" of the sub-
ordinate positions in the Iranian educational3

system as perceived by the superintendents.

SUPERINTENDENTS' PERCEPTIONS OF DECISION-MAKING
IN THE IRANIAN SCHOOLS

BY

Mohammad Ali Toussi

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

l96l

ACKNOWLEDGMENTS

It would have been impossible to conduct a study of
this nature without the assistance and cooperation of many
individuals.

The encouragement and invaluable guidance of the Doc-
toral Committee remains the salient contributory factor toward
the development of the project. 'Inasmuch as the assistance
of the Doctoral Committee is a matter of quality and excell- ‘
ence of leadership, the writer wishes to extend his sincere
appreciation to ProfessorstFloyd G. Parker, Chairman, Carl
H. Gross, Archibald 0. Heller, and Fred J. Vescolani, Commit-
tee Members, for exposing the writer to the benefits of their
educational statesmanshlp and scientific exactness.

Sincere appreciation is also expressed to the Iranian
school superintendents who cooperated so graciously in pro-
viding the vital data required for the exploration of the
problem.' Special acknowledgment is due to Professors Archibald
O. Hailer, John J. Paterson, and Mr. Cyrus Azimi for their
help in statistical treatment of the data.

This thesis is dedicated to the Okemos Public Schools,
Michigan, as an expression of appreciation for the opportunity
of association with their educational system.

And finally, my appreciation to Mrs. Peter Wallus and
Mrs. John Grabow for their help in the final preparation of

this manuscript.

ii

TABLE OF CONTENTS

CHAPTER
1. INTRODUCTION . . . . . . . . . . . . . . .
STATEMENT or THE PROBLEM . . . . . . . .
CONTEXT AND RESEARCH SETTING . . . . . .

Structure of the Government .
Structure .

Educational

Philosophical Orientation .

Administration of Education

11. REVIEW OF THE LITERATURE . . . . . . . . .
Role Concept . . . . . . . . . . . . . .
DECISIon-Maklng e e e e e e e e e e e e
The Behavioral Approach . . . . . . . .
Summary . . . . . . . . . . . . . . . .

III. RESEARCH TECHNIQUE AND DESIGN . . . . . .
SUbJeCts O O C 0 O O O O O O O O O O O 0
Procedure . . . . . . . . . . . . . . .
Questionnaire . . . . . . . .
Statistical Treatment of the Data . . .

IV. PROFILE OF THE SCHOOL SUPERINTENDENT . . .
Age Range . . . . . . . . . . . . . . .
Marital Status . . . . . . . .

Academic Level and Subject of

Specialization .
Sequence of Educational
Career Pattern .

Length of Educational Experience

Position

Work Experience Outside Education .
Experience, Training, or Travel Abroad .
Knowledge of Foreign Languages .

Membership in Professional Organization
Publications .

. 0

DESCRIPTION OF THE SCHOOL DISTRICTS .

Pupil Enrollment .
Instructional Staff .
District Population .

Summary .

iii

TABLE OF CONTENTS - CONTINUED

CHAPTER

V.

FINDINGS AND RESULTS
Data Concerning Superintendent's Role . . . . .

Data testing the hypotheses age,
previous position of high administrative
responsibilities, district total enroll-
ment, and degree-holding instructional
staff are not associated with the super-
intendents' perceptions of the superin-
tendent's role regarding the seventeen
educational activities . . . . . . . . . .

Data testing the hypothesis that profes-
sional preparation of the superintend-
ents is not associated with the superin-
tendents' perceptions of the superintend-
‘ent's role regarding the seventeen educa-
tional activities . . . . . . . . . . . .

Data testing the hypothesis that teaching
experience of the superintendents is not
associated with the superintendents' per-
ceptions of the superintendent's role
regarding the seventeen educational
aCtIVII-Ies O O O O O O O O O O O 0 O O O 0

Data testing the hypothesis that the length
of administrative experience of the super-
intendents is not associated with the
superintendents' perceptions of the super-
intendent's role regarding the seventeen
educational activities . . . . . . . . . .

Data testing the hypothesis that previous
position of principalship is not associ-
ated with the superintendents' perceptions
of the superintendent's role regarding the
seventeen educational activities . . . . .

Data testing the hypothesis that traveling
abroad is not associated with the super-
intendents' perceptions of the superin-
tendent's role regarding the seventeen
educational activities . . . . . . . . . .

Data testing the hypothesis that secondary
enrollment is not associated with the
superintendents' perceptions of the super-
intendent's role regarding the seventeen
educational activities . . . . . . . . . .

iv

Page

58

59

64

57

69

73

76

80

TABLE OF CONTENTS - Continued
CHAPTER Page

Data testing the hypothesis that district
population is not associated with the
superintendents' perceptions of the super-
intendent's role regarding the seventeen
educational activities . . . . . . . . . . . . 83

Further possible significant tendencies in
the data concerning superintendent's role . . 83

Further analysis of the data concerning the
superintendent's role in relation to no
specific independent variable . . . . . . . . 87

Data Concerning Teacher's Role . . . . . . . . . . 87

Data testing the hypothesis that age, profes-
sional preparation, previous position of
principalship, travel abroad, district total
enrollment, district secondary enrollment,
and district population are not associated
with the superintendents' perceptions of the
teacher's role regarding the seventeen educa-
tional activities . . . . . . . . . . . . . . .87

Data testing the hypothesis that teaching ex-
perience of the superintendents is not assoc-
iated with the superintendents' perceptions
of the teacher's role regarding the seventeen
educational activities . . . . . . . . . . . . 90

Data testing the hypothesis that administrative
experience of the superintendents is not as-
sociated with the superintendents' perceptions
of the teacher's role regarding the seventeen
educational activities . . . . . . . . . . . . 99

Data testing the hypothesis that previous posi-
tion of high administrative responsibilities
is not associated with the superintendents'
perceptions of the teacher's role in the
seventeen educational activities . . . . . . .l03

Data testing the hypothesis that degree-holding
instructional staff of the district is not as-
sociated with the superintendents' perceptions
of the teacher's role regarding the seventeen
educational activities . . . . . . . . . . . .l07

TABLE OF CONTENTS - Continued
CHAPTER Page

Further possible significant tendencies
in the data concerning the teacher's
rale O O O O O O O O O O O O O O O O O O O '07

Further analysis of the data concerning
the teacher's role in relation to no
specific independent variable . . . . . . llO

Data Concerning Principal's Role . . . . . . . ll3

Data testing the hypothesis that profes-
sional precaration, previous position
of principalship, travel abroad, and
district total enrollment are not as-
sociated with the superintendents' per-
ceptions of the principal's role regard-
ing the seventeen educational activities . ll}

Data testing the hypothesis that age of
the superintendents is not associated
with the superintendents' perceptions
of the principal's role regarding the
seventeen educational activities . . . . . ll3

Data testing the hypothesis that teaching
experience of the superintendents is not
associated with the superintendents' per-
ceptions of the principal's role regard-
ing the seventeen educational activities . ll9

Data testing the hypothesis that administra-
tive experience of the superintendents is
not associated with the superintendents'
perceptions of the principal's role regard-
ing the seventeen educational activities . I23

Data testing the hypothesis that previous
position of high administrative respons-
ibilities is not associated with the su-
perintendents' perceptions of the prin-
cipal's role regarding the seventeen edu-
cational activities . . . . . . . . . . . .l28

Data testing the hypothesis that district
secondary enrollment is not associated
with the superintendents' perceptions
of the principal' s role regarding the
seventeen educational activities . . . . . l3l
1

vi

TABLE OF CONTENTS - Continued
CHAPTER. Page

Data testing the hypothesis that degree-
hoiding instructional staff of the dis-
trict is not associated with the super-
intendents' perceptions of the principal's
role regarding the Seventeen educational
activities . . . . . . . . . . . . . . . . '3'

Data testing the hypothesis that district

. population is not associated with the
superintendents' perceptions of the
principal's role regarding the seventeen
educational activities . . . . . . . . . . '34

Further possible significant tendencies in
the data concerning the principal's role . '38

Further analysis of the data concerning
principal's role in relation to no spe-
cific independent variable . . . . . . . . I38

Data Concerning the Provincial General-
DireCtor's RO'e O O O O O O O O O O O O O O 0'40

Data testing the hypothesis that profes-
sional preparation, previous position
of principalship travel abroad, and
district population are not associated
with the superintendents' perceptions
of the provincial general-director of
education's role regarding the seventeen
areas of educational activities . . . . . .l40

Data testing the hypothesis that age of the
superintendents is not associated with the
superintendents' perceptions of the pro-
vincial general-director's role regarding
the seventeen educational activities . . . '47

Data testing the hypothesis that teaching
experience of the superintendents is not
associated with the superintendents' per-
ceptions of the provincial general-direc-
tor's role regarding the seventeen educa-
tional activities . . . . . . . . . . . . .‘47

Data testing the hypothesis that administra-
tive experience of the superintendents is
not associated with the superintendents'
perceptions of the provincial general-

vii

TABLE OF CONTENTS - Continued

CHAPTER

director's role regarding the seventeen
educational activities . . . . . . . . . . .

Data testing the hypothesis that previous
position of high administrative responsi-
bilities of the superintendents is not as-
sociated with the superintendents' percep-
tions of the provincial general-director's
role regarding the seventeen educational
aCtIVItIes O O O l O O O O O O O O O O O O 0

Data testing the hypothesis that district
total enrollment is not associated with
the superintendents' perceptions of the
provincial general-director's role regard-
ing the seventeen educational activities . .

Data testing the hypothesis that district
secondary enrollment is not associated
with the superintendents' perceptions of
the provincial general-director's role
regarding the seventeen educational ac-
tiV‘ties O O O O O O O O O O O O O O O O O 0

Data testing the hypothesis that degree-
hoiding instructional staff of the dis-
trict is not associated with the super-
intendents' perceptions of the provincial
general-director's role regarding the
seventeen educational activities . . . . . .

Further possible significant tendencies in
the data concerning the provincial general-
director's role . . . . . . . . . . . . . .

Further analysis of the data concerning the
provincial general-director's role in re-
lation to no specific independent variable .

Data Concerning The Ministry of Education's

ROSe O O O O O O O 0 O O O O O O O O O O O O 0

Data testing the hypothesis that professional
preparation, teaching experience, and dis-
trict population are not associated with the
superintendents' perceptions of the Ministry
of Education's role regarding the seventeen
educational activities . . . . . . . . . . .

viii

Page

ISO

|54

'57

I60

163

e '67

J67

I69

l69

TABLE OF CONTENTS - Continued
CHAPTER Page

Data testing the hypothesis that degree-
holding instructional staff of the dis-
trict is not associated with the super-
intendents' perceptions of the Ministry
of Education's role regarding the seven-
teen educational activities . . . . . . . I97

Further possible significant tendencies
in the data concerning the Ministry of
EdUcation' s role . . . . . . . . . . . . . 20l

Further analysis of the data concerning
the Ministry of Education's role in re-
lationship to no specific independent
variab'e O O O O O O O O O O O O O O O 0. O 20'

summary 0 e e e o e o e e e e e e e e e e e 0203

v. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND
RECONIMENDATIONS O O O O O O O O O O C O O O O 205

Purpose of the Study . . . . . . . . . . . . . 205
Procedure . . . . . . . . . . . . . . 205
Major Findings and Conclusions . . . . . . . . 206
Minor Findings and Conclusions . . . . . . . . 2lO
Implications for Education and Educational
Administration . . . . . . . . . . . . . . . 2ll

Recommendations . . . . . . .2l3
Recommendations for Further Theoretical
Research . . . . . . . . . . . 2l3

Recommendations for Administrative
Actions . . . . . . . . . . . . . . . . . 2l5

SELECTED BIBLIOGRAPHY O 0 O O O O O O O O O O O O O O O O 2. 7
APPENDICES . C O O O C O O O C O O O I O O O O O C O O . 22'

Appende A O O O O O O O O O O O O O O O O O C O O 22'
Appende B O O O O O O O O O O O O O O O O O O O O 223
Appende c O O O O O O O, O O O O O O O O O O O O O 226
Appendix D . . . . . . . . . . . . . . . . . . . . 227
Appende E O O O O O O O O O O O O O O O O O O O O 228
Appendix F O O O O O O O O O O O O O O O O O O O O 229

ix

TABLE OF CONTENTS - Continued
CHAPTER Page

Data testing the hypothesis that age
of the superintendents is not assoc-
iated with the superintendents'
perceptions of the Ministry of Educa-
tion' 3 role regarding the seventeen
educational activities . . . . . . . . . |69

Data testing the hypothesis that admin-
istrative experience of the superintend-
ents is not associated with the superin-
tendents' perceptions of the Ministry of
Education's role regarding the seventeen
educational activities . . . . . . . . . J75

Data testing the hypothesis that previous
position of principalship is not assoc-
iated with the superintendents' percep-
tions of the Ministry of Education's role
regarding the seventeen educational ac-
tIVItIeS 0 O O O O O O O O O O O O O O O '79

Data testing the hypothesis that previous
poSition of high administrative respons-
ibilities is not associated with the
superintendents' perceptions of the role
of the Ministry of Education regarding
the seventeen educational activities . . I83

Data testing the hypothesis that travel
abroad is not associated with the super-
intendents' perceptions of the Ministry
of Education's role regarding the seven-
teen educational activities . . . . . . .l85

Data testing the hypothesis that district
total enrollment is not associated with
the superintendents' perceptions of the
Ministry of Education's role regarding
the seventeen educational activities . . l89

Data testing the hypothesis that district
secondary enrollment is not associated
with the superintendents' perceptions
of the Ministry of Education's role
regarding the seventeen educational
activities . . . . . . . . . . . . . . . l94

Table
I.
II.

III.
IV.

VI.

VII.
VIII.

IX.

XI.

XII.

LIST OF TABLES

Geographical Distribution of the Districts. .

Distribution of School Districts According
to Population . . . . . . . . . . . . . . . .

Age Range of the School Superintendents . . .

Distribution of Academic Level and Field Of
Specialization . . . . . . . . . . . . . . . .

Dominant Distribution of Superintendents'
Career Patterns . . . . . . . . . . . . . . .

Medians and Means of Pupil Enrollment in the
DIStric‘t-s O O O O O O O 0 O O O O 0 O O O O 0

Size of Instructional Staff . . . . . . . . .

Median and Median Range for Districts with
Different Population . . . . . . . . . . . . .

Chi-Square Values Testing the Relationship
Between Superintendents' Perceptions of the
Role Superintendent Should Play Regarding
Each Of the Seventeen Areas of Educational
Activities and the Superintendents' Age Of
30-38 versus 39 and more 0 e e e e e e e e e e

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions of
the Role Superintendent Should Play Regarding
Each of the Seventeen Areas of Educational
Activities and the Superintendents' Previous
Position of High Administrative Responsibil-
ities versus no Previous Position of High
Administrative Responsibilities . . . . . . .

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions Of
the Role Superintendent Should Play Regard-
ing Each of the Seventeen Areas of Educaionai
Activities and the District Total Pupil
Enrollment of 5,000 or Less versus 5,00l or

More 0 O O O O O O O O O O O O O O O C O C O O

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions of
the Role Superintendent Should Play Regarding

xi

Page
A}

43
48

49

Si

54
55

56

60

6|

62

Table

XIII.

XIV.

XV.

XVI.

XVII.

XVIII.

XIX.

xx.

Page

Each of,the Seventeen Areas of Educational
Activities and the District Degree-Holding
Instructional Staff of I-I4 versus is or

More 0 O 0 O O O 0 O O O O 0 O O O O O O O O 63

Chi-Square Values Testing the Relationship

Between the Superintendents' Perceptions of

the Role Superintendent Should Play Regarding
Each of the Seventeen Areas of Educational
Activities and the Superintendents' Profes-
sional Preparation Of Teacher Training College
versus University College . . . . . . . . . . 55

Pattern of Frequencies for the Role of
Superintendent in Respect to "Expenditure

of the Instructional Budget of the Schools"

as Perceived by the Superintendents . . . . . 65

Chi-Square Values Testing the Relationship
between the Superintendents' Perceptions of

the Role the Superintendent Should Play Re-
garding Each of the Seventeen Areas of
Educational Activities and the Superintend-

ents' Teaching Experience of IO Years or

Less versus ll Years or More . . . . . . . . 58

Pattern of Frequencies for the Role of
Superintendent Regarding "Transfer of

Teacher from one School to Another School"

as Perceived by the Superintendents : . . . . 70

Pattern of Frequencies for the Role of
Superintendent Regarding "Suspension and
Dismissal of Teaching Personnel" as Per-

ceived by the Superintendents .-. . . . . . . 7i

Chi-Square Values Testing the Relationship

of the Superintendents' Perceptions of the

Role the Superintendent Should Play Regard-

ing Each of the Seventeen Areas of Educa-

tional Activities and the Superintendents'
Administrative Experience of IO Years or

Less versus ll Years or More . . . . . . . . . 72

Pattern of Frequencies for the Role of
Superintendent Regarding "Selection of Text-
books" as Perceived by the Superintendents . . 74

Chi-Square Values Indicating the Relationship
Between the Superintendents Perceptions of

the Role the Superintendent Should Piay Regard-
ing Each of the Seventeen Areas of Educational

xii

Table

XXI.

XXII.

XXIII.

XXIV.

XXV.

XXVI.

XXVII.

XXVIII.

Page

Aetivities and the Superintendents' Previous
Position of Principalship versus no Previous
Position of Principalship . . . . . . . . . . 75

Pattern of Frequencies for the Role of Super-
intendent Regarding "Adoption of Instruction-
al Methods" as Perceived by the Superintend-
ents O O O ‘0 O O O O O O O O O O O O I O O C O 77

Pattern of Frequencies for the Role of Super-
intendent Regarding "Solution of Educational
Problems within a School Building" as Per-

ceived by the Superintendents ._. . . . . . . . 78

Chi-Square Values Testing the Relationship

Between the Superintendents' Perceptions of

the Role the Superintendent Should Play

Regarding Each of the Seventeen Areas of Edu-
cational Activities and the Superintendents'
Experience in Travelling Aproad versus no
Travelling Abroad . . . . . . . . . . . . . . . 79

Pattern of Frequencies for the Role of
Superintendent Regarding "Preparation and
Improvement of Curriculum" as Perceived by

the Superintendents . . . . . . . . . . . . . 8|

Chi-Square Values Testing the Relationship

Between the Superintendents' Perceptions of

the Role the Superintendent Should Play Re-
garding Each of the Seventeen Areas of

Educational Activities and the District

Secondary Enrollment of l,000 or Less versus

l,00l or More . . . . . . . . . . . . . . . . . 82

Pattern of Frequencies for the Role of
Superintendent Regarding "Selection of
Textbooks" as Perceived by the Superin-
tendents . . . . . . . . . . . . . . . . . . . 84

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions of

the Role the Superintendent Should Play Re-
garding Each of the Seventeen Areas of
Educational Activities and the District Pop-
ulation of 20,000 or Less versus 20,00l or

More 0 O O O O O O O O O O C O O O O O O O O O 85

Pattern Of Frequencies for the Role Of Super-
intendent Regarding "Selection of Instruc-

tional Supplies and Equipment for the Schools"

as Perceived by the Superintendents . . . . . .86

xiii ‘

Table

XXIX.

XXX.

XXXI.

XXXII.

XXXIII.

XXXIV.

XXXV.

Page

Dichotomized Distribution of the Frequen-

cies of the Superintendents' Perceptions

of the Superintendent's Role in Seventeen

Areas of Educational Activities . . . . . . 88

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions of
the Role the Teacher Should Play Regarding
Each of the Seventeen Areas of Educational
Activities and the Superintendents' Age of
30-38 versus 39 or More . . . . . . . . . .

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions

of the Role the Teacher Should Play Regard-

ing Each of the Seventeen Areas of Educa-
tional Activities and the Superintendents'
Professional Preparation of Teacher Train-

'ing College versus University College . . . .92

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions of
the Role the Teacher Should Play Regarding
Each of the Seventeen Areas of Educational
Activities and the Superintendents' Previ-

Ous Position of Principalship versus no
Previous Position of Principalship . . . . . 93

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions

of the Role the Teacher Should Play Regard-
ing Each of the Seventeen Areas of Educa-
tional Activities and the Superintendents'
Experience in Travelling Abroad versus no
Experience in Travelling Abroad . . . . . . 94

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions

of the Role the Teacher Should Play Regard-
ing Each of the Seventeen Areas of Educa-
tional Activities and the District Pupil
Enrollment of 5,000 or Less versus 5,00l

or More 0 O O O O O O O O O O 0 O O O O O O

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions

of the Role the Teacher Should Play Regard-
ing Each of the Seventeen Areas of Educa-
tional Activities and the District Second-

ary Enrollment of l,000 or Less versus

l,00l or More . . . . . . . . . . . . . . . 95

xiv

Table

XXXVI.

XXXVII.

XXXVIII.

XXXIX.

XL.

XLI.

XLII.

XLIII.

Page

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions

of the Role the Teacher Should Play Regard-

ing Each of the Seventeen Areas Of Educa-
tionai Activities and the District Popula-

tion of 20,000 or Less versus 20,00l or

More 0 e e e e e e e e e e e e e e e e e e e 97

Chi-Square Values Testing the Relationship
Between the Superintendents' Perceptions

of the Role the Teacher Should Play Regard-

ing Each of the Seventeen Areas of Educa-
tional Activities and the Superintendents'
Teaching Experience of IO Years or Less

versus ll Years or More . . . . . . . . . . 98

Pattern of Frequencies for the Role of

Teacher Regarding "Expenditure of In-
structional Budget of the Schools" as

Perceived by the Superintendents . . . . . .i00

Chi-Square Values Testing the Relation-

ship Between the Superintendents' Percep-

tions of the Role the Teacher Should Play
Regarding Each of the Seventeen Areas of
Educational Activities and the Superin-
tendents' Administrative Experience of

lo Years and Less versus ll Years or

More I O O O O O O I O O O O O O O O O O O '0'

Pattern of Frequencies for the Role of

Teacher Regarding "Formulation of School
Policies and Regulations" as Perceived

by the Superintendents . . . . . . . . . . |02

Pattern of Frequencies for the Role of

Teacher Regarding "Construction of New

School Buildings as Perceived by the
Superintendents . . . . . . . . . . . . . I04

Chi-Square Values Testing the Relation-

ship Between the Superintendents' Per-

ceptions of the Role the Teacher Should

Play Regarding Each of the Seventeen

Areas of Educational Activities and the
Superintendents' Previous Position of

High Administrative Responsibilities

versus no Previous Position of High
Administrative Responsibilities . . . . . '05

Pattern of frequencies for the Role of
Teacher Regarding "Transfer of Teacher

XV

Table

XLIV.

XLV.

XLVI.

XLVII.

XLVIII.

XLIX.

Page
from one School to Another School" as
Perceived by the Superintendents . . . . . l06

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-

ceptions of the Role the Teacher Should

Play Regarding Each of the Seventeen

Areas of Educational Activities and the
District Degree-Holding Instructional

Staff of l-l4 versus l5 or More . . . . . . '08

Pattern of Frequencies for the Role of

Teacher Regarding "Preparation and Im-
provement of Curriculum" as Perceived

by the Superintendents . . . . . . . . . . '09

Dichotomized Distribution of the Frequen-

cies of the Superintendents' Perceptions

of Teacher's Role in the Seventeen Areas

of Educational Activities . . . . . . . . . ill

Chi- -Square Values Testing the Relation-

ship between the Superintendents' Per-

ceptions of the Role the Principal Should

Play Regarding Each of the Saventeen Areas

of Educational ACtivities and the Superin-
tendents' Professional Preparation of

Teacher Training College versus University
College . . . . . . . . . . . . . . . . . . ||4

Chi- -Square Values Testing the Relation-

ship between the Superintendents' Per-

ceptions of the Role the Principal Should

Play Regarding Each of the Seventeen Areas

of Educational Activities and the Super-
intendents' Previous Position of Principal-
ship versus no Previous Position Of Prin-
cipalship .. . . . . . . . . . . . . . . . . "5

Chi- -Square Values Testing the Relation-

ship Between the Superintendents' Per-

ceptions of the Role the Principal Should

Play Regarding Each of the Seventeen Areas

of Educational Activities and the Super-
intendents' Experience in Travelling

Abroad versus no Experience in Travelling
Abroad . . . . . . . . . . . . . . . . . . . 1'5

Chi-Square Values Testing the Relation-
ship Between the Superintendents' Per-
ceptions of the Role the Principal
Should Play Regarding Each of the Seven-

xvi

Table

LI.

LII.

LIII.

LIV.

LV.

LVI.

LVII.

LVIII.

teen Areas of Educational Activities and
the District Pupil Enrollment of 5,000
or Less versus 5,00l or More . . . . . . . .

Chi- -Square Values Testing the Relation-
ship between the Superintendents' Per-
ceptions of the Role the Principal Should
Play Regarding Each of the Seventeen Areas
of Educational Activities and the Super-
intendents' Age of 30 to 38 versus 39 or

more C O O O O O O O O O O O O O O O O O 0

Pattern of Frequencies for the Role Of
Principal Regarding ”Transfer of a Teacher
from one District to another District" as
Perceived by the Superintendents . . . . . .

Chi-Square Values Testing the Relation-
ship between the Superintendents' Per-
ceptions of the Role the Principal Should
Play Regarding Each of the Seventeen Areas
of Educational Activities and the Super-
intendents' Teaching Experience of IO Years
or Less versus ll Years or More . . . . . .

Pattern of Frequencies for the Role of
Principal Regarding "Formulation of

School Policies and Regulations" as
Perceived by the Superintendents . . . . . .

Chi- -Square Values Testing the Relation-
ship between the Superintendents' Per-
ceptions of the Role the Principal

Should Play Regarding Each of the Saven-
teen Areas Of Educational Activities and
the Superintendents' Administrative
Experience of IO Years or Less versus

ll Years or More . . . . . . . . . . . . . .

Pattern of Frequencies for the Role of
Principal Regarding "Selection of Text-
books" as Perceived by the Superintend-

ents O O O O O O O O O O O O O O O O O O O 0

Pattern of Frequencies for the Role of
Principal Regarding "Transfer of a

Teacher from one District to another
district" as Perceived by the Superin-
tendents . . . . . . . . . . . . . . . . . .

Pattern of Frequencies for the Role of

Principal Regarding "Solution of Educa-
tional Problems of the School District"

xvii

Page

ii?

lI8

I20

I2!

I22

I24

I25

I26

Table

LIX.

LX.

LXI.

LXII.

LXIII.

LXIV.

LXV.

as Perceived by the Superintendents . . . .

Chi-Square Values Testing the Relation-
ship between the Superintendents' Per-
ceptions of the Role the Principal

Should Play Regarding Each of the Seven-
teen Areas of Educational Activities and
the Superintendents' Previous Position of
High Administrative Responsibilities versus
no Previous Position of High Administrative
Responsibilities . . . . . . . . . . . . .

Pattern of Frequencies for the Role of the
Principal Regarding "Formulation of School
Policies and Regulations" as Perceived by
the Superintendents. . . . . . . . . . . .

Chi-Square Values Testing the Relationship
between the Superintendents' Perceptions
of the Role the Principal Should Play Re-
garding Each of the Seventeen Areas of
Educational Activities and the District
Secondary Enrollment of l,000 or Less
versus l,00l or More . . . . . . . . . . .

Pattern of Frequencies for the Role of
Principal Regarding "Making Necessary
Changes in the Expenditure of Allocated
Budget" as Perceived by the Superintend-

ents O ‘0 O O O O O O O C O O O O O C O O O

Chi-Square Values Testing the Relationship
between the Superintendents' Perceptions
of the Role the Principal Should Play Re-
garding Each of the Seventeen Areas of
Educational ACtixities and the District
Degree-Holding Instructional Staff Of l to
l4 versus l5 or More . . . . . . . . . . .

Pattern of Frequencies for the Role of
Principal Regarding "Making Necessary
Changes in the Expenditure of the Allo-
cated Budget" as Perceived by the Super-
intendents ... . . . . . . . . . . . . . .

Chi-Square Values Testing the Relationship
between the Superintendents' Perceptions
of the Role the Principal Should Play Re-
garding Each of the Seventeen Areas of
Educational Activities and the District
Population of 20,000 or Less versus

20,00l or More . . . . . . . . . . . . . .

xviii

Page
l27

I29

I30

I32

I33

I34

I35

Table
LXVI.

LXVII.

LXVIII.

LXIX.

LXX.

LXXI.

LXXII.

Page
Pattern of Frequencies for the Role of
Principal Regarding "Making Necessary
Changes in the Expenditure of Allocated
Budget" as Perceived by the Superintend-
ents .-. . . . . . . . . . . . . . . . . . I39

Dichotomized Distribution of the Fre-
quencies of the Superintendents' Percep-
tions of the Principal's Role in the
Seventeen Areas of Educational Activi-

ties . . . . . . . . . . . . . . . . . . . '4'
Chi-Square Values Testing the Relation-

ship between the Superintendents' Percep-
tions of the Role Provincial General-

Director Should Play Regarding Each of

the Seventeen Areas of Educational Activ-
ities and the Superintendents' Profession-

al Preparation of Teacher Training College
VEI'SUS Uf'lIver'SIty COIIege e 'e e e e e e e e '43

Chi-Square Values Testing the Relation-

ship between the Superintendents' Percep-
tions of the Role Provincial General-

Director Should Play Regarding Each of

the Seventeen Areas of Educational Activ-
ities and the Superintendents' Previous
Position of Principalship versus no

Previous Position of Principalship . . . . I44

Chi-Square Values Testing the Relation-

ship between the Superintendents' Percep-
tions Of the Role Provincial General-

Director Should Play Regarding Each of g

the Seventeen Areas of Educational Activ-
ities and the Superintendents' Experience

in Travelling Abroad versus no Experience

in Travelling Abroad . . . . . . . . . . . '45

Chi-Square Values Testing the Relation-

ship between the Superintendents' Percep-
tions of the Role Provincial General-

Director Should Play Regarding Each of the
Seventeen Areas of Educational Activities

and the District Population of 20,000 or

Less versus 20,00l or More . . . . . . . . '46

Chi-Square Values Testing the Relation-
ship between the Superintendents' Percep-
tions of the Role Provincial General-
Director Should Play Regarding Each of
the Seventeen Areas of Educational Activ-
ities and the Superintendents' Age of

xix

Table

LXXIII.

LXXIV.

LXXV.

LXXVI.

LXXVII.

LXXVIII.

LXXVIX.

30-38 versus 39 or More . . . . . . . . . . l48

Pattern of Frequencies for the Role of
Provincial General-Director Regarding

"Solution of Educational Problems with-

in a School Building" as Perceived by .
the Superintendents . . . . . . . . . . . . |49

Chi-Square Values Testing the Relation-

ship between the Superintendents' Percep-

tions of the Role Provincial General-

Director Should Play Regarding Each of

the Seventeen Areas of Educational Ac-

tivities and the Superintendents'

Teaching Experience Of l0 Years or Less

versus ll Years or More . . . . . . . . . . l5l

Pattern of Frequencies for the Role of
Provincial General-Director Regarding
"Preparation of Schools' Instructional

Budget" as Perceived by the Superin-

tendents . . . . . . . . . . . . . . . . . i52

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-

ceptions of the Role Provincial General-
Director Should Play Regarding Each of

the Seventeen Areas of Educational

Activities and the Superintendents'
Administrative Experience of IO Years

or Less versus ii Years or More . . . . . . l5}

Pattern of Frequencies for the Role of
Provincial General-Director Regarding
"Construction of New School Buildings"

as Perceived by the Superintendents .-. . . l55

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-

ceptions of the Role the Provincial
General-Director Should Play Regarding

Each of the Seventeen Areas of Educa-

tional Activities and the Superintend-

ents' Previous Position of High Admin-
istrative Responsibilities versus no

Previous Position of High Administra-

tive Responsibilities . . . . . . . . . . . '55

Pattern of Frequencies for the Role of
Provincial General-Director Regarding

"Solution Of Educational Problems of

the School District" as Perceived by

the Superintendents . . . . . . . . . . . . I58

XX

Table
LXXX.

LXXXI.

LXXXII.

LXXXIII.

LXXXIV.

LXXXV.

LXXXVI.

LXXXVII.

Page
Chi-Square Values Testing the Relation-
ship between the Superintendents' Per-
ceptions of the Role Provincial General-
Director Should Play Regarding Each of
the Seventeen Areas of Educational
Activities and the District Pupil En-
rollment of 5,000 or less versus 5,00l
or more . . . . . . . . . . . . . . . . . l59

Pattern of Frequencies for the Role of
Provincial General-Director Regarding
"Selection of Textbooks" as Perceived

by the Superintendents . . . . . . . . . . I5|

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-
ceptions of the Role Provincial General-
Director Should Play Regarding Each of

the Seventeen Areas of Educational Ac-
tivities and the District Secondary En-
rollment of l,000 or less versus l,00l

or more . . . . . . . . . . . . . . . . . .l62

Pattern of Frequencies for the Role of
Provincial General-Director Regarding
"Suspension and Dismissal of Instruc-

tional Personnel" as Perceived by the
Superintendents . . . . . . . . . . . . . .l64

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-
ceptions of the Role Provincial General-
Director Should Play Regarding Each of

the Seventeen Areas of Educational Ac-
tivities and the District Degree-Holding
Instructional Staff of l-l4 versus l5

or more . . . . . . . . . . . . . . . . . .I55

Pattern of Frequencies for the Role of
Provincial General-Director Regarding
"Selection of Place of Service for the
Instructional Personnel" as Perceived

by the Superintendents . . . . . . . . . . I66

Dichotomized Distribution of the Fre-

quencies of the Superintendents' Percep-

tions of Provincial General-Director's

Role in the Seventeen Areas of Educa-

tional Activities . . . . . . . . . . . . .l68

Chi-Square Values Testing the Relation-
ship between the Superintendents' Per-

xxi

Table

LXXXVIII.

LXXXIX.

XC.

XCI.

XCII.

XCIII.

Page
ceptions of the Role the Ministry of
Education Should Play Regarding Each
of the Seventeen Areas of Educational
Activities and the Superintendents'
Professional Preparation of Teacher
Training College versus University
callege O O O O O O O O O O O O C O O O O '7'

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-
ceptions of the Role the Ministry of

Education Should Play Regarding Each of

the Seventeen Areas of Educational Ac-
tivities and the Superintendents' Teach-

ing Experience of IO Years or less versus

ll Years or more . . . . . . . . . . . . . l7?

Chi—Square Values Testing the Relation-

ship between the Superintendents' Per-
ceptions of the Role the Ministry of

Education Should Play Regarding Each of

the Seventeen Areas OT Educational Ac-
tivities and the District Population of

20,000 or less versus 20,00l or more . . . I73

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-
ceptions of the Role the Ministry of

Education Should Play Regarding Each of

the Seventeen Areas of Educational Ac-

tivies and the Superintendents' Age Of

30-38 versus 39 or more . . . . . . . ... I74

Pattern of Frequencies for the Role of

the Ministry of Education Regarding
"Initiation of Changes in Curriculum"

as Perceived by the Superintendents . . . '75

Pattern of Frequencies for the Role of

the Ministry of Education Regarding

"Solution of Educatipnal Problems With-

in a School Building" as Perceived by

the Superintendents . . . . . . . . . . . '77

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-
ceptions of the Role the Ministry of

Education Should Play Regarding Each of

the Seventeen Areas of Educational Ac-
tivities and the Superintendents' Admin-
istrative Experience of IO Years or less
versus ll Years or more . . . . . . . . . |78

xxii

Table
XCIV.

XCV.

XCVI.

XCVII.

XCVIII.

XCIX.

CI.

Page
Pattern of Frequencies for the Role of
the Ministry of Education Regarding
"Selection of Textbooks" as Perceived
by the Superintendents . . . . . . . . . . l80

Pattern of Frequencies for the Role of

the Ministry of Education Regarding

"solution of educational problems within

a School Building" as Perceived by the
Superintendents . . . . . . . . . . . . . . l8l

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-

ceptions of the Role the Ministry of

Education Should Play Regarding Each of

the Seventeen Areas of Educational Ac-

tivities and the Superintendents' Previ-

ous Position of Principalship versus no

Previous Position of Principalship . . . . l82

Pattern of Frequencies for the Role of

the Ministry of Education Regarding

"Adoption of Instructional Methods’ as

Perceived by the Superintendents . . . . . |84

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-

ceptions Of the Role the Ministry of

Education Should Play Regarding Each

of the Seventeen Areas of Educational

Activities and the Superintendents'

Previous Position of High Administra-

tive Responsibilities versus no Prev-

ious Position of High Administrative
Responsibilities . . . . . . . . . . . . . I85

Pattern of Frequencies for the Role of

the Ministry of Education Regarding

"Selection of Instructional Supplies

and Equipment for the Schools" as

Perceived by the Superintendents . . . . . l87

Chi-Square Values Testing the Relation-

ship between the Superintendents' Per-

ceptions of the Role the Ministry of

Education Should Play Regarding Each of

the Seventeen Areas Of Educational Ac-

tivities and the Superintendents' Exper-

ience in Travelling Abroad versus no

Experience in Travelling Abroad . . . . . . ‘l88

Pattern of frequencies for the Role of

xxiii'

Table

CII.

CIII.

CV.

CVI.

CVII.

CVIII.

the Ministry of Education Regarding

"Preparation and Improvement of Curric-

ulum" as Perceived by the Superintend-

ents . . . . . . . . . . . . . . . . . . . . I90

Pattern of Frequencies for the Role of

the Ministry of Education Regarding "Trans-

fer of a Teacher from one District to

Another District" as Perceived by the
Superintendents . . . . . . . . . . . . . . .I9l

Pattern of Frequencies for the Role of

the Ministry of Education Regarding "Solu-

tion of Educational Problems Within a

School Building" as Perceived by the Super-
intendents . . . . . . . . . . . . . . . . . '92

Chi-Square Values Testing the Relation-

ship between the Superintendents' Percep-

tions of the Role the Ministry of Education
Should Play Regarding Each of the Seventeen
Areas of Educational Activities and the

District Pupil Enrollment of 5,000 or less
versus 5,00I or more . . . . . . . . . . . . '93

Pattern of Frequencies for the Role Of the
Ministry Of Education Regarding "Employment

of New Personnel for the Schools" as Per-

ceived by the Superintendents . . . . . . . .I95

Chi-Square Values Testing the Relation-

ship between the Superintendents' Percep-

tions of the Role the Ministry of Education
Should Play Regarding Each of the Seventeen
Areas of Educational Activities and the

District Secondary Enrollment of l,000 or

less versus l,00l or more . . .,. . . . . . .'96

Pattern of Frequencies for the Role of the
Ministry of Education Regarding "Employment

of New Personnel for the Schools" as Per-

ceived by the Superintendents . . . . . . . .'98

Chi-Square Values Testing the Relationship
between the Superintendents' Perceptions of

the Role the Ministry of Education Should

Play Regarding Each of the Seventeen Areas

of Educational Activities and the District
Degree-Holding Instructional Staff of l-l4
versus l5 or more . . . . . . . . . . . . . .'99

xxiv

 

Table
CIX.

CX.

Pattern of Frequencies for the Role of the
Ministry of Education Regarding "Solution

of Educational Problems of the School Dis-
trict" as Perceived by the Superintend-

ents "O O O O O O O O O O O O O O O O O O O

Dichotomized Distribution of the Frequencies
of the Superintendents' Perceptions of the
Ministry of Education's Role in Seventeen
Areas of Educational Activities . . . . . .

XXV

Page

200

. 202

LIST OF FIGURES
FIGURE Page
i. Organizational Chart

Ministty of Education in Relation to the
Governmental Structure . . . . . . . . . . . l0

2. Distribution of Superintendent's Role in Each
of the Seventeen Areas of Educational Activ-
ities as Perceived by the Superintendents . . . 86

3. Distribution of Teacher's Role in Each of the
Seventeen Areas of Educational Activities
as Perceived by the Superintendents . . . . . . ll2

4. Distribution of Principal's Role in Each of
the Seventeen Areas of Educational Activ-
ities as Perceived by the Superintendents . . . l42

5. Distribution of provincial general-director's
Role in Each of the Seventeen Areas of Edu-
cational Activities as Perceived by the
Superintendents . . . . . . . . . . . . . . . . I70

6. Distribution of Ministry of Education's Role
in Each of the Seventeen Areas of Educa-
tional Activities as Perceived by the
Superintendents . . . . . . . . . . . . . . . . 204

xxvi

CHAPTER I
INTRODUCTION

The traditional view of education as an art is gradu-
ally being replaced by the emerging and growing force of
education as a science. Along with other fields of human en-
deavor, the developing disciplne Of education has made at-
tempts to acquire more solid ground for its expected and ex-
tended services. To this end education, in cooperation with
other fields of social sciences, has explored objectively
human behavior.- The exploration has consequently resulted in
substantially accumulated findings which have made possible
a more objective analysis of human behavior in relation to
the organizational structure characteristics of the present
time.

Accurate knowledge of the impact of highly organized
patterns of relationships on the actions of the individuals
within the established system of relationships is an aim
which has drawn a considerable amount of professional atten-
tion in the field of education. This study is also guided
by that same goal and the assumption that adequate objective
knowledge of human behavior could lead into a relatively more
accurate prediction of human actions.

In any educational system where a number of human in-

dividuals are formally engaged in the performance of educa-

tionai activities, there is a great need for illuminating

and penetrating knowledge of human behavior generated within
the organizational structure. This study was undertaken in
response to the compelling need for a better understanding of
the "organizational behavior" of people who constitute the
human elements of the Iranian educational system.

In the first chapter, besides the statement of the
problem which immediately follows, the context of the researCh
will be presented. In the second chapter a review of pertin-
ent studies related to role concept and decision-making will
be stated. The methodology and research technique used in
the study will be discussed in chapter three. In chapters
four and five the results and findings of the study will be
reported. The final chapter will include the conclusions,

implications and the recommendations.
STATEMENT OF THE PROBLEM

The incpetion of the modern era of education in Iran
started with the establishment of the constitutional govern-
ment in l906. During the last several decades the national
system of education, through continuous contact and educa-
tional intercourse with the Western world and the leading
European institutions of higher learning, has evolved into a
giant bureaucratic establishment which attempts to optimally
serve the eduatlonal needs of the nation.

Along with the development of the Ministry of Educa-

tion and in line with the expansion of the educational serv-

ices, constituting the Ministry's fundamental functions, an
elaborate system of administrative machinery came into exist-
ence. The present educational administration with central-
ized orientation has permeated and influenced the end results
of the educational endeavors throughout the country. It has
developed a political structure with power radiating down
from top to bottom. This organizational structure has perpet-
uated itself with gradual increase in power and size. 0n

the other hand, this structure has never been evaluated in
light of the specific purposes which it is to accomplish.

Up to the present time it has not been scientifically estab-
lished to what extent the existing administrative structure
is capable of promoting and furthering the educational goals
set for the organization. Consequently, there is a lack of
objective evidence as to its effectiveness and efficiency.

It was under these conditions that the present study
was formulated. The study attempted to explore the follow-
ing areas as they relate to school and administrative prac-
tices:

I. How appropriate is the existing administrative
pattern of the Iranian public schools specif-
ically in respect to formulation of educational
decisions?

2. 'What are some of the social and behavioral set
of variables which influence the administrative
practices in the Iranian public school system spe-

cifically in connection with decision-making pro-

cesses?

3. What are the superintendents' perceptions of the
role of classroom teacher, building principal,
district superintendent, provincial general-direc-
tor of education, and the national Ministry of
Education in respect to certain areas of educa-
tional activities?

4. Finally, development of statements for further re-
search exploration and recommendations for effec-
tive performance of the position of superintend-
ency in the Iranian public school system.

The design of the study limited the analysis of the
data to provide an objective explanation for certain areas of
educational activities performed by the respective education-
al positions. To this effect the study was more of explora-
tory nature than of hypothesis testing. It was hoped that
the discovery of certain significant variables associated
with decision-making processes would clearly determine the
areas in need of more vigorous study and research.

In order to properly set the present study in per-
spective, a descriptive analysis of the social context where

research was conducted will be given in the following section.

CONTEXT AND RESEARCH SETTING

Structure of the Government
Iran is a constitutional parliamentary monarchy mOdeled

after the Belgian pattern of government. The Constitution of

December, I906, and the Supplementary Constitutional Law of
October, I907, have remained the basis of the political system
of Iran up to the present day.

Constitutionally under the Shah, who acts as chief of
State and Commander of the Armed Forced, the power of the
state is distributed among the judicial, legislative, and ex-
ecutive branches of the government.I

According to the Constitution the executive body of
the Iranian State is a Council Of Ministers, presided over by
a Prime Minister. The Prime Minister and his cabinet members
are chosen by the Parliament and appointed by the Royal Decree.
Consequently, the executive branch is responsible to the
Parliament, the two legislative bodies of National Assembly
and the Senate, for the general matters and the state of the
country (Article 60 of the Supplementary Constitutional Law).

The executive power at the administrative and policy-
making levels is, therefore, exercised by the Prime Minister
and his Council of Ministers. The Council of Ministers is
responsible for the implementation of decisions made and
policies adopted by the legislative branch. The executive
branch of the government, in turn, functions through a number
of Ministries established according to the mandate of law.

Each Ministry's governmental functions and responsibilities

 

'The Articles 26,27,and 28 of the Supplementary Con-
stitutional Law of October, I907, amended in December, I925,
govern the division and separation of power. The complete
text of the Constitution of I906 and the Supplementary Consti-
tutional Law of I907 can be found in L. P. Elwell-Sutton,
Modern Iran, (London: George Routlege and Son, l94l).

are outlined by law.

For administrative purposes the country is divided
into a number of territorial administrative units directly
attached and immediately responsible to the central govern-
ment through the respective Ministries. Each territorial
unit (province) is subdivided into districts which, in turn,
are brokem into a group of villages and settlements.

Normally the provincial governor-general and district
governor are appointed by the central government. The cen-
tral government directly staffs the local administrative
units with personnel who are on permanent civil service em-

ployment.

Educational Structure

Article l9 of the Supplementary Constitutional Law
provides for the institution of schools at the expense of the
State. It specifically puts all primary and higher schools,
including secondary schools, under the general direction and
supervision of the Ministry of Education.2 The functions
and responsibilities of the Minister of Education are defined
by Article 2 of Chapter II of Organic Law of the Ministry of
Education adopted in July, l9l0. The Minister's responsibil-

ities are as follows:3

 

2mm, p. 205.
3Ministry of Education, Yearbook and Statistical

Report for I934935 and l935-36, (Tehran: Chaap Compan ,
I936T. p. 1+-

Proper expenditure of public funds.

Execution of laws pertaining to the promotion of
education and proper handling of endowments.
Preparations for and execution of compulsory ele-
mentary education and promotion of secondary and
higher education.

Organization and establishment of provincial de-
partments and district offices of education.

5. Promotion and strengthening of educational rela-
tions with other countries.

Uh.)-

I:-

As a result, Iran has developed a central Ministry of
Education with authority on all phases of education for the
entire country from the standpoint of both administration and
control. However, the Ministry of Education for administra-
tive purposes delegates parts of its authority to the pro-
vincial departments of education, thirteen provinces in the
country; and they, in turn, delegate authority to district
and village offices of education.4

The details of organization of public education and
assignment of responsibilities have been laid down in the
Basic Educational Law of October, l9ll. It is in this Law
that public education is stipulated to be compulsory and free
(Articles 3 and 4). Despite the fact that public education
is free and compulsory, its impact and benefits have not
been extensively and universally extended to every individual
in the nation. In the following portion of this section, one
of the significant deterring factors for universal education

will be presented.

 

4Ministry of Education, Reply to Questionnaire on
Facilities for Education in Rural Areas, Tehran: M n stry

of Education Press, May, I958), p. 5.

PhilosophicgjfiOrientation. Iran has inherited some of
the undesirable consequences of the authoritarian system of
education based on a theory of encyclopedia of knowledge.

The unfortunate outcome of the encyclopedic orientation has
been the establishment of a system which produces a relative-
ly small group of intellectual elite to guide the affairs of
the masses. The holding power of the school is weak in gen-
eral and negligible in rural portions of the country. Ac-
cording to the statistics published by the Ministry of Educa-
tion, more than half of the children of elementary school

age in towns and villages did not attend school in the
academic year of l958-59.5

The basic philosophy of the Iranian educational system,
which aims at training an intellectual elite to occupy the
directing positions in society, receives its support from a
highly authoritarian culture. Traditions are used for legit-
imization of sorting out the future leaders from the follow-
ers. Poems, proverbs, adages, and many other unexamlned
cultural patterns support this selective process. The famed
Persian poet Saadi is quoted: "Waste not thy labor in
scattering seed upon a briny soil, for it can never be made

to yield spikenard."6

 

5Ministry of Education, Statistics on Pupil Enrollment
in l258-52, (Tehran: Ministry of Education Press, I959) p.23.

6Herbert H. Vreeland (ed.), Iran, (New Haven: Human
Relations Area Files, I957). p. 78.

 

Lil-Ill!
. IlilIIlII

In an appraisal of education in Iran, the Overseas
Consultants pointed out that the principal weakness of public
education in Iran lies in the fundamentals of educational
philosophy penetrating the entire system.7 The adoption Of
an educational philosophy which is in line with the needs
and opportunities of the time was one of the recommendations
made by the Overseas Consultants to the government of Iran.
Besides the philosophical orientation there are other ele-
ments such as geographical vastness of the country, sparsely
populated communities, insufficient transportation facili-
ties, recruiting children to labor force at early age, espe-
cially in rural areas, and traditional opinion that home is
the place for the female segment of the society, which help
to bar children from attending schools. Under these condi-
tions the Ministry of Education is responsible for compulsory
free education. In the following portlon of this section
the administrative set-up of the Ministry of Education will
be presented.

Administrgtion of Education. Under the legal sanction
of the Administrative Law.of the Ministry of Education, l9ll,
the Ministry of Education is organized. (See the schematic
organizational chart of the Ministry of Education on page l0).

The Ministry of Education is headed by the Minister

of Education who is a political appointee and a member of the

 

7Overseas Consultants, Inc., Reporting_on Seven-Year

gevelopment Plan for the Plan Or anizatlon of the Imperial
Government of Iran, Volume II, (New York: Harper and

Brothers, l5395, p. 84.

 

 

 

 

 

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Council of Ministers. As a result of the political incumbency,
the tenure of the office is entirely dependent upon the sta-
bility of the incumbent government. Within the period of
I943 to I953 twenty-seven persons occupied the office of the
Minister of Education.8

Immediately below the Minister of Education there are
a number of under-secretaries and general-directors exercising
technical and administrative supervision over the sub-section
of the Ministry of Education. The provincial departments and
district offices of education are directly responsible to the
Ministry of Education. No provincial department or district
office of education is responsible to the local citizen in
the performance of their educational responsibilities. At no
level do the local communities participate in the affairs of
education.9 The functions and responsibilities of the pro-
vincial department and the district office of education are
outlined by the Ministerial Decree of September, I956. The
full text of this Decree will be found in the appendices A
and 8.

There are thirteen provincial departments and one
hundred and thirty district offices of education in the coun-

try. In each province there will be a number of districts.

The population and the geographical territory of the districts

 

 

8Ali Kanni, Educ tional 0 anization of Irpp, (Tehran:
University Press, I957), pp. 25-2S.

9Herbert H. Vreeland, op. cit., p. 78.

I2

vary. A district is normally small enough to be under the
full control of its administrative structure, and generally
any point of its territory is within a day's march of the

- center of the district.'0

In each district individual school buildings form an
educational unit. The building principal is appointed by the
district superintendent in conformity to the laws and regu-
lations of the Ministry of Education. Consequently, the
building principal is responsible to the district Office of
education and the Ministry of Education. A complete text of
the elementary and secondary school principals' functions
and responsibilities will be found in Appendices C and D.

In each school building the classroom teachers are
responsible for the execution of the official school curricula
and the principal's recommendations in respect to the school
educational activities. In the area of administration they
are required to cooperate with the principal and assistant
principal. A complete text of the teacher's functions and
responsibilities is reported in Appendix E.

It appears that the educational administration in Iran
is considerably centralized with the Ministry of Education
possessing highest authority. The relatively rigid control
of the Ministry of Education leaves limited decision-making
power to the provincial departments and district offices of

education. It is also evident that the present educational

 

'OIbid., p. 63.

l3

administration under the legal control of a single national
politico-administratlve structure is unduly standardized. It
may discourage professional leadership and community interest
in the educational activities.

The influence of the present administrative practices
upon the behavior and perceptions of the district superin-
tendents in respect to authority relations and as they relate
to making educational decisions is of prime consideration
for this study.

In the next chapter a review of pertinent literature
related to role behavior and the process of decision-making

will be presented.

CHAPTER 11
REVIEW OF THE LITERATURE

This chapter presents a review of selected literature
related to the study undertaken. The literature reviewed in-
cluded those studies relating to role behavior and decision-
making processes. No attempt has been made to include a
large number of studies in this review of literature. Rather,
it has been the aim to include those studies and theoretical
contributions which appeared essential for a logical and
coherent presentation of the theoretical development leading
to the formulation of the concept basic to this study.

Inasmuch as two rather distinct entities are involved
in the study, the review of literature will be presented in
two parts. Part one is to be concerned with research and em-
pirical studies on the role concept, and part two is to
include studies covering the area of decision-maglgg.

Role Concept. A systematic review of literature since
the inception of the twentieth century reveals that the first
twenty years were rather sterile as far as the role concept
is concerned. However, the social psychologists even before
the turn of the century laid down the genetic ground for the
concept. They began to emphasize the concept of self as the
basic element in the development of the personality in a

process of symbolic interaction. The importance of the in-

l4

l5

dividual's attitude toward himself as is determined by the
attitudes and expectations of others toward him was also
stressed.

The basic inquiries of the concept were based on a
wide methodological approach. The early studies of role re-
lied on "analytical induction" as the basic instrument of

" as a leading representative of this group,

inquiry. James,
made reference to the formulation of the concept role. He
conceived four elements for personality: the material self,
the social self, the spiritual self, and the pure ego. Of
particular relevance to the concept of role is his description
of the development of the social self. James equates the
social self with the image of a man in the eyes of his own
"set" which exalts or condemns him as he conforms or does not
conform to certain requirements.

The social interactionists followed the path trod by
James. They attempted to put the self, role, and interaction
on an empirical position. Baldwin,'2 a member of the inter-
actionist group, emphasized the language as the basic element

in the process of socialization and the development of self.

Not long afterward Cooley,l3 using limited observation as the

 

HWilliam James, Psychology, (New York: Henry Holt,
.892), pp. '77-'83.

'2James M. Baldwin, M ntal Develo ment in the Child in
the Race, (New York: Macmllian, l8935, pp. l00-l35.

l3Charles Coole , Human Nature and Social Order, (New
York: Scribners, l902 , pp. l} -l .

l6

method of inquiry, developed the notion of self and came up
with the description of "looking glass self."

The fundamental theoretical framework of the role con-
cept was laid down by Mead.l4 Following Mead's idea of "tak-

ing the role of the other,’ a great emphasis was given to
"self-other" context in which human behavior occurs in terms
of roles. This phenomenon of the rise of the.self in the
social context received considerable attention from the social
psychologists following the exploratory work of Mead. The
social psychologists concluded that the individual's self is
his consciousness of his acts and thoughts as they are related
to others. A

Along with the impetus given to the conept role by
the social psychologists, the students of anthropology made
some remarkable contributions to the clarification of the ‘
concept as it is seen in societies of less industrial and
technological complexities. They worked with the concept
role in terms of normative culture patterns and explained role
as product of culture defined by the behavior of others.

LintonIS

maintains that the normative patterns of behavior
that are culturally defined regulate the relationships be-
tween person and person as well as between individual and

society. Each position occupied by an individual specifies

 

l4

G. H. Mead, Mind Self a d Societ , (Chicago: Uni-
versity of Chicago Press, I§SZI, pp. 535-522.

l5Ralph Linton, The Stud of Man, (New York: Apple-
ton-Century, l936), pp. IIB-ISI.

l7

a role for him, but he cannot play all the roles associated
with those positions at the same time. Linton associates
role with status and argues that these two are quite insepar-
able and one does not imply much without the other.

'6 a noted social psychologist, does not deny

Sarbin,
the importance of culture in the determination of human con-
duct: however, he distinguishes the role theory as an inde-
pendent theory that draws much of its material from society,
culture, and personality. He regards human behavior as the
interaction of self and role and defines role as a patterned
sequence of learned actions or deeds performed by a person in
an interaction situation.

With the enriching theoretical contribution given to
the concept role it was felt necessary to further the useful-
ness of the concept by applying it to the explanation and pre-
diction of human behavior. The tendency originated a large
volume of research in large and small organizations in govern-
ment and industry. The most vigorous analysis of social
systems in terms of role has been done by Parsons. Parsons
and Shilsl7 treat the social system primarily as a system of

roles. They define role as a sector of the individual actor's

total system of action which is the point of contact between

 

I6Theodore R. Sarbin, Role Theory, in G. Lindzey,
Handbook of Social Ps cholo , Volume I, (Cambridge: Addison-
Wesley, i953), pp. 22§-255.

'7Talcott Parsons and E. A. Shils, Toward a General

Theor of Action, (Cambridge: Harvard University Press,
i95§5, p. 55.

‘ l

l8

the system of action of the individual actor and the social
system. Stogdill'8 defines the role in terms of a set of ex-
pectations exhibited by the members of a group in relation to
the occupant of a position. He sees at least three factors
which operate in structuring those expectations that define
a member's role in a group. First, is the nature of the posi-
tion the member in the group occupies. Second, is the demand
made upon him by the members as a result of changes in the
structural and operational requirements of the group. Third,
is the member's perceptions of the kind of person he is.
Reismann'9 in an examination of role concept in bur-
eaucracy in terms of a given social milieu and person's exper-
ience and values, found that the subjects (bureaucrats) ex-
hibited allegiance not only to their job and the government
which employs them, but also to professional organizations,
to particular people who are serviced or regulated by their
bureau, and to other social constellations within the commun-
ity. The significance of this study lies in the fact that
members of an organized group may choose their reference group
outside the organization.

In the broad frame of reference of social organization

 

IE'Ralph M. Stodgill, Individual Beahvior and Grou A-
chievement, (New York: Oxford University press,l9595, p. l§9.

'9Leonard Reismann, "A Study of Role Conception in
Bureaucracy," Social Forces, 27:305-3l0, l94i.

l9

Jacobson?O made a study to determine which past role behavior
is reflected in current attitudes and perceptions of position
incumbents. He found that when people change to new posi-
tions, the attitudes and perceptions with which they operate
are in part a "carry-over" from their past role behaviors,
and that people's experience in earlier positions provides a
frame of reference for their adapting to new role expecta-
tions. The findings of this research clearly support the
influence of the previous experiences of the individuals in
their behavior when they change positions in organizations.
Although literature in public administration is in-
creasingly concerned with human relations, comparatively few
of the articles reported during the recent years deal directly
with empirical research. This condition reflects itself in
studies dealing with educational administration. However,
there are some notable studies made which have shed light on
the administrative processes. Coladarci and Getzelsz' con-
ceive of administration structurally as hierarchy of subor-
dinate-superordinate relationships within an institution.
This hierarchy is functionally the locus for allocating and

integrating role and facilities in order to achieve institu-

 

2oEugene Jacobson, W. W. Charters, Jr., and S.
Lieberman, The Use of the Role Concept in the Study of Com-
plex Organization," Journal of Social Issues, 7:l8-27, l95l.

2'A. P. Coladanci and J. W. Getzels, The Use of Theory
in Educational Administration, Educational Administration Mono-
graph No. 5, (Falo Alto: Stanford University Press, I955).

20

tional goals. In this relationship, three dimensions are of
crucial importance: (a) the authority dimension, that is,
the source of the superordinate's dominance and the subordin-
ate's acceptance of it. In the educational enterprise, the
source must spring from rational rather than from traditional
or charismatic considerations; (b) the scape dimension, that
is, the range of roles and facilities legitimately included
within the interaction. These must be functionally specific
rather than functionally diffuse; and (c) the affectivity
dimension, that is, distinctive character of the personal re-
lationship. This should be universalistic rather than par-
ticularistlc. J

The general theoretical treatment of administration
constructed by Coladarci and Getzels helped Getzels and Guba22
develop the concept of the school as a social system with a
large number of sub-systems, all of which could be described
in terms of role and role hierarchies of the members of the
organization. They propose the following concept for the
apprehension of social.behavior: there are first institu-
tlggg with certain gglgg and expectations that will fulfill
the goal of the system: second, inhabiting the system there
are the individuals with certain Egrsonallties and neggy
disposition, whose interactions comprise what we generally

call "social behavior."

 

22J. W. Getzels and E. G. Guba, "Social Behavior and
Administrative Process," School Review, 65:423-44l, I957.

2!

The development of theoretical tools for the under-
standing of organizational behavior based on two conceptually
independent and phenomenally interactive concepts of insti-
tutional expectations and individual need-disposition and
personality by Getzels and Cuba was put to empirical test by
Moser.23 In a study of school administration Noser investi-
gated the administrator's perceptions of their own and other's
leadership style, agreement or disagreement on role defini-
tion, rating of effectiveness, and confidence in leadership
and satisfaction. Among his major findings were the follow-
ing: superintendents and principals profess preference for
transactional, idiographic, nomothetic behavior in that
order.24 Superintendents: and principals' professed leader-

ship styles are found in close agreement when each role in-

 

23Robert P. Maser, "A Study of the Effects of Superin-
tendent-Principai Interaction upon Principal-Teacher Interac-
tion in Selected Middle-Sized School Systems," (Unpublished
Doctor' 5 Thesis, University of Chicago, Chicago, I957).

24According to the model developed by Getzels and Guba,
social behavior is held to be a function of the following
major elements: institution, role, and role expectation which
together constitute nomothetic dimension of activity in a
social system; and individual, personality and need-disposi-
tion which together constitute the idiographic dimension.
Transactional dimension is a synthesized dimension between
nomothetic and idiographic. This may be pictorially repre-
sented by the model shown below:

NOMOTHETIC DIMENSION
Institution-—————)Role——+Role expectation

3332/ H H H $22235:

\IndividuaI——9Personality——+Need-Disposition
IDIOGRAPHIC DIMENSION

22

cumbent defines his own behavior. Wide difference appears,
however, between the superintendent's professed style and
his perception of the principal's style. Both superintendents
and principals are more specific in their expectations for
the principal's behavior than for the superintendent's. This
means that the superintendents' behavior is less restricted
by the expectations of their principals; they as compared to
the principals, enjoy a wide latitude of behavior choice for
carrying out their roles. Superintendents express highest
confidence in and give the highest effectiveness ratings to
those principals whom they perceive as exhibiting transac-
tional behavior. Superintendents express less confidence in
and give the lowest effectiveness ratings to principals whom
they perceive as exhibiting idiographic behavior. Principals
tend to emphasize idiographic behavior in dealing with teach-
ers and nomothetic behavior in their relations with the
superintendent. This means that the principal is subjected
to different expectations from his superintendent than from
his teachers and that the principal behaves differently with
his superiors than with his subordinates.

In another study concerned with idiographic and nomo-
thetic leadership styles, Willower25 empirically investigated
situations where an administrator intermediate in the organ-

izational hierarchy may be faced with divergent expectations

 

2500naid Willower, "The Development of Hypotheses from
A Theoretical Framework and A Test of Certain of Them Concern-
ing Idiographic and Nomothetic Leaders' Perception of Subor-
dinates, (Unpublished Doctor's Thesis, University of Buffalo,
Buffalo, l959).

23

from those above and below him in the hierarchy. He found
that administrators employing an idiographic leadership style,
more concerned with subordinate needs, yet confronted with
superordinate authority, might find this kind of conflict
situation more difficult than would administrators employing
a nomothetic leadership style. Administrators employing an
idiographic leadership style will tend to identify with their
profession more strongly than will administrators employing
an idiographic leadership style. Administrators employing an
idiographic leadership style will tend to base their admini-
strative decisions on the profession's criteria or on pro-
fessional grounds to a greater extent than will administrators
employing a nomothetic leadership style. On the other hand,
administrators employing nomothetic leadership style will
tend to base their administrative decisions on organizational
criteria to a greater extent than will administrators employ-
ing an idiographic leadership style. And finally, administra-
tors employing an idiographic leadership style will tend to
regard subordinate as professional to a greater extent than
will administrators employing a nomothetic leadership style.
The specificity of the role of the top administrator
26

of a public school system was investigated by Conrad. His

findings indicate first, that definitions of the role of

 

26Richard Conrad, "The Administrative Role: A Socio-
logical Study of Leadership in a Public School System,"
(Unpublished Doctor's Thesis, Stanford University, Palo Alto,
California, l95l).

24

superintendents vary with the position of the people in the
school system and with the social areas in the community, and
second, the superintendent's role behavior is significantly
influenced by consideration of how his action would affect
the total situation in which he operates.

The superintendent's leadership role in improvement of
instruction was studied by Sweitzer.27 The investigator also
attempted to discover the nature and extent of agreement among
the role expectations and among the role perceptions held by
various reference groups concerning the superintendent's
role, the extent to which role expectations were fulfilled,
and the relationship between the fulfillment of role expecta-
tions and teacher morale. He found that demands of situation,
superintendent's concept of his role and the expectations and
perceptions of significant reference groups regarding his
role tend to influence the superintendent's role in improving
the instructional program of the school. Further findings of
the study indicated that superintendents, principals, and
teachers tend to view the relative desirability of different
styles of leadership for superintendent in the same way. In
order of most to least desirable, these status group members
ranked the leadership style for the superintendent in the
following manner: (a) work-group centered; (b) other-directed;

(c) individual-centered; (d) authority-centered; and (e) in-

 

27Robert E. Sweitzer, "The Superintendent's Role in
Improving Instruction," Administrator's N tebook, Volume VI,
No. 8:l-4, April, l958.

25

nor-directed. On the other hand, school board members viewed
the relative desirability of the five leadership styles, from
most to least desirable, in the following order: a, d, e,

b, and d. In respect to the pattern of role perception,

the data indicated that group membership may have been a

more crucial factor in determining role perceptions than was
membership in a particular system.

Chase28 in summarizing studies made at the Midwest
Administration Center, Cooperative Program in Educational
Administration, indicated that there is a close relationship
between teachers' evaluations of the leadership given by ad-
ministrative and supervisory officers and the extent of
their satisfaction in working in a given school or school
system. Bidwell29 reported similar findings. The conver-
gence of teachers' role expectations toward the administra-
tor and their perceptions of his behavior was accompanied by
an expression by these teachers of satisfaction with the
teaching situation. Divergence of teachers' role expecta-
tions toward the administrator and their perceptions of his
behavior were accompanied by an expression of dissatisfac-

tion by the teachers.

 

28Francis 8. Chase, "How to Meet Teachers' Expecta-
tions of Leadership," flgministrator's Ngtebook, Vol. I, No.
9:l-4, April, l953.

29c. E. Bidwell, "The Administrative Role and satis-
faction in Teaching," Journal of Educational Sociology, 29:
4l-47, September, I955.

26

The divergent expectations or the problem of role con-
flict has caused considerable research work in organizational
roles. A number of investigators have treated the role con-
flict on the basis of incompatible expectations held by the
criterion or reference group or groups as perceived by the

O maintains that role conflict re-

roie incumbent. Seeman3
suits from the exposure of the individual in a given position
to incompatible behavioral expectations. Gross3' and his
associates in their exploration of the school superintendent
role revealed that in addition to the conflict stemming from
simultaneous occupancy of two positions, superintendents

were frequently exposed to incongruent expectations as in-
cumbent of single positions. Different school board members
had different expectations for their superintendents, as a
superintendent, in the same position. In an empirical in-
vestigation Hencley32 analyzed the prevailing conflict pat-
tern of school superintendents. He examined congruence in
perception and expectations held by school superintendents

and their major reference groups with regard to the superin-

tendent's role. He found conflict between the superintend-

 

30Melvin Seeman, "Role Conflict and Ambivalence in
Leadership," American Sociological Review, i4:573-380, l953.

3|Neal Gross, Ward 8. Mason, and Alexander W.
NcEaghern, Explorations in Role Analysis, (New York: Wiley,
l958 .

32Stephen P. Henciey, "The Conflict Pattern of School
Superintendents," Administrator's Notebook, Vol. 8, No. 9:

27

ents' beliefs regarding their role and their perceptions of
the expectations of other reference groups regarding super-
intendent's role. Superintendents' perceptions of the be-
liefs of the others and the actual beliefs of others also
conflicted, but the actual beliefs of superintendents and of
the several reference groups did not specifically differ.
These findings clearly indicated that superintendents exper~
ience difficulty in assessing accurately the true expecta-
tions of others.

Role confusion and conflict, then, grow out of the
lack of clarity in role definition, differences in the per-
ception of a role by self and others, and differences in the
expectations and demands made upon a role by various criter-
ion or reference group or groups in the systems. Stogdill33
tends to maintain that the higher the status of an individ-
ual in a group, the greater the number of persons and sub-
groups he must represent and the greater the burden of con-
flicting demands made upon him.

Despite the fact that the consequences of role con-
flict are not always easy to understand, a growing body of
evidence supports the position that they affect the function-
ing of individuals as well as the success of the organization
or the social system. It is evident that conflict and con-
fusion as to who should do what have serious influences upon

the operation of any organization.

 

53Stogdiii, og. cit., p. i4i.

28

The question of who should do what in the formal or-
ganization is closely tied with another phase of administra-
tion. The allocation of authority in formation of decisions
in any organized group is of considerable importance. In
the remaining portion of this chapter, a review of selected
literature in decision-making which have bearing on the prob-
lem under study will be presented.

Decision-Making. Inasmuch as formation of decision
is an integral part of administration, it has been the center
of study and examination of many social and behavioral sci-
ences. The contribution of social and behavioral science is
the raw material from which important insights are being
developed for the inter-disciplinary study of decision-making.
However, in spite of the increasing rate of publication on
the topic, the scientific study in this field appears to be
at an early stage of development. The major part of the
literature is to be found in a widely scattered group of
writings which encompasses all the areas of social and sci-
entific inquiry. Therefore, in light of the limitations set
by the scope of the study, attempts will be made to identify
and present only some of the most relevant material and
findings.

Although descriptive analysis of the natrue of choice
andselection of alternatives in human behavior have resulted

in a copious accumulation of writings, it was Barnard34 who

 

34Chester I. Barnard, The Functions of the Executive,
(Cambridge: Harvard University Press, I938), pp. l33-2li.

29

in a vigorous theoretical approach to the organization gave
the insightful exposition of decision-making. In his formu-
lation of organizational design, he maintains that acts of
decision are characteristics of organization behavior and
the process of decision-making is important to the under-
standing of organization. He makes distinction between two
kinds of decisions: organization decision, which can often
if not always be delegated, and the personal decision, which
a person as a member of an organization has to make. At the
same time it should be noted that often the responsibility
for an organization decision is not a personal responsibil-
ity until assigned. Responsibility for organization decision
must be assigned positively and definitely in many cases be-
cause the aptness of decision depends upon knowledge of facts
and organization purpose and is, therefore, conditioned by
organization communication. Then the position is maintained
that central or general organization policies are best made
at the center of the communication system of the organiza-
tion, so that formulation of such policies must be assigned
to those located at these central positions. Barnard calls
persons located at such positions as executive who represent
a specialization of the process of making organization de-
cisions. To Barnard there are three distinct occasions for
decisions: (a) from authoritative communications from
superior; (b) from cases referred for decisions by subor-
dinate: and (c) from cases originating in the initiative of

the executive concerned. The occasion of decisions on the

30

initiative of the executive are the most important test of

his capacity. Therefore, Barnard contends, when the occasions
for decision arise from above or below the position of exec-
utive, others have in advance granted him authority; but when
made on his initiative, this may always be questioned, at
least tacitly.

Barnard sums up his illuminating analysis of the
executive in the organized group in "not deciding questions
that are not now pertinent, in not deciding prematurely, in
not making decisions that cannot be made effective, and in
not making decisions that others should make."35

Another noteworthy analysis of decision-making pro-
cesses which furthers understanding of administration, is
made.by Simon.36 Simon maintains that a general theory of
administration must include principles of organization that
will insure correct decision making, just as it must include
principles that will insure effective action. In Simon's
exposition of the organization tasks, the persons at the
lowest level of the administtative hierarchy, the operatives,
have an essential role to play in the accomplishment of the

agency's objectives. The administrative and supervisory

staff, non-operatives, of an organization participate in the

 

35Ibid., p. i94.

36Herbert A. Simon, Administrative B havior: A
Study of Decision-Making Processes in Administrative Organi-
"200

zation, (New York: Macmillan, l95 , pp.

3i

accomplishment of the objectives of the organization to the
extent that they influence the decisions of the operatives.
He further states that in any study of organization, the
operative employees must be at focus of attention, for the
success of the structure will be judged by the performance
within it.

Simon, being primarily concerned with the objective
theoretical basis of administration, expounds the thesis
that correct decision is as much a principle of organization
as effective action. In reality administration processes,
application of organized effort to the group task, are all
processes infused with decisions. He stresses the need for
a vertical specialization, that is, devision of decision-
maklng duties between operative and supervising personnel,
to achieve coordination, to employ greater expertize and to
hold operatives responsible for their decisions.

In a specific analysis of the structure of government
for education in the United States, Monypenny37 deals with
the process of educational policy-making. From the stand-
point of a political scientist, he maintains that any policy-
making structure may be viewed as having the three related
elements of formal structure as set out in law and practice;

the groups in the population which have an interest in the

 

37Phillip Monypenny, "A Political Analysis of Struc-
tures for Education Policy-Making," in William P. McLure and

Van Miller, Government of Public Education for Ade uate Pol-
icy-Making, (Urbana: University of Illinois, I950), pp. l-2l.

 

32

policies determined through that structure; and by their
representative in the policy-making structure. With elabor-
ation he establishes that any structure has to be understood
in terms of goals toward which it is directed, the competi-
tion of various groups with respect to the goal, and the
relative predominance of groups in the structure of decision.

The structure of educational government has been
analyzed by Campbell.38 He maintains that the dynamics of
policy-making require an examination of the behavior of per-
sons and social groups more than the study of events, struc-
ture, institutions, and ideologies. He urges a workable model
or theory which may improve the process of policy-making. In
response to the existing need for a model of policy-making
process in education, he presents a model which involves the
four following stages:

I
Educational policy
results from.. II
Basic social, economic,
political and technolog-
ical forces, often national
and world wide in scope
which produces............
III
Political activity, extra-legal in
nature. Many groups debate and seek
information, and school leaders exert
influence. These activities, usually
internal at local, state, and national
levels, culminate in..
IV
Formal, legal expression of policy
which represents the value choices
of influentials who participated in
the process.

 

38R No? fimpbelé Process of Policyb Making ew thin
Structures 0 Educat Iona overnment: As V owed by duca-

tor, in William P. McLure and Van Mill Government 3of Public

r
Education for Ade uate Polic Makin , IUrbana.
Illinois, l956), pp. 59- 77.

33

Griffiths39 in a quest for a theory of administration,
makes the assumption that administration is an aspect of life
in a social organization. On the basis of this assumption
he establishes that the adjectival varieties of administra-
tion are more alike than different. He attempts to build a
theory of administration in a form of a declarative state-
ment of four basic assumptions: (l) administration is a
generalized type of behavior to be found in all human organ-
izations; (2) administration is the process of directing and
controlling life in social organization; (3) the basic founda-
tion of administration is to develop and regulate the deci- -
sion-making process in the most effective manner possible;
and finally, (4) the administration works with groups or with
individuals with a group referent, not with individuals as
such. Of particular relevance to this study is the develop-
ment of a set of concepts as working tools which are dis-
cussed at length. These concepts are the building blocks
for the theory. The concepts are: decision-making, organi-
zatlon, perception, communication, power, and authority.
Griffiths considers decision-making as the key concept not
only because it is more important than other functions, but
for that.gLL other functions of administration can best be

interpreted in its terms.

 

39Daniel E. Griffiths Administrative Theory, (New
York: Appleton-Century, I959), pp. 7i-il2.

34

In a very specific and empirical attempt Sharma4O

completed a study on the examination of the whole question

of decision-making from the viewpoint of more than five hun-
dred teachers in all parts of the United States. He investi-
gated teachers' satisfaction from the point of view of
teachers' involvement in decision-making. One section of the
study relates to the opinion of the participating teachers

to indicate wgg_should @355 the decision without regard to
who made them at the time that they were taking part in the
study. The results of the study indicate that in thirty-two
out of thirty-five activities listed on the Questionnaire,
the percentage of teachers desiring participation in decision-
making by groups of teachers was significantly higher than
the percentage reporting participation by such groups. He
also found that teacher satisfaction is related directly to
the extent to which current practices in decision-making in
the teacher's school conformed to the practices which the
teacher felt should be followed.

In slightly the same vein, Chase4'

conducted a study
concerning the factors affecting the teacher morale. In a
sample of over lBOO teachers in two hundred and sixteen
school systems in forty-three states, Chase found that

teachers who report opportunity to participate regularly and

 

4OChiranji Lal Sharma, "Who Should Make What Deci-
sions?" Administrator's N tebook, Vol. 111, No. 8, pp. l-4,
April, l955.

4'Francis S. Chase, "The Teacher and Policy-Making "
Administrator's Notebook, Vol. I, No. l, pp. l-4, May, l9 2.

35

actively in making policies are much more likely to be enthus-
iastic about their school systems than those who reported
limited opportunity to participate.

In another theoretical piece of literature, the
administration of the schools is put under piercing analysis.
Miller,42 borrowing his conceptual tools from Thg Lonely
'ggggg, classifies the school administrators into tradition-
directed, other-directed, and inner-directed. He indicates
that the tradition-directed administration seeks refuge in
the orthodox or approved. The precedent of court decisions,
social interpretations in conformance with the "American
Way," codes of ethics and the standard established by the
profession are some of the sources of approval that tradition-
directed administration seeks for support of its decision.
The other-directed administration seeks to support its de-
cisions on the basis of what others in similar situations do.
The guide for this kind of administration is following the
middle ground or correct practice. The inner assurance is
derived when the administrative actions are tolerantly close
to the average. The inner-directed administration does not
necessarily seek its judgment to be verified through ortho-
doxy or popularity or "the golden mean." This kind of admin-
istration derives its inner strength from some central core

of value which could either be a series of assumptions accept-

 

42Van Miller, "Inner Direction and the Decision-
Maker," The School Executive, Vol. 79:27-29, December, l959.

36

ed by the administrator or an intellectual formula to be fol-
lowed in planning and carrying out action.

Miller expounds that administration calls for making
and staying with decisions. Subsequently, within the limits
of policy, public expectations and public tolerance, admini-
stration is confronted with many decisions. To Miller the
matter of knowing how to decide is at the very heart of admin-
istrative leadership.

With a more specific association and under the

43 examined the

research setting of a community, Goldhammer
role expectations of the school district officials as they
relate to decision-making. He found that the school board
members felt that one of their most important roles was that

of the pulse of the community. The board members felt that
their prime responsibility is to know what the community
wanted, to interpret the on-going problems of the schools, and
to make their decisions in accordance with these stable pol-
icies and values, which formed the basis for good living within
the community. They also felt once they had made the deci-
sions in the light of the community values, it was their
function to see that the professional staff followed these
policies in their operations of schools. This study showed

that there exists a complex interrelationship of the people

in the policy determining the structure of the schools. In

 

43Keith Goldhammer, "The Roles of School District
Officials in Policy Determination in an Oregon Community,"
(Unpublished Doctor's Thesis, University of Oregon, Portland,
Oregon, l954).

37

a similar way Shock44 attempted to identify the patterns fol-
lowed by a school board in making policy decisions. He used
the technique of observation and recording of behavior. The
major finding of the study was that the subject school board
followed a definite pattern in reaching its decisions. When
all actions of the board, regardless of type, were considered
together the board followed the pattern of accepting the
superintendent's recommendations on eighty-six per cent of
the agenda items. The finding appears to lend validity to
the statement that a school board looks to its superintendent
for leadership and guidance in making decisions.

The studies reported in the review of literature
and other investigations which have been used for the inter-
pretation of the findings have ptovided this study with an
effective approach which will be presented in the next section.

The Behavioral Approach. One characteristic of
this study is in its inter-disciplinary nature. Many of the
current practices in educational administration and the find-
ings of this research are explained and interpreted in terms
of social and behavioral sciences. As medicine draws from
many sciences whatever knowledge concerns the health of peo-
ple, so behavioral sciences draw from many fields what each
can contribute to the central problem of understanding the

behavior of man.

 

4"'Donald P. Shock, "Patterns in the Decision Making
Process of a School Board," (Unpublished Doctor's Thesis,
Stanford University, Palo Alto, California, I960).

38

The behavioral approach has been adopted first for
its general usefulness in analyzing clearly the functions
performed by school administrators in an actual situation;
and secondly, for its reliable theoretical foundations. A
sign of growing recognition of the importance of the behavioral
approach for the valid study of administration is the intro-
duction of the new area of "administrative role and behav-
ior."45

'Among many theoretical bases utilized in describing
individual behavior in group situations, the concept role has
been of great potential value. One indication of Its general
usefulness and applicability is the fact that so much of past
research can be interpreted and understood in its terms. The
concept not only opened new areas of knowledge in education;
it has also proved its usefulness in better analysis of com-
plex organizations.and in understanding of their function-

ing.46

It is strongly advocated that one plausible approach
to the study of the structure of an organization is through
its constituent personnel and the roles they play in its

functioning}7 The analysis of standard role prescription,

 

45Francis Chase and E. G. Guba, "Administrative Role
and Behavior," Review of Educational R search, 25:28i-298,(l955).

46Francis G. Cornell and D. J. Inabnlt, “Administrative
Organization as Social Structure," Progressive Education, 30:
No. 3i, 29-35, (October, l952).

47Talcott Parsons, "Suggestions for a Sociological Ap-
proach to the Theory of Organization,"-Administrative S ience
*Quarteriy,Vol. I, No. I, pp. 63-85, June, i953.

39

role behaviors, and role relationships has also furnished
fundamental knowledge for the prediction of attitudes, per-
ceptions, and behaviors of the members of organizations.
Summary. The review of literature supported the im-
portance of role expectations and perceptions upon the be-
havior of individual members of an organized group. The
research findings Indicated that the perceptions that members
of an organization have of their roles and the roles of others
are related to the effectiveness and efficiency of organiza-
tional activities. The investigations have shown the unde-
sirable consequences of role conflicts and confusion relative
to divergent expectations in a social structure. The review
of literature also indicated that the research work on
decision-making as it particularly pertains to the public
school setting is scanty. Studies are basically concerned
with educational administration without any specific emphasis
on decision-making processes in terms of role perception.
The usefulness of the concept role and the behavioral approach
in the analysis of the functions of the organizations was

’

stressed.

CHAPTER III
RESEARCH TECHNIQUE AND DESIGN

The position of the district superintendency was
selected as the focus of this study on the following grounds:
(a) there is a statutory basis for the existence of the dis-
trict office of education which entails a formal specifica-
tion of its relationships to subordinate or superordinate
positions in the hierarchical structure of the Ministry of
Education: (2) the superintendency is a position which is
involved in a number of relationship systems within the dis-
trict; (3) and finally, the office of district superintendency
is a place where the major poriton of educational planning
comes to life and is put to practice.

Subjects. In order to adequately make the study re-
presentative, the one hundred thirty school districts were
selected as sample on the basis of the districts' independent
and separate subdivisional political status. Every district
included in the sample had a town as the center of the dis-
trict with a district governor residing in it.* Therefore,
all the districts legally established by the central govern-

ment were the subject of this study and constituted the uni-

 

*A complete list of the school districts in Iran was
obtained from the Department of Publication and Statistics
of the Ministry of Education in March l959.

40

4i

verse as sample.

In all of the one hundred thirty districts there is an
established office of education headed by a superintendent
appointed by the Ministry of Education. Consequently, a
school district as a unit of consideration for this study, is
to be described as a uniform system of public elementary and
secondary education under the legal control of the Ministry
of Education.

Procedure. The questionnaire technique was used to
collect necessary data for the research. A questionnaire was
constructed in the English language and then translated into
the Persian language.47 For the purpose of testing the ac-
curacy of the format of the questionnaire, a sample of it was
administered to five Persian graduate students studying at
Michigan State University, East Lansing, Michigan. Necessary
changes in wording and refinement of the content was made as
a result of the pretest. The questionnaire along with a cover
letter was mailed to every school district in Iran. Respond-
ents were asked to keep their responses anonymous, if they so
desired. The questionnaires were coded in order to identify
the school districts requiring a follow-up correspondence.

There were seventy-eight responses of which four had
to be discarded because of insufficient relevant information.

The remaining seventy-four. 57.3 per cent of the entire uni-

 

47See Appendix F.

42

verse, provided the raw material for analysis. The geograph-
ical distribution of the initial and subsequent responses
from the thirteen provinces are shown in Table I, page 43.

For the purpose of testing the representativeness of
the returned responses, the entire universe was divided into
three strata according to the population size. On the basis
of control characteristic of population size, as it is indi-
cated in Table Ii, page 43, a chi-square value of .ll95 ob-
tained from comparison of expected and returned questionnaire
indicates that the return is not biased with respect to popu-
lation size. Whether the return is biased in respect to
other possible criteria is unknown to this study. Therefore,
it is assumed that the result of the study may be limited to
the extent that the return is biased in respect to criteria
other than population size.

Questionnaire. Before the construction of the ques-
tionnaire, the research objectives and the specification of
data required to meet those objectives were clearly defined
and stated. Then, in order to translate the research objec-
tives into specific questions, the questionnaire was con-
structed in two distinct parts. The first part was devised
to secure fifteen items of general information, considered
descriptive independent variables, such as respondent's sex,
marital status, age, professional preparation, experience.
The second part consisted of seventeen opinion-eliciting
questions on important areas of educational activities such

as budget, personnel, and instruction. The questions were

43

TABLE I
GEOGRAPHICAL DISTRIBUTION OF THE DISTRICTS

 

- Number of Districts Number of
Geographical Area in the Province Responses

 

 

23

Central Province l
First Province
Second Province
Third Province
Fourth Province
Fifth Province

Sixth Province
Seventh Province
Eighth Province
Ninth Province

Tenth Province
Kurdistan Province
Blutchestan Province

Iotari

mummuukbu—mm

U'INJ-‘NUTKIChm-i—‘CDUIUO

 

gl

TABLE II

Distribution of School Districts According to Population
Districts Received Districts Returned

 

 

Population Questionnaire Questionnaire
Group Number Per cent Number Number
Expected
W
l0.000 - 44.999 69 53.07 36 39.3
45,000 - or more l6 l2.32 l2 9.l
Total l30 lO0.00 74 74

 

 

Source: The information on population is based on the
census of l956, obtained from the Bureau of
Census, Ministry of Interior, Tehran, Iran.

44

designed to cover a sample of major educational decisions
which a superintendent has to make when discharging his of-
ficial responsibilities.

For convenience in administering the questionnaire,
the areas of educational activities were assembled in terms
of perceived expected behavior. The items in each area were
reponded to in terms of a five-point scale ranging from "a
great deal," "quite a bit," "a little," "very little," to
"not at all" participation in decision-making process.

The five-point opinion scale was used mainly to elim-
inate any possible limitations, inherent in the two or three-
point opinion scale, set on the reaction of the respondent.
However, it should be mentioned that for the analysis of data
the first two categories of responses, "a great deal" and
"quite a bit” were assembled into one category, and the last
three categories of responses, "a little," "very little," and
"not at all " were put together into one category of response.
Processing the data in this way facilitated the chi-square
computation and increased the accuracy of the test by increas-
ing the numerical representation in each cell.

Statistical Treatment of thepggpg. In most cases the
chi-square is used to test the significance of the discerni-
ble tendencies in the collected data. Whenever the existence
of association was large enough to justify a difference in
the universe from which the sample was drawn, the null hypoth-
esis, that is, the hypothesis that there exists no associa-

tion, was set up and tested statistically. The chi-square

12kg,» tion‘; E ..‘

45

test was adopted as the statistical instrument for this study
because of its usefulness in exploratory investigations. The
chi-square formula used in this study is x2 sfM
where fo stands for observed frequency and ft stands for
theoretical or expected frequency. The grindicates the sum
of the proportions of deviations with each proportion weight-
ed by the value of the deviation.

The raw material of the study was processed through
the IBM machine and electronic digital computer for the chi-
square test result. In cases where the ft of one cell in
2x2 contingency table was less than five and there was the
possibility of distorted and inflated results, the correction

for continuity was applied under the following formula:48

x2 s (/ab-bC/ - e")? N
(a+b)(a +c)(b +d)(c +d)
where a, b, c, and d stand for the four cells of the 2x2
contingency table and N represents the total number of ob-
served frequencies.
The test of the hypothesis has been done at the five

per cent level of confidence. The five per cent level of

 

48william o. Cochran, "The x2 Test of Goodness of
Fit," Annals of Mathematical Statistics, 23:3l5-345, l952:
Don Lewis and C. J. Burke, "The Use and Misuse of the Chi-

Square Test," Psychological Bulletin, 46:433-489, November,
I949; G. U. Yule and M. G. Kendal , An Introduction to the
Theor of S atistics, (London: Griffin, i935): and, Allen
L. Edwards, "On 'The Use and Misuse of the Chi-Square Test'
--The Case of 2x2 Contingency Table,” Psychological Bulle-
yyg, 46:34l-346, l950. .

46

confidence which simply means that the chances are ninety-five
in one hundred that the answers do not vary from the true
answers of the universe, has been considered adequate for this

study.49

 

493. Milton Smith, A Simplified Guide to Statistics
for Ps cholo and Education, (New York: Rinehard. I946),
p. 89; and NEA Research Division, "Small Sample Techniques,"
TgeoNEA Research Bulletin, Volume 38, No. 4, p. l, December,

CHAPTER IV
I. PROFILE OF THE SCHOOL SUPERINTENDENT

In this chapter a number of personal and professional
characteristics of the district superintendency in Iran will
be reported. The method for collecting the data, as stated
in Chapter III, was a questionnaire responded to by seventy-
four superintendents in Iran. The data reported in this chap-
ter are descriptive self-reported information provided by the
participating superintendents. No other data collecting de-
vice has been used in this study. The contribution of the
data collected is in its national sampleness and in the stat-
istical treatment of the responses.

Age Range. The group covers an age range of thirty
through fifty-five with sixty-four per cent of the group being
between the ages of thirty-five through forty. The median age
for the group was thirty-eight years. The median age of the
superintendents in the districts of 2,000 to 9,999 in popula-
tion was thirty-nine years, while that of the superintendents
in the districts of 45,000 population or more was forty-two
years. Table III, page 48, shows the distribution of the
superintendents in different age range.

When the population of the school district was consid-
ered, it was found that youthfulness of superintendents has a
positive relationship with the smallness of population. Sixty
per cent of the superintendents between the age range of

47

48

TABLE III
AGE RANGE OF THE SCHOOL SUPERINTENDENTS

 

 

 

 

Age in Years Number of Superintendents
30 - 34 ll
35 - 39 4O
4O - 44 l5
45 and more 8
Total 74

W

thirty to thirty-four, lnclusively, were from the districts
with less than l0,000 population. More than forty-two per-
cent of the superintendents with the age of forty-two or more
were from the districts of 45,000 population or more.

Mapital Spatus. A total of seventy-one superintendents
were married, two were single, and one reported divorced.

Academic Level and Subiect of Specialization. Sixty-
five out of seventy-four superintendents reported to hold a
bachelor's degree. Only one had a doctorate degree. Eight
reported holding a high school diploma of some kind.

Some thirty-five per cent held a dg:>elor's degree in
either Persian literature or geography and history. Only
nine per cent had a bachelor's degree in philosophy and educa-
tion; however, some forty per cent were graduated from teacher
training colleges.

Major fields of specialization were reported in the
following frequencies: Persian literature, fourteen: geography
and history, twelve; physics and chemistry, ten: law and phil-

osophy and education, seven each; natural science, five; math-

49

ematics, four: French language and theology, three each; and
engineering, one. Table IV shows the distribution of academic
specialization of sixty-five superintendents who hold a bach-
elor's degree and one superintendent with a doctorate degree.
Eight superintendents with a high school diploma do not have
any field of specialization.

TABLE IV

DISTRIBUTION OF ACADEMIC LEVEL AND FIELD
OF SPECIALIZATION*

 

Specialization Graduate from Graduate from Total numbe;
(Major Field) teacher train- university of superin-
lng colleges colleges tendents

 

DEgree Number ADEgree Number

Philosophy and

 

 

education A.B. 7 A.B. -- 7
Law A.B. ' - A080 7 7
Persian Litera-
ture A.B. 4 A.B. IO l4
French language A.B. 2 A.B. l 3
Theology** A.B. &
Ph.D. 2 A.B. l 3
Physics and
Chemistry 8.3. 6 8.8. 4 l0
Geography and
history A.B. 6 A.B. 6 l2
Natural sciences 8.8. l 8.8. 4 5
Mathematics 8.8. 2 8.8. 2 4
Engineering 8.8. - 8.8. l l
Total college .
graduates 3O 36 66
High school_g[aduates 8
Total 74

 

 

* Graduates from teacher training colleges in any academic
field receive the same training as graduates from univer-
sity colleges in addition to some courses in child psychol-
ogy, principles of education and training, and philosophy
of education and training.

**One superintendent has only A.B. and the other has A.B.
* and Ph.D. degree.

50

As it is revealed in Table IV, more than half of the
school superintendents do not have any formal preparation in
the field of education prior to their professional career.

Se uence of Educational Position. The career route to

 

district superintendency starts, in all cases reported, with
teaching experience as previous proflEEEEBnal involvement. A
little less than thirty per cent reported that, at one time,
they had been an elementary school teacher, and ninety-four
per cent indicated teaching at the secondary level. Nearly
ten per cent of the superintendents had only teaching experi-
ence as previous educational position to the superintendency.
Approximately sixty per cent had teaching and principalship

in elementary and/or secondary school as experience prior to
superintendency. More than twenty-five per cent of the super-
intendents had been administrative or technical inspectors
prior to their superintendency. Thirty-three per cent held
the position of educational representative, assistant super-
intendent, or acting superintendent before their chief admin-
istrative office in the district. Some seventeen per cent re-
ported they had other positions such as business manager,
director of elementary or secondary education in the district
or provincial office of education before becoming superintend-
ent. The most commonly held positions in the career line of
the superintendency were reported in the following frequen-
cies: teaching at.secondary levels, ninety-four per cent;
high school principalship, fifty—seven per cent; elementary

teaching, thirty per cent; technical inspector, twenty-six

5i

per cent; high school assistant principalship, twenty-four per
cent: elementary principalship, twenty-two per cent: and dis-
trict educational representative, twenty per cent.

Career Pattern. Two clear patterns appeared quite dis-
cernible. The prevalent pattern is either moving up through
the "teaching and principalship" to the district superintend-
ency, or progressing through "teaching, principalship, cen-
tral office administrative capacities, and finally superin-
tendency."

On the position continuum starting with teaching and
ending with superintendency, there are twenty per cent of the
superintendents who reported having gone through the progres-
sion of "teaching, principalship, to superintendency." The

dominant career patterns are shown in Table V.

TABLE V
DOMINANT DISTRIBUTION OF SUPERINTENDENTS' CAREER PATTERNS

 

#7

 

Career Pattern Frequency Per cent
Teacher-principal-superintendent l5 2O
Teacher-principal-inspector-

superintendent l3 l7
Teacher-principal-central office

admlnlstrator-superintendent l8 24

Teacher-superintendent 9 I2

 

 

 

 

 

Length of Educational Experience. Some twenty per cent
of all the superintendents participating in the study had five

years or less experience; forty-six per cent had ten.years or
more teaching background prior to their administrative incum-

bency. Nearly forty-two per cent held administrative offices

52

for five years or less, while thirty-one per cent held their
administrative positions for ten years or more. The median
years of experience in school work was seventeen for all of
the district superintendents reporting. Only ten per cent had
less than ten years of experience in school work. Thirty-four
per cent had twenty years or more experience.

I Work Experience Outside Education. Only a small per-
centage of the superintendents had any experience in fields
other than education. Even the ten per cent who reported out-
side occupation held the job on an average of one and one-half
years. Indications are that in the career pattern of the
superintendency, outside experience does not equal the preva-
lency of the educational preparation and professional experi-
ences.

ExperienceI Training. or Travel Abroad. None of the

superintendents received professional training or any work

 

experience outside the country. However, twenty-three per
cent of them did some traveling abroad. The length of the
visit to the foreign lands has a median of four months with
the range of one to eight months. Sixty-five per cent of this
group visited the United States and some of the European
countries. Thirty-one per cent traveled only to neighboring
Arab states.

Knowledge of Foreign Languages. Eighty-eight per cent

reported an adequate knowledge of one foreign language: twenty

 

per cent indicated sufficient knowledge of two languages, and

seven per cent reported insufficient knowledge of two lan-

53

guages. The foreign languages in order of frequency were:
French, fifty-four cases; and English, thirty-eight cases.50

Membership in Professional nganization. Only seven-
teen per cent reported membership in organizations of various
nature. The organizations reported are basically societies
for the improvement of foreign languages sponsored by lan-
guage institutes. The median length of membership reported
was two years with the range of one year as minimum and seven
years as maximum.

Publications. Publications were divided into two cat-
egories of original work and translation from foreign litera-
ture. Twenty per cent of the superintendents reported that
they had published some kind of original work. This included

articles for magazines. Six per cent reported publication of

material being translated into Persian from foreign sources.
II. DESCRIPTION OF THE SCHOOL DISTRICTS

As indicated in Chapter III, a school district has been
taken as a unit of consideration to mean an independent and
separate legally-established and recognized entity with
political status.

Questions on three independent variables of the pupil

 

50It should be borne in mind that in the old secondary
school curricula, effective till l956, teaching.of the Arabic
language was an integral part of the uniform high school pro-
gram up to the eleventh grade. Consequently, the superintend-
ents in most cases have had at least five to six years of
Arabic language in their high school education.

54

enrollment, professional staff, and the population of the
school district, as they related to this study, were included
in the questionnaire. In the following portion of this chap-
ter, a statistical description of the school districts as it
is determined by the three variables will be presented.

Pupil Enrollment. Nearly forty per cent of the dis-
tricts had less than 5,000 pupils in elementary and secondary
schools under their direct jurisdiction. Thirty-two per cent
reported pupil membership of 5,000 to 9,999 in both element-
ary and secondary schools. The percentage for districts with
l0,000 to l9,999 pupils in school was sixteen. Only twelve
per cent reported 20,000 or more pupil enrollment. Table VI
shows the tabulation of the medians and means of pupil enroll-

ment according to the population of the districts.
TABLE VI

MEDIANS AND MEANS OF PUPIL ENROLLMENT
,IN THE DISTRICTS*

 

 

Pupilgnrollment

 

 

District Range of the

Population Median Median Mean

. 2,000 - 9,999 4,000 876 e 7,5l3 4,l02
IO.000 - 49.999 5.700 2.555 - 22.755 7.73l
45,000 and over l9,586 l3,535 - 48,495 25,509

 

 

r

*Enrollment figures include pupils in all schools under the
jurisdiction of the district located either in the center
of the district or in outskirts and dependent villages.
Population figures refer only to the center of the dis-
trict and do not cover the outskirts and dependent villages.

As Table VI reveals, the range of the medians is from

55

approximately 4,000 in the small districts to l9,586 pupils
in the large districts. The ratio of secondary pupils to the
elementary pupils is one to 8.2 in districts with l0,000 or
less population. The same ratio for districts of l0,000 to
44,999 population is one to 6.2. In the districts of 45,000
population or more, the ratio stands to be one to 4.5.
Instructional Staff. The size of the instructional
staff has a direct relationship with the district population
and the pupil enrollment. The median staff for all the dis-
tricts reporting was l98 teachers. Eight districts had fewer
than one hundred teaching personnel: thirteen districts had
a staff of 500 or more teachers. The size of instructional

staff for districts of various population size is shown in

 

 

 

Table VII.
TABLE VII
SIZE OF INSTRUCTIONAL STAFF
Median of Instructional Staff
District Without College With Coiiege
Population degree degree
2,000 - 9,999 i40 5
l0,000 - 44,999 2I8 l5
45,000 and over 668 , 65

As Table VII points out, the variable of district pop-
ulation has an important relationship with the level of
academic training of the instructional staff. The ratio of
the median for non-degree instructional staff of the districts
with 2,000-9,999 papulation to the districts with 45,000 and

more population is one to 4.7. Whereas, the ratio of the

56

median for college graduated instructional staff of the same
two categories of districts is one to l3.

District Population. The school districts participat-
ing in the study are divided into three strata according to
the population. However, the districts are not labeled dif-
ferently. The districts in the first stratum have population
of 2,000 to 9,999, with twenty-six districts reported in this
category, with the median population of 5,422. The second
stratum consists of districts with l0,000 to 44,999 popula-
tion. Thirty-six districts reported in this category with
the population median of l8,06l. The third stratum includes
the districts of 45,000 or more population. Twelve districts
reported in this category with the median of 96,499 popula-
tion. Table VIII shows the median and median range for each

stratum of the districts.

TABLE VIII

MEDIAN AND MEDIAN RANGE FOR DISTRICTS WITH
DIFFERENT POPULATION

 

 

 

Stratum Median Median Range

2,000 - 9,999 5,422 2,000 - 9,l2l
l0,000 - 49,999 l8,06l l0,053 - 44,65l
45,000 and over 96,499 47,l59 -24l,989

 

In this chapter a number of personal and professional
characteristics of the superintendency and school district in
Iran were reported. In the following chapter the results of
the study as it relates to the role of superintendent, teach-

er, principal, general-director of education in the province,

57

and the Ministry of Education will be presented.

Summary. The data concerning the characteristics of
the superintendents and the school districts in Iran were
analyzed. The data revealed that the superintendents are
relatively young with the majority in their thirties. Most
of the superintendents are married and in a large number of
cases, the superintendents possess a college degree. They
start their professional career by teaching in schools and
very few of them enter the profession from other fields than
education. Most of the superintendents know at least one
foreign language. However, very few are members of profes-
sional organizations or produce professional writings.

It was revealed that the smaller the district, the
higher the ratio of elementary pupils to secondary pupils.
In the same way, the smaller districts have fewer college

graduates on their teaching staffs.

 

II... ‘fun‘

CHAPTER V

FINDINGS AND RESULTS

The results of the study will be presented sequentially
as they bear on the role of the superintendent, teacher, prin-
cipal, provincial general-director of education, and the
Ministry of Education. The data concerning the incumbents of
each position will be treated in two ways: sin the first ap-
proach, an attempt will be made to test the null hypothesis
that there is no significant difference in the superintendents'
perceptions of the degree of participation of teacher, prin-
cipal, superintendent, provincial general-director of educa-
tion, and Ministry of Education in seventeen areas of educa-

tional activities in terms of eleven independent variables.

The independent variables are as follows:

Age

Professional preparation

Teaching experience

Administrative experience

Previous position of principalship
Previous position of high administrative respons-
ibilities

Travel abroad

District total enrollment

District secondary enrollment
Degree-holding instructional staff
District population

—O\O(DNI OUT-Pun)“
O

The-seventeen areas which are.considered to cover major
educational decisions a superintendent has to make when dis-

charging his official responsibilities are as follows:

58

59

Preparation and improvement of curriculum
Selection of textbooks

Adoption of instructional methods

Initiation of changes in curriculum

Employment of new personnel for the schools
Selection of the place of service for the teaching
personnel

Transfer of teacher from one school to another
school

Transfer of teacher from one district to another
district

Suspension and dismissal of teaching personnel
Preparation of schools' instructional budget
Expenditure of instructional budget of the schools
Making necessary changes in the expenditure of al-
located budget

Formulation of school policies and regulations
Solution of educational problems within school
building

Solution of educational problems of the school
district

Construction of new school buildings

Selection of instructional supplies and equipment
for the schools

\lO\ UT #UJ M-O\O CD N OUT-kWh)-

——
O

In the second approach of analyzing the data attempts
will be made to reveal overall tendencies in the perceptions
of the superintendents of the role of the five educational
positions, formerly enumerated, as they relate to the seven-

teen areas of educational activities stated before.
I. DATA CONCERNING THE SUPERINTENDENT'S ROLE

Data testing the hypothegis that a eLLprevious position
of high administrative responsibilities; district total en-
rollment; and degree-holdinginstructional staff are notgggr
sociated with the superintendents' perceptions of the super-
intendent's role regarding the seventeen educatigggj—activities.
As Tables Ix, x, XI, and XII, pages 60 through 63, reveal, the

superintendents' age, previous position of high administrative

 

 

If .lllii I

TABLE IX

60

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE SUPERINTEND-
ENT SHOULD PLAY REGARDING EACH OF THE SEVENTEEN
AREAS OF EDUCATIONAL ACTIVITIES AND THE SUPER-
INTENDENTS' AGE.OF 30-38 VERSUS 39 AND MORE

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum l.77
Selection of textbooks 3.l5 +
Adoption of instructional methods .56
Initiation of changes in curriculum l.ll
Employment of new personnel for the schools .00
Selection of the place of service for the

teaching personnel l.l7
Transfer of teacher from one school to

another school .22
Transfer of teacher from a district to

another district I.24
Suspension and dismissal of instructional

personnel .29
Preparation of schools' instructional budget l.6O
Expenditure of the instructional budget of

the schools .Ol
Making necessary changes in the expenditure

of allocated budget 2.67
Formulation of school policies and regulations 3.5l +
Solution of educational problems within a

school building .07
Solution of educational problems of the school

district .00
Construction of new school buildings l.07
Selection of instructional supplies and equip-

ment for the schools 3.4l +

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence
*** Significant at the .0l level of confidence
**** Significant at the .OOl level of confidence
+ Significant at between the .05 and .lO levels of

confidence

TABLE X

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE SUPERIN-
TENDENT SHOULD PLAY REGARDING EACH OF THE SEVEN-
TEEN AREAS OF EDUCATIONAL ACTIVITIES AND THE
SUPERINTENDENTS' PREVIOUS POSITION OF HIGH
ADMINISTRATIVE RESPONSIBILITIES VERSUS NO
PREVIOUS POSITION OF HIGH ADMINISTRATIVE

RESPONSIBILITIES

6i

 

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of Curriculum .lO
Selection of textbooks 2.43
Adoption of instructional methods , .06
Initiation of changes in curriculum .l4
Employment of new personnel for the schools .00
Selection of the place of service for the

teaching personnel 2.08
Transfer of teacher from one school to another

school 3.06 +
Transfer of teacher from one district to an-

other district 2.08
Suspension and dismissal of teaching

personnel .88
Preparation of schools' instructional budget .42
Expenditure of the instructional budget of

the schools .02
Making necessary changes in the expenditure

of allocated budget .l4
Formulation of school policies and regulations l.43
Solution of educational problems within a

school building .lO
Solution of educational problems of the school

district .00
Construction of new school buildings .69
Selection of instructional supplies and equip-

ment for the schools .06

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence

***.Slgnificant at the .Ol level of confidence

**** Significant at the .OOl level of confidence

+ Significant at between the .05 and .lO levels of

confidence

TABLE XI

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENts' PERCEPTIONS OF THE ROLE SUPERINTEND-
ENT SHOULD PLAY REGARDING EACH OF THE SEVENTEEN
AREAS OF EDUCATIONAL ACTIVITIES AND DISTRICT
TOTAL PUPIL ENROLLMENT or 5,000 OR LESS
VERSUS 5,00l OR MORE

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum l.l7
Selection of textbooks l.l0
Adoption of instructional methods .35
Initiation of changes in curriculum .86
Employment of new personnel for the schools .00
Selection of the place of service for the

teaching personnel .35
Transfer of teacher from one school to

another school .36
Transfer of teacher from one district to

another district 2.72
Suspension and dismissal of teaching

personnel 2.60
Preparation of schools' instructional budget .00
Expenditure of the instructional budget of the

schools l.77
Making necessary changes in the expenditure of

allocated budget l.38
Formulation of school policies and regulations .70
Solution of educational problems within a

school building .06
Solution of educational problems of the school

district .00
Construction of new school buildings .65
Selection of instructional supplies and equip-

ment for the schools .l4

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .00l level of confidence
**** Significant at the .00l level of confidence
+ Significant at between the .05 and .lO levels
of confidence

TABLE XII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE

SUPERIN-

TENDENT SHOULD PLAY REGARDING EACH OF THE

SEVENTEEN AREAS OF EDUCATIONAL ACTIVI-

TIES AND THE DISTRICT DEGREE-HOLDING
INSTRUCTIONAL STAFF OF l-l4 VERSUS

63

 

 

l5 OR MORE
Area of educational activity Chi-Square
Yelp;

Preparation and improvement of curriculum .59
Selection of textbooks 2.06
Adoption of instructional methods .04
Initiation of changes in curriculum 3.44 +
Employment of new personnel for the schools .00
Selection of the place of service for the

teaching personnel .40
Transfer of teacher from one school to

another school .20
Transfer of a teacher from one district

to another district 2.94 +
Suspension and dismissal of teaching

personnel 1.69
Preparation of schools' instructional budget 1.16
Expenditure of the instructional budget of

the schools - .03
Making necessary changes in the expenditure

of allocated budget .63

 

Formulation of school policies and regulations .02
Solution of educational problems within a
school building .00
Solution of educational problems of the
school district .00
Construction of new school buildings .54
Selection of instructional supplies and
equipment for the schools 2.59
* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

64

responsibilities, district total enrollment, and number of
degree-holding instructional staff are not associated with

the superintendents' perceptions of the role of superintendent
with respect to the seventeen areas Of educational activities.
The criterion of significance set for this study is at the
five per cent level of confidence. Therefore, the hypothesis
of no association is upheld.

Data testigg_the hypothesis that professional prepara-
tion of the superintendents is not assocjgted with the super-
intendents'yperceptions of the superintendent's role regard-
lpg:the seventeen educational activities. Table XIII, page
65, provides one area of educational activity in which the
perceptions of the superintendents of the superintendent's
role seem to be influenced by the superintendents' professional
preparation. The chi-square of 5.83, significant at the two
per cent level of confidence, clearly indicates that there is
an association between the superintendents' perceptions of
the superintendent's role in "expenditure of the instructional
budget of the schools" and superintendents' professional prep-
aration. Therefore, the null hypothesis of no association
between superintendents' professional preparation and their
perceptions of superintendent's role is rejected in one and
upheld in sixteen areas of educational activities. In the
area where the association is upheld, an inspection of the
pattern of frequencies, shown in Table XIV, page 66, reveals
that most superintendents with university college preparation

tend to hold that the superintendent should have more influ-

TABLE XIII

CHI—SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE SUPERINTEND-
ENT SHOULD PLAY REGARDING EACH OF THE SEVENTEEN
AREAS OF EDUCATIONAL ACTIVITIES AND THE SUPER-
INTENDENTS' PROFESSIONAL PREPARATION OF
TEACHER TRAINING COLLEGE VERSUS
UNIVERSITY COLLEGE

 

 

Area of educational activity Chi-Square
' Value
Preparation and improvement of curriculum 1.50
Selection of textbooks .17
Adoption of instructional methods .04
Initiation of changes in curriculum 1.66
Employment of new personnel for the schools .00
Selection of the place of service for the
teaching personnel .18
Transfer of teacher from one school to
another school .43
Transfer of a teacher from one district to
another district ' 1.49
Suspension and dismissal of teaching
_ personnel .18
Preparation of schools' instructional budget .42
Expenditure of the instructional budget of
the schools 5.83 **
Making necessary changes in the expenditure
of allocated budget 2.20
Formulation of school policies and regulations .08
Solution of educational problems within a
school building 1.89
Solution of educational problems of the
school district .00
Construction of new school buildings 1.21
Selection of instructional supplies and
equipment for the schools _ .43

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence'
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence ‘

 

.l' l I. I I'll!

 

66

TABLE XIV

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "EXPENDITURE OF THE INSTRUCTIONAL BUDGET
OF THE SCHOOLS" AS PERCEIVED BY THE SUPERINTEN-
DENTS

 

 

Opinion Scale
Professional A Tittle to Quite a bit to
Preparation not at all a great deal

 

Teacher training
college 12 (7.7) l8 (22.3)

University college 5 (9.3) 3i (26.7)

 

X2 = 5.83
P (.02

 

 

M

1 iii ifiiiilr. IIIlll-I Iiiisiii Iii I!!! III]! III I I i a

ence in "expenditure of the instructional budget of the
schools.“ This may be viewed in light of Figure 2, page 89,
which shOws that on the whole, all superintendents tend to
feel that they should influence the "expenditure of the in-
structional budget of the schools." .Where there is a differ-
ence among superintendents' perceptions, it is the university
college-graduated administrators who tend to hold this opinion
strongly.

‘Qg;a testing:the hypothesis that teaching experience
of the superintendents is not associated with the superintend-
ents' perceptions of superintgggent's role regarding the
geventeen educational activities. Table XV, page 68, provides
two areas of educational activities in which the perceptions
of the superintendents of superintendent's role seem to be
influenced by the superintendents' length of teaching experi-
ence. The chi-squares of 6.49 and 4.93, significant at the
two and five per cent levels of confidence respectively, re-
veal that there is an association between the superintendents'
length of teaching experience and their perceptions of super-
intendent's role in "transfer of teacher from one school to
another school" and “suspension and dismissal of instructional
personnel." Therefore, the null hypothesis of no association
between the superintendents' length of teaching experience and
their perceptions of superintendent's role is rejected in two
and upheld in fifteen areas of the educational activities.
In the two areas where the associatioanas upheld, an examina-

tion of the patterns of frequencies, given in Tables XVI and

68

TABLE XV

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE SUPERIN-
TENDENT SHOULD PLAY REGARDING EACH OF THE SEVEN-

TEEN AREAS OF EDUCATIONAL ACTIVITIES AND THE
SUPERINTENDENTS' TEACHING EXPERIENCE OF IO

YEARS OR LESS VERSUS ll YEARS OR MORE

 

 

Area of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum .34
Selection of textbooks .61
Adoption of instructional methods .03
Initiation of changes in curriculum 3.l6 +
Employment of new personnel for the schools .00
Selection of the place of service for the
teaching personnel 3.80 +
Transfer of a teacher from one school to
another school 6.49 **
Transfer of a teacher from one district
to another district .70
Suspension and dismissal of teaching personnel 4. 93 *
Preparation of schools' instructional budget .42

Expenditure of the instructional budget of the

schools .39
Making necessary changes in the expenditure of

allocated budget .63
Formulation of school policies and regulations 3. 45 +
Solution of educational problems within a

school building l.l6
Solution of educational problems of the school

district .00
Construction of new school buildings .45
Selection of instructional supplies and equip-

ment for the schools 2.86 +

—-O .s' -m a. .t"

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .Ol level of confidence
**** Significant at the .OOl level of confidence

+ Significant at
confidence

between the .05 and .l0 levels

of

69

XVII, pages 70 and 7i, indicate that more superintendents
with ten years or less of teaching experience tended to hold
that the superintendent should have more influence in "trans-
fer of teacher from one school to another school" and Sous-
pension and dismissal of the instructional personnel."' In
short, the less experienced the superintendent in teaChing,
the more he tends to think that the superintendent should in-
fluence the two educational activities. This may be viewed
in light of Figure 2, page 89, which shows that on the whole
all superintendents tend to feel that they should influence
the “transfer of teacher from one school to another school"
and “suspension and dismissal of instructional personnel."
Where there is a difference among superintendents' percep-
tions, it is the ones less experienced in teaching who tend
to hold this opinion strongly.

Data Lesting the hypothesis that the length of admini-
ggpgtive experience of the ggperintendents is not associated
pith the superintendents' perceptions of superintendent's

role regarding the seventeen educational activities. Table
XVIII, page 72, provides one area of educational activity in

 

which the perceptions of the superintendents of superintend-
ent's role seem to be influenced by the superintendents'
length of administrative experience. The.chi-square of 13.59,
significant at the one thousandth level of confidence, re-
veals that there is an.association between the superintend-
ents' length of administrative experience and their percep-

tions of superintendent's role in "selection of textbooks."

TABLE XVI

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "TRANSFER OF A TEACHER FROM ONE SCHOOL
TO ANOTHER SCHOOL" AS PERCEIVED BY THE SUPER-

 

 

 

 

 

INTENDENTS
Opinion Scale

Teaching A little to Quite a bit to
Experience not_gt all pg great deal
l0 years or less I (4.8) 50 (46.2)
ll years or more 6 (2.2) 17 (20.8)

X2 : 6.49*

P (.02

 

 

* Corrected for continuity by Yates' method.

7!

TABLE XVII

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "SUSPENSION AND DISMISSAL OF TEACHING
PERSONNEL" AS PERCEIVED BY THE SUPERINTEN-
n DENTS

m

Opjnlon Scale

 

 

 

Teaching A little to Quite a bit to
Experience not at all a great deal
10 years or less - (2.8) 50 (48.2)
ll years or more 3 ( .2) 20 (22.8)

X2 = 4.93*

P <:.05

==============================================================

* Corrected for continuity by Yates' method

72
TABLE XVIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE SUPERIN-
TENDENT SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES
AND THE SUPERINTENDENTS' ADMINISTRATIVE
EXPERIENCE OF IO YEARS OR LESS VERSUS
ll YEARS OR MORE

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 3.73 +
Selection of textbooks l3.59 ****
Adoption of instructional methods .32
Initiation of changes in curriculum 3.78 +
Employment of new personnel for the schools .00
Selection of the place of service for the

teaching personnel l.35
Transfer of teacher from one school to another

school ' .42
Transfer of a teacher from one district to

another district .00
Suspension and dismissal of teaching personnel l.54
Preparation of schools' instructional budget .11

Expenditure of instructional budget of the

schools .05

Making necessary changes in the expenditure of

allocated budget 2.09

Formulation of school policies and regulations 1.76
Solution of educational problems within a

school building l.83
Solution of educational problems of the school

district .00
Construction of new school buildings 3.15 +

Selection of instructional supplies and equip-

ment for the schools 3.29 +

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .00l level of confidence
+ Significant at between the .05 and .10 levels
of confidence

73

Therefore,the null hypothesis of no association between the
superintendents' length of administrative experience and their
perceptions of superintendent's role is rejected in one and
upheld in sixteen areas of educational activities. In the
area where the association was established, an examination of
the pattern of frequencies, given in Table XIX, page 74, shows
that the most experienced superintendents, those who had more
than ten years of administrative experience, tend to hold that
the superintendent should have more influence in "selection

of textbooks." In short, the more experienced the superin-
tendent in administrative responsibilities, the more he tends
to think that the superintendent should influence the "selec-

tion of textbooks."

Data testing the hypothesis thgt previous position of

principalship is not associated with the apperintendents'
perceptions of superintendent's role regarding the seventeen

ggpcational activities. Table XX, page 75, provides two areas
of educational activities in which the perceptions of the
superintendents of superintendent's role seem to be influenced
by the superintendents' previous position of principalship.
The chi-square of 5.79 and 8.07, significant at the two and
one per cent levels of confidence respectively, reveal that
there is an association between the superintendents' previous
position of principalship and their perceptions of superin-
tendent's role in "adoption of instructional method" and "sol-
ution of educational problems of the school district." There-

fore, the null hypothesis of no association between the super-

74

TABLE XIX

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "SELECTION OF TEXTBOOKS" AS PERCEIVED BY
- THE SUPERINTENDENTS

 

 

 

 

Opinion Scale

 

 

 

Administrative A little to . Quite a bit to
Experience not at all a great deal
IO years or less 36 (29.2) 18 (24.8)
ll years or more 3 ( 9.8) l5 ( 8.2)

x2 . 15.59

P (.00l

75

TABLE XX

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTs' PERCEPTIONS OF THE ROLE OF SUPERIN-
TENDENT REGARDING EACH OF THE SEVENTEEN AREAS OF
EDUCATIONAL ACTIVITIES AND THE SUPERINTENDENTS'
PREVIOUS FOSITION.OF PRINCIPALSHIP VERSUS NO
PREVIOUS POSITION 0F PRINCIPALSHIP

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 3.24 +
Selection of textbooks .6l
Adoption of instructional methods 5.79 **
Initiation of changes in curriculum .27
Employment of new personnel for the schools .00
Selection of the place of service for the

teaching personnel 3.8l +
Transfer of a teacher from one school to

another school .50
Transfer of a teacher from one district to

another district .70
Suspension and dismissal of teaching personnel .00
Preparation of schools' instructional budget .42
Making necessary changes in the expenditure of

allocated budget 2.94 +

Formulation of school policies and regulations .74
Solution of educational problems within a

school building , 8.07 ***
Solution of educational problems of the

school district .00
Construction of new school buildings .45
Selection of instructional supplies and equip-

ment for the schools .85

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .00l level of confidence
+ Significant at between the .05 and .l0 levels of
confidence

intendents' previous position of principalship and their
perceptions of superintendent's role is rejected in two and
upheld in fifteen areas of educational aCtivities. In the
two areas where the association was upheld, an examination of
(the patterns of frequencies, given in Tables XXI and XXII,
pages 77 and 78,reveals that most superintendents with previ-
ous experience of principalship tended to hold that superin-
tendent should have more influence in "adoption of instruc-
tional methods" and "solution of educational problems within
a school building." ‘This may be viewed in light of Figure 2,,
page 89,which shows that on the whole all superintendents

tend to feel that they should influence educational activities.
Where there is a difference among the superintendents' per-
ceptions, it is the ones with previous experience of princi-
palship who tend to hold this opinion strongly.

Data testing the hypothesis that traveling abrOgd is
not associated with the superintendents' perceptions of super-
intendent's role regarding the seventeen edpcatlonal activi-
3133. Table XXIII, page 79, provides one area of educational
activity in which the perceptions of the superintendents of
superintendent's role seem to be influenced by superintend-
ents"travellng abroad. The chi-square of 7.85, significant
’at the one per cent level of confidence, reveals that there
is a relationship between the superintendents' perceptions of
superintendent's role in "preparation and improvement of cur-
riculum" and their experience in traveling abroad. Conse-

quently, the null hypothesis of no association between the

TABLE XXI

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "ADOPTION OF INSTRUCTIONAL METHODS"
AS PERCEIVED BY THE SUPERINTENDENTS -

 

 

Opinion Scale

 

 

 

Previous A little to Quite a bit to
Position not at all a great deal
Principalship 7 (l0.8) 4| (37.2)
No principalship 9 ( 5.2) l3 (l6.8)

X2 = 5.79

p (.02

78

TABLE XXII

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "SOLUTION OF EDUCATIONAL PROBLEMS WITH-
IN A SCHOOL 8UILDING”AS PERCEIVED BY

THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

Previous A little to , Quite a bit to
Position not at all a great deal
Principalship 3 (7.5) 47 (42.5)
No principalship 8 (3.5) l5 (l9.5)

x2 - B.O7*

 

 

* Corrected for continuity by Yates' method

TABLE XXIII

79

CHI-SQUARE VALUES INDICATING THE RELATIONSHIP BETWEEN THE
ROLE OF SUPERINTENDENT IN EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AS PERCEIVED BY THE SU-
PERINTENDENTS AND THE SUPERINTENDENTS' EXPERI-

ENCE IN TRAVELING ABROAD VERSUS NO EXPERI-

ENCE IN TRAVELING ABROAD

 

Area of Educational Activity Chi-Square
Value

 

Preparation and improvement of curriculum

’Selection of textbooks

Adoption of instructional methods

Initiation of changes in curriculum

Employment of new personnel for the schools

Selection of the place of service for the
teaching personnel

Transfer of a teacher from one school to
another school

Transfer of a teacher from one district to
another district

Suspension and dismissal of teaching personnel

Preparation of schools' instructional budget

Expenditure of the instructional budget of the
schools

Making necessary changes in the expenditure of
allocated budget

Formulation of school policies and regulations

Solution of educational problems within a school
building

Solution of educational problems of the school
district

Construction of new school buildings

Selection of instructional supplies and equip-
ment for the schools

7,85 new
.91
3.18 +
l.lO
.00

l.51
l.44

l.5l
l.OO
l.28

.73

.20
.45

.95

.00
3.15 +

.02

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

“O

 

8O

superintendents' experience in traveling abroad and their
perceptions of superintendent's role is rejected in one and
upheld in sixteen areas of educational activities. In the
area where the association is established, an examination of
-the pattern of frequencies, shown in Table XXIV, page 81,
indicates that more superintendents with experience in travel-
ing abroad tend to hold that the superintendent should have
more influence in "preparation and improvement of curriculum."
Data testing the hypothesis that district secondary .
enrollment is not associated with the superintendents' per-
ceptions of superintendent's role regarding the seventeen
educgtionai activities. Table XXV, page 82, provides one
area of educational activity in which the perceptions of the
superintendents of the superintendent's role seem to be influ-
enced by the secondary enrollment of the school districts
which the superintendents represent. The chi-square of 5.00,
significant at the five per cent level of confidence, reveals
that there is an association between the secondary enrollment
of the districts which the superintendents represent and the
superintendents' perception of superintendent's role in
"selection of textbooks." Therefore, the null hypothesis of
no association between the size of secondary enrollment of
the districts which the superintendents represent, and the
superintendents' perceptions of superintendent's role is re-
jected in one and upheld in sixteen areas of educational ac-
tivities. In the area where. the association was established,

an examination of the pattern of frequencies, given ingable

TABLE XXIV

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "PREPARATION AND IMPROVEMENT OF
CURRICULUM" AS PERCEIVED BY
THE SUPERINTENDENTS

 

 

Qpinion Scale

 

 

 

Travel A little to Quite a bit to
Abroad not at all a great deal
With 3 (8.1) 15 ( 9.9)
Without 30 (24.9) 25 (30.1)

X2 I 7.85

p <<.Ol

 

 

TABLE XXV

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS.OF THE ROLE SUPERIN-
TENDENT SHOULD PLAY REGARDING EACH OF THE SEVEN
TEEN AREAS OF EDUCATIONAL ACTIVITIES AND THE

DISTRICT SECONDARY ENROLLMENT OF lOOO OR
LESS VERSUS IOOl OR MORE

 

 

Area of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum .03
Selection of textbooks 5.00 *
Adoption of instructional methods 2.05
Initiation of changes in curriculum 1.67
Employment of new personnel for the schools .00
Selection of the place of service for the
teaching personnel .40
Transfer of a teacher from one school to
another school .00
Transfer of a teacher from one district to
another district 2.94 +
Suspension and dismissal of teaching personnel .00
Preparation of schools' instructional budget .13
Expenditure of the instructional budget of the
schools .54
Making necessary changes in the expenditure
of allocated budget .97

Formulation of school policies and regulations .64
Solution of educational problems within a

school building .54
Solution of educational problems of the school

district .00
Construction of new school buildings 1.87
Selection of instructional supplies and equip-

ment for the schools 3.78

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

83

XXVI, page 84, reveals that more superintendents from dis-
tricts with larger secondary enrollment tend to hold that
the superintendent should have more influence in the "selec-
tion of textbooks." .

Data testing the hypothesis thgt district population
is not associated with superintendents' perceptions of super-
igtendent's role regarding the seventeen educational activi-
3133. Table XXVII, page 85, provides one area of educational
activity in which the perceptions of the superintendents of
superintendent's role seem to be influenced by the district
population. The chi-square of 5.18, significant at the five
per cent level of confidence, shows that there is an associ-
ation between the population of the districts which the.super-
intendents represent and the superintendents' perceptions of
superintendent's role in "preparation of schools' instruc-
tional budget." Therefore, the null hypothesis of no assoc-
iation between the district population and the superintend-
ents' perceptions of superintendent's role is rejected in one
and upheld in sixteen areas of educational activities. In
the area where the association is established, an inspection
of the pattern of frequencies, given in Table XXVIII. page
86, reveals that more superintendents from larger districts,
districts with 20,001 or more population, tend to hold that
the superintendent should have more influence in "selection
of instructional supplies and equipment for the sChools."

Further possible significant tendencies in therdata
concerning superintendent's role. An examination of the data

TABLE XXVI

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "SELECTION.OF TEXTBOOKS" AS PERCEIVED
' BY THE SUPERINTENDENTS

 

 

 

 

 

 

 

 

Opinion Scale
District Secondary A [Tttle to Quite a bit to

Enrollment not at all a great deal

1,000 Dr less 23 (18.5) 23 (27.5)

1,001 or more 6 (10.5) 20 (15.5)

 

TABLE XXVII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE SUPERINTEND-

ENDENT SHOULD PLAY REGARDING EACH OF THE SEVENTEEN

AREAS OF EDUCATIONAL ACTIVITIES-AND DISTRICT

POPULATION OF 20,000 OR LESS VERSUS
20,001 OR MORE

85

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .05
Selection of textbooks .70
Adoption of instructional methods .35
Initiation of changes in curriculum 1.55
Employment of new personnel for the schools .00
Selection of the place of service for the

teaching personnel .15
Transfer of a teacher from one school to

another school .01
Transfer of a teacher from one district to

another district 2.08
Suspension and dismissal of teaching personnel 2.13
Preparation of schools' instructional budget 3.12
Expenditure of the instructional budget of the

schools .02
Making necessary changes in the expenditure of

allocated budget .24
Formulation of school policies and regulations l.43
Solution of educational problems within a

school building 1.02
Solution of educational problems of the school

district .00
Construction of new school buildings 1.48
Selection of instructional supplies and equip-

ment for the schools' 5.18 *

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels of

confidence

86

TABLE XXVIII

PATTERN OF FREQUENCIES FOR THE ROLE OF SUPERINTENDENT
REGARDING "SELECTION OF INSTRUCTIONAL SUPPLIES
AND EQUIPMENT FOR THE SCHOOLS" AS PERCEIVED
BY THE SUPERINTENDENTS

W

Opinion Scale

 

 

 

District A little to Quite a bit to
Population not at all a great deal
20,000 or less 9 (5.3) 35 (38-7)
20,001 or more - (3.7) 30 (26.3)

x2 = 5.l8*

p .05

 

 

* Corrected for continuity by Yates' method

87

reported in Tables IX, X, XII, XV, XVIII, XX, XXIII, XXV,
and XXVII reveals that there are a number of areas of educa-
tional activities that appear to be statistically signifi-
cant at between the five and ten per cent levels of confi-
dence. Although these findings are not statistically sig-
nificant in terms of the criterion of the five per cent
level of confidence set for this study, they suggest possi-
ble tendencies toward relationship.

Furthep_gnalysis of the datgpgoncerning_the superin-
tendent's role in relgtion to no_§pecific independent vari-
gplp. An inspection of the pattern of frequencies of the
superintendents' perceptions regarding superintendent's role
in seventeen areas of educational activities, reported in
Table XXIX, page 88, reveals that on the whole, all superin-
tendents feel that they should influence educational activ-
ities. A graphic presentation of the pattern of frequencies
of the superintendents' perceptions of superintendent's role
regarding the seventeen areas of educational activities is

shown in Figure 2, page 89.

II. DATA CONCERNING TEACHER'S ROLE

Data testinggthe hypothesis that age. professional
preparation, previous position of principalship, travel
abroad, district pupil enrollment, district secondapy en-
rollmentL and district population, are not associated with

the superintendents' perceptions of teacher's role regard-
ing the seventeen educational activities. As Tables XXX,

TABLE XXIX

88

DICHOTOMIZED DISTRIBUTION OF THE FREQUENCIES OF THE SU-
PERINTENDENTs' PERCEPTIONS OF SUPERINTENDENT'S ROLE
IN SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES

 

Area of Educational Activity

_* Opinion Scale

 

A little to Quite a bit
not at all to a great
deal

Preparation and improvement of

curriculum 16 57
Selection of textbooks 38 33
Adoption of instructional

methods 15 55
Initiation of changes in

curriculum 19 55
Employment of new personnel for

the schools -- 74
Selection of the place of ser-

vice for the teaching per-

sonnel 5 69
Transfer of a teacher from one

school to another school 7 67
Transfer of a teacher from one

district to another district 4 70
Suspension and dismissal of

teaching personnel 2 72
Preparation of schools' in-

structional budget 11 63
Expenditure of the instruc-

tiOnal budget of the schools 19 55
Making necessary changes in the

expenditure of allocated

budget 6 68
Formulation of school policies

and regulations 12 62
Solution of educational problems

within a school building 11 62
Solution of educational problems

of the school district -- 74
Construction of new school

buildings -- 74
Selection of instructional sup-

plies and equipment for the

schools 9 55

 

89

ow co> a z

.osonm oopmpm a.wan use no noun.:u_au

«OLa page Com ou.uco:coee ecu mo cave u.»oEcu_La cap a. >u.>_wua .aco_uau:uo

some Lou ooa_a> .au_Lue:c ugh

.=_.s as soc: see .ss.ps._ aces: .ss.on._ a.
o> #UOQOOL coon o>a

.oc.acco_uooaa one c. can: o.auo co_c_ao new no

..p.n a «p.3cs .=.aou umoLm as he ouc.oa 0).»
. ~ .

 

 

 

I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ecu .. m m w #0 ooa.a> any zoaLa n.3u mchanoca an e

o.oocuo «cu Lo» «cosm.3 u
can wo._aaam .aco.puacuac_ mo co.auu_ow
ooc.n_.aa .oozoo so: eo co_po:Laocoo
«u_Lun_u .oozuw
one Go «Eu-noun .ace.uau:oo so :o_u:.om
sc_u_.sa .oseo.
a c.2a.s wEu_aoLa._aco.umu:oo Co co_u:_om
ace—«n.3muL new oo_u._oo .oocuo mo co.«n_:ELom

pomusn nopnuo__m mo

uL:w_u:oaxo ozn c. momcmcu >mem00oc mc.xm2
w_oocuo new

we Samoan .aco.uuacwnc_ on» Co ouna.ucoaxu

womusn .aco.uuacpu:_ .n.oonua Co co_¢aLmaoLa

.occoocoa oc_nomou Go .u-w.2o.u uca co.ucoao:m
uu.epo_o Lozuoca

on po_L«o_u oco Soc» Lacuna» yo LueocaLh
.oozoo Lonaoca

op .oonuo «co Soc» Lozuaou ea Loeucach
.occoucoa ac.coaoa

«nu Lop ou.>Loo en oom_a «ca Co co_uuo_om

m_oocuo esp Lou .occomLoa so: mo acoezo.asu

53.:u.LL:o c. noocazu mo co.na.p_c~

unocaoe _aco_poaeuoc. ea co.uaou<

oxoonaxou ea co_puo.om

eabao_LL:u1wm pcqu>oLaE_ new cobvaLmauLm

 

 

 

 

o_en.
a

 

 

a a mum

 

 

«.9 _aou
a ou.:a pauLm a

>w.>.no< .mco.pmo:om Co moL<

 

mhzmozm~z~mmm3m MIR >m Qm>~momma m< mm-~>-o< 4<zomh<oaom
mo m<mm< zwmpzm>mm MIR mo Io<u z” muom m.pzmQZMRszmaaw no zomknmumhmao

N mmnw~u

9O

XXXI, XXXII, XXXIII, XXXIV, XXXV, and XXXVI, pages 9| through
97, reveal the superintendents' age, professional prepara-
tion, previous position of principalship, travel abroad, dis-
trict total enrollment, district secondary enrollment, and
district population are not associated with the superintend-
ents' perceptions of the role of teacher with respect to the
seventeen areas of educational activities. The criterion of
significance set for this study is at the five per cent level
of confidence. Therefore, the null hypothesis of no associ-
ation is upheld.

Data testing the hyppthesis thgt teachingfiexperience
of the superintendents ig_not associgted with the superin-
tendents'_perceptions of teggher's role regarding the seven-
teen educational activities. Table XXXVII, page 98, provides
one area of educational activity in which the perceptions of
the superintendents of teacher's role seem to be influenced
by the superintedents' length of teaching experience. The
chi-square of 4.22, significant at the five per cent level of
confidence, reveals that there is a relationship between the
superintendents' perceptions of teacher's role in "expendi-
ture of the instructional budget of the schools" and the
superintendents' lengthof teaching experience.' Consequent-
ly, the null hypothesis of no association between superin-
tendents' length of teaching experience and their perceptions
of teacher's role is rejected in one and upheld in sixteen
areas of educational activities. In the area where the as-

sociation was established, an inspection of the pattern of

TABLE XXX

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
ROLE OF TEACHER REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE SUPERINTENDENTS'
PROFESSIONAL PREPARATION OF TEACHER TRAINING

COLLEGE VERSUS UNIVERSITY COLLEGE

 

 

Area of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum 1.00
Selection of textbooks 1.17
Adoption of instructional methods .93
Initiation of changes in curriculum 2.00 -
Employment of new personnel for the schools .18
Selection of the place of service for the
teaching personnel .26
Transfer of teacher from one school to another
school .00
Transfer of a teacher from one district to
another district .06
Suspension and dismissal of teaching
personnel 1.23
Preparation of schools' instructional budget .00
Expenditure of the instructional budget of
the schools .07
Making necessary changes in the expenditure of
allocated budget .02
Formulation of school policies and regulations .39
Solution of educational problems within a
school building .22
Solution of educational problems of the school
district .00
Construction of new school buildings .17
Selection of instructional supplies and
equipment for the schools .27

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

92
TABLE XXXI

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE ROLE
OF TEACHER REGARDING EACH OF THE SEVENTEEN AREAS OF EDU-
CATIONAL ACTIVITIES AND THE SUPERINTENDENTS' PROFES-
SIONAL.PREPARATION OF TEACHER TRAINING COLLEGE VER-
SUS UNIVERSITY COLLEGE

 

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 3.65 +
Selection of textbooks .84
Adoption of instructional methods .81
Initiation of changes in curriculum .02
Employment of new personnel for the schools 2.01
Selection of the place of service for the

teaching personnel .08
Transfer of teacher from one school to

another school 1.15
Transfer of a teacher from one district,

to another district .05
Suspension and dismissal of teaching

personnel .01
Preparation of schools' instructional

budget 1.80
Expenditure of the instructional budget of

the schools .45
Making necessary changes in the expenditure

of allocated budget 1.73
Formulation of school policies and

regulations .55
Solution of educational problems within a

school building 3.06 +
Solution of educational problems of the

school district .27
Construction of new school buildings 3.38 +
Selection of instructional supplies and

equipment for the schools 1.41

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

TABLE XXXII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE TEACHER
SHOULD PLAY AND THE SUPERINTENDENTS' PREVIOUS PO-

SITION OF PRINCIPALSHIP VERSUS NO PREVIOUS

POSITION OF PRINCIPALSHIP

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 1.94
Selection of textbooks .45
Adoption of instructional methods 2.20
Initiation of changes in curriculum .15
Employment of new personnel for the schools 1.06
Selection of the place of service for the

teaching personnel .08
Transfer of teacher from one school to

another school .19
Transfer of a teacher from one district to

another district . 1.50
Suspension and dismissal of teaching

personnel 2.23
Preparation of schools' instructional

budget 1.55
Expenditure of the instructional budget

of the schools .28
Making necessary changes in the expenditure

of allocated budget , .24
Formulation of school policies and

regulations .69
Solution of educational problems within

a school building .02
Solution'of educational problems of the

school district .35
Construction of new school buildings .52
Selection of instructional supplies and

equipment for the schools .19

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

TABLE XXXIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE TEACHER
SHOULD PLAY REGARDING EACH OF.THE SEVENTEEN .
AREAS OF EDUCATIONAL ACTIVITIES AND THE
SUPERINTENDENTS' EXPERIENCE IN TRAVEL-
LING.ABROAD VERSUS NO EXPERIENCE IN
TRAVELLING ABROAD

 

 

Area of Educational Activity Chi-Square
Vibes

Preparation and improvement of curriculum 1.46
Selection of textbooks .32
Adoption of instructional methods .30
Initiation of changes in curriculum .84
Employment of new personnel for the schools 1.38
Selection of the place of service for the

teaching personnel .12
Transfer of teacher from one school to

another school .03
Transfer of a teacher from one district

to another district .09
Suspension and dismissal of teaching

personnel 1.46
Preparation of schools' instructional

budget .10
Expenditure of the instructional budget

of the schools .18
Making necessary changes in the expenditure

of allocated budget .13
Formulation of school policies and

regulations .28
Solution of educational problems within a

school building .07
Solution of educational problems of the

school district .44
Construction of new school buildings .10
Selection of instructional supplies and

equipment for the schools 1.72

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

TABLE XXXIV

CHI-SQUARE VALUES TESTINGTHE RELATIONSHIP BETWEEN THE

SUPERINTENDENTSI‘PERCPTIONS OF THE ROLE TEACHER
SHOULD PLAY.REGARDING EACH OF.THE SEVENTEEN
AREAS OF EDUCATIONAL ACTIVITIES AND THE
DISTRICT PUPIL ENROLLMENT.OF 5,000 OR

LESS VERSUS 5,00I OR MORE

95

 

Area of Educational Activity

Preparation and improvement of curriculum

Selection of textbooks

Adoption of instructional methods

Initiation of changes in curriculum

Employment of new personnel for the schools

Selection of the place of service for the
teaching personnel ‘

Transfer of teacher from one school to another
school

Transfer of a teacher from one district to
another district

Suspension and dismissal of teaching
personnel

Preparation of schools' instructional budget

Expenditure of the instructional budget of
the schools

Making necessary changes in the expenditure
of allocated budget

Formulation of school policies and regulations

Solution of educational problems within a
school building

Solution of educational problems of the
school district

Construction of new school buildings

Selection of instructional supplies and
equipment for the schools

Chi-Square
Value

2.63
.65
.63
.73

2.09

1.04

1.18

1063

.34
.61

2.89 +

1.45
.65

2.01

.51
.04

.82

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence

*** Significant at the .01 level of confiden

C9

**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

TABLE XXXV

CHI—SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE TEACHER

SHOULD PLAY REGARDING EACH OF THE SEVENTE

EN AREAS

OF EDUCATIONAL ACTIVITIES AND THE DISTRICT

SECONDARY ENROLLMENT 0F 1,000 OR LESS
VERSUS 1,001 OR MORE

96

 

Area of Educational Activity

Preparation and improvement of curriculum

Selection of textbooks

Adoption of instructional methods

Initiation of Changes in curriculum .

Employment of new personnel for the schools

Selection of the place of service for the
teaching personnel

Transfer of teacher from one school to
another school

Transfer of a teacher from one district to
another district

Suspension and dismissal of teaching
personnel

Preparation of schools' instructional budget

Expenditure of the instructional budget of
the schools

Making necessary changes in the expenditure
of allocated budget

Chi-Square
Value

003
1.87

1.83
40

3355 +

1.19
.40
.90

1.04
3.15 +

.74
.37

 

Formulation of school policies and regulations .55
Solution of educational problems within a
school building 1.47
Solution of educational problems of the
school district .08
Construction of new school buildings .58
Selection of instructional supplies and
equipment for the schools .53
* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

TABLE XXXVI

CHI-SOUARE VAIUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE TEACHER
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE DISTRICT POPU-
LATION 0F 20,000.0R.LESS VERSUS 20,001 OR MORE

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 2.00
Selection of textbooks 1.48
Adoption of instructional methods 1.45
Initiation of changes in curriculum .89
Employment of new personnel for the schools .98
Selection of the place of service for the

teaching personnel 1.41
Transfer of teacher from one school to

another school .31
Transfer of a teacher from one district to

another district .33
Suspension and dismissal of teaching

personnel 1.87
Preparation of schools' instructional budget 2.25
Expenditure of the instructional budget of

the schools .93
Making necessary changes in the expenditure

of allocated budget 1.66
Formulation of school policies and regulations .63
Solution of educational problems within a

school building .01
Solution of educational problems of the

school district ' .13
Construction of new school buildings 1.02
Selection of instructional supplies and

equipment for the schools .84

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01.level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

TABLE XXXVII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS 0F,THE.ROLE THE TEACHER
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND SUPERINTENDENTs'

TEACHING EXPERIENCE.OF i0 YEARS OR LESS
VERSUS il YEARS OR MORE

 

 

Area of educational Activity Chi-Square
YaLEe

Preparation and improvement of curriculum 1.94
Selection of textbooks 2.24
Adoption of instructional methods .43
Initiation of changes in curriculum 1.44
Employment of new personnel for the schools .46
Selection of the place of service for the

teaching personnel 1.35
Transfer of teacher from one school to

another school .19
Transfer of a teacher from one district to

another district .62
Suspension and dismissal of teaching

personnel .00
Preparation of schools' instructional budget .52
Expenditure of the instructional budget of

the schools 4.22

Making necessary changes in the expenditure

of allocated budget 2.64
Formulation of school policies and

regulations .08
Solution of educational problems within a

school building 1.01
Solution of educational problems of the

school district .00
Construction of new school buildings .10
Selection of instructional supplies and

equipment for the schools 2.93 +

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

99

frequencies, given in Table XXXVIII, page lOO,supports the
interpretations that the most experienced superintendents,
those who have more than ten years teaching experience, tend
to hold that the teacher should have more influence in "ex-
penditure of instructional budget of the schools."

Data testiggthe hypothesis that administrative ex-
perience of the superintendents is not associated with the
superintendents' perceptions of teacher's role regarding the
seventeen educational activities. Table xxx1x, page 101,
provides two areas of educational activities in which the per-
ceptions of the superintendents of teacher's role seem to be
influenced by the superintendents' length of administrative
experience. The chi-squares of 6.09 and 6.22, both signifi-
cant at the two per cent level of confidence, reveal that
there is an association between the superintendents' length
of administrative experience and their perceptions of teach-
er's role in "formulation of school policies and regulations"
and "construction of new school buildings." Therefore, the
null hypothesis of no association between the superintendents'
administrative experience and their perceptions of teacher's
role is rejected in two and upheld in fifteen areas of educa-
tional activities. In the first area where the association
is established, an examination of the pattern of frequencies,
given in Table XL, page l02, indicates that more experienced
superintendents, those who had more than ten years of admini-
strative experience, tend to hold that the teacher should have

more influence in "formulation of school policies and regula-

lOO

TABLE XXXVIII

PATTERN OF FREQUENCIES FOR THE ROLE OF TEACHER
REGARDING "EXPENDITURE OF INSTRUCTIONAL “
BUDGET OF THE SCHOOLS" AS PERCEIVED

h

TeaChing

BY THE SUPERINTENDENTS

Qpinlon Scale

 

 

 

A little to Quite a bit to
Experience not at all a great deal
10 years or less 33 (28.9) l8 (22.l)

ll years or more 9 (l3.l) l4 ( 9.9)
X2 = 4.22

P -05

 

 

TABLE XXXIX

lOl

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE TEACHER

SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS

EDUCATIONAL ACTIVITIES AND THE SUPERINTENDENTS“
ADMINISTRATIVE EXPERIENCE 0? l0 YEARS OR LESS

VERSUS ll YEARS OR MORE

 

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .00
Selection of textbooks .32
Adoption of instructional methods .33
Initiation of changes in curriculum .68
Employment of new personnel for the schools .06
Selection of the place of service for the

teaching personnel .87
Transfer of teacher from one school to

another school 2.81 +
Transfer of a teacher from one district

to another district 1.52
Suspension and dismissal of teaching

personnel .1?
Preparation of schools' instructional budget 1.87
Expenditure of the instructional budget of

the schools .18
Making necessary changes in the expenditure of

allocated budget .18
Formulation of school policies and regulations 6.09 **
Solution of educational problems within a ‘

school building .42
Solution of educational problems of the school

district 3.43 +
Construction of new school buildings 6.22 **
Selection of instructional supplies and

equipment for the schools 1.72

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

IOZ

TABLE XL

PATTERN OF FREQUENCIES FOR THE ROLE OF TEACHER REGARDING
"FORMULATION OF SCHOOL POLICIES AND REGULATIONS"
- AS PERCEIVED BY THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

Administrative A Tittle to Quite a bit to
Experience not at all a great deal
10 years or less 20 (l5.8) 36 (40.2)
ll years or more i ( 5.2) l7 (12.8)

X2 = 6.09

p (:02

 

 

l0}

tions." In the second area of association an examination of
the pattern of frequencies, given in Table XLI, page 104,
reveals that most inexperienced superintendents, those who had
less than ten years of administrative experience, tend to

hold that the teacher should have less influence in "con-
struction of new school buildings."

‘Qgtgtesting the hypothesis thgt_previous position
of high administrative responsibilities is not associated with
superintendents' perceptions of teacher's role regarding the
seventeen educational activities. Table XLII, page l05, pro-
vides one area of educational activity in which the percep-
tions of the superintendents of teacher's role seem to be in-
fluenced by the superintendents' previous position of high
administrative responsibilities. The chi-square of 3.94,
significant at the five per cent level of confidence, reveals
that there is an association between the superintendents'
previous experience in high administrative responsibilities
and their perceptions of teacher's role in "transfer of
teacher from one school to another school." Therefore, the
null hypothesis of no association between the superintend-
ents' previous high administrative responsibilities and their
perceptions of teacher's role is rejected in one and upheld
in sixteen areas of educational activities. In the area
where the association is established, an examination of the
pattern of frequencies, given in Table XLlll, page 106, in-
dicates that superintendents with experience in high admini-

strative responsibilities tend to hold that teacher

IO4

TABLE XLI

PATTERN OF FREQUENCIES FOR THE ROLE OF TEACHER REGARDING
"CONSTRUCTION OF NEW SCHOOL BUILDINGS" AS PERCEIVED
BY THE SUPERINTENDENTS

 

1

Opinion Scale

 

 

 

Administrative A little to Quite a th to
Experience not at all a great deal
l0 years or less 40 (35.5) l6 (20.5)

ll years or more 7 (ll.5) ll ( 6.5)

 

2 - 6.22
P .02

 

 

TABLE XLII

IOS

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE TEACHER
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS

OF EDUCATIONAL ACTIVITIES AND THE SUPERINTENDENTS'

PREVIOUS POSITION OF HIGH ADMINISTRATIVE
RESPONSIBILITIES VERSUS NO PREVIOUS
POSITION OF HIGH ADMINISTRATIVE

 

 

 

RESPONSIBILITIES
Area of Educational Activity Chi-Square
_7 Value

Preparation and improvement of curriculum .45
Selection of textbooks .69
Adoption of instructional methods .70
Initiation of changes in curriculum .33
Employment of new personnel for the schools .00
Selection of the place of service for the

teaching personnel 2.89 +
Transfer of teacher from one school to

another school 3.94 *
Transfer of a teacher from one district to

another district .01
Suspension and dismissal of teaching

personnel .01
Preparation of schools' instructional budget .21
Making necessary changes in the expenditure

of allocated budget 3.65 +
Formulation of school policies and regulations .60
Solution of educational problems within a

school building , .45
Solution of educational problems of the school

district .00
Construction of new school buildings .21
Selection of instructional supplies and

equipment for the schools .00

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence

*** Significant at the .01 level of confidence

**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels of
confidence

 

106

TABLE XLIII

PATTERN OF FREQUENCIES FOR THE ROLE OF TEACHER REGARDING
"TRANSFER OF TEACHER FROM ONE SCHOOL TO ANOTHER SCHOOL"
. AS PERCEIVED BY THE SUPERINTENDENTS .

 

 

Opinion Scale

 

 

 

Previous A little to Quite a bit to
Position not at all a great deal
High Administrative
Responsibilities 25 (20.8) 19 (23.2)
No High Administra-
tive Responsibilities 10 (14.2) 20 (15.8)

x2 = 3.94

 

 

|O7

should have more influence in "transfer of teacher from one
school to another school."

Data testigg_the hypothesis that degree-holdigg_ig-
structional staff of the district is not associated with the
superintendents' perceptions of teacher's role regarding the
seventeen areas of educational activities. Table XLIV. page
108, provides one area of educational activity in which the
perceptions of the superintendents of teacher's role seem to
be influenced by the size of degree-holding instructional
staff of the district. The chi-square of 4.91, significant
at the five per cent level of confidence, indicates that
there is an association between the size of degree-holding
instructional staff of the districts which the superintend-
ents represent and the superintendents' perceptions of teach-
er's role in "preparation and improvement of curriculum."
Therefore,the null hypothesis of no association between the
size of the degree-holding instructional staff of the dis-
tricts and the superintendents' perceptions of teacher's role
is rejected in one and upheld in sixteen areas of educational
activities. In the area where the association is established,
an inspection of the distribution of frequencies, given in
Table XLV, Page 109, supports the conclusion that more super-
intendents from districts with fewer number of degree-holding
instructional staff, fourteen and less, tend to hold that
the teacher should have more influence in "preparation and

improvement of curriculum."

Further possible significant tendencies in the data

 

TABLE XLIV

CHI-SQUARE TESTING THE RELATIONSHIP BETWEEN THE SUPERIN-
TENDENTS! PERCEPTIONS OF THE ROLE TEACHER SHOULD PLAY
REGARDING EACH OF THE SEVENTEEN AREAS OF EDUCATIONAL

ACTIVITIES AND DISTRICT DEGREE-HOLDING INSTRUC-
TIONAL STAFF OF l-i4 VERSUS i5 OR MORE

 

108

 

Area of Educational Activity

Preparation and improvement of curriculum

Selection of textbooks

Adoption of instructional methods

Initiation of changes of curriculum

Employment of new personnel for the schools

Selection of the place of service for the
teaching personnel

Transfer of teacher from one school to
another school

Transfer of a teacher from one district to
another district

Suspension and dismissal of teaching
personnel

Preparation of schools' instructional budget

Expenditure of the instructional budget of
the schools

Making necessary changes in the expenditure
of allocated budget

Formulation of school policies and regulations

Solution of educational problems within a
school building

Solution of educational problems of the school
district

Construction of new school buildings

Selection of instructional supplies and
equipment for the schools

Chi-Square
Value

4091 *
1.87
1.83
.01
1.80
.56
.40
.90

1.04
1.61

.53

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence

*** Significant at the .01 level of confidence

**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

 

109

TABLE XLV

PATTERN OF FREQUENCIES FOR THE ROLE OF TEACHER
REGARDING "PREPARATION AND IMPROVEMENT OF
CURRICULUM".AS PERCEIVED BY
THE SUPERINTENDENTS

Opinion Scale

 

 

Degree-holding A thtle to Quite a th to
Instructional Staff not at all a great deal

1 to 14 - (2.9) 47 (44.1)

15 and more 4 (1.1) 22 (24.9)

 

X2 = 4.9|*

p <005

* Corrected for continuity by Yates' method

 

 

llO

concernipgteacher's role. An examination of the data report-
ed in Tables XXXI, XXXIV, XXXVII, XXXIX, and XLII, reveals
that there are a number of areas of educational activities in
which the superintendents' perceptions of teacher's role ap-
pear to show a relationship staistically significant at be-
tween the five and ten per cent levels of confidence. Al-
though these findings are not statistically significant in
terms of the criterion set for this study, they suggest pos-
sible tendencies toward relationships.

Further analysis of the_g§ta concerning_the teacher's
role in relation to no specific independent variable. An
inspection of the pattern of frequencies of the superintend-
ents' perceptions regarding teacherIs role in seventeen areas
of educational activities, reported in Table XLVI, page 111,
reveals that on the whole more superintendents tend to hold
that teacher should have more influence in the areas related
to instruction. However, in areas related to personnel and
budget, the perceptions of the superintendents are that the
teacher should not have a great influence. In other areas
of educational activities, it appears that the superintend-
ents do not have any decisive opinion of the teacher's role.
A graphic presentation of the frequencies of the superin-
tendents' perceptions regarding teacher's role in respect
to seventeen areas of educational activities is shown in

Figure 3, page 112.

TABLE XLVI

DICHOTOMIZED DISTRIBUTION OF THE FREQUENCIES OF THE
SUPERINTENDENTS' PERCEPTIONS OF.TEACHERIS ROLE.

IN THE SEVENTEEN AREAS OF EDUC
ACTIVITIES

ATIONAL

 

Area of Educational Activity

Opinion Scale

 

A little to Quite a bit
not at all to a great
deal
Preparation and improvement of
curriculum 4 69
Selection of textbooks l 73
Adoption of instructional methods 1 72
Initiation of changes in cUrricuium 9 65
Employment of new personnel for the
schools 66 7
Selection of the place of service
for the teaching personnel 23 51
Transfer of teacher from one school
to another school 35 39
Transfer of a teacher from one dis-
trict to another district 33 40
Suspension and dismissal of instruc-
tional personnel 64 10
Preparation of schools' instructional
budget 47 27
Expenditure of the instructional bud-
get of the schools 42 32
Making necessary changes in the ex-
, penditure of allocated budget 57 15
Formulation of school policies and
regulations 22 52
Solution of educational problems
within a school building 7 67
Solution of educational problems of
the school district 46 27
Construction of new school buildings 30 44
Selection of instructional supplies
and equipment for the schools 5 69

 

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womcno nowmuo__m mo

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m.cecuo

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puuuan .aco_pu:Lumc. .w_oo:uo mo co_umcaaoLd

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n mmawnu

 

113
III. DATA CONCERNING PRINCIPAL'S ROLE

Data testing_the hypothesis thgtprofessiongl prepara-
tion, previous_position of principalship; travel abroadI and
district pupil enrollment, are not associated with the super:
intendents' perceptions of principal's role regarding the
seventeen educationgl activities. Tables XLVII, XLVIII, XLIX,
and L, pages 114 through 117, reveal that the superintendents'
professional preparation, previous position of principalship,
travel abroad, and district total enrollment are not associ-
ated with the superintendents' perceptions of the role of
principal in respect to the seventeen areas of educational
activities. The criterion of significance set for this study
is at the five per cent level of confidence. Therefore, the
hypothesis of no association is upheld.

.Qgta testing_the hypothesis thgt_gge of the superin-
tendents is not associated with the superintendents' percep-
tions of principgl's role regarding the seventeen educationgl
ggtivlties. Table LI, page 118, provides one area of educa-
tional activity in which the perceptions of the superintend-
ents of principal's role seem to be influenced by the super-
intendent's age. The chi-square of 4.35, significant at the
five per cent level of confidence, reveals that there is an
association between the superintendents' age and their per-
ceptions of principal's role in "transfer of teacher from one
district to another." Therefore, the null hypothesis of no

association between the superintendents' age and their per-

TABLE XLVII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PRINCIPAL
SHOULD PLAY REGARDING.EACH OF THE SEVENTEEN.
AREAS OF EDUCATIONAL ACTIVITIES AND THE
SUPERINTENDENTS' PROFESSIONAL PREPARA-
TION OF TEACHER TRAINING COLLEGE
VERSUS UNIVERSITY COLLEGE

114

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .20
Selection of textbooks . .00
Adoption of instructional methods .06
Initiation of changes in curriculum .14
Employment of new personnel for the schools 3.13
Selection of the place of service for the

teaching personnel 2.47
Transfer of a teacher from one school to

another school .97
Transfer of a teacher from one district to

another district .45
Suspension and dismissal of teaching personnel .02
Preparation of schools' instructional budget 3.11
Expenditure of the instructional budget of the

schools .23
Making necessary changes in the expenditure of

allocated budget 1.97
Formulation of school policies and regulations .44
Solution of educational problems Within a school

building .84
Solution of educational problems of the school

district 1.47
Construction of new school buildings 2.23
Selection of instructional supplies and equip-

ment for the schools .84

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels of

confidence

TABLE XLVIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF.THE ROLE OF PRINCIPAL
REGARDING EACH OF THE SEVENTEEN.AREAS OF EDUCATIONAL
ACTIVITIES AND SUPERINTENDENTS' PREVIOUS POSITION
OF PRINCIPALSHIP VERSUS N0 PREVIOUS POSITION
OF PRINCIPALSHIP

115

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 1.98
Selection of textbooks 2.39
Adoption of instructional methods .02
Initiation of changes in curriculum 1.38
Employment of new personnel for the schools 1.08
Selection of the place of service for the

teaching personnel .47
Transfer of a teacher from one school to _

another school 1.03
Transfer of a teacher from one district to

another district 1.15
Suspension and dismissal of teaching personnel .10
Preparation of schools' instructional budget .56
Expenditure of the instructional budget of the

schools .00
Making necessary changes in the expenditure of

allocated budget .21
Formulation of school policies and regulations .08
Solution of educational problems within a school

building 2.24
Solution of educational problems of the school

district .69
Construction of new school buildings .10
Selection of instructional supplies and equip-

ment for the schools .34

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

TABLE XLIX

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTs' PERCEPTIONS OF THE ROLE PRINCIPAL
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN
AREAS OF EDUCATIONAL ACTIVITIES AND THE
SUPERINTENDENTS' EXPERIENCE IN TRAVEL-
LING ABROAD VERSUS N0 EXPERIENCE IN
TRAVELLING ABROAD

 

 

Area of Educational Activity Chi—Square
Value
Preparation and improvement of curriculum 1.41
Selection of textbooks .29
Adoption of instructional methods .34
Initiation of changes in curriculum .63
Employment of new personnel for the schools 3.09 +
Selection of the place of service for the
teaching personnel .19
Transfer of a teacher from one school to another
school -09
Transfer of a teacher from one district to
another district .04
Suspension and dismissal of teaching personnel 1.02
Preparation of schools' instructional budget .95
Expenditure of the instructional budget of the
schools .11
Making necessary changes in the expenditure of
allocated budget .47
Formulation of school policies and regulations .26
Solution of educational problems within a
school building 3.15 +
Solution of educational problems of the school
district .37
Construction of new school buildings .13
Selection of instructional supplies and equip-
ment for the schools .66

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

TABLE L

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTs' PERCEPTIONS OF THE ROLE PRINCIPAL
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE DISTRICT
PUPIL ENROLLMENT 0F 5,000 OR LESS VERSUS
5,001 OR MORE

 

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .22
Selection of textbooks .20
Adoption of instructional methods .34
Initiation of changes in curriculum 1.21 .
Employment of new personnel for the schools 2.89 +
Selection of the place of service for the

teaching personnel .00
Transfer of teacher from one school to

another school .14
Transfer of a teacher from one district to

another district .37
Suspension and dismissal of teaching

personnel .02
Preparation of schools' instructional budget .38
Expenditure of the instructional budget of

the schools .00
Making necessary changes in the expenditure

of allocated budget 1.67
Formulation of school policies and regulations .21

Solution of educational problems of the

school district .32
Construction of new school buildings .39
Selection of instructional supplies and

equipment for the schools .10

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

118

TABLE LI

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PRINCIPAL
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE SUPERINTEND-
ENTS' AGE OF 30 TO 38 VERSUS 39 OR MORE

 

 

Area of Educational Activity Chi-Square
Vglue __

Preparation and improvement of curriculum 1.05
Selection of textbooks .01
Adoption of instructional methods .50
Initiation of changes in curriculum 3.20 +
Employment of new personnel for the schools 1.30
Selection of the place of service for the

teaching personnel .65
Transfer of teacher from one school to -

another school 1.28
Transfer of a teacher from one district to

another district 4.35 *
Suspension and dismissal of teaching

personnel .01
Preparation of schools' instructional budget .44
Expenditure of the instructional budget of

the schools 2.10
Making necessary changes in the expenditure

of allocated budget .19
Formulation of school policies and regulations .17
Solution of educational problems within a

school building .96
Solution of educational problems of the

school district .66
Construction of new school buildings .11
Selection of instructional supplies and

equipment for the schools .00

 

——

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

119

ceptions of principal's role is rejected in one and upheld in
sixteen areas of educational activities. In the area where
the association is established, an examination of the pattern
of frequencies, shown in Table LII, page 120, indicates that
the older superintendents, those who are 39 and more, tend
to hold that the principal should have more influence in
"transfer of teacher from one district to another district."
Data testinthhe hypothesis that teachigg_experience
of the superintendents is not associated with the superintend-
ents' perceptions of principal's role regarding the seventeen
educational activities. Table LIII, page 121, provides one
area of educational activity in which the perceptions of the
superintendents of the principal's role seem to be influenced
by the superintendents' length of teaching experience. The
chi-square of 4.24, significant at the five per cent level of
confidence, reveals that there is an association between the
superintendents' length of teaching experience and their per-
ceptions of principal's role in "formulation of school pol-
icies and regulations." Therefore, the null hypothesis of
no association between the superintendents' length of teach-
ing experience and their perceptions of principal's role is
rejected in one and upheld in sixteen areas of educational
activities. In the area where the association is established,
an inspection of the pattern of frequencies, given in Table
LIV, page 122, indicates that most experienced superintend-
ents, those who have more than ten years teaching background,

tend to hold that principal should have more influence in

 

120

TABLE LII

PATTERN OF FREQUENCIES FOR THE ROLE OF PRINCIPAL REGARD-
ING "TRANSFER OF A TEACHER FROM ONE DISTRICT TO AN-
OTHER DISTRICT" AS PERCEIVED BY THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

A little to Quite a bit to
Age not at all a great deal
30 to 38 33 (29.3) 4 (7.7)
39 or more 25 (28.7) 11 (7.3)
X2 = 4.35

P (305

 

 

 

 

TABLE LIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PRINCIPAL
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE SUPERINTEND-

ENTS'-TEACHING EXPERIENCE OF 10 YEARS OR

LESS VERSUS 11 YEARS OR MORE

121

 

 

 

Area of Educational Activity Chi-Square
___ __ Value
Preparation and improvement of curriculum 1.98
Selection of textbooks 2.39
Adoption of instructional methods .02
Initiation of changes in curriculum .17
Employment of new personnel for the schools .28
Selection of the place of service for the

teaching personnel .40
Transfer of teacher from one school to

another school 1.03
Transfer of a teacher from one district to

another district 1.15
Suspension and dismissal of teaching

personnel 1.39
Preparation of schools' instructional budget 1.51
Expenditure of the instructional budget of

the schools .42
Making necessary changes in the expenditure

of allocated budget 1.14

 

Formulation of school policies and regulations 4.24 *
Solution of educational problems within a
school building 2.24
Solution of educational problems of the
school district .69
Construction of new school buildings .10
Selection of instructional supplies and
equipment for the schools .34
* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

TABLE LIV

PATTERN OF FREQUENCIES FOR THE ROLE OF PRINCIPAL
REGARDING "FORMULATION OF SCHOOL POLICIES
AND REGULATIONS" AS PERCEIVED BY
THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

Teaching A lfttTe to Quite a bit to
Experience not at all a great deal
10 years or less 11 (7.5) 40 (43.5)
11 years or more - (3.5) 23 (19.5)

P {.05

M
M

* Corrected for continuity by Yates' method

123

"formulation of school policies and regulations."

Data testingrthe hypothesis that administrative exper-
ience of the superintendents is not associated with the
superintendents' perceptions of principal's role regarding
the seventeen educational activities. Table LV, page 124,
provides three areas of educational activities in which the
perceptions of the superintendents of principal's role seem
to be influenced by the superintendents' length of administra-
tive experience. The chi-squares of 5.11, 5.63, and 4.01,
all significant at the five per cent level of confidence,
reveal that there is an association between the superintend-
ents' length of administrative experience and their percep-

" "trans-

tions of principal's role in "selection of textbooks,
fer of a teacher from one district to another district,“ and
"solution of educational problems of the school district."
Therefore, the null hypothesis of no association between the
superintendents' length of administrative experience and their
perceptions of principal's role is rejected in three and up-'
held in fourteen areas of educational activities. In the
areas where the association is established, an examination of
the patterns of frequencies, reported in Tables LVI, LVII,

and LVIII. pages 125, 126, and 127 indicate that the most
experienced superintendents, those who have more than ten
years of administrative experience, tend to hold that prin-

cipal should have more influence in "selection of textbooks,"

"transfer of a teacher from one district to another district,"

1

and "solution of educational problems of the school district.'

TABLE LV

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PRINCIPAL
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE SUPERINTEND-
ENTS' ADMINISTRATIVE ExPERIENCE OF 10 YEARS

OR LESS VERSUS 11 YEARS OR MORE

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .OO
Selection of textbooks 5.11 *
Adoption of instructional methods .24
Initiation of changes in curriculum 1.98
Employment of new personnel for the schools .44
Selection of the place of service for the

teaching personnel .83
Transfer of teacher from one school to

another school 1.00
Transfer of a teacher from one district to

another district 5.63 **
Suspension and dismissal of teaching

personnel 1.32
Preparation of schools' instructional budget .47
Expenditure of the instructional budget of

the schools 1.54
Making necessary changes in the expenditure

of allocated budget 3.19 +
Formulation of school policies and regulations .26
Solution of educational problems within a

school building .32
Solution of educational problems of the

school district 4.01 *
Construction of new school buildings .84
Selection of instructional supplies and

equipment for the schools .66

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels of

confidence

TABLE LVI

PATTERN OF FREQUENCIES FOR THE ROLE OF PRINCIPAL
REGARDING "SELECTION OF TEXTBOOKS" AS
PERCEIVED BY THE SUPERINTENDENTS

W
W

Opinion Scale

 

 

 

Administrative A little to Quite a bit

Experience not at all a great deal

10 years or less 22 (18.2) 34 (37.8)

11 years or more 2 ( 5.8) 16 (12.2)
X2=5.11

 

11

126

TABLE LVII

PATTERN OF FREQUENCIES FOR THE ROLE OF PRINCIPAL REGARDING
”TRANSFER OF A TEACHER FROM ONE DISTRICT TO ANOTHER
DISTRICT" AS PERCEIVED BY THE SUPERINTENDENTS

W

Opinion Scale
Administrative A littTe to _ Qfiite a bit to

Experience , not at all a great deal

 

10 years or less 48 (43.9) 8 (12.1)
11 years or more 10 (14.1) 8 ( 3.9)
X2 = 5,63%
p (.02

 

 

* Corrected for continuity by Yates' method

 

127

TABLE LVIII

PATTERN OF FREQUENCIES FOR THE ROLE OF PRINCIPAL
REGARDING "SOLUTION OF EDUCATIONAL PROBLEMS
OF THE SCHOOL DISTRICT" AS PERCEIVED BY
THE SUPERINTENDENTS

“mm-“M

Opinion Scale
Administrative A little to QuTte a bit to
Experience not at all a great deal

10 years or less 32 (28.3) 24 (27.7)

11 years or more 5 ( 8.7) 12 ( 8.3)

 

128

This may be viewed in light of Figure 4, page 142, which shows
that on the whole the superintendents tend to feel that the
principal should influence educational activities. In the
three areas stated above, where there is a difference among
superintendents' perceptions, it is the more administratively
experienced ones who tend to hold this opinion strongly.

tha testing the hypothesis that previous position of
glgpadministrative responsibilities is not associated with
the superintendents'perceptions of the principal's role re-
garding the seventeen educational activities. Table LIX,
page 129, provides one area in which the perceptions of the
superintendents of principal's role seem to be influenced by
superintendents' previous position of high administrative
responsibilities. The chi-square of 5.13, significant at
the five per cent level of confidence, reveals that there is
an association between the superintendents' previous posi-
tion of high administrative responsibilities and their per-
ceptions of principal's role in "formulation of school pol-
icies and regulations." Therefore, the null hypothesis of
no association between the superintendents' previous position
of high administrative responsibilities and their perceptions
of principal's role is rejected in one and upheld in sixteen
areas of educational activities. In the area where the as-
sociation is established, an examination of the pattern of
frequencies, given in Table LX, page 130, indicates that
superintendents with previous high administrative responsi-

bilities tend to hold that principal should have more influ-

129
TABLE LIX

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PRINCIPAL
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN
AREAS OF EDUCATIONAL ACTIVITIES AND THE
SUPERINTENDENTS' PREVIOUS POSITION OF
HIGH ADMINISTRATIVE RESPONSIBILITIES
VERSUS NO PREVIOUS POSITION OF HIGH
ADMINISTRATIVE RESPONSIBILITIES

 

 

 

Area of Educational Activity Chi-Square
‘ Value

Preparation and improvement of curriculum .12
Selection of textbooks .53
Adoption of instructional methods .18
Initiation of changes in curriculum .30
Employment of new personnel for the schools .24
Selection of the place of service for the

teaching personnel .62
Transfer of teacher from one school to

another school .20
Transfer of a teacher from one district to

another district 3.47

Suspension and dismissal of teaching
personnel

Preparation of schools' instructional budget .00
Expenditure of the instructional budget of

the schools .53
Making necessary changes in the expenditure

of allocated budget .85
Formulation of school policies and regulations 5.13
(Solution of educational problems within a

school building 1.48
Solution of educational problems of the

school district .38
Construction of new school buildings .29
Selection of instructional supplies and

equipment for the schools .07

 

**** Significant at the .001

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence

*** Significant at the .01 level of confidence

level of confidence

+ Significant the between the .05 and .10 levels of
confidence

130

TABLE LX

PATTERN OF FREQUENCIES FOR THE ROLE OF THE PRINCIPAL
REGARDING "FORMULATION OF SCHOOL POLICIES AND
REGULATIONS" AS PERCEIVED BY
THE SUPERINTENDENTS

Opinion Scale

 

 

Previous A little to Quite a bit to
Position not at all a great deal
High Administrative 3 (6.5) 41 (37.5)

Responsibilities

No High Administra-
tive Responsibilities_ 8 (4.5) 22 (25.5)

 

x2 = 5.13*

p (.05

* Corrected for continuity by Yates' method

 

 

 

 

131

ence in "formulation of school policies and regulations."

Data testing the hypothesis thg;_gistrict seconggpy
enrollment is not associated with the ggperintendents'_per-
ceptions of principal's role regarding the seventeen areas
of educational activities. Table LXI, page 132, provides
one area of educational activity in which the perceptions of
the superintendents seem to be influenced by the district
secondary enrollment. The chi-square of 5.55, significant
at the two per cent level of confidence, reveals that there
is an association between the secondary enrollment of the
districts which superintendents represent and the superin-
tendents' perceptions of principal's role in "making neces-
sary changes in the expenditure of allocated budget." Con-
sequently, the null hypothesis of no association between the
district secondary enrollment and the superintendents' per-
ceptions of principal's role is rejected in one and upheld
in sixteen areas of educational activities. In the area
where the association was established, an inspection of the
pattern of frequencies, reported in Table LXII, page 133,
indicates that more superintendents from the larger districts,
districts with more than one thousand secondary enrollment,
tend to hold that the principal should have more influence
in "making necessary changes in the expenditure of allocated
budget."

Data testing the hyppthesis that degree-holdigg_lp¢
structiongi staff of the districts is not associated with the

superintengents' perceptions of principgi's role regarding

TABLE LXI

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PRINCIPAL

SHOULD.PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE DISTRICT

SECONDARY ENROLLMENT OF 1000 OR LESS
VERSUS 1001 OR MORE

132

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 2.39
Selection of textbooks 1.38
Adoption of instructional methods .03
Initiation of changes in curriculum .03
Employment of new personnel for the schools 1.83
Selection of the place of service for the

teaching personnel 1.00
Transfer of teacher from one school to

another school 1.52
Transfer of a teacher from one district to

another district .04
Suspension and dismissal of teaching

personnel .33
Preparation of schools' instructional budget .28
Expenditure of the instructional budget of

the schools .12
Making necessary changes in the expenditure

of allocated budget 5.55 **
Formulation of school policies and regulations .35
Solution of educational problems within a

school building .54
Solution of educational problems of the

school district .00
Construction of new school buildings .66

Selection of instructional supplies and
equipment for the schools

1.11

 

* Significant at the .05 level of confiden

** Significant at the .02 level of confiden
*** Significant at the .01 level of confiden
**** Significant at the .001 level of confide

+ Significant at between the .05 and .10 levels of

confidence

CG
CG
CE
nce

TABLE LXII

PATTERN 0F FREQUENCIES FOR THE ROLE OF PRINCIPAL REGARD-
ING "MAKING NECESSARY CHANGES IN THE EXPENDITURE 0F
ALLOCATED BUDGET" AS PERCEIVED BY
THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

District Secondary A thtle‘to Quite a bit to
Enrollment not at all a great deal
1000 or less 32 (27.3) 16 (20.7)
1001 or more 9 (13.7) 15 (10.3)
x2 = 5.55
p 002

M

134

the seventeen areas of educational activities. Table LXIII,
page 135, provides one area of educational activity in which
the perceptions of the superintendents of principal's role
seem to be influenced by the size of the degree-holding in-
structionai staff of the districts. The chi-square of 4.48,
significant at the five per cent level of confidence, reveals
that there is an association between the size of the degree-
holding instructional staff of the districts which the super-
intendents represent and the superintendents' perceptions of
principal's role in "making necessary changes in the expendi-
ture of allocated budget." Therefore, the null hypothesis
of no association between the size of the degree-holding in-
structional staff of the districts and the superintendents'
perceptions of principal's role is rejected in one and upheld
in sixteen areas of educational activities. In the area where
the association is established, an examination of the pattern
of frequencies, given in Table LXIV, page 136, indicates that
most superintendents from districts with larger number of
degree-holding instructional staff, fifteen and more, tend to
hold that the principal should have more influence in "making
necessary Changes in the allocated budget." .
'Qg£p_testingpthe hypothesis that districtpppulation
is not associated with the superintendents'pperceptions of
principgl's role regarding the seventeen educational activi-
3133. Table va, page 137, provides one area of educational
activity in which the perceptions of the superintendents of

the principal's role seem to be influenced by the district

TABLE LXIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PRINCIPAL
SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITY AND DISTRICT DEGREE-
.HOLDING.INSTRUCTIONAL STAFF 0F 1 TO 14
VERSUS 15 OR MORE

 

 

-—-~ ~. flw..-“ ——

 

Area of Educational Activity Chi-Square
__ w_ fi_ Value

Preparation and improvement of curriculum .35
Selection of textbooks 1.38
Adoption of instructional methods 1.07
Initiation of changes in curriculum .54
Employment of new personnel for the schools .74
Selection of the place of service for the

teaching personnel 2.69
Transfer of teacher from one school to

another school 3.44 +
Transfer of a teacher from one district to

another district .15
Suspension and dismissal of teaching

personnel 1.13
Preparation of schools' instructional budget .00
Expenditure of the instructional budget of

the schools 1.12
Making necessary changes in the expenditure

of allocated budget 4.48 *
Formulation of school policies and regulations .60
Solution of educational problems within a

school building .54
Solution of educational problems of the

school district .16
Construction of new school buildings .03
Selection of instructional supplies and

equipment for the schools 1.11

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

136

TABLE LXIV

PATTERN OF FREQUENCIES FOR THE ROLE OF PRINCIPAL REGARD-
ING "MAKING NECESSARY CHANGES IN THE EXPENDITURE OF
THE ALLOCATED BUDGET" AS PERCEIVED BY
THE SUPERINTENDENTS

 

 

 

 

 

,Opinion Scale

 

 

 

Degree-holding A little to QUTte a bit to
instructional staff not at all a great deal
1 to 14 31 (26.7) 16 (20.3)
15 or more 10 (14.3) _ 15 (10.7)
x2 = 4.48
P .05

w

TABLE LXV

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PRINCIPAL

SHOULD PLAY REGARDING EACH OF THE SEVENTEEN
AREAS OF EDUCATIONAL ACTIVITIES AND THE
DISTRICT POPULATION OF 20,000 OR LESS

VERSUS 20,OOI.OR MORE

137

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .48
Selection of textbooks 3.09 +
Adoption of instructional methods 1.51
Initiation of changes in curriculum .00
Employment of new personnel for the schools 2.09
Selection of the place of service for the

teaching personnel 1.99
Transfer of teacher from one school to

another school 1.12
Transfer of a teacher from one district to

another district 1.38
Suspension and dismissal of teaching

personnel 1.10
Preparation of schools' instructional budget .34
Expenditure of the instructional budget of

the schools .42
Making necessary changes in the expenditure

of allocated budget 9.99 ***
Formulation of school policies and regulations .93
Solution of educational problens within a

school building .69
Solution of educational problems of the

school district 1.10
Construction of new school buildings .29
Selection of instructional supplies and

equipment for the schools 1.40

 

* Significant at the .05 level of confiden

** Significant at the .02 level of confiden
*** Significant at the .01 level of confiden
**** Significant at the .001 level of confide

+ Significant at between the .05 and .10 levels of

confidence

CG
CG
CG
nce

 

138

population. The chi-square of 9.99, significant at the one
per cent level of confidence, reveals that there is an assoc-
iation between the population of the districts which the super-
intendents represent and the superintendents' perceptions of
the principal's role in "making necessary changes in the ex-
penditure of allocated bUdget." Consequently, the null hy-
pothesis of no association between the district population

and the superintendents' percpetions of the principal's role
is rejected in one and upheld in sixteen areas of educational
activities. In the area where the association is established,
an inspection of the pattern of frequencies, given in Table
LXVI, page 139, indicates that most superintendents from
larger districts, districts with more than 20,000 population,
tend to hold that the principal should have more influence in
"making necessary changes in the expenditure of allocated bud-
get."

. Further possible significant tendencies in the datg
concernipgthe_prlnp;pal's role. An examination of the data
reported in Tables XLVII, XLIX, L, LI, LV, LIX, LXIII, and
va,reveals that there are a number of areas of educational
activities which exhibit tendencies to possible relationship
in respect to the role of principal as perceived by the super-
intendents. Although these tendencies are not acceptable for
this study, which sets the level of confidence for the assoc-
iation at five per cent, they are statistically significant

at between the ten and five per cent level of confidence.

Further analysis of the data concerning principal's

 

139

TABLE LXVI

PATTERN OF FREQUENCIES FOR THE ROLE OF PRINCIPAL REGARDING
"MAKING NECESSARY CHANGES IN THE EXPENDITURE
OF ALLOCATED BUDGET" AS PERCEIVED BY
THE SUPERINTENDENTS

M

Opinion Scale

 

 

 

District ‘KTTTttle to Quite a bit to
Population not at all a great deal
20,000 or less 31 (24.4) 12 (18.6)
20,001 or more 10 (16.6) 19 (12.4)

x2 = 9.99

P <401

W
W

140

role in relation to no specific independent variepLee. An ex-
amination of the pattern of frequencies of superintendents'
perceptions concerning the principal's role in the seventeen
areas of educational activities, shown in Table LXVII, page
141, reveals that on the whole most superintendents tend to
hold that the principal should have more influence in areas
related to instruction and other educational activities which
immediately concern the school building. In areas related to
personnel and inter-district educational activities, it ap-
pears that there is not a decisive tendency in the superin-
tendents' perceptions regarding the role of building princi-
pal. A graphic presentation of the superintendents' percep-
tions concerning the principal's role regarding the seventeen

areas of educational activities is shown in Figure 4, page 142,
IV. DATA CONCERNING PROVINCIAL GENERAL-DIRECTOR'S ROLE

Data testing the hypothesis thatpprofessional prepara-
tion,pprevious position of principalship, travel abroad, ang
district pqpulation are not associated with the superintend-
ents' percpetions of provincial general-director of education's
role regardingthe seventeen edgcationai activities. As Tables
LXVIII, LXIX, Lxx, and LxxI, pages 143 through 146, reveal
the superintendents' professional preparation, previous posi-
tion of principalship, experience in traveling abroad, and
district population are not associated with the superintendents'
perceptions of the role of provincial general-director of ed-

ucation regarding the seventeen areas of educational activi-

TABLE LXVII

I41

DICHOTOMIZED DISTRIBUTION OF THE FREQUENCIES OF THE
SUPERINTENDENTS' PERCEPTIONS OF PRINCIPAL'S ROLE
IN THE SEVENTEEN AREAS OF EDUCATIONAL ACTIVI-

TIES

 

Area of Educational Activity

Opinion Scale

 

A little to Quite a bit
not at all to a great
deal

Preparation and improvement of

curriculum 4 68
Selection of textbooks 12 61
Adoption of instructional methods 6 66
Initiation of changes in curricu-

lum I3 61
Employment of new personnel for

the schools 41 33
Selection of the place of serv-

ice for the teaching personnel 12 61
Transfer of teacher from one school

to another school 14 59
Transfer of a teacher from one dis-

trict to another district 58 16
Suspension and dismissal of in-

structional personnel 38 36
Preparation of schools' in-

structional budget 20 54
Expenditure of the instruc-

tional budget of the schools 10 64
Making necessary changes in the ex-

penditure of allocated budget 41 31
Formulation of school policies and

regulations 12 62
Solution of educational problems

within a school building 1 73
Solution of educational problems

of the school district 34 40
Construction of new school build-.

ings , 26 46
Selection of instructional sup-

plies and equipment for the

schools 2 72

 

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11111 eaten;
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_ x I m=_u_.an _ooeua
xx a n.ne_3 o5o.n0La .aco_eau:uo mo no.e:_om
mno.ea.:moL new oo_u._oa .oonuo eo co_ea.:ELom
r. eomuao ooemuo_.m Lo .
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a a_oonuo one
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1‘ .onnooLoa on_nuooe
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11:. o.oonuo one Loy _oncooLoa to: we enoE»o_aEu
E:_:o.LL:u c. uomnonu ho no_eo.e.c~
ouoneoe .uco.eoaLeon. ea coeeaou<
oxoonexoe mo co.eoo_ow
All e:.:ume:ulwo enoso>oLae~.uca no_eaLaaomm
__o o_ee__ o.ee:_ e.n .aou
ea eon xLo> a a oe.3o eaoLm u >e_>_eum .mno_eoosuo Co moL<
a o_aum .

 

mezmozmmZExmaam mxe >m om>2momua m< mmeee>~eo<
o<zo~e<oaom Lo memm< zmuezm>mm mxe Lo Io<u z_ Odom m.4<asoz~ma Lo zomenmfimemEQ

# mmeHu

TABLE LXVIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS'.PERCEPTIONS OF THE ROLE PROVINCIAL
GENERAL-DIRECTOR SHOULD PLAY REGARDING EACH OF
THE SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES
AND THE SUPERINTENDENTS' PROFESSIONAL PREP-
ARATION 0F TEACHER TRAINING COLLEGE

VERSUS UNIVERSITY COLLEGE

143

 

Area of Educational Activity Chi-Square
~ Value

Preparation and improvement of curriculum 1.14
Selection of textbooks .31
Adoption of instructional methods .96
Initiation of changes in curriCulum 1.60
Employment of new personnel for the schools 2.03
Selection of the place of service for the

teaching personnel .86
Transfer of teacher from one school to

another school .06
Transfer of a teacher from one district to

another district .34
Suspension and dismissal of teaching

personnel .17
Preparation of schools' instructional budget 2.47
Expenditure of the instructional budget of

the schools .38
Making necessary changes in the expenditure

of allocated budget .67
Formulation of school policiesand regulations .17
Solution of educational problems within a

school building , .34
Solution of educational problems of the

school district 1.65
Construction of new school buildings .34
Selection of instructional supplies and

equipment for the schools .44

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

TABLE LXIX

CHI-SQUARE VALUESTESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PROVINCIAL

GENERAL-DIRECTOR SHOULD.PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND

THE SUPERINTENDENTS' PREVIOUS POSITION

OF

PRINCIPALSHIP VERSUS NO PREVIOUS POSI‘

TION OF PRINCIPALSHIP

 

*-

144

 

Area of Educational Activity Chi-Square
» _Value

Preparation and improvement of curriculum .06
Selection of textbooks .69
Adoption of instructional methods 1.49
Initiation of changes in curriculum 1.73
Employment of new personnel for the schools .45
Selection of the place of service for the

teaching personnel .74
Transfer of teacher from one school to

another school .01
Transfer of a teacher from one district to

another district .08
Suspension and dismissal of teaching

personnel .00
Preparation of schools' instructional budget 1.11
Expenditure of the instructional budget of

the schools .37
Making necessary changes in the expenditure

of allocated budget .06

Formulation of school policies and regulations

Solution of educational problems within a
school building ,

Solution of educational problems of the
school district

Construction of new school buildings

Selection of instructional supplies and
equipment for the schools

.05
.11

.00
1.57

1.46

 

* Significant at the .05 level of confiden

CE

** Significant at the .02 level of confidence

*** Significant at the .01 level of confiden

CC

**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 1
confidence

evels of

TABLE LXX

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PROVINCIAL
GENERAL-DIRECTOR SHOULD PLAY REGARDING EACH OF
THE SEVENTEEN AREAS.OF EDUCATIONAL ACTIVI-
TIES AND THE SUPERINTENDENTSI EXPERIENCE
IN TRAVELLING ABROAD VERSUS NO EXPER-

IENCE IN TRAVELLING ABROAD

145

 

 

Area of Educational Activity Chi-Square
- Value

Preparation and improvement of curriculum .82
Selection of textbooks .82
Adoption of instructional methods 2.83 +
Initiation of changes in curriculum .22
Employment of new personnel for the schools 2.23
Selection of the place of service for the

teaching personnel 1.98
Transfer of teacher from one school to

another school 2.09
Transfer of a teacher from one district to

another district .47
Suspension and dismissal of teaching

personnel .00
Preparation of schools' instructional budget .04
Expenditure of the instructional budget of

the schools .02
Making necessary changes in the expenditure

of allocated budget 1.56

 

Formulation of school policies and regulations .44
Solution of educational problems within a
school building , 1.70
Solution of educational problems of the
school district .73
Construction of new school buildings .00
Selection of instructional supplies and
equipment for the schools .00
* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

146
TABLE LXXI

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PROVINCIAL
GENERAL-DIRECTOR SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND
THE DISTRICT POPULATION OF 20,000 OR LESS
VERSUS 20,001 OR MORE

 

Area of Educational Activity Chi-Square
- Value

Preparation and improvement of curriculum 1.06
Selection of textbooks 3.29 +
Adoption of instructional methods .39
Initiation of changes in curriculum 1.35
Employment of new personnel for the schools .31
Selection of the place of service for the

teaching personnel .30
Transfer of teacher from one school to

another school 2.80 +
Transfer of a teacher from one district to

another district .71
Suspension and dismissal of teaching

personnel .54
Preparation of schools' instructional budget .32
Making necessary changes in the expenditure

of allocated budget .76

Formulation of school policies and regulations 1.67
Solution of educational problems within a

school building .73
Solution of educational problems of the school

district .49
Construction of new school buildings 1.66
Selection of instructional supplies and

equipment for the schools .00

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence,
+ Significant at between the .05 and .10 levels of
confidence

 

147

ties. The criterion of significance set for this study is at
the five per cent level of confidence. Therefore, the null
hypothesis of no association is upheld.

Qgta testlng the hypothesis that age of the superin-
tendents is not associated with the superintendents' percep-
tions of the provincial_general-director's role regarding the
seventeen educational activities. Table LXXII, page [48, pro-
Vides one area of educational activity in which the perceptions
of the superintendents of the provincial general-director's
role seem to be influenced by the superintendents' age. The
chi-square of 4.38, significant at the five per cent level of
confidence, reveals that there is an association between the
superintendents' age and their perceptions of the provincial
general-director's role in "solution of educational problems
within the school building.“ Consequently, the null hypothe-
sis Of no association between the superintendents' age and
their perceptions of provincial general-director's role is
rejected in one and upheld in sixteen areas of educational ac-
tivities. In the area where the association is established,
an examination of the pattern of frequencies, given in Table
LXXIII, page l49, reveals that most older superintendents,
those beyond age 39, tend to hold that the provincial general-
director should have more influence in "solution of educa-
tional problems within a school building."

Data testing:the hypothesis that teaching_experience

of superintendents is not associated with the superintendents'

perceptions of the provincial general-director's role regard-

 

 

TABLE LXXII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE
PROVINCIAL GENERAL-DIRECTOR SHOULD PLAY
REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE
SUPERINTENDENTS' AGE OF 30-38
VERSUS 39 OR MORE

 

M
*—

 

l48

 

Area of Educational Activity Chi-Square
Jab: e

Preparation and improvement of curriculum .40
Selection of textbooks .02
Adoption of instructional methods .94
Initiation of changes in curriculum .65
Employment Of new personnel for the schools .03
Selection of the place of service for the

teaching personnel .01
Transfer of teacher from one school to

another school .61
Transfer of a teacher from one district to

another district 1.60
Suspension and dismissal of teaching

personnel .07
Preparation of schools' instructional budget .00
Expenditure of the instructional budget of

the schools .12
Making necessary changes in the expenditure

of allocated budget .11

Formulation of school policies and regulations 3.01 +
Solution of educational problems within a

school building _ 4.38 *
Solution of educational problems of the school

district .87
Construction of new school buildings 1.55
Selection of instructional supplies and

equipment for the schools .46

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

I49

TABLE LXXIII

PATTERN OF FREQUENCIES FOR THE ROLE OF PROVINCIAL
GENERAL-DIRECTOR REGARDING "SOLUTION OF EDU-
CATIONAL PROBLEMS WITHIN A SCHOOL BUILDING"
AS PERCEIVED BY THE SUPERINTENDENTS

 

 

 

 

 

 

1 ,_—=: —-:—
Opinion Scale
A little to Quite a bit to
Age not at all a great deal
30 to 38 3| (27.0) 6 (10.0)
39 or more 2| (25.0) 13 ( 9.0)

 

P .05

W

 

ISO

lggthe seventeen areas of educational activities. Table
LXXIV, page 151, provides one area of educational activity in
which the perceptions of the superintendents of the provin-
cial general-director's role seem to be influenced by the
superintendents' length Of teaching experience. The chi-
square of 4.00, significant at the five per cent level of con-
fidence, reveals that there is an association between the
superintendents' length of teaching experience and their per-
ceptions of the provincial general-director's role in "prep-
aration of schools' insttuctional budget." Therefore, the
null hypothesis Of no association between the superintendents'
length of teaching experience and their perceptions of the
provincial general-director's role is rejected in one and up-
held in sixteen areas of educational activities. In the area
where the association is established, an examination Of the
pattern Of frequencies, reported in Table LXXV, page 152,
indicates that most experienced superintendents, those who
have ten years or more teaching experience, tend to hold that
the provincial general-director should have less influence in
"preparation Of schools' instructional budget."

. Data testing the hypothesis that administrative ex-
perience Of the superintengents is not associated with the
superintendents' perceptions of the_provincial general-
director's role regarding the seventeen educational activities.
Table LXXVI, page 153, provides one area of educational ac-
tivity in which the perceptions of the superintendents Of the

provincial general-director's role seem to be influenced by

 

l5!
TABLE LXXIV

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTs' PERCEPTIONS OF THE ROLE THE
PROVINCIAL GENERAL-DIRECTOR SHOULD PLAY IN
EACH OF THE SEVENTEEN AREAS OF EDUCATION-
AL ACTIVITIES AND THE SUPERINTENDENTS'
TEACHING EXPERIENCE OF 10 YEARS OR
LESS VERSUS 11 YEARS OR MORE

 

 

Area of Educational Activity Chi-Square
__ Valge

Preparation and improvement of curriculum .06
Selection of textbooks 2.76
Adoption of instructional methods 1.49
Initiation of changes in curriculum 1.74
Employment of new personnel for the schools .02
Selection of the place of service for the

teaching personnel .74
Transfer of teacher from one school to

another school .63
Transfer of a teacher from one district to

another district .04
Suspension and dismissal of teaching

personnel .00
Preparation of schools' instructional budget 4.00
Expenditure of the instructional budget of

the schools .35
Making necessary changes in the expenditure

of allocated budget .36
Formulation of school policies and regulations 2.40
Solution of educational problems within a

school building .59
Solution of educational problems of the school

district .00
Construction of new school buildings 1.11
Selection of instructional supplies and

equipment for the schools 1.46

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence

**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels of
confidence

152

TABLE LXXV

PATTERN OF FREQUENCIES FOR THE ROLE OF PROVINCIAL
GENERAL-DIRECTOR REGARDING "PREPARATIONS OF -
SCHOOLS' INSTRUCTIONAL BUDGET" AS PER-
CEIVED BY THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

Teaching A thtie to Quite a bit to
Experience not at all a great deal
10 years or less 30 (33.7) 21 (17.3)
11 years or more 19 (15.3) 4 ( 7.7)

X2 = 4.00

 

TABLE LXXVI

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF.THE ROLE PROVINCIAL
GENERAL-DIRECTOR SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND
THE SUPERINTENDENTS' ADMINISTRATIVE EXPERI-
ENCE OF IO.YEARS OR LESS VERSUS 11 YEARS

'53

 

 

 

 

OR MORE
Area of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum .03
Selection of textbooks 2.51
Adoption of instructiOnai methods .66
Initiation Of changes In curriculum .38
Employment of new personnel for the schools 2.22
Selection of the place of service for the
teaching personnel .00
Transfer of teacher from one school to
another school .28
Transfer Of a teacher from one district to
another district .02
Suspension and dismissal of teaching
personnel .08
Preparation of schools' instructional budget 1.20
Expenditure of the instructional budget of
the schools .30
Making necessary changes in the expenditure
of allocated budget .00
Formulation of school policies and regulations 1.02
Solution of educational problems within a
school building 1.19
Solution of educational problems of the school
district .73
Construction of new school buildings 5.10 *
Selection of instructional supplies and
equipment for the schools 3.46 +
* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels Of

confidence

154

the superintendents' length of administrative experience.
The chi-square of 5.10, significant at the five per cent level
Of confidence, reveals that there is an association between
the superintendents' length Of administrative experience and
their perceptions of the provincial general-director's role
in "construction of new school buildings." Consequently, the
null hypothesis of no association between the superintendents'
length of administrative experience and their perceptions of
the role of the provincial general-director is rejected in
one and upheld in sixteen areas of educational activities.
In the area where the association is established, an inspec-
tion of the pattern of frequencies, reported in Table LXXVII,
page 155, indicates that most experienced superintendents,
those who have more than ten years of administrative experi-
ence, tend to hold that the provincial general-director should
have more influence in ”construction of new school buildings."
Data testing_the hypothesis that previous position .
of high administrative responsipjjlties of superintendents is
not associated with the superintendents' perceptions of the
provincial general-director's role regarding the seventeen
educational activities. Table LXXVIII, page 156, provides
one area of educational activity in which the perceptions of
the superintendents of the provincial general-director's role
seem to be influenced by the superintendents' previous posi-
tion of high administrative responsibilities. The chi-square
of 6.49, significant at the two per cent level of confidence,

reveals that there is an association between the superintend-

155

TABLE LXXVII

PATTERN OF FREQUENCIES FOR THE ROLE OF PROVINCIAL

GENERAL-DIRECTOR REGARDING "CONSTRUCTION.OF.

NEW SCHOOL BUILDINGS" AS PERCEIVED BY

THE SUPERINTENDENTS

Opinion Scale

 

 

 

Administrative A thtle to Qfiite a bit to
Experience not at all a great deal
10 years or less 37 (32.9) 19 (23.1)
11 years or more 6 (10.1) 11 ( 6.9)

x2 = 5.10

p .05

 

 

l!

TABLE LXXVIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF.THE ROLE PROVINCIAL
GENERAL-DIRECTOR SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND THE
SUPERINTENDENTS' PREVIOUS POSITION OF HIGH AD-
MINISTRATIVE RESPONSIBILITIES VERSUS NO PREV-
IOUS POSITION OF HIGH ADMINISTRATIVE

156

 

 

RESPONSIBILITIES
Area Of Educational Activity Chi-Square
Valpp

Preparation and improvement of curriculum .29
Selection of textbooks .00
Adoption of instructional methods .15
Initiation of changes in curriculum .07
Employment of new personnel for the schools .78
Selection of the place of service for the

teaching personnel 1.40
Transfer of teacher from one school to

another school .24
Transfer of a teacher from one district to

another district .01
Suspension and dismissal of teaching

personnel .85
Preparation of schools' instructional budget .01
Expenditure of the instructional budget of

the schools 1.31
Making necessary changes in the expenditure

of allocated budget .01
Formulation of school policies and regulations .10
Solution of educational problems within a

school building .85
Solution of educational problems of the school

district 6.49 **
Construction of new school buildings .41
Selection of instructional supplies and

equipment for the schools .00

 

* Significant

** Significant

*** Significant

**** Significant

+ Significant
confidence

at the .05 level of confidence
at the .02 level of confidence
at the .01 level of confidence
at the .001 level of confidence
at between the .05 and .10 levels of

157

ents’ previous position of high administrative responsibili-
ties and their perceptions of the provincial general-direct-
Dr's role in "solution of educational problems of the school
district." Therefore, the null hypothesis of no association
between the superintendents' previous position of high admin-
istrative responsibilities and their perceptions of the pro-
vincial general-director's role is rejected in one and up-
held in sixteen areas of educational activities. In the area
where the association is established, an inspection of the
pattern of frequencies, reported in Table LXXIX, page 158,
indicates that most superintendents with no previous position
of high administrative responsibilities tend to hold that the
provincial general-director should have more influence in
"solution of educational problems of the school district."

. Data testing_the hypothesis that district total en-
rollment is not associated with the superintendents' percppr
tions Of the provincialpggneraI-director's role regarding
the seventeen educational activities. Table Lxxx, page 159,
provides one area of educational activity in which the per-
ceptions of the superintendents of the provincial general-
directOr's role seem to be influenCed by the districts'

total enrollment. The chi-square of 9.20, significant at the
one per cent level of confidence, reveals that there is an
association between the district pupil enrollment and the
perceptions of the superintendents of the provincial general-
director's role in "selection of textbooks." Consequently,

the null hypothesis Of no association between the district

158

TABLE LXXIX

PATTERN OF FREQUENCIES FOR THE ROLE OF PROVINCIAL
GENERAL-DIRECTOR REGARDING "SOLUTION OF EDUCA-
TIONAL PROBLEMS OF THE SCHOOL DISTRICT" AS
PERCEIVED BY THE SUPERINTENDENTS -

 

 

Lijnion Scale
Quite a bit to

 

 

Previous A little to
Position not at all a great deal
High Administrative '5 (ll-2) 28 (32.8)
Responsibilities
NO High Administra-

27 (22.2)

tive Responsibilities 3 ( 7.8)

 

X2 = 6.49

p <<.O2

159
TABLE Lxxx

CHI-SQUARE VALUES TESTING THE chATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PROVINCIAL
GENERAL-DIRECTOR SHOULD PLAY REGARDING EACH OF
THE SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES
AND THE DISTRICT PUPIL ENROLLMENT OF 5,000
OR LESS VERSUS 5,001 OR MORE

 

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .67
Selection of textbooks 9.20 ***
Adoption of instructional methods .01
Initiation of changes in curriculum 1.02
Employment of new personnel for the schools 3.64 +
Selection of the place of service for the

teaching personnel .03
Transfer of teacher from one school to

another school 3.51 +
Transfer of a teacher from one district to

another district 3.14 +
Suspension and dismissal of teaching

personnel 2.60
Preparation of schools' instructional budget .36
Expenditure of the instructional budget of

the schools ' .40
Making necessary changes in the expenditure

of allocated budget .09
Formulation of school policies and regulations .93
Solution of educational problems within a

school building .12
Solution of educational problems of the school

district .62
Construction of new school buildings .05
Selection of instructional supplies and

equipment for the schools ’ 2.05

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels Of
confidence

 

I60

pupil enrollment and the superintendents' perceptions of the
provinicial general-director's role is rejected in one and
upheld in sixteen areas Of educational activities. In the
area where the association is established, an inspection of
the pattern of frequencies, given in Table LXXXI, page 161,
indicates that most superintendents from larger districts,
districts with more than 5,000 pupil enrollment, tend to hold
that the provincial general-director should have little in-
fluence in "selection of textbooks."

Data testing the hypothesis that_the district second-
ary pupil enrollment is not associgted with the superintend-
ents' perceptions of the provincial general-director's rng
in the seventeen areas of educational_gctivities. Table
LXXXII, page 162, provides one area of educational activity
in which the superintendents' perceptions of the provincial
general-director's role seem to be influenced by the district
secondary enrollment. The chi-square of 3.98, significant at
the five per cent level of confidence, reveals that there is
an association between the district secondary enrollment and
the superintendents' perceptions of the provincial general-
director's role in "suspension and dismissal of instructional
personnel." TherefOre, the null hypothesis of no association
between the size of the district secondary enrollment and the
superintendents' perceptions of the provincial general-direct-
or's role is rejected in one and upheld in sixteen areas of
educational activities. In the area where the association is

established, an examination of the pattern of frequencies,

 

161

TABLE LXXXI

PATTERN OF FREQUENCIES FOR THE ROLE OF PROVINCIAL
GENERAL-DIRECTOR REGARDING "SELECTION OF TEXT-
BOOKS" AS PERCEIVED BY THE SUPERIN-

 

 

 

TENDENTS
W
Opinion chle
District pupil A Tittle to Quite a bit to
enrollment not at all a great deal
5,000 or less 18 (23.1) 11 (5.9)
5,001 or more 41 (35.9) 4 (9.1)
x2 = 9.20

p <}Ol

 

 

 

 

TABLE LXXXII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PROVINCIAL
GENERAL-DIRECTOR SHOULD PLAY REGARDING EACH OF THE

SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND
THE DISTRICT SECONDARY ENROLLMENT OF 1,000

OR LESS VERSUS 1,001 OR MORE

162

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 1.47
Selection of textbooks . 1.89
Adoption of instructional methods .39
Initiation of changes in curriculum 2.54
Employment of new personnel for the schools .38
Selection of the place of service for the

teaching personnel .28
Transfer of teacher from one school to

another school 3.53
Transfer of a teacher from one district to

another district .08
Suspension and dismissal of teaching

personnel 3.98
Preparation of schools' instructional budget 2.05
Expenditure of the instructional budget for

the schools .05
Making necessary changes in the expenditure

Of allocated budget 1.60
Formulation of school policies and regulations 3.40
Solution of educational problems within a

school building .06
Solution of educational problems of the school

district 1.67
Construction of new school buildings 1.32
Selection of instructional supplies and

equipment for the schools .02

_m——-

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence

*** Significant at the .01 level of confidence

**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of

confidence

 

n’r’
v

 

163

reported in Table LXXXIII, page 164, indicates that most
superintendents from larger districts, districts with more
than 1,000 secondary pupil enrollment, tend to hold that the
provincial general-director should have little influence in
"suspension and dismissal of instructional personnel."

. Qgta testingpthe hypothesis that dpggpe-holdin. in-
structional staff of the district is not associated with the
ppperintendents' perceptions of the provincigL_general-direct-
or's role in the seventeen areas of educational activities.
Table LXXXIV, page 165, provides one area of educational ac-
tivity in which the perceptions of the superintendents of the
provincial general-director's role seem to be influenced by
the size of degree-holding instructional staff of the dis-
trict. The chi-square of 10.72, significant at the one per
cent level of confidence, indicates that there is an associ-
ation between the size of the degree-holding instructional
staff of the district and the superintendents' perceptions of
the provincial general-director's role in "selection of the
place of service for the teaching personnel." Consequently,
the null hypothesis of no association between the size of the
degree-holding instructional staff and the superintendents'
perceptions of the provincial general-director's role is re-
jected in one and upheld in sixteen areas of educational ac-
tivities. In the area where the association is established,
an inspection of the pattern of frequencies, given in Table
LXXXV, page 166, reveals that most superintendents from dis-

tricts with a fewer number of degree-holding instructional

 

 

164

TABLE LXXXIII

PATTERN OF FREQUENCIES FOR THE ROLE OF PROVINCIAL
GENERAL-DIRECTOR REGARDING "SUSPENSION AND
DISMISSAL OF INSTRUCTIONAL PERSONNEL“AS
PERCEIVED BY THE SUPERINTENDENTS

Opinion Scale

 

 

 

District Secondary A littTe to QETte a bit to
Enro lment not at all a great deal
1,000 or less 25 (28.9) 22 (18.1)
1,001 or more 20 (16.1) 6 ( 9.9)

x2 = 3.98

p .05

 

 

 

165
.TABLE LXXXIV

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE PROVINCIAL
GENERAL-DIRECTOR SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND
THE DISTRICT DEGREE-HOLDING INSTRUCTIONAL
STAFF OF 1-14 VERSUS 15 OR MORE

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum 1.75
Selection of textbooks 1.89
Adoption of instructional methods .12
Initiation of changes in curriculum .01
Employment of new personnel for the schools .52
Selection Of the place of service for the

teaching personnel 10.72 ***
Transfer Of a teacher from one school to

another school 3.53 +
Transfer of a teacher from one district

to another district .26
Suspension and dismissal of teaching personnel .23
Preparation of schools' instructional budget 2.05
Expenditure Of the instructional budget of

the schools .05
Making necessary changes in the expenditure

of allocated budget .05
Formulation of school policies and regulations .80
Solution of educational problems within a

school building .07
Solution of educational problems of the school

district ' .14
Construction of new school buildings .42
Selection of instructional supplies and equip-

ment for the schools .63

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

166

TABLE LXXXV

PATTERN 0F FREQUENCIES FOR THE ROLE OF PROVINCIAL
GENERAL-DIRECTOR REGARDING "SELECTION OF PLACE
OF SERVICE FOR THE INSTRUCTIONAL PERSONNEL"
AS PERCEIVED BY THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

Degree-holding in- A thtle to Quite a bit to
structional staff not at all a great deal
1 to 14 41 (35.0) 7 (13.0)
15 or more 13 (19.0) 13 ( 7.0)

x2 : 10.72

p (101

 

 

167

staff, fourteen and less, tend to hold that the provincial

general-director should have little influence in "selection

of place of service for the instructional personnel."
Further possible significant tendencies in theggtg

concerning the provincial general-director's role. Tables
Lxx, LXXI, LXXII, LXXIV, LXXVI, Lxxx, LXXXII, and LXXXIV re-

 

veal that there are a number of areas of educational activi-
ties which appear to be statistically significant at between
the five and ten per cent levels of confidence. Although
these findings are not significant in terms of the criterion
set for this study, they suggest possible grounds for ten-
dencies of relationship.

Further analysis of the data concerning the provinchL
genera1~director's role in relgtion to no specific indeggggy
ent variable. An inspection of the distribution of frequen-
cies of the superintendents' perceptions regarding'the pro-
vincial general-director' role in the seventeen areas of ed-
ucational activities, shown in Table LXXXVI, page 168, reveals
that, on the whole, in a number of educational activities
most superintendents tend to hold that the provincial general-
director should have a little influence. Only in two areas

"sol-

of "formulation of school policies and regulations" and
utiOn of educational problems in the district" it appears

that the superintendents tend to hold more influence for the
provincial general-director. There are a number of areas of
educational activities in which the superintendents' percep-

tions of the provincial general-director's role are not con-

168

TABLE LXXXVI

DICHOTOMIZED DISTRIBUTION OF THE FREQUENCIES OF THE SUPER-
INTENDENTs' PERCEPTIONS OF PROVINCIAL GENERAL-DIREC-
TOR'S ROLE IN THE.SEVENTEEN AREAS OF EDUCATIONAL

 

 

 

.ACTIVITIES
Area Of Educational Activity Opinion Scale
A little to Quite a bit
not at all to a great
deal
Preparation and improvement of
curriculum 46 27
Selection of textbooks 58 15
Adoption of instructional methods 37 34
Initiation of changes in curricu-
lum 34 39
Employment of new personnel for
the schools 44 29
Selection of the place of service
for the teaching personnel 62 12
Transfer of a teacher from one
school to another school 68 6
Transfer of a teacher from a dis-
trict to another district 40 34
Suspension and dismissal of in- A
structional personnel 44 29
Preparation of schools' instruc-
tional budget 49 25
Expenditure of the instructional
budget of the schools 60 13
Making necessary changes in the
expenditure of allocated
budget 50 24
Formulation of school policies and
regulations 28 46
Solution of educational problems
within a school building 51 22
Solution of educational problems '
of the school district 18 56
Construction of new school build-
ings 44 29

Selection of instructional supplies
and equipment for the schools 61 12

 

 

169

clusive. A graphic presentation Of the superintendents' per-
ceptions of the provincial general-director's role with re-
spect to the seventeen areas of educational activities is

shown in Figure 5, page 170.
V. DATA CONCERNING THE MINISTRY OF EDUCATION'S ROLE

Data testing the hypothesis that professional_prepargr
tion, teachingfexperience and district population are not as-
sociated with the superintendents' perceptions of the Ministpy
of Education's role regarding the seventeen educational ac-
tivities. Table LXXXVII, LXXXVIII, and LXXXIX, pages 171
through 173, reveal that the superintendents' professional
preparation, length of teaching experience, and district
population are not associated with the superintendents' per-
ceptions Of the role of the Ministry of Education with re-
spect to the seventeen areas of educational activities. The
criterion of significance set for this study is at the five
per cent level of confidence. Therefore, the null hypothesis
of no association is upheld.

Data testingthe hypothesis that age of the superin-
tendents is not associated with the superintendents' percep-
tions of the Ministry of Education's role regarding the seven-
teen educational activities. Table XC, page 174, provides
two areas of educational activities in which the perceptions
Of the superintendents of the Ministry of Education's role
seem to be influenced by the superintendents' age. The chi-

squares of 3.85 and 4.01, both significant at the five per

 

0
7.

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TABLE LXXXVII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE OF MINISTRY
OF EDUCATION REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE SUPERINTENDENTS'
PROFESSIONAL PREPARATION OF TEACHER TRAINING
COLLEGE VERSUS UNIVERSITY COLLEGE

171

 

 

Area of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum 1.42
Selection of textbooks .71
Adoption of instructional methods .11
Initiation of changes in curriculum l.lO
Employment of new personnel for the schools 1.07
Selection of the place of service for the
teaching personnel 1.01
Transfer of a teacher from one school to
another school 1.41
Transfer of a teacher from one district to
another district 1.39
Suspension and dismissal of teaching personnel .01
Preparation of schools' instructional budget 2.93

Expenditure of the instructional budget of the

schools 1.24
Making necessary changes in the expenditure

of allocated budget .66
Formulation of school policies and regulations .62
Solution of educational problems within a school

building 1.71
Solution of educational problems of the school

district .80
Construction of new school buildings .74
Selection Of instructional supplies and equip-

ment for the schools 1.46

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence

*** Significant at the .01
**** Significant at the .001

confidence

level of confidence
level of confidence
+ Significant at between the .05 and .10 levels of

I72

TABLE LxxxVIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE OF.MINISTRY
OF EDUCATION REGARDING.EACH OF THE SEVENTEEN AREAS
-OF EDUCATIONAL ACTIVITIES AND SUPERINTENDENTS'
TEACHING.EXPERIENCE.OF 10 YEARS OR LESS
VERSUS.11 YEARS OR MORE

 

 

Area of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum .39
Selection of textbooks .02
Adoption of instructional methods .84
Initiation of changes in curriculum 2.83 +
Employment of new personnel for the schools .01
Selection of the place of service for the
teaching personnel .23
‘ Transfer of a teacher from one school to
another school 2.41
Transfer of a teacher from one district to
another district .00
Suspension and dismissal of teaching personnel 2.39
Preparation of schools' instructional budget .27

Expenditure of the instructional budget of the

schools .28
Making necessary changes in the expenditure of

allocated budget .04
Formulation of school policies and regulations .16
Solution of educational problems within a

school building 1.97
Solution of educational problems of the school

district 1.19
Construction of new school buildings 1.98
Selection of instructional supplies and equip-

ment for the schools .02

 

* Significant at

** Significant at

*** Significant at

**** Significant at

+ Significant at
confidence

the
the
the .01

the .001

.05 level of confidence
.02 level of confidence
level of confidence
level of confidence
between the .05 and .10 levels of

 

TABLE LXXXIX

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE MINISTRY
OF EDUCATION SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND

THE DISTRICT POPULATION OF 20,000 OR LESS

VERSUS 20,001 OR MORE

173

 

 

Area of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum 1.73
Selection of textbooks .31
Adoption Of instructional methods .57
Initiation of changes in curriculum .24
Employment Of new personnel for the schools 3.53
Selection of the place of service for the
teaching personnel 2.80
Transfer of teacher from one school to another
school .93
Transfer of a teacher from one district to
another district .22
Suspension and dismissal of teaching personnel 3.60
Preparation of schools' instructional budget .72
Expenditure Of the instructional budget of the
schools 3.54
Making necessary changes in the expenditure of
allocated budget 1.74
Formulation of school policies and regulations .87
Solution of educational problems within a
school building 1.24
Solution of educational problems of the school
district 1.58
Construction of new school buildings .01
Selection of instructional supplies and equip-
ment for the schools .17

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
level of confidence
+ Significant at between the .05 and .10 levels of

**** Significant at the .001

confidence

 

TABLE XC

CHI-SQUARF VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE MINISTRY

OF EDUCATION SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES
AND THE SUPERINTENDENTSI AGE OF 30-38
.VERSUS 39 OR OVER

174

 

_,__— ____'

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .11
Selection of textbooks 1.29
Adoption of instructional methods 1.38
Initiation Of changes in curriculum 3.85
Employment of new personnel for the schools .06
Selection of the place of service for the

teaching personnel ' .03
Transfer of a teacher from one school to

another school .27
Transfer of a teacher from one district to

another district 7 .42
Suspension and dismissal of teaching personnel 1.30
Preparation of schools' instructional budget 1.89
Expenditure of the instructional budget of the

schools .00
Making necessary changes in the expenditure of

allocated budget 1.40
Formulation of school policies and regulations 2.41
Solution of educational problems within a

school building 4.01
Solution of educational problems of the school

district 1.66
Construction of new school buildings .65
Selection of instructional supplies and equip-

ment for the schools .35

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels Of

confidence

175

cent level of confidence, reveal that there is an association
between the superintendents' age and their perceptions of the
Ministry of Education's role in “initiation of changes in
curriculum" and "solution of eduCationai problems within a
school building.“ Therefore, the null hypothesis of no assoc-
. iation between the age of superintendents and their percep-
tions of the Ministry of Education's role is rejected in two
and upheld in fifteen areas of educational activities. In
the first area where the association is established, an exam-
lnation of the pattern of frequencies, reported in Table

XCI, page 176, indicates that most older superintendents,
those who are more than thirty-nine, tend to hold that the
Ministry of Education should have more influence in "initia-
tion of changes in curriculum." In the second area Of as-
sociation, an inspection of the pattern of frequencies, given
in Table XCII, page 177, indicates that most Older superin-
tendents, those who are thirty-nine or more, tend to hold
that the Ministry of Education should have little influence
in "solution of educational problems within a school bulld-
ingI"

’ Data testing;the hypothesis that length of administra-
tive experience is not associgtpd with the perceptions of the
spperintendents of the Ministry of Education's role regard-
lflSLIP° seventeen educational activities. Table XCIII, page
178, provides tonareas of educational activities in which
the superintendents' perceptions of the role of the Ministry

of Education seem to be influenced by the superintendents'

176

TABLE XCI

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "INITIATION OF CHANGES IN CUR-
RICULUM" AS PERCEIVED BY THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

A 1fttle to Quite a bit to
Age not at all a great deal
30-38 15 (11.1) 22 (25.9)
39 or more 7 (10.9) 29 (25.1)
X2 = 3.85

 

 

177

TABLE XCII

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "SOLUTION OF EDUCATIONAL PROBLEMS
WITHIN A SCHOOL BUILDING" AS PERCEIVED BY
THE SUPERINTENDENTS

Opinion Scale

 

 

 

A little to Quite a bit to
Age not at all a great deal
30-38 32 (28.3) 5 (8.7)
39 or more 24 (27.7) 12 (8.3)
X2 = 4.01

178

TABLE XCIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTs' PERCEPTIONS OF THE ROLE THE MINISTRY
OF EDUCATION SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES
AND THE SUPERINTENDENTS' ADMINISTRATIVE
EXPERIENCE OF 10 YEARS OR LESS
VERSUS 11 YEARS OR MORF

 

 

Area Of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum .03
Selection of textbooks 4.09 *
Adoption of instructional methods .16
Initiation of changes in curriculum 2.05
Employment Of new personnel for the schools .30
Selection of the place of service for the
teaching personnel .04
.Transfer of a teacher from one school to
another school 3.70 +
Transfer of a teacher from one district
to another district .44
Suspension and dismissal of teaching personnel .95
Preparation of schools' instructional budget l.l6
Expenditure of the instructional budget of
the schools .58
Making necessary changes in the expenditure
Of allocated budget .47

Formulation of school policies and regulations 1.42
Solution of educational problems within a

school building 4.51 *
Solution of educational problems of the school

district . .14
Construction of new school buildings 3.39
Selection of instructional supplies and equip-

ment for the schools .00

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

179

administrative experience. The chi-squares of 4.09 and 4.51,
both significant at the five per cent level of confidence,
indicate that there is an association between the superin-
tendents' length of administrative experience and their per-
ceptions of the Ministry of Education‘s role in "selection

of textbooks" and "solution of educational problems within a
school building." .Consequently, the null hypothesis of no
association between the superintendents' length of administra-
tive experience and their perceptions of the role of the
Ministry of Education is rejected in two and upheld in fif-
teen areas of educational activities. In the areas where the
association is established, an examination of the pattern of
frequencies, shown in Tables XCIV and XCV, pages 180 and 181,
indicates that most inexperienced superintendents, those who
have less than eleven years of administrative experience,
tend to hold that the Ministry of Education should have lit-
tle influence in "selection of textbooks" and "solution of
educational problems within a school building."

Data testing the hypothesis that previopp position of
principalship is not associated with the perceptions of the
superintendents of the role of the Ministry of Education r -
garding the seventeen educational activities. Table XCVI,
page 182, provides one area of educational activity in which
the perceptions of the superintendents of the role of the
Ministry of Education seem to be influenced by the superin-
tendents' previous position of principalship. The chi-square

of 4.54, significant at the five per cent level of confidence,

 

180

TABLE XCIV

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "SELECTION OF TEXTBOOKS" AS
PERCEIVED BY THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

Administrative A little to Quite a bit to
Experience not at all a great deal
10 years or less 35 (31.6) 11 (14.4)

11 years or more 9 (12.4) 9 ( 5.6)

 

x2 = 4.09

p <<.05

 

181

TABLE XCV

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "SOLUTION OF EDUCATIONAL PROB-
LEMS WITHIN A SCHOOL BUILDING" AS PERCEIVED BY
THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

Administrative A little to Quite a bit to
Experience not at all . a great deal
10 years or less 46 (42.1) 9 (12.9)

11 years or more 10 (13.9) 8 ( 4.1)

 

 

* Corrected for continuity by Yates' method

182
TABLE XCVI

CHI-SQUARF VALUES TESTING THE RELATIONSHIP BETWEEN THE SUPER-
INTENDENTS' PERCEPTIONS OF THE ROLE THE MINISTRY OF EDUCA-
TION SHOULD PLAY REGARDING EACH OF THE SEVENTEEN AREAS
OF EDUCATIONAL ACTIVITIES AND THE SUPERINTENDENTS'
PREVIOUS POSITION OF PRINCIPALSHIP VERSUS NO
PREVIOUS POSITION OF PRINCIPALSHIP

 

 

Area of Educational Activity Chi-Square
Value
Preparation and improvement of curriculum .01
Selection of textbooks .73
Adoption of instructional methods 4.54 *
Initiation of changes in curriculum 2.59
Employment of new personnel for the schools 1.25
Selection of the place of service for the
teaching personnel 3.66 +
Transfer of a teacher from one school to another
SChOOI 030
Transfer of a teacher from one district to
another district .99
Suspension and dismissal of teaching personnel .28
Preparation of schools' instructional budget .27
Expenditure of the instructional budget of the
schools .06
Making necessary changes in the expenditure of
allocated budget .04

Formulation of school policies and regulations 2.96 +
Solution of educational problems within a

school building .04
Solution of educational problems of the school

district 1.01
Construction of new school buildings 3.68 +
Selection of instructional supplies and equip-

ment for the schools .54

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

183

reveals that there is an association between the superintend-
ents' previous position of principalship and their perceptions
of the Ministry of Education's role in "adoption of instruc-
tional methods." Consequently, the null hypothesis of no
association between the superintendents' previous position of
principalship and their perceptions of the role of the Min-
istry of Education is rejected in one and upheld in sixteen
areas of educational activities. In the area where the aSP
sociatiOn is established, an inspection of the pattern of
frequencies, reported in Table XCVII, page 184, indicates
that most superintendents with previous experience of prin-
cipalship tend to hold that the Ministry of Education should
have more influence in "adoption of instructional methods."
Data testing the hypothesis that previous gositigg Of
algh administpative responsibilities is not associated with
the superintendents' perceptions of the Ministry ofggaaa-
tion's role regarding the seventeen educationaipagtivities.
Table XCVIII, page 185, provides one area of educational ac-
tivity in which the perceptions of the superintendents of
the Ministry of Education's role seem to be influenced by
the superintendents' previous position of high administrative
responsibilities. The chi-square of 5.06, significant at the
five per cent level of confidence, indicates that there is an
association between the superintendents' previous experiencd
in high administrative responsibilities and their perceptions
of the Ministry of Education's role in "selection of instruc-

tional supplies and equipment for the schools." Therefore,

 

184

TABLE XCVII

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "ADOPTION OF INSTRUCTIONAL METH-
ODS" AS PERCEIVED BY THE SUPERINTENDENTS

Opinion Scale

 

 

 

Previous A littTe to Quite a bit to
Position not at all a great deal
Principalship 20 (24.1) 29 (24.9)
No principalship 15 (10.9) 7 (11.1)
x2 -.- 4.54

P .05

 

 

186

the null hypothesis of no association between the superintend-
ents' previous position of high administrative responsibili-
ties and their.perceptions of the role of the Ministry of Ed-
ucation is rejected in one and upheld in sixteen areas of ed-
ucational activities. In the area where the association is
established, an examination of the pattern of frequencies,
reported in Table XCIX, page 187, indicates that most super-
intendents with no previous experience in high administrative
responsibilities tend to hold that the Ministry of Education
should have little influence in "selection of instructional
supplies and equipment for the sChools."

Data testipg_the hypothesis that traveling abroad is
not associated with the_percpptlons of the superintendents
of the role of the Mlnistryof_§ducation regarding seventeen
educational activities.. Table C, page 188, provides three
areas of educational activities in which the superintendents'
perceptions of the role of the Ministry of Education seem to
be influenced by the superintendents' experience in traveling
abroad. The chi-squares of 4.00, 4.97, and 7.45, the first
two significant at the five and the third at the one per cent
level of confidence, reveal that there is an association be-
tween the superintendents' experience in traveling abroad and
their perceptions of the role of the Ministry of Education
in "preparation and improvement of curriculum," "transfer of
a teacher from one district to another district," and "solu-
tion of educational problems within a school building." Con-

sequently, the null hypothesis of no association between the

185

TABLE XCVIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE
MINISTRY OF EDUCATION SHOULD PLAY REGARDING
EACH OF THE SEVENTEEN AREAS OF EDUCATIONAL
ACTIVITIES AND THE SUPERINTENDENTS' PREV-

IOUS POSITIONS OF HIGH ADMINISTRATIVE

RESPONSIBILITIES VERSUS NO PREVIOUS
POSITION OF HIGH ADMINISTRATIVE
RESPONSIBILITIES

 

 

Area Of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .36
Selection of textbooks .31
Adoption of instructional methods .07
Initiation of changes in curriculum 2.48
Employment of new personnel for the schools 1.28
Selection of the place of service for the

teaching personnel .83
Transfer of a teacher from one school to

another school .84
Transfer of a teacher from one district to

another district 2.69

Suspension and dismissal of teaching personnel .24
Preparation of schools' instructional budget .01
Expenditure of the instructional budget of

the schools .24
Making necessary changes in the expenditure

of allocated budget 1.10
Formulation of school policies and regulations .00
Solution of educational problems within a

school building .00
Solution of educational problems of the school

district .07
Construction of new school buildings .12
Selection of instructional supplies and equip-

ment for the schools 5.06 *

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidencd
**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels of

confidence

187

TABLE XCIX

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "SELECTION OF INSTRUCTIONAL
SUPPLIES AND EQUIPMENT FOR THE SCHOOLS" AS
PERCEIVED BY THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

Previous A TittTe to Quite a bit to
Position not at all a great deal
High Administrative 27 (31.2) 16 (ll-8)

Responsibilities

No high administra-
tive responsibilities 26 (21.8) 4 ( 8.2)

 

 

TABLE C

188

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE MINISTRY
OF EDUCATION SHOULD PLAY REGARDING EACH OF THE
SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND

THE SUPERINTENDENTS' EXPERIENCE IN TRAVEL-

LING ABROAD VERSUS NO EXPERIENCE IN
TRAVELLING ABROAD

 

Area of Educational Activity Chi-Square

Value

 

Preparation and improvement of curriculum 4.00 *
Selection of textbooks .15
Adoption of instructional methods 1.50
Initiation of changes in curriculum .05
Employment of new personnel for the schools .30
Selection of the place of service for the

teaching personnel .29
Transfer Of a teacher from one school to

another school .05
Transfer of a teacher from one district to

another district 4.97 *
Suspension and dismissal of teaching personnel .18
Preparation of schools' instructional budget .00
Expenditure of the instructional budget of

the schools a .49
Making necessary changes in the expenditure

of allocated budget .15
Formulation of school policies and regulations .27
Solution of educational problems within a

school building 7.45 ***
Solution of educational problems of the

district .14
Construction of new school buildings .03
Selection of instructional supplies and equip-

ment for the schools 1.23

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence

*** Significant at the .01 level of confidence

**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels of
confidence ’

189

superintendents' experience in traveling abroad and their
perceptions of the Ministry of Education's role is rejected
in three and upheld in f0urteen areas of educational activ-
ities. In the areas where the association is established, an
examination of the patterns of frequencies, reported in
Tables CI, CII and C111, pages 190, 191, and 192, indicates
that most superintendents who have traveled abroad tend to
hold that the Ministry of Education should have little influ-
ence in "preparation and improvement of curriculum," "trans-
fer of a teacher from one district to another district," and
"solution of educational pnoblems within a school building.“
I Data testiga_the hypothesis that district total en- 1
rollment is not associated with the_paperintendents' percep-
tions of the Ministry of Education's role ragarding the sev-
enteen educational activities. Table CIV, page 193, pro-
vides one area of educational activity in which the percep-
tions Of the superintendents of the role of the Ministry Of
Education seem to be influenced by the total pupil enrollment
of the districts which the superintendents represent. The
chi-square of 8.73, significant at the one per cent level of
confidence, indicates that there is an association between
the total pupil enrollment of the districts, which the super-
intendents represent, and the perceptions of the superintend-
ents of the Ministry of Education's role in "employment of
new personnel for the schools." Therefore, the null hypoth-
esis of no association between the district pupil enrollment

and the superintendents' perceptions of the role of the Min-

190

TABLE CI

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "PREPARATION AND IMPROVEMENT OF
CURRICULUM" AS PERCEIVED BY THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

Travel A thtTe to Quite a bit to
Abroad not at all a great deal
With 14 (10.3) 4 ( 7.7)
Without 28 (31.7) 27 (23.3)
x2 = 4.00

 

191

TABLE CII

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "TRANSFER OF A TEACHER FROM ONE
DISTRICT TO ANOTHER DISTRICT" AS PERCEIVED BY

THE SUPERINTENDENTS

Opinion Scala;

 

 

 

Travel A little to Quite a DTt to
Abroad not at all a great deal
With 15 (11.1) 2 ( 5.9)
Without 33 (36.9) 23 (19.1)

x2 .. 4.97

P -05

192

TABLE CIII

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "SOLUTION OF EDUCATIONAL PROB-
LEMS WITHIN A SCHOOL BUILDING" AS PERCEIVED BY
THE SUPERINTENDENTS

Opinion Scale

 

 

 

Travel A TTttTe to Quite a th to
Abroad not at all a great deal
With 17 (12.4) 1 ( 5.6)
Without 33 (37.6) 22 (17.4)

x2 = “7.45

p .01

 

 

193
TABLE CIV

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTs' PERCEPTIONS OF THE ROLE THE MINISTRY
OF EDUCATION SHOULD PLAY REGARDING EACH OF THE SEV-
ENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND THE

DISTRICT ENROLLMENT 0F 5,000 OR LESS
VERSUS 5,001 OR MORE

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .18
Selection of textbooks 2.47
Adoption of instructional methods .08
Initiation of changes in curriculum .01
Employment of new personnel for the schools 8.73***
Selection of the place of service for the

teaching personnel 1.43
Transfer Of teacher from one school to

another school 3.74 +
Transfer of a teacher from one district

to another district .22
Suspension and dismissal of teaching personnel .49
Preparation of schools' instructional budget .63
Expenditure of the instructional budget of

the schools 3.45 +
Making necessary changes in the expenditure

of allocated budget 1.63

Formulation of school policies and regulations .81
Solution of educational problems within a

school building 1.26
Solution of educational problems of the school

district .01
Construction of new school buildings 1.68
Selection of instructional supplies and equip-

ment for the schools .00

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence
+ Significant at between the .05 and .10 levels of
confidence

194

istry of Education is rejected in one and upheld in sixteen
areas of educational activities. In the area where the as-
sociation is established, an inspeCtion of the pattern of
frequencies, reported in Table CV, page 195, indicates that
most superintendents from larger districts, districts with
more than five thousand pupil enrollment, tend to hold that
the Ministry of Education should have little influence in
"employment of new personnel for the schools."

Data testina_the hypothesis tha£_gistrict secondary
enrollment is not associated with the superintendents' ger-
ceptions of the role of the Ministry ofgggucatlon regarding
the seventeen educational aatlvities. Table CVI, page 196,
-provides one area of educational activity in which the per-
ceptions of the superintendents of the Ministry of Education's
role seem to be influenced by the secondary enrollment of
the districts which the superintendents represent. The chi-
square of 4.19, significant at the five per cent level of
confidence, reveals that there is an association between the
secondary enrollment of the districts which the superintend-
ents represent and the superintendents' perceptions of the
role of the Ministry of Education in "employment of new per-
sonnel for the schools." Therefore, the null hypothesis of
no association between the district secondary enrollment and
the perceptions of the superintendents of the role of the
Ministry of Education is rejected in one and upheld in six-
teen areas of educational activities. In the area where the

association is established, an inspection of the pattern of

195

TABLE CV

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "EMPLOYMENT OF NEW PERSONNEL
FOR THE SCHOOLS" AS PERCEIVED BY THE
SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

District pupil A little to Quite a bit to
Enrollment not at all a great deal
5,000 or less 10 (16.1) 19 (12.9)
5,001 or more 30 (23.9) 13 (19.1)
X2 = 8,73

TABLE CVI

196

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE

SUPERINTENDENTS' PERCEPTIONS OF THE ROLE THE MINISTRY

OF EDUCATION SHOULD PLAY REGARDING EACH OF THE

SEVENTEEN AREAS OF EDUCATIONAL ACTIVITIES AND
THE DISTRICT SECONDARY ENROLLMENT OF l,OOO

VERSUS 1,001 OR MORE

 

Area of Educational Activity Chi—Square

Value

 

Preparation and improvement of curriculum
Selection of textbooks
Adoption of instructional methods
Initiation of changes in curriculum
Employment of new personnel for the schools
Selection of the place of service for the
teaching personnel
Transfer of teacher from one school to
another school
Transfer of a teacher from one district to
’ another district
Suspension and dismissal of teaching personnel
Preparation of schools' instructional budget
Expenditure of the instructional budget of the
Schools
Making necessary changes in the expenditure
of allocated budget
Formulation of school policies and regulations
Solution of educational problems within a
school building
Solution of educational problems of the school
district
Construction of new school buildings
Selection of instructional supplies and equip-
ment for the schools

1.01
.95
.03

4.19*
.39
~53
.05

1.21

'0'9

2.24

.90
.39
.37

1.33
.00

.23

 

* Significant at the .05 level of confidence

** Significant at the .02 level of confidence
*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 levels of

confidence

197

frequencies, reported in Table CVII, page 198, reveals that
most superintendents from larger districts, districts with
more than one thousand secondary enrollment, tend to hold
that the Ministry of Education should have little influence
in "employment of new personnel for the schools."

Data testingt the hypothesis that degree-holdingi
structional staff of the district is not associated with the

 

perceptions of the superintendents of the role of the Min-
istry of Education regarding the seventeen edacational activ-
.LELEE' Table CVIII, page 199, provides one are of educational
activity in which the perceptions of the superintendents of
the Ministry of Education's role seem to be influenced by the
size of the degree-holding instructional of the districts
'which the superintendents represent and the superintendents'
perceptions of the Ministry of Education's role in "solution
of educational problems of the school district." COnsequent-
ly, the null hypothesis of no association between the degree-
holding instructional staff of the districts and the percep-
tion of the superintendents of the role of the Ministry of
Education is rejected in one and upheld in sixteen areas of
educational activities. In the area where the association

is established, an examination of the pattern of frequencies,
given in Table CIX, page 200, indicates that most superin-
tendents from districts with larger degree-holding instruc-
tional staff, fifteen and more, tend to hold that the Min-
istry of Education should have more influence in "solution of

educational problems of the school district."

198

TABLE CVII

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF
EDUCATION REGARDING "EMPLOYMENT OF NEW PERSONNEL
FOR SCHOOLS" AS.PERCEIVED BY THE SUPERINTENDENTS

Opinion Scale

 

 

 

District Secondary A little to QuTTe a bit to
Enrollment not at all a great deal
1,000 or less 22 (26.1) 25 (20.9)
1,001 or more 18 (13.9) 7 (11.1)

 

 

199
TABLE CVIII

CHI-SQUARE VALUES TESTING THE RELATIONSHIP BETWEEN THE
SUPERINTENDENTS' PERCEPTIONS OF THE ROLE OF THE
MINISTRY OF EDUCATION IN EACH OF THE SEVENTEEN
AREAS OF EDUCATIONAL ACTIVITIES AND THE DIS-
TRICT DEGREE-HOLDING INSTRUCTIONAL STAFF
0F 1-14 VERSUS 15 OR MORE

 

 

Area of Educational Activity Chi-Square
Value

Preparation and improvement of curriculum .26
SeIection of textbooks .58
Adoption of instructional methods .35
Initiation of changes in curriculum .95
Employment of new personnel for the schools 2.40
Selection of the place of service for the

teaching personnel .39
Transfer of teacher from one school to another

school .53
Transfer of a teacher from one district to

another district .05
Suspension and dismissal of teaching personnel 1.21
Preparation of schools' instructional budget .78

Expenditure of the instructional budget of the

schools 2.24

Making necessary changes in the expenditure

of allocated budget .90

Formulation of school policies and regulations .39
Solution of educational problems within a

school building .00
Solution of educational problems of the school

district . 4.44*
Construction of new school buildings .26

Selection of instructional supplies and equip-

ment for the schools 2.48

 

* Significant at the .05 level of confidence
** Significant at the .02 level of confidence

*** Significant at the .01 level of confidence
**** Significant at the .001 level of confidence

+ Significant at between the .05 and .10 level of
confidence

TABLE CIX

PATTERN OF FREQUENCIES FOR THE ROLE OF THE MINISTRY OF

EDUCATION REGARDING "SOLUTION OF EDUCATIONAL PROB-
LEMS OF THE SCHOOL DISTRICT" AS PERCEIVED BY

THE SUPERINTENDENTS

 

 

Opinion Scale

 

 

 

Degree-holding A little to Quite a bit to
instructional staff not at all a great deal
1 to 14 ’ 21 (16.8) 27 (31.2)
15 or more 5 ( 9.2) 21 (16.8)
x2 = 4.44

p (.05

 

 

 

" F
III

201

Further possible significant tendencies in the data

concerning_the Ministry_of Education’s role. An examination
of the data reported in Tables LXXXVII, LXXXVIII. LXXXIX,
XCIII, XCVI, and CIV reveals that there are a number of areas
of educatiOnal aCtivlties in which the superintendents' per-
ceptions'of the Ministry of Education's role appear to show

a relationship statistically significant at between the five
and ten per cent levels of confidence. Although these find-
ings are not statistically significant in terms of the cri-
terion set for this study, they are indicative of possible
relationships.

Further analysis of tha data cgncegning the Ministry

of Education's role in relation to no specific independent

 

variable. An inspection of the dichotomized distribution of
the frequencies of the superintendents' perceptions of the
Ministry of Education's role in the seventeen educational ac-
tivities, reported in Table CX, page 202, reveals that on

the whole, most superintendents tend to hold that the Ministry
of Education should have little influence on educational ac-
tivities closely related to the school districts or school
buildings in the district. However, in areas of national
scope such as "initiation of changes in curriculum," "formu-
lation of schoOl policies and regulations," and "solution of

' most superin-

educational problems of the school districts,’
tendents tend to hold that the Ministry of Education should
have more influence. In a number of areas of educational ac-

tivities it appears that there is no decisive and conclusive

202

TABLE CX

DICHOTOMIZED DISTRIBUTION OF THE FREQUENCIES OF THE
SUPERINTENDENTS' PERCEPTIONS OF THE MINISTRY OF
EDUCATION'S ROLE IN SEVENTEEN AREAS OF EDU-
CATIONAL ACTIVITIES

 

Area of Educational Activity Opinion Scale

 

A little to Quite a bit

 

not at all to a great
deal

Preparation and improVement of

curriculum 42 31
Selection of textbooks 44 30
Adoption of instructional methods 35 37
Initiation of changes in curriculum 23 50
Employment of new personnel for the

schools , 4O 32
Selection of the place of service

for the teaching personnel 62 12
Transfer 6f teacher from one school

to another school 69 5
Transfer of a teacher from a dis-

trict to another district 49 24
Suspension and dismissal of ln- I

structional personnel 42 33
Preparation of schools' instruc-

tional budget 45 29
Expenditure of the instructional

budget of the school 61 12
Making necessary changes in the ex-

penditure of allocated budget 41 33
Formulation of school policies and

regulations 25 49
Solution of educational problems

within a school building 56 17
Solution of educational problems

of the school district 26 48
Construction of new school buildings 44 29

Selection of instructional supplies
and equipment for the schools 55 18

 

203

tendency in the perceptions of the superintendents regarding
the role of the Ministry of Education. A graphic presenta-
tion of the superintendents' perceptions concerning the role
of the Ministry of Education in seventeen areas of educational
activities is given in Figure 6, page 204.

Summary. In this chapter the statistical analysis of
the data concerning the role of superintendent, teacher,
principal, provincial general-director of education, and the
,Ministry of Education as it relates to the process of decision-
making in seventeen areas of educational activities was pre-
sented. The findings of the study were treated statistically
for their significance. In the next chapter the implications

of the findings will be discussed.

204

.m>onm o a m m on

oca co noum.:u no aoLm was“ Lop no_ocm:ame 029 Go cues 0—9055ukcm one m.o»wm».uu .m

1co_¢moanw comm Em mo:_m>xhww_LwEm4HWd+ m.o¢.mc%omwwwamaonw «woman a mom co.c. 0 may we
m an «a: can a a a L m o m c o m>

=..on cm>_m:>_m> gumbme_cmmn m>mg 0 new .<.m¢m~wmo mm:_m> may :aWLw n.5a wchMQWLm cu.”

 

 

 

 

. m_oo:oo ecu Low «cmsmgmdm
E 1r _ new wm__qa3m .mco.¢u:L¢mc. ho co.pom_om
— 1 mmc_u__:a _oozom go: Go co_uu:mecoo
It. . «U.me_o .oonom
IrE. any mo wEm.nOLa .mco_wmu:uo yo co.p:_om
mc.u__an .oosum
1!: m c.:p_s mEo_noLa .mco.umo:uo Co co.u:_om
I. mco_pm_:mmL can wo.o__oq .oocuw Co co.wm_:ELom
“moons umpmoo..m Co
0L3u_ocmaxm 0:9 c. mmmcmco memwwooc ocwxmfi
11 . m_oo:ow may
:1 mo ummo:n .mco_wuzewmc. may mo «L:H_o:maxm
weapon .mco_uo:L¢mc_ .m_oocuw mo co.HmLmade
p .mccomLoa mc.:ummp mo .mmm_5m_o ocm co_mcmao:m
uu_an_o mepocm
L1E. on Hu_pr_u mco EOLC Lmzumou Co LomocmL»
_oocow Lonnocm
7: o“ .oocoo mco SOLE Lacuna“ yo Lawmcmcp
.mccowcoa oc_:omm«
L1 man Lou oo_>Lmo Co mum.a may mo co.yom.mw
. m.oocom 02w Low .occomLma :0: mo ucmE>o_aEm
I E:.:O.LL:U :— mumcmnu mo co.pm_p_c~
mnozwoe .mco_wo:mec_ mo co_uaoo<
wxoonuxmu mo co.wom_om
_ E:.:obMLau mo ucoEo>oLaEb,ocm co_amLmQOLa

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

__m s_ss__ m_ps__ s.a,,. .mmu
an no: >L0> m m mu_:u ummLo a . >u_>.now .mco.pmo:om mo m0L<

 

* m.mum

 

 

mczmozmpzummaam DIE >m om>Huomma m4 meAH>~po<Im¢zo_A<oaqwlLo
m<mm< zumczm>mm mxc Lo roam 2. once m.zo_c<oaou Lo >mcmnz~z mxp do zonpamamcmao

m wmawmm

CHAPTER VI
SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

This final chapter contains a summary of the sequen-
tial presentation of major findings and conclusions of the
research, their implications and significance, and recommend-
ations based on and directed by the results of the study.

flappose of the study. The purpose of this study was
to examine the pattern of administrative practices in the
Iranian educational system with special attention on the an-
alysis of the role of five important educational positions
in respect to the performance of the educational activities
in the system. Further purposes were to review the litera-
ture and to trace the development of the role concept which
served as a pivotal theoretical tool for this research.

Procedure. The study was conducted in Iran on a
nation-wide sampling basis. The subjects were the school
superintendents in one hundred and thirty school districts.

The questionnaire technique was used for the collec-
tion-of information and a simple chi-square test was applied
for the analysis of the collected data.

The hypothesis of no association between eleven inde-
pendent variables and the perceptions of the school superin-
tendents was tested in each of the seventeen areas of educa-

tional activities specified in the questionnaire.

205

206

Maior Findings and Conclusions. The following major

findings are drawn from the analysis of the school superin-

tendents' perceptions of the role of superintendent, teacher,

principal, provincial general-director of education, and the

Ministry of Education in the performance of certain educa-

tional activities.

2.

The analysis of the data revealed that in more
areas of educational activities, the independent
variable of length of administrative experience
made a significant difference in the perceptions
of the superintendents of the role of one or more
of the five educational positions. In‘aLL instances
where an association between the superintendents'
length of administrative experience and their
perceptions of the role of any one of the five
educational positions in respect to any one of

the educational activities was upheld,comparatlve-
ly more superintendents of longer administrative
experience tended to perceive greater participa-
tion for the position concerned.

The independent variable of experience in travel-
ing abroad consistently influenced the superin-
tendents' perceptions of the role of the Ministry
of Education. (In three areas of educational ac-
tivities where the experience in traveling abroad
made a significant difference in the superintend-

ents' perceptions of the role of the Ministry of

207

Education, it was the superintendents with exper-
ience in traveling abroad who tended to hold that
the Ministry of Education should have little in-
fluence. One of the three areas of educational
activities was "preparation and improvement of
curriculum." HOwever, the perceptions of the
superintendents of their own role in the area of
"preparation and improvement of curriculum," as
influenced by the independent variable of travel-
ing abroad, were in contrast to their perceptions
of the Ministry of Education's role.

Evidence obtained from the analysis of the data
indicate that in more areas of educational activ-
ities the role of superintendent and the Ministry
of Education is influenced by the eleven inde-
pendent variables than the role of teacher, prin-
cipal, and provincial general-director of educa-
tion.

The analysis of the collected data revealed that
superintendents' professional preparation is an
insignificant independent variable in the percep-
tions of the superintendents of the role of five
educational positions in performance of the vari-
ous educational activities. Consequently, this
part of the findings of the study was at variance
with the assumption which holds that the greater

the homogeniety of the training required of in-

208

cumbent for occupancy of a particular position,
the more consensus they will have on the expecta-v
tions for their own and other positions.

In areas related to instruction and school curric-
UIum, a significant number of superintendents per-
ceived considerable role for teachers. This por-
tion of the findings was in agreement with evidence
obtained in other investigations and supported the
hypothesis that 'incumbent of both superordinate
and subordinate positions will assign relatively
greater responsibility to the subordinate for ac-
tions requiring greater technical competence than
for actions requiring less technical competence.’
The more experienced superintendents in teaching 4
career expect a greater role for its teacher in
areas related to instruction.

The more experienced superintendents in administra-
tive background expect a greater role for teacher
in areas related to personnel and administration.
The superintendents perceived a highly significant
role for superintendent in nearly all areas of ed-
ucational activities. This portion of the find-
ings is in agreement with the evidence obtained in
other investigations'and supported the hypothesis
that in 'specifying the division of responsibility
between subordinate and superordinate, incumbents

of each of these positions will assign more re-

9.

10.

12.

209

sponsibility to their own position than incumbents
of other positions assign to it.‘
The examination of the superintendents' perceptions
of the provincial general-director of education's
role revealed that in most areas of educational ac-
tivities their perceptions tended to favor a limit-
ed participation for the provincial general-director
of education.
The analysis of the data concerning principal's
role in areas of educational activities indicated‘
that in areas related to instruction, personnel,
and general administration of the school building,
the perceptions of the superintendents strongly
favored considerable participation for the prin-
cipal.
Superintendents from more populated districts, dis-
tricts with more degree-holding instructional
staff, and districts with more secondary enrollment
expect the building principal to play a greater
role in "making necessary changes in expenditure
of allocated budget."
The analysis of the data concerning the role of
the Ministry of Education in areas of educational
activities indicated that in most areas the per-
ceptions of the superintendents either favor lim-
ited participation or remain indecisive in direc-

tion.

13.

14.

210

More aged and more administratively experienced
superintendents expect the Ministry of Education
to play a greater role in areas of educational
activities where age and administrative experi-
ence make a difference in superintendents' percep-
tions.

The larger districts, districts with more pupil
enrollment and more secondary enrollment, expect
the Ministry of Education to play a lesser role

in "employment of new personnel for schools."

Minor Findings and Conclusions. The analysis of the

general information collected in the first part of the ques-

tionnaire revealed the following factors:

Most district superintendents in Iran are in their
thirties or forties.

Nearly half of the superintendents have only their
subject matter specialization as professional prep-
aration for the position of superintendency.

Very few superintendents are members of any
professional educational organizations or as.
sociations.

Very few superintendents indicated any professional
writings or publications in the field of education.
Nearly half of the superintendents indicated their
academic specialization in Persian literature,
geography and histroy, or physics and chemistry.

All the superintendents indicated teaching experi-

211

ence prior to their administrative responsibilities.
7. Very few superintendents indicated experience other
than educational prior to their chief administra-
tive position in the school district.
Implications for Education and Eaagational Administra-

3122' The findings reported in this study have profound im-
plications for teachers, principals, superintendents, pro-
vincial general-directors of education, and above all, the
national Ministry of Education. The significance and import
of the findings come to the fore when the perceptual expecta-
tions of the superintendents are compared with the officially
prescribed responsibilities of each one of the five posi-
tions.51 The comparison will clearly point out that in many
areas there are incompatible behavioral expectations for an
individual in a given position. The data concerning teacher's
role in areas of educational activities provided Conclusive
evidence that the teacher is expected to maintain an important
role in the instructional phases of education. However, the
high expectations for teacher's participation in the conduct
of instructional activities of the school, as perceived by the
superintendents, do not have any provision in the official job
description of teacher. The findings of the study also une-
qulvocally supported the leadership position of the principal
in all areas of educational activities related to instruction.
Nevertheless, the official expectations of a principal are de-
fined in terms of "supervision in execution of the official

school curriculum." Consequently, it is apparent that there

 

5'See page 6 and Appendices A, B, C, D, and E.

212

is a disparity between the role of some of the position in-
cumbents as defined by the Ministry of Education and as per-
ceived by the superintendents.) Since the immediate results
of exposure to incompatible behavioral expectations would re-
duce the efficiency in the performance of the assigned tasks,
and unless such conflicts can be resolved, the position in-
cumbents function under a heavy handicap. Therefore, it is
the belief ofi the writer that.the existing conflicting role
expectations are of a serious nature in the structure of the
educational system of Iran. It causes worry, reduces job
satisfaction, and builds up an ambivalent attitude among the
position incumbents. It is on the basis of the present find-
ings that further research in theiagalysis of the role of
educational positions is recommended.

The evidences presented by the study has another sig-
nificant implication for the Ministry of Education. The
superintendents' perceptions of a considerable role for the
teachers, principals, and the chief school administrators of
the districts are indicative that the school superintendents
They accept certain administrative autonomy for the education-
al affairs of the districts. However, the desirability of
such measure should be carefully evaluated in light of
social, cultural, economic, and political conditions of the
districts and the nation at large.

The superintendents' perceptions of the role of teaCh-
er and principal in the conduct of the instructional aspect

of education have deep implications for school administration

 

 

 

 

 

1
d I... .

213

at the local level. A conservative interpretation of the
data would support the position of providing the individual
school buildings with a certain amount of self-direction and
‘instructional leadership. At the same time, an extensive and
intensive professional preparation is required to safeguard
the best possible education for the nation.

Recommendations. In light of the data collected and
the findings reported, two kinds of recommendations for study
and actions will be made.

1. Recommendations for_§arther Theoretical Research.
Further research is required to complete the role analysis of
the educational incumbent in a centralized system of rela-
tionships in order to provide an accurate knowledge of the
behavior of position incumbents. 0n the theoretical basis,
the following areas of research are recommended:

1. To explore the power referents in decision-making
on the part of superintendents. To investigate
whether they perceive the power referent in the
profession or in institutionalized authority.

2. To identify the legitimizing sources for the edu-
cational decisions through the perceptions Of the
school superintendents in order to accurately al-
locate the areas of educational responsibilities--
either on the basis of source of competence or
authority of office.

3. To explore the "zone of acceptance" of the subor-

dinate positions in the educational system as per-

9.

214

ceived by the subordinate and.superordinate in the
hierarchy of educational offices.

To investigate the "level of awareness" of the sub-
ordinate position incumbents.of the superordinate
self perceived expectations held for the subordin-
ates with comparison to the formally prescribed
expected role behavior.

To conduct studies similar in nature to this study
to investigate the perceptual expectations of
teachers, principals, provincial general-directors
of education, and top administrators in the Min-
istry of Education of their own and others’ role

in formulation of policies regarding areas of edu-
cational activities.

To investigate thoroughly the relationship between
the pedagogical program of teacher training colleges
and professional role perceptions of their gradu-
ates.

To investigate the role of informal educational
organizations such as professional associations

and their influence on the behavior of the member-
ship in the conduct of educational affairs.

To study comprehensively the role perception of
educational leaders who have been to other countries
for either professional training or visitation.

To explore and determine objectively the extent to

which past role behavior is reflected in current

lO.

1 II.
1.

2.

215

attitudes and perceptions of important educational
positions.

To complete the role analysis, the students' ex-
peCtations of the school administration should be

thoroughly investigated.

Recommendations for Adminiatpative Actions.

In cooperation with teacher training colleges, a
new professional training program for school ad-
ministrators should be launched to provide a solid
philosophical, psychological, and sociological
ground for the educational administration. The
program should include provisions for adequate
knowledge of the essentials in research and edu-
cational investigations. It should encourage the
development of intellectual inquisitiveness, sens-
itivity to meanings, applications of scientific
method to thought and action, and clarification

of values. It should aim at moving the educa-
tional administration into heights of social en-
gineering and educational statesmanshlp. It
should include systematic preparation in school
finance, group dynamics, public relations, per-
sonnel administration, business management, and
modern administrative theories and practices.

For present educational administrators, a one

year program, which could be divided into three

3.

216

summer programs, should be offered. The strength of
the one year program should be in its in-service
quality~whlch provides the entrants to the program
significant training and opportunities to act upon
problems, rather than studying and contemplating them.
The program should eliminate the dichotomy of theory
and practice by interrelating them in continuous pur-
poseful and responsible training program.

Informal educational organizations and associations
should be encouraged, promoted, and supported.
Recognition of the superintendents' educational serv-
ices should not aim at moving the superintendent up
to other administrative position in the Ministry of
Education. The position of superintendency should
possess a certain extent of stability in order to
provide opportunity for the superintendent to plan
long-range educational programs and also use the

experience gained in the office.

SELECTED BIBLIOGRAPHY

SELECTED BIBLIOGRAPHY
A. BOOKS

Baldwin, James 8. Mental Develo ment in the Child in the
Race. New York: Macmillan, 1898.

Barnard, Chester I. The Functions of the Executive. Cam-
bridge: Harvard Unlverslty Press, 1938.

 

Coladarci, A. P. and J. W. Getzels. The Use of Theory in
Educational Administration. Stanford: Stanford Univer-
sity Press, 1955.

Cooley, Charles. Human Nature and Social Order. New York:
Scribners, 1902.

Elwell-Sutton, L. P. Modern Ipap. London: George Routlege
and Son, 1941.

Griffiths, Daniel E. administrative Theory. New York: Ap-
pleton-Century, 1959.

Gross, Neal, Mason, W. 8., and McEachern, A. W. Exploration
in Role Analysis. New York: John Wiley and Sons, 195 .

James, William. Psychology. New York: Henry Holt, 1892.

Kanni, All. Educational Organization of Iran. Tehran: Teh-
ran University ress, 1957.

Linton,6Ralph. The Study of Man. New York: Appleton-Century,
193 .

Mead, G. H. MindySe;f and Society. Chicago: University of
Chicago Press, 1934.

 

Miller, Van, and W. P. McLure. Government of Public Educa-
tion for Adeguate Policy Making. Urbana: UnTversTty Of
Illinois, 19 0.

Parsons, Talcott, and E. A. Shils. Toward A General Theory
of Action. Cambridge: Harvard University Press, 1952.

Simon, Herbert A. Administratlve Behavior: A Study of
Qpclsion-Maklng Processeaajn Administrative Organization.
New York: The MacmTlTan Company, 58:

 

 

 

 

217

218

Smith, Milton G. A Simplified Guideap Statistippjfor Psych-
010 and Education. New York: RThehart and Company,
1948. ’

Stogdill, Ralph M. Individual Behavior app GrOpp Achievement.
New York: Oxford UnTTErsity Press,T959.

Vreeland, Herbert H. Iran. New Haven: Human Relations Area
Files, 1957.

Yule, G. U., and M. G. Kendall. An Introduction to the The-
ory of Statistics. London: Griffin, 19 0.

B. PERIODICALS

Bidwell, C. EB "The Administrative Role and Satisfaction in

Teaching,. Journal of Educational Sociolpgy, 29: 41-47,
1955-

Brookover, W. B. "Research on Teacher and Administrator
Roles," Journal of Educational Sociology, 29: 2-13, 1955.

Chase, Francis 8. "The Teacher and Policy-Making," Admini-
strator's Notebook, 1: 1-4, May, 1952.

. "How to Meet Teachers' Expectations of Leadership,"
Administrator's Notebook, 3: 1-4, April, 1954.

., and E. G. Guba, "Administrative Role and Behavior,"
Review of Educational Research, 25: 281-298.

Cochran, William C. "The x2 Test of Goodness of Fit," Annals
of Mathematical Statistics, 23: 315-345, 1952.

’Cornell, Francis G., and D. J. Inabnit. "Administrative Or-
ganization as Social Structure," Progressive Education,
30: 29-35-

Edwards, Allen L. "On 'The Use and Misuse of the Chi-Square

Test--The Case of 2x2 Contingency Table " Psychological
Bulletin, 46: 341-346, 1950. "

Getzels, J. W., and E. G. Guba. "Social Behavior and Admini-
strative Process," School Review, 65: 423-441, 1957.

Henciey, Stephen P. "The Conflict Pattern of School Superin-
tendents," Administrator's Notebook, 8: 1-4, May, 1960.

 

 

.” .04 he .. e. #2.: r . u HanurnIlfilfluw‘H‘e
th...V\\

219

Jacobson, Eugene, W. W. Charters, Jr., and S. Lieberman. "The
Use of the Role Concept in the Study of Complex Organiza-
tion," Journal of Social Issues, 7: 18-27, 1951.

Miller, Van. "Inner Direction and the Decision-Maker," The
School Executive, : 27-29, December, 1959.

Parsons, Talcott. "Suggestions for a Sociological Approach
to the Theory of Organization," Administrative Sgience
Quarterly, 1: 63-85, June, 1956.

Reismann, Leonard. "A Study of Role Conception in Bureau-
cracy," Social Force, 27. 305- 310, 1941.

Seeman, Melvin. "Role Conflict and Ambivalence in Leader-
ship," American Sociological Review, 14: 373-380, 1953.

Sharma, C. "Who Shall Make What Decisions?", Administrator's
Notebook, 4: 1-4, April, 1955.

Sweitzer, Robert E. "The Superintendent' s Role in Improving
Instruction," Administrator' 8 Notebook, 6: 1-4, April,
1958.

C. UNPUBLISHED MATERIALS

Conrad, Richard. "The Administrative Role: A Sociological
Study of Leadership in a Public School System." Unpub-
lished Doctor' 3 Thesis, Stanford University, Palo Alto,
1951.

Goldhammer, Keith. "The Roles of School District Officials
in Policy Determination in an Oregon Community, University
of Oregon, Portland, 1960.

Moser, Robert P. "A Study of the Effects of Superintendent-
Principal Interaction upon Principal-Teacher Interaction
in Selected Middle-Sized School Systems." Unpublished
Doctor' 5 Thesis, University of Chicago, Chicago, 1957.

Willower, Donald. "The Development of Hypotheses from a The-
oretical Framework and a Test of Certain of Them Concern-
ing Idiographic and Nomothetic Leader's Perception of
Subordinates." Unpublished Doctor' 8 Thesis, University
of Buffalo, Buffalo, 1959.

Shock, Donald P. "Patterns in the Decision-Making Process of
a School Board." Unpublished Doctor' 8 Thesis, Stanford
University, Palo Alto, 1960.

220

D. OTHERS

Overseas Consultants, Inc., Reporting on Seven-Year Develpp-
ment Plan for the Plan Organization of the Imperial Gov-
ernmagt 0? Iran. New York: Harper and Brothers, 1949.

Ministry of Education, fiaply to Questionnaire on Facilities
for Education in Rural Areas. Tehran: MinIstry of Edu-
cation Press, 195 .

 

 

 

 

 

 

. Statistics on Pu il Enrollment in 1958-59. Tehran:
Ministry of Education gress, 1959.

. Yearbook and Statistical Re ort for 1934-35 and
1935-36. Tehran: Chaap Company, 1936.

. Collection of Educational Laws. Tehran: Chaap
Company, 0.

 

 

.. Manual for Secondary School. Tehran: Ministry of
Educatlon Press, 1959.

. Manual for Elementaty School. Tehran: Ministry of
EducatTOn Press, 1960.

APPENDIX

221

APPENDIX A

Functflon and responsibilities, provincial department of

educat on.

 

 

 

There shall be one of the distinguished officers of

the Ministry of Education in each province in charge of in-
structions for the districts within the boundaries of the
provtnce. The chief educational officer of the province will
act in his capacity as a representative of the Minister of
Education and may be called general-director of education.

2.

7.

The provincial department of education is only responsi-
ble for the supervision of instructions within the
framework of official regulations. Participation and
supervision in the administrative and financial matters
of the school districts are only within the stated lim-
its of the regulations or as assigned by the Ministry of
Education.

The provincial department of education consists of a
Secretariat and the three following offices:

Office of Teacher Training and In-service Growth.

Office of Student Educational matters.

Office of Inspection.

With cooperation of the district superintendents and
school principals the provincial general-director of ed-
ucation will be responsible for the physical, mental, and
spiritual training of the pupils. Hence, training of
teachers, formation of summer camps, selection and ap-
pointment of teachers, and preparation of the necessary
tools and equipment for training of teachers are the re-
sponsibilities of provincial general-director of educa-
tion.

The general-director of education shall have a group of
inspectors who will supervise and guide the instruction
in the districts. The reports of the inspectors regard-
ing the educational standards and achievements of the
schools will serve for commendation and promotion of
teachers, principals, and district superintendents. The
Ministry of Education will be kept informed of these re-
ports.

The general-director of the province is responsible for
the establishment of the agricultural, trade, and tech-
nical schools within the province.

Besides the necessary budget for the office personnel,
the provincial department of education will be allocated
funds to be spent for the procurement of instructional
supplies and equipment as necessitated by the needs of
the districts.

The general-director of education in province is required
to inspect every district in his province either in per-

8.

9.

10.

12.

13.

222

son or through his inspectors. The results shall be re-
ported to the Ministry of Education periodically and an-
nually.

Inter-province educational relationships, and prepara-
tion for field trips to other provinces of the country
is the responsibility of the provincial general-director
of education. For any programs involving more than one
province the prior approval of the Ministry of Education
is required.

The provincial general-director of education may inform
the Ministry of Education of his opinion regarding the
district superintendents.

For the progress and improvement of education in the pro-
vince the provincial general-director of education shall
cooperate with other state, local, and private agencies.
Correspondence with the Ministry of Education shall be
directed to the proper departments. Reports or corres-
pondénce of special significance shall be directed to
the Ministry of Education.

Violations or abuses of the responsibilities will cause
the court prosecution according to the mandate of laws
and regulations.

In addition to the above-mentioned responsibilities the
general-director of education is responsible for the ex-
ecution of all orders and regulations emanated to him
from the Ministry of Education.*

* Translated from Persian text

 

I lit: I. .i '1'] ill. 1r

223

APPENDIX B

Function and responsibilities. school district superintend-
ent. '

Any district which is the seat of a district governor oper-
ates an office of education with an independent budget and
administrative unit. Each district owns a separate budget
which shall be spent only for the educational needs of the
district. The dependent districts when administratively
controlled by the district office of education, own and oper-
ate their separate budget.

The district superintendent is responsible for the educa-
tional matters of the district. All the appointments
within the school district will be made by him in accord-
ance with the laws and regulations of the Ministry of Ed-
ucation.

In each district individual school buildings form an ed-
ucational unit whose principal will be appointed by the
district superintendent in conformity with laws and reg-
ulations of the Ministry of Education. The principal is
responsible to the district superintendent and the Min-
istry of Education.

Opening of the new schools and classes, employment of
teachers, office personnel, and custodians are the dis-
trict superintendent's responsibilities within the limits
of allocated budget.

The files of the school personnel employed by the dis-
trict should be sent to the General Department of Person-
nel, Ministry of Education, for confirmation and retire-
ment processes.

Leave request, excuse for absence, applications for
fringe benefits, excluding the technical increments on
the salary, must be approved by the district superintend-
ent within the limits set by the regulations.

Since the appointment of the teacher training colllege
graduates is the responsibility of the General Department
of Education of the Districts, Ministry of Education, the
individual district may request the assignment of needed
teaching personnel within their allocated budget.

The district superintendent is required to execute the
technical recommendations of the provincial general-
director of education in whose province the district is
located. However, the district superintendent may re-
flect his opinion to the provincial general-director of
education or to the Ministry of Education concerning the
recommendations made by the provincial general-director
of education.

The district superintendent is also required to receive
the inspectors of the provincial department of education

7.‘

9.

10.

12.

224

and make necessary provisions for their operations.
Within the frame of the allocated budget, it is the re-
sponsibility of the district superintendent to transfer
school personnel within the district and its dependent
districts. Transfer of teachers from one school district
to another district within the boundaries of the prov-
ince depends upon the recommendations of the districts
involved and the approval of the provincial general-
director, and required budgetary provisions.
Investigation into any violations committed by the school
district personnel is the responsibility of the district
superintendent. However, violations requiring administra-
tive court action will be referred to court by the dis-
trict superintendent.

Execution of court decisions, commendations and punish-
ments, order of dismissal or suspension of the school
district personnel will be requested by the superintend-
ent of the district and approved by the provincial gen-
eral-director of education.

A copy of the administrative actions, or the complete
history of the actions taken by the provincial general-
director of education shall be filed with the General-
Department of Personnel, Ministry of Education.

At the end of each year the district superintendent is
required to prepare and submit a budget proposal to the
Ministry of Education for the district and its dependent
district. Proposal for extra allocations shall be sub-
mitted to the Ministry of Education with a copy filed
with provincial general-director of education.

The district superintendent may send inspectors to de-
pendent districts and schools...In important cases a
brief report of the inspection must be filed with the
province general-director of education and the Ministry
of Education.

The district superintendent is required to inform the
provincial department of education of any important edu-
cational activities within his district. The Ministry of
Education may also be informed of the events.

The district superintendent is responsible for the main-
tenance and protection of all historical and ancient mon-
uments.

Maintenance, repair, and protection of buildings are the
responsibilities of the district superintendent. Acqui-
sition of site for school and sports stadium and con-
struction of buildings within the limits of local reven-
ue is also the responsibility of the district superin-
tendent.

(Five per cent of the district municipal revenues is al-
locate? for the construction of schools within the dis-
trict.

In light of the district population and the expansion of
educational services, the Ministry of Education decides
on the administrative and instructional organization of

225

each district. The district superintendent is required
to plan his district organization accordingly.

13. Violations or abuses of the responsibilities shall cause
prosecution in court and may result in disqualification
for Superintendency for definite or indefinite period of
time.

14. Correspondence with the Ministry of Education shall be
channeled to proper departments. However, reports or
correspondence of great importance shall be sent direct-
ly to the Minister of Education.*

*Translated from Persian text

226

APPENDIX C

Functions and responsibilities, elementary principals.

1.
2.

U1

(3% O\U'l k

9.
10.

11.
12.
13.
14.
'50
16.

17.

Supervision in execution of official school curricula,
educational regulations, and ministerial decrees.
Preparation of any kind of information or explanation re-
quested by the district office of education and educa-
tional inspectors.

Preparation of monthly report for the district office of
education on the overall operation of school; and, the
annual report of the results of the examinations.
Regulation of the school financial matters.

Presence at school before and after the pupils.
Supervision of the pupils' behavior and their school be-
longings.

Conducting classes in the absence of teachers.
Forbidding pupils to stay at school building during noon
recess unless prior permission is obtained from the dis-
trict office of education.

If pupils wish to stay at school during the noon recess,
the principal is responsible to assign a faculty person-
nel for their supervision.

Preparation of class schedule.

Informing pupils of all the regulations pertaining to
them.

Reporting absences of the staff personnel to the district
office of education.

Protection of the school building, furniture, and equip-

ment.

Supervision of the cleaning and maintenance of the build-
ng.

Keeping the class enrollment below 35.

Formation of teachers' councils.

Keeping the school building open half-day a week during
summer.

Preparation of report cards.

Manual for Elementar S hools, General Department of El-
ementary Educatlon, Ministry of Education, Tehran, Iran,

1960, pp. 6-9.*

*Translated from Persian text

227

APPENDIX 0

Functions and Rgsponsibilitiesysecondary principal.

Supervision in execution of the official school curric-
ula, educational regulations, and ministerial decree.
Preparation of any kind of information or explanations
requested by the district office of education, school
counselor, or educational inspectors.

Preparation of monthly report for the office of education
on the overall operation of school and an annual report
on individual teaching personnel.

Preparation of the class schedule.

Reporting the schedule of examination to faculty person-
nel.

Presence in school building before and after pupils.
Protection of the school builidng, furniture, and equip-
ment.

Investigation into the absences and their causes with a
report to the district office of education.

Supervision in administrative, instructional, education-
al matters, and the examinations.

Keeping the school building open one day a week during
summer.

Supervision in the preparation of pupils' report card.
Formation of general and special school councils.
Attempt in strengthening the pupils' religious belief and
encouraging them in upholding the religious, moral, and
traditional mores.

Protecting the school against political activities and
uneducationai matters.

. Preparation of the budget and formation of the finance

council of the school.
Facilitation of the guidance personnel's work and super-
vision in their counselling.

. Planning the parent-teacher meetings and supervision in

the activities of other school sponsored associations.
In the execution of the above-enumerated responsibili-
ties, the principal is responsible to the district
office of education.

Manual for Secondar School, General Department of Secon-
dary EducaTlon, MinIstry 0? Education, Tehran, Iran,

1959. 99- 4-5-*

* Translated from Persian text

228

APPENDIX E

unctions and responsibilities. teachers.

Execution of the official school curricula and princi-
pal's recommendations concerning matters of educational
importance for the pupils.

Regular attendance in classroom and school councils.
Signing teachers' attendance book upon arrival and de-
parture from school.

Entering the classroom before the pupils and leaving the
class after them. Recording pupils' absences in the
book.

Reporting to principal or his assistant any pupil's mis-
behavior or disturbing actions.

Preparation and planning of the daily program.

Recording a resume of the daily lesson in the class book.
Cooperation with the counselor and guidance personnel.
Cooperation with principal and assistant principal in
execution of administrative details.

Reporting slow achievers every six weeks.

Manual for Secondary School, General Department of Sec-

ondary Education, M n stry of Education, Tehran, Iran,
I959: pp. 6-7“}

*Translated from Persian text

229

APPENDIX F
Sample questionnaire sent to the district superintendents
(Cover Letter)

Dear Superintendent of ..........

This study is being conducted as a prOject in educa-
tional administration at the Michigan State University,
East Lansing, Michigan. You can cooperate in the project
by completing and returning the attached questionnaire at
your earliest convenience. Your replies will be kept strict-
ly confidential, and no individual or school district will
be named in the final report of the research. Since the
response will be mainly used for the purpoSes of statisti-
cal analysis we do not ask you to sign your name on the
questionnaire unless you wish to.

We would like to add that your cooperation will help
us to implement a project which concerns the educational
system of Iran and consequently of importance to all people
in the field of education.

Thank you very much for your help and assistance.
Mohammad Ali Toussi » Floyd G. Parker

Student in Education Associate Professor

230

APPENDIX F (Continued)

Follow-up correspondence

Dear Superintendent of ..........

Some time ago we sent you a questionnaire regarding
the educational administration of Iran. Inasmuch as your
response is vital to the result of the project, we would
like to urge you to complete and return the questionnaire
to us. Enclosed please find a copy of the questionnaire
for your convenience.

Once again we take the opportunity to express our deep

appreciation for your cooperation in this study.

Mohammad Ali Toussi Floyd G. Parker

Student in Education Assoicate Professor

 

231

APPENDIX F. (continued)
General Information

1. Age ..........

2. Marital Status..........

3. Field of training..........

4. Amount of training ..........

5. Years of experience and service in education:
Teaching..........years
Administration....years

6. Previous positions in education (please specify):

7. Work experience in fields other than education:
Kind................
Years...............
8. Experience or training abroad (please specify):
Kind..........
Years.........
Country.......
9. Travel abroad (please specify):
Countrylles)..........
Length of travel: Years.......Months......
10. Knowledge of foreign languages:
English..........
French...........

German...........
otherSOOOOOOOOOOO

232

11. Membership in educational organization:
Name of organization..........
Length of membership..........

12. Publications (please specify):

13. Size of the school district:

Number of elementary schools..........
Number of elementary pupils...........
Number of secondary schools...........
Number of secondary pupils............

14. Number of teachers:

With Master‘s or Doctor's degree..........
With Bachelor‘s degree....................
Without college degree....................

'5. PODUIatIon Of the distrICtoooooooooooooowoos...

Instruction: There are five different possible responses to
each at the following questions. Please select
the one which reflects your feeling by putting
a check mark in the proper column. The re-
sponses listed are:

Response Key

A great deal . . . . . . . . GD
Quite a bit . . . . . . . . . QB
A ‘itt'e O O I O O 0 O O 0 0 CAL
Very little . . . . . . . . . VL
NOt at a‘. O O O O O O O O 0 DNA

 

Area of educational activity GD QB AL VL NA

Re ardin preparation and improvement
of Currlculum:

o wha extent should the superin-
tendent participate?

 

 

Appendix F. (continued)

233

 

Area of educational activity GD QB AL VL

NA

 

To
To
To
To

what extent should teacher
participate?

what extent should principal
participate?

what extent should provincial
general-director participate?
what extent should Ministry of
Education participate?

Regarding selection of textbooks:

To
To
To
To
To

what extent should the super-
intendent participate?

what extent should teacher
participate?

what extent should principal
participate?

what extent should provincial
general-director participate?
what extent should Ministry of
Education participate?

Regarding the adoption of instructional
method:

To
To
To
To
To

what extent should the superintend-
ent participate?

what extent should teacher partici-
pate?

what extent should principal par-
ticipate?

what extent should provincial
general-director participate?

what extent should the Ministry

of Education participate?

Regarding the initiation of changes in
curriCuTum:

To
To
To
To

what extent should the superintend-
ent participate?

what extent should teacher partici-
pate?

what extent should principal par-
ticipate?

what extent should provincial
general-director participate?

 

234

Appendix F. (continued)

 

Area of educational activity GD 08 AL VL NA

 

To

what extent should the MinTStry
of Education participate?

Regarding the emplgyment of new personnel:

To

T0
T0

T0

To

what extent should the superintendent
participate?

what extent should teacher participate?
what extent should principal partici-
pate?

what extent should provincial general-
director participate?

what extent should the Ministry of Ed-
ucation participate?

Regarding the selection of the place of
service:

T0

T0
To

To
To

0

T0
To

To
To

what extent should the superintendent
participate?

what extent should teacher participate?
what extent should principal partici-
pate?

what extent should provincial general-
director participate?

what extent should the Ministry of Ed-
ucation participate?

 

Re ardin the transfer of a teacher from one
school to another school:
'7

what extent shoUTE the superintendent
participate?

what extent should teacher participate?
what extent should principal partici-
pate?

what extent should provincial general-
director participate?

what extent should the Ministry of Ed-
ucation participate?

 

 

Regarding the transfer of a teacher from one

d strict to another district:

To

To
To

what extent should the sUperintendent
participate?

what extent should teacher participate?
what extent should principal partici-
pate?

 

235

Appendix F. (continued)

Area of educational activity GD QB AL VL NA

 

To what extent should provincial general-
director participate?

To what extent should the Ministry of Ed-
ucation participate?

Regarding the formulation of school policies
and regu atTCns:

To what extent should the superintendent
participate?

To what extent should teacher participate?

To what extent should principal partici-
pate?

To what extent should provincial general-
director participate?

To what extent should the Ministry of Ed-
ucation participate?

Re ardin solution of educational problems
within a school buiTETn :

0 what extent sh6u the superintendent
participate?

To what extent should teacher participate?

To what extent should principal partici-
pate?

To what extent should provincial general-
dlrector participate?

To what extent should the Ministry of Ed-
ucation participate?

 

 

 

Regarding so ution of educational problems
of the schoo dIstfict:
0 what extent shou d the superintendent
participate?

To what extent should teacher participate?

_ To what extent should principal partici-

pate?

To what extent should provincial general-
director participate?

To what extent should the Ministry of Ed-
ucation participate?

 

 

 

 

 

Regarding construction of new school buildings:
To What extent should the superintendent
participate?
To what extent should teacher participate?

236

Appendix F. (continued)

 

Area of educational activity GD QB AL VL NA

 

To what extent should provincial

To

general-director participate?
what extent should the Ministry of Ed-
ucation participate?

 

Re ardin the suspension and dismissal of
Instructional personnel:

TO

To
To

To
To

what extent should the superintendent
participate?

what extent should teacher participate?
what extent should principal partici-
pate?

what extent should provincial general-
general-director participate?

what extent should the Ministry of Ed-
ucation participate?

Regarding theypreparation of schools' in-
structTOnal budget:

To

To
To

To
To

what extent should the superintendent
participate?

what extent should teacher participate?
what extent should principal partici-
pate?

what extent should provincial general-
director participate?

what extent should the Ministry of Ed-
ucation participate?

Regarding the expenditure of instructional
budget of schools:

To
To

To
TO

what extent should the superintendent
participate?

what extent should teacher participate?
what extent should principal partici-
pate?

what extent should provincial general-
director participate?

what extent should the Ministry of Ed-
ucation participate?

 

 

Regardin makin necessary changes in the ex-
enditure of allocated budget:

0 what extent should the superintendent

To
To

participate?

what extent should teacher participate?
what extent should principal partici-
pate?

237

Appendix F. (continued)

 

Area of educational activity GD QB AL VL NA

 

To what extent should prTncipal partici-
pate?

To what extent should provincial general-
director participate?

To what extent should the Ministry of Ed-
ucation participate?

Regardin ng the selection Of instructional sup-
plTES and equipment for the schools:
what extent should the super ntendent
participate? '
To what extent should teacher participate?
To what extent should principal partici-
pate?
To what extent should provincial general-
director participate?
To what extent should the Ministry of Ed-
ucation participate?

 

 

I I’Ioll

 

11" 111.1,..! 0.. .lliII 1111 .I 'I

“‘ITIIIIIWIII“