PERCEPTIONS or THE ’ :
PRINCIPAL’S PERSONALITY: f, :
A STUDY for THE RELATIONSHIPS ;.:::; 1
T0 ORGANIZATIONAL CLIMATE

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_Perceptions of the Principal's Personality:
A Study of the Relationships to Organizational Climate
presented by

Eugene Howard Ber end s

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PH. D. degree in Educ. Admin.

 
    

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Date May 12, 1969

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ABSTRACT

PERCEPTIONS OF THE PRINCIPAL'S PERSONALITY:
A STUDY OF THE RELATIONSHIPS TO ORGANIZATIONAL CLIMATE

By

Eugene Howard Ber ends

There is general agreement among writers in educational administration
that the creation of a wholesome emotional tone for the school is a major
function of the principal. The literature on leadership and organizational
climate indicated that: l) the climate is important to learning and effective
goal accomplishment, 2) the leader is a vital factor in determining the climate,
and 3) perceptions of leaders and group members on climate are often in-

congruent.

If principal—staff perceptions of the organizational climate were often
incongruent, the possibility existed that principal—staff perceptions of the
principal might also be incongruent. Leadership appears to be not a matter
of passive status or possession of traits, but a working relationship among
members of a group. If leaders are to function effectively, then they need
to understand themselves and be "aware" of how they are perceived by those
with whom they interact. Organizational climates may well vary according

to the way the person in authority is perceived.

This study was conducted in a midwest metropolitan community of
approximately 200, 000 population. Out of 53 elementary school units in the
public school system, fourteen schools met the criteria of: 1) a K—G elemen—
tary school with ten (10) or more classroom teachers, and 2) administered
by full time principals who had served in their present positions for at least

three years .

The three personality measures of the principals consisted of : .1)
Cattell's Sixteen Personality Factor Test (The 16PF), 2) the 16 Polar
Adjective Checklist as the principal perceived himself, and 3) the 16 Polar
Adjective Checklist as the teachers perceived the principal. The perceptions
of two traits were specifically selected as relevant to administrators, the
"Trusting—Suspicious" dimension and the "Conservative— Experimenting"

dimension.

 

 

 

ABSTRACT

PERCEPTIONS OF THE PRINCIPAL'S PERSONALITY:
A STUDY OF THE RELATIONSHIPS TO ORGANIZATIONAL CLIMATE

By

Eugene Howard Berends

There is general agreement among writers in educational administration
that the creation of a wholesome emotional tone for the school is a major
function of the principal. The literature on leadership and organizational
climate indicated that: 1) the climate is important to learning and effective
goal accomplishment, 2) the leader is a vital factor in determining the climate,
and 3) perceptions of leaders and group members on climate are often in—

congruent.

If principal—staff perceptions of the organizational climate were often
incongruent, the possibility existed that principal—staff perceptions of the
principal might also be incongruent. Leadership appears to be not a matter
of passive status or possession of traits, but a working relationship among
members of a group. If leaders are to function effectively, then they need
to understand themselves and be "aware" of how they are perceived by those
with whom they interact. Organizational climates may well vary according

to the way the person in authority is perceived.

This study was conducted in a midwest metropolitan community of
approximately 200, 000 population. Out of 53 elementary school units in the
public school system, fourteen schools met the criteria of : 1) a K—G elemen—
tary school with ten (10) or more classroom teachers, and 2) administered
by full time principals who had served in their present positions for at least

three years .

The three personality measures of the principals consisted of : 1)
Cattell's Sixteen Personality Factor Test (The 16PF), 2) the 16 Polar
Adjective Checklist as the principal perceived himself, and 3) the 16 Polar
Adjective Checklist as the teachers perceived the principal. The perceptions
of two traits were Specifically selected as relevant to administrators, the
"Trusting—Suspicious" dimension and the "Conservative— Experimenting"

dimension.

 

 

 

 

Eugene Howard Ber ends

Halpin and Croft's Organizational Climate Description Questionnaire
(OCDQ) was used to define six climates ranged along a continuum of Open,
Autonomous, Controlled, Familiar, Paternal, and Closed. A sampling of
"student climate" was obtained from 5th grade students on a 10— item
questionnaire measuring "feelings" about school life.

Pearson product—moment (r) correlations were obtained for each
trait perception, student response, climate type and climate profile sub—
tests to test the five null hypotheses posited for this study. The major
findings of this study were:

a. Organizational climate scores relate primarily to teachers'

perceptions of the principal's personality, not to the
principal's perception of himself, nor how the principal
measures on a standardized personality test.

b. The quality of "Trusting" on the ”Trusting—Suspicious"
dimension as perceived by teachers is positively related
to the "Open" Climate and negatively related to the
"Closed" Climate.

The quality of "Conservative" on the "Conservative—
Experimenting" dimension as perceived by teachers is
negatively related to "Open" Climate and positively
related to "Closed" Climate.

 

d. Student responses about "Effort in School" were positively
related to OCDQ Climate profile scores of "Esprit" and
"Intimacy" (teacher behavior) and negatively related to
"Production Emphasis" (close supervision by principal).

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PERCEPTIONS OF THE PRINCIPAL‘S PERSONALITY:

A STUDY OF THE RELATIONSHIPS TO ORGANIZATIONAL CLIMATE

By

Eugene Howard Berends

A THESIS

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

DOCTOR OF PHILOSOPHY
Department of Administration and Higher Education

1969

 

 

 

ACKNOWLEDGMENTS
For his counsel, trust, and support. I express my appreciation to Dr.
John H. Suehr, advisor, friend, and chairman of my doctoral committee. 1
also wish to express appreciation to the other members of the committee, Dr.
Richard L. Featherstone, Chairman of the Department of Administration and
Higher Education, Dr. Keith P. Anderson, and to Dr. James B. McKee for
their help and willingness to serve in this capacity.

My thanks also to Natalie Sproull and Larry Lezotte, Research Assis—
tants in the School for Advanced Studies, for the willing help provided through—
out this study. To Miss Ina Lovell, Director of Elementary Education for the
Grand Rapids Public Schools and to each of the elementary principals of the
fourteen participating schools, I express my gratitude for the cooperation and
helpfulness in arrangements for the research to be conducted.

To my beloved Wife, Eileen, who is a true "helpmeet", whose encourage—
ment and faith have been inspirational to me, I gratefully express my appre—
ciation. Without her, this study would not have come to pass. And to Andrea,
Nancy, Kurt, Lisa, and Keith, who have waited so patiently for their father
to "get done with school so you can play with us”, my acceptance of that offer.

Finally, to my Heavenly Father, who throughout my life has been ex—

ceeding kind to me, I acknowledge my debt to Him, and say with the Psalmist,

"Bless the Lord, 0 my soul, and forget not all his benefits” (Psalm 103:2).

 

 

 

TABLE OF CONTENTS

CHAPTER
I. THE PROBLEM

Statement of the problem
Significance of the study
Hypotheses
Limitations of the study
Assumptions of this study
Definition of terms
Overview

II. REVIEW OF THE LITERATURE
Literature on Organizational Climate _
Literature on Leadership and Climate .
Literature on Perceiving of Self and Others ,
Summary

111. RESEARCH PROCEDURES
The Population
Methodology of the Study ,

Instrumentation

Organizational Climate Description Questionnaire (OCDQ)
Sixteen Personality Factor Test (16PF) ,
Sixteen Polar Adjectives Checklist

Questionnaire for Students

Technique .

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47

48

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TABLE OF CONTENTS

CHAPTER
IV. ANALYSIS OF THE DATA
Analysis of the data
Summary .
V. SUMMARY, FINDINGS, AND CONCLUSION
Summary .
Findings
Conclusion
BIBLIOGRAPHY

APPENDIX .

66

71

71

72

74

78

 

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TABLE

III .

VI.

VII.

VIII.

XI.

 

 

LIST OF TABLES

Number of Participants in this Study.

Characteristics of the Experimental Principal Group with
Respect to Demographic and Biographical Factors .

Correlations Between Perceptions of Teachers and
Principals on 16 Polar Adjectives Checklist

Direction of Differences in Teacher—Principal Perceptions .

Correlations of Organizational Climate with Perceptions on
the "Trusting-Suspicious" Dimension of Personality.

Correlations of Organizational Climate with Perceptions
on the "Conservative—Experimenting" Dimension
of Personality .

Correlations of Organizational Climate with Student
Responses on Questionnaire .

Correlations of OCDQ Climate Profile Scores with Student
Responses on Questionnaire .

Organizational Climate Similarity Scores of Experimental.
Schools .

Organizational Climate Profile Scores of Experimental
Schools -

Profile Characteristics of Organizational Climate .

40

41

52

55

57

61

63

85

86

87

 

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APPENDIX

Letter to teachers in participating Schools .

Table IX — Organizational Climate Similarity Scores
of Participating Schools .

Table X — Organizational Climate Profile Scores of
Participating Schools

Table XI — Profile Characteristics of Organizational Climate

Questionnaire for Teachers

Questionnaire for Principals .

Questionnaire for Students .

16 PF Test Profile

16 PF Test .

vi

83

84

8t;

87

94

99

101

102

 

 

 

 

CHAPTER I

THE PROBLEM

Introduction

There is general agreement among writers in educational administrat-

ion that the creation of a wholesome emotional tone for the school is a major

function of the principal. The principal, through the use of status his position

gives him, can establish or prevent the establishment of a climate which per—

mits the maximum growth in human relations.

There is considerable evidence that those in leadership positions are
often unaware of the image they present to the staff with whom they work. The

leader may see himself functioning in a prescribed role or manner, but the
behavior is perceived or the motivation is interpreted in a conflicting manner

by others. This is not a new phenomenon in education or in psychology.

This research study focuses on the veteran principals of fourteen

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"I

urban elementary schools. Across sixteen basic dimensions of personality,
measurements were made of how they were perceived by classroom teachers,

low they perceived themselves, and how they scored on a standardized test of

tese personality dimensions. The congruence or incongruence of these per—

rptions are noted in relation to differing organizational climates. Student

ielings"about the value of school life are also examined in connection with

factors comprising a school's organizational climate.

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Statement of the Problem

The purpose of this study will be to measure perceptions of the principals
in a selected number of elementary schools, and to assess the relationship to
the organizational climate existing in those schools as perceived by the class—
room teachers and students.

The basic personality characteristics of the principals will be measured
three ways: 1) how he is perceived by the classroom teachers in his building,

2) how he perceives himself, and 3) how he would measure on these same
dimensions with a standardized personality test.

A measurement of the organizational climate in the school as perceived
by the teachers will be obtained using Halpin and Croft's OrganizationalClimate
Description Questionnaire. (OCDQ). This device identifies six types of organ-
izational climates ranged on an ”Open—Closed" continuum. The OCDQ Climate

types are designated: 1) Open, 2) Autonomous, 3) Controlled, 4) Familiar, 5)
Paternal, and 6) Closed.

Assuming that a climate which affects the eSprit and task commitment of
teachers may have a measurable impact on students, a sampling of student
’feelings” about school life will be compared to the characteristics of the
rganizational climate.

Significance of the Study

A growing body of social science research relates productivity, whether

 

in industry or in school, to such intangible realities as group climate and

group cohesiveness. O. F. Peterson has stated that climate has a vital effect
"The organizational climate determines the vigor with which the

on group life.
where

group tackles its problems. When the atmosphere is one of tension,

members are afraid to say what they think, such a climate will tend to stifle
group effectiveness. " Wiles suggests that the difference between a dull dis—

agreeable place which both teachers and pupils dislike and avoid as much as
possible and the type of school Where teachers like each other and enjoy being

with pupils lies in the difference the way the principal Works with people and
sets the stage for the relationship of others.‘

The crucial role played by administrative personnel in determining the

emotional climate of the school has been confirmed by numerous studies,

r
(Margolin, 4 Peabody, ') Johnson and Marcum, Halpin and Croft7).

l
Leland P. Bradford and Dorothy Mial. ”The Individual and the Group"
National Elementary Principal, Volume XLI, No. 4, January 1962, p. 30
2
O. F. Peterson, "Leadership and Group Behavior" Leadership in Action
p.29

National Training Laboratories, NEA, Washington D. C. , 1961,

No. 2.
3
Kimball Wiles, Supervision For Better Schools, New York, Prentice-

Hall, Inc., 1950, p.13
Reuben J. Margolin, in Henry C. Lindgren's Educational Psychology in

4
the Classroom, 2nd ed. , New York, John Wiley &, Sons, 1962, pp. 548—49

 

5
Robert L. Peabody, "Perception of Organizational Authority: A Com—
arative Analysis, “ Administrative Science Quarterly, Vol. 6, No. 4, March
962, pp. 463—482
Johnson and Marcum, Research Findings Reported, Education U. S. A. ,
itional School Public Relations Association, February 17, 1969 .
7
Andrew W. Halpin, Theory and Research In Administration, New York

MacMillan Company. 1966, pp. 131—249

 

 

 

 

 

 

 

 

Any efficient work group, whether in a school. an industrial establishment.

or an office is more than a collection of individuals. It has a personality and

unity that grows and changes according to the pressure upon it. Whatever the

supervisor does has an effect not only on the individual but also on the group

as a whole. "To an extent greater than usually realized" say Bradford and

Lippitt, "the personality and efficiency of a work group depend upon the super—

8
visor. "
There have been many personality studies of leaders, attempting to de—

termine characteristic ”leadership traits" such as forcefulness, intelligence,

thoughtfulness, decisiveness, fairness, and the like. Stogdill's excellent

summary clearly documents the failure to identify traits that are universal in
successful leaders. He concludes that "leadership is not a matter of passive
status, or of a mere possession of some combination of traits. It appears
rather to be a working relationship among members of a group. "

Rather than simply noting the personality characteristics of principals,

this study will investigate the congruence between how he perceives himself,

and how he is perceived by his staff along personality dimensions, not role or

task dimensions.

Overstreet points out that most people are not even conscious of having

 

8
Leland P. Bradford and Ronald Lippitt, "Building A Democractic Work
Leadership In Action, No. 2 , National Training Laboratories, NEA,

Group",
Washington D. C. 1961 pp. 52-61

9

Ralph M. Stogdill, "Personal Factors Associated With Leadership: A

Survey Of the Literature" Journal of Psychology 25:35— 71: January 1948

 

 

 

Cf‘..v‘=h:.z‘ . I

 

 

 

 

 

a picture of themselves and of the possibility that there may be a discrepancy
between what they are and What they think they are.

Studies of leadership behavior on role performance by various types of
leaders have revealed significant discrepancies of perception between the lead—

. . . 11 , 12 , 13 _

ers and their subordlnates (Hemphill, Halpin, Cummlns ). If, as the
present research suggests, that the climate is so important to the productivity
of the school, and the principal as a person is so vitally involved in the establish~

ment of the climate, then any light shed on a possible relationship between

these factors has value for administrators. If the skill of an administrator to

realistically perceive himself as he is perceived by others does relate to climate,
this data would have significance for practicing administrators, for colleges

of education faculties who design programs for prospective administrators,
and for boards of education who hire administrators.

Hypotheses
Five hypotheses were formulated in the investigation of the concepts under

consideration. Stated in the null form, they are as follows:

Null Hypothesis 1.
There is no relationship between the principals' per—

ceptions of their personality traits and the classroom teachers‘

perceptions of those traits, as measured by the Sixteen Polar

Adjective Checklist.

 

10
Harry A. Overstreet, in Elwood L. Prestwood, The High School
Principal and Staff Work Together, Teachers College, Columbia University,

1957, p. 5
11 , .
John K. Hemphill, in Halpin op. Cit. , p. 96

12 .
Andrew W. Halpin, op. cit., pp. 81—96
13 -
Robert E. Cummins, in Lindgren’s op. cit., p. 549

 

 

 

Null Hypothesis 2.

There is no relationship between the "openness" of
organizational climate as measured by the OCDQ and the
teachers‘ perceptions of the "trustingness" of the principal
as measured by the Sixteen Polar Adjective Checklist.

Null Hypothesis 3.

There is no relationship between the "openness" of
organizational climate as measured by the OCDQ and the
teachers' perceptions of the "conservativeness" of the prin—
cipal as measured by the Sixteen Polar Adjective Checklist.

Null Hypothesis 4.

There is no relationship between the "openness" of
organizational climate as measured by the OCDQ and the
students valuing their school experience as measured by the
responses on the Questionnaire for Students.

Null Hypothesis 5.

There are no relationships between the climate
profile characteristics as measured by the OCDQ and the
students valuing their school experience as measured by
the responses on the Questionnaire for Students.

Limitations of the Study

 

To allow adequate time for the principal to leave his imprint on the inter—
personal relationship patterns which are significant in establishing the "organiza-
tional climate", it was considered essential to this study to select principals with
at least three years service in the school. The limited number of buildings with
principals meeting this criterion, and the unanticipated imbalance in the ratio of
female to male principals will diminish generalizations which may be drawn
from this study.

Halpin and Croft's organizational climate study was completed in 1962,

prior to the recent surge in teacher organization militancy. This phenomenon,

 

 

 

 

which has resulted in some shiftings of power and alterations in the roles of
administrators and teachers , may have had some bearing on teacher responses
to certain items on the OCDQ instrument. No attempt was made to measure
this possibility.

In addition, there were a large number of first year teachers in
several of the participating schools (Table I). No measurement was made
whether first year teachers tend to perceive the climate in a significantly
different way than the teachers of longer tenure. This may tend to limit

generalizations which might be drawn from this study.

Assumptions of this Study

The two basic assumptions underlying this study are: 1) such a thing
as "organizational climate” exists, and 2) the principal is a key determiner of
that climate". Evidence to support these assumptions is provided in the review
of the literature.

An additional assumption of this study suggests that the classroom
teacher’s perceptions of the personality traits of the principal do bear an
approximation to the actual personality of the principal. This assumption is
related in some measure to the proverb: "it is easier to fool those we work
for than those who work for us. ” Yet for those in positions of leadership, an
observation by columnist Sydney Harris may be applicable here: ”It requires
a secure sense of maturity to accept the fact that what people say about us is
always true——not our truth, perhaps, but theirs and equally valid in the final

equation of the personality."

 

 

 

 

Definition of Terms

Organizational Climate ———— Cornell defined it as "a delicate blending of inter—
pretations (perceptions) by persons in the organization of their jobs, or
roles in relationship to others and their interpretations of the roles of
others in the organization. Halpin provides an analogy by terming it:
"what personality is to the individual, the climate is to the organization".
Climate is the interacting complex of the beliefs, feelings, and attitudes
of group members within the job setting.

 

Elementary principal --—- the full—time administrator of a K—G elementary school

Congruence of perception —--- the similarity of score on the Sixteen Polar Adjec—
tive Checklist scales between the principal's perception of himself,
and the mean score of the teachers' perceptions of the principal,

 

Overview

In Chapter I, the nature of the problem to be studied has been identified.

In Chapter II, the literature relevant to the study is reviewed in essentially a

 

thematic approach. The research methodology, instrumentation, and techniques
are described in Chapter III. In Chapter IV the research findings are presented
in chart form and an analysis of the correlations and supplemental data is made.
The summary of the findings with conclusions and implications for further study
concludes with Chapter V. Appendix A provides summary information on the
climate profiles of the schools participating in the study as well as copies of

all of the test instruments.

 

 

CHAPTER II

Review of the Literature

 

Introduction

Much has been written in regard to the importance of "climate” or
"morale" in educational, industrial, military and research organizations. Much
research has revolved around attempts to analyze and define the many variables
which relate to this domain. One area of increasing interest has been the re-
lationship of leadership to the climate. The literature on organizational climate.
its interaction with leadership and factors in social perception will be reviewed
in this chapter.

I. LITERATURE ON ORGANIZATIONAL CLIMATE

Francis Cornell is credited with the first use of the term "organizational
climate". In 1955 Cornell used the term in discussing socially perceptive ad—
ministration. He defined the term as "a delicate blending of interpretations (or
perceptions as social psychologists would call it) by persons in the organization
of their jobs or roles in relationship to others and their interpretations of the
roles of others in the organization. M

From a four—year study involving four school systems. Cornell concluded
from the data that: (1) changes in the educational operations of a school system

are determined by a complex of factors; (2) no two school systems are alike

 

14
Francis G. Cornell. "Socially Perceptive Administration", Phi Delta
Mm XXXVI (March, 1955) pp. 219—323

 

 

 

 

10

in their organizational climate; (3) the environment of administration (that is,
the climate or atmosphere of the organization) may be more important than
specific administrative activity; and (4) individual teachers react differently to

. . . . . . . . l5
administrative de01s10n and organizational relationships.

Three years after Cornell's study. Argyris used the term in a case
study of a bank. He defined ”organizational climate" in terms of a "homeostatic
state" of the formal, informal and personality variables in an organization. 16

Most of the studies of organizational climate in schools conducted since
1963 are indebted to Halpin and Croft for translating the concept of organizational
climate into measureable dimensions and for developing the instrument for their
measurement. 17 One impetus for their interest in climate stemmed from their
dissatisfaction with the concept of "morale" and its loose usage. They observed
"that 'morale', whatever it may or may not be. is not unidimensional in its
structure. Whatever is being described by the term 'morale' is multi—faceted: any
attempt to describe this 'something' as if it had but a single face does violence

to the phenomena that we seek to understand".

 

1L-
dIbid., pp. 222
16Chris Argyris, "Some Problems in Conceptualizing Organizational
Climate: A case Study of a Bank". Administrative Science Quarterly, 11 (March,
1958), pp. 501—20
17Andrew W. Halpin and Don B. Croft, The Organizational Climate of
Schools , (Chicago: Midwest Administration Center, University of Chicago, 1962:)

 

18Andrew W. Halpin, Theory and Research In Administration, (New
York: The MacMillan Company, 196(5). p. 142

 

 

 

 

statements about the ”morale" in a school simply failed to tell them enough
about the school's organizational climate.

The major impetus for their research into organizational climate was
provided by their observations of how schools differ. They noted:

Anyone who visits more than a few schools notes quickly how
schools differ from each other in their 'feel‘. In one school the
teachers and the principal are zestful and exude confidence in what
they are doing. They find pleasure in working with each other;
this pleasure is transmitted to the students, who thus are given
at least a fighting chance to discover that school can be a happy
experience. In a second school the brooding discontent of the
teachers is palpable; the principal tries to hide his incompetence
and his lack of a sense of direction behind a cloak of authority,
and yet he wears this cloak poorly because the attitude he displays
to others vacillates randomly between the obsequious and the
officious. And the psychological sickness of such a faculty
Spills over on the students who, in their OWn frustration, feed
back to the teachers a mood of deSpair. A third school is
marked by neither joy nor despair, but by hollow ritual. Here
one gets the feeling of watching an elaborate Charade in which
teachers, principal. and students alike are acting out parts.

The acting is smooth. even glib, but it appears to have little
meaning for the participants; in a strange way the show just
doesn't seem to be 'for real'. And so, too, as one moves to
other schools, one finds that each appears to have a "personality"
of its own. It is this "personality" that we describe here as the
"Organizational Climate" of the school. Analogously, personality
is to the individbial what Organizational Climate is to the
organization.

The instrument which Halpin and Croft constructed was called the
Organizational Climate Description Questionnaire. It contained 64 Likert— type
items which were assigned to eight subtests delineated by factor-analytic

methods. Four of the subtests pertain primarily to characteristics of the group.

“R
l
91bid. ,p. 131

 

12

as a group, the other four to characteristics of the principal as a leader. The
behavior tapped by each subtest is paraphrased as follows:20
OCDQ SUBTESTS
Teacher's Behavior
1. Disengagement indicates that the teachers do not work well
together. They pull in different directions with respect to
the task; they gripe and bicker among themselves.
2. Hindrance refers to the teacher's feeling that the principal
burdens them with routine duties, committee demands, and

other requirements which the teachers construe as unnecessary
busywork.

OD

. Esprit refers to "morale. " The teachers feel that their
social needs are being satisfied, and that they are, at the
same time, enjoying a sense of accomplishment in their
job.

4. Intimacy refers to the teachers' enjoyment of friendly social
relations with each other.

Principal's Behavior

CPI

. Aloofness refers to behavior by the principal which is
characterized as formal and impersonal. He "goes by the
book" and prefers to be guided by rules and policies rather
than to deal with the teachers in an informal face—to—face
situation.

6. Production Emphasis refers to behavior by the principal
which is characterized by close supervision of the staff.
He is highly directive and task~oriented.

 

q

. Thrust refers to behavior marked not by close supervision
of the teachers, but by the principal's attempt to motivate
the teachers through the example which he personally sets.
He does not ask the teachers to give of themselves any more
than he willingly gives of himself: his behavior, though
starkly task-oriented, is nonetheless viewed favorably by
the teachers.

M—

20% .pp.150—151

 

 

8. Consideration refers to behavior by the principal which is
characterized by an inclination to treat the teachers
"humanly, " to try to do a little something extra for them
in human terms.

From the scores on these eight subtests they thenconstructed for each
school a profile. The profiles were factor analyzed to determine whether the
profiles themselves would cluster in a fashion that would allow differentiating
"meaningful" types of Organizational Climates. Halpin and Croft were able to
discriminate six Organizational Climates, and found that these could be ranked
. . 21 . . . .
in respect to the school's score on Esprit . The seeial interactions which

. . . . 22
characterize these Six climates are summarized below:

1. The Open Climate describes an energetic, lively organ—
iz—a,tion which is moving toward its goals, and which pro—
vides satisfaction for the group members' social needs.
Leadership acts emerge easily and appropriately from
both the group and the leader. The members are pre—
occupied disproportionately with neither task achievement
3% social—needs satisfaction; satisfaction on both
counts seems to be obtained easily and almost effortlessly.
The main characteristic of this climate is the “authen—
ticity" of the behavior that occurs among all the members.

 

2. Tim Autonomous Climate is described best as one in which
leadership acts emerge primarily from the group. The
leader exerts little control over the group members; high
Esprit results primarily from social-needs satisfaction.
Satisfaction from task achievement is also present. but
to a lesser degree.

3. The Controlled Climate is characterized best as impersonal

and highly task—oriented. The group's behavior is directed

 

21

Ibid., pp. 166—174
22

Ibid.,pp. 174—181

 

 

ii

_»._ ~5-

 

primarily toward task accomplishment, while relatively
little attention is given to behavior oriented to social—needs
satisfaction. Esprit is fairly high, but it reflects achieve-
ment at some expense to social—needs satisfaction. This
climate lacks openness. or "authenticity" of behavior,
because the group is diSproportionately preoccupied with
task achievement.

 

4. If Familiar Climate is highly personal, but undercon—
trolled. The members of this organization satisfy their
social needs, but pay relatively little attention to social
control in respect to task accomplishment. Accordingly,
Esprit is not extremely high simply because the group
members secure little satisfaction from task achievement.
Hence, much of the behavior within this climate can be
construed as "inauthentic. "

5. _T_he Paternal Climate is characterized best as one in which
the principal constrains the emergence of leadership acts
from the group and attempts to initiate most of these acts
himself. The leadership skills within the group are not
used to supplement the principal's own ability to initiate
leadership acts. Accordingly, some leadership acts are
not even attempted. In short, little satisfaction is ob—
tained in respect to either achievement or social needs:
hence, Esprit among the members is low.

 

6. TE? Closed Climate is characterized by a high degree
of apathy on the part of all members of the organization.
The organization is not "moving": ESprit is low be~
cause the group members secure neither social—needs
satisfaction nor the satisfaction that come from task
achievement. On the whole. the members' behavior
can be construed as "inauthentic"; indeed, the organ—
ization seems to be stagnant.

This study by Halpin and Croft emphasized the relationship between the
behavior of the principal and the type of climate found in his school. The
"Closed" climate appears to be related to the principal who had high scores

on "aloofness" an "production emphasis" and low scores on "thrust" and

"consideration". The principal with scores high in "thrust" and ”consideration"
and low on "aloofness" and "production emphasis" was found in the schools

with "open" climate. The terms "open" and "closed" used for the two extremes
of the continuum were influenced by the work of Rokeach:23 and his concepts
concerning the open and closed mind.

0. F. Peterson has stated that climate has a vital effect on group life.24
The organizational climate determines the vigor with which the group tackles
its problems. When the atmosphere is one of tension, where members are
afraid to say what they think. such a climate will tend to stifle group effective—
ness. It can erect barriers to communication which will isolate group members
from one another and thus immobilize the group.

Lonsdale defined organizational climate as the "global assessment of
the interaction between the task—achievment dimension and the needs—satisfac—
tion dimension within the organization, or in other words, of the extent of the
task—needs integration?5 He notes that in general usage the term has a
psychosocial flavor which reflects more concern with the needs—satisfaction

dimension than with the task—achievment dimension, but the meaning that gives
l

 

2.
3Milton Rokeach, The Open and Closed Mind, New York: Basic Books
Go, 1960.

 

24O. F. Peterson, "Leadership and Group Behavior", Leadership in
Action No. 2, National Training Laboratories, NEA. Washington, D.C. 1961, p.
29.

25Richard C. Lonsdale, "Maintaining the Organization in Dynamic
Equilibrium, " Behavioral Science and Educational Administration, 63rd
Yearbook, National Society for the Study of Education, Ed. Daniel E. Griffiths
U. of Chicago Press, 1964, p. 166.

 

 

 

 

.l (i

relatively equal attention to both is preferred.

LITERATURE ON LEADERSHIP AND CLIMATE

/ ,
I .
L Over the past 50 years. there have been hundreds of studies made com—

paring the physical, intellectual, or personality traits of leaders and followers.

The trait theory seeks to determine "what makes a successful leader" from

the leader's own personal characteristics. Frequently, these studies come

up with a list of traits that make for "good" leadership. On the whole, this

approach to leadership has been disappointing. Lippitt notes that "only 5 percent of

the traits in over 106 such studies appeared in four or more studies. "26

Stogdill also documents the failure to identify traits that are universal in

successful leaders. He concludes that "leadership is not a matter of passive

status, or of a mere possession of some combination of traits. It appears

rather to be a Working relationship among members of a group. "27
Other reviews of the literature by Gibb and Jenkins have confirmed

28
the failure to find universal traits. In different studies, different or con-

tradictory traits in leaders are found related to whatever criterion of success

 

2(‘ . .
)Gordon Lippitt, "What Do We Know About Leadership", Leadership
in Action, No. 2 . National Training Laboratories, Washington D.C. 196]. p. 7.

Z7Ralph M. Stogdill, "Personal Factors Associated with Leadership:
A survey of the Literature", Journal of Psychology 25:35471: January 1948.
Ciuoted by Harold J. MacNally in "Theory and Practice in Administration",
National Elementary Principal , Vol. XLI No. 4, January 1962. p. 9.

28Donald C. Pelz, "Leadership Within A Hierarchical Organization",
Leadership in Action, No. 2 , National Training Laboratories. Washington D. C.
1961, p. 43.

 

 

 

 

 

17

is used. Differences in the situations or in the groups, from study to study,
seem partly to be responsible. Gibb concludes that "leadership is relative
. . 29
always to the Situation. "
As if to confirm Gibb‘s assessment, Davis contends that in spite of
the disagreement regarding traits and the measurement difficulties involved.
there is some agreement that traits are related to leadership success. While
he concedes that the correlation is very often meager and fluctuates from
group to group, he suggests that the following general traits are somewhat
related to successful business leadership: intelligence, social maturity and
30
breadth, inner motivation, and human relations attitudes. Davis adds that
while certain personal traits do not guarantee good leadership, they do cause
a probability greater than chance alone.
Fred E. Fiedler, social psychologist at the University of Illinois
Group Effectiveness Research Laboratory makes the following observations:31
People who become leaders tend to be somewhat
more intelligent, bigger, more assertive, more talkative
than other members of their group. But these traits are
far less important than most people think. What most
frequently distinguishes the leader from his co—workers
is that he knows more about the group task or that he can

do it better ......... Becoming a leader, then, depends
on personality only to a limited extent.

 

29

Ibid . p. 43
30
Keith Davis, Human Relations at Work, New York: McGraw—llill
Book Co. 1962, pp. 105—108.

 

31
Fred E. Fiedler, "Style or Circumstance: The Leadership Enigma”
Psychology Today March 1.969, p. 39

 

 

 

 

 

 

Having become a leader, how does one get to be an effective leader?
Fiedler suggests there are a limited number of ways in which one person can
influence others to work together toward a common goal.
He can coerce them or he can coax them. He can tell
people What to do and how to do it, or he can share the decision—

making and concentrate on his relationship with his men rather
than on the execution of his job.

 

Of course, these two types of leadership behavior are
gross oversimplifications. Most research by psychologists
on leadership has focused on two clusters of behavior and
attitudes, one labeled autocratic, authoritarian and task—
oriented, and the other as democratic, equalitarian. per—
missive and group—oriented.

The first type of leadership behavior, frequently
advocated in conventional supervisory and military systems
has its philosophical roots in Frank W. Taylor’s ”Prin—
ciples of Scientific Management" and other early 20th Cen-
tury industrial engineering studies. The Authoritarian,
task—oriented leader takes all responsibility for making
decisions and directing the group members. His rationale
is simple: "I do the thinking and you carry out the orders.

The second type of leadership is typical of the "New
Look" method of management advocated by men like Douglas
McGregor of M. I. T. and Rensis Likert of the University of
Michigan. The democratic, group—oriented leader provides
general rather than close supervision and his concern is ll e
effective use of human resources through participation.

Fiedler's research identified three major factors that can be used to

classify group situations: (1) position power of the leader, (2) task structure,

and (3) leader—member personal relationships. These classifications measured

the kind of power and influence the group gave its leader. Based on his studies.

—-——~_______

32
Ibid. p. 41

 

 

he noted that leader—member relations emerged as the most important factor in

determining the leader's influence over the group. Task structure rated second
. . . 33

and pos1tion power as third.

Fiedler adds ,

 

Under most circumstances, the leader who is
liked by his group and has a clear—cut task and high posi—
tion power obviously has everything in his favor. The
leader who has poor relationships with his group members,
an unstructured task and weak position power likely will
be unable to exert much influence over the group.

The personal relationships that the leader estab—
lishes with his group members depend at least in part
upon the leader's personality. The leader who is loved,
admired, and trusted can influence the group regardless
of his position power. The leader who is not liked or
trusted cannot influence the group except through his
vested authority. It should be noted that a leader's
assessment of how much he is likedpften differs mark-
edly from the group's evaluation. "1

.“y’ A study by Peabody indicated that the way in which people in organi-
1‘5
zations perceived authority was a strong determinant of their behavior. )

The crucial role played by administrative personnel in determining

the emotional climate of the school is indicated in a study by Reuben J. Margolin.‘

 

m,

oolbid. p.39

34 . .. _ .
Ibid. , p.41 (underlining mine)

,
30Robert L. Peabody, op. cit. pp. 463—482

36R. J. Margolin, New Perspectives For Teachers. Mental Hygiene,

37:394—424 1953, quoted in Lindgren, Henry C., Educational Psychology In The
Classroom , New York: John Wiley & Sons 1962 pp. 548—5) (underlining mine)

 

 

 

20

Authoritarian administration adversely affects
interpersonal relations among colleagues. Often there
is a resentment against authority for unfair distribution
of teaching load. Professional jealousy becomes a
festering sore, insidiously operating to the detriment
of the school program. In this hostile atmosphere, no
teacher can work closely with the administrator for
fear of being thought by his colleagues as an "apple-
polisher". ,

 

One factor clearly emerged. . .The pattern or tone
for the human relationships in the school is distinctly
set up by the administrator, and the pattern frequently
extends to the community. This is especially evident
when frustrated teachers express their aggression
against parents, making fruitful parent—teacher re—
lations very difficult or well—nigh impossible ......
Authority relationships constitute the fulcrum upon
which levers can be applied for transmitting forces that
lead to good or bad mental—hygiene practice in the
school.

 

Gross and Herriott in the study of the Executive Professional
Leadership of elementary school principals found a positive relationship be-
tween the principals rating on the EPL (Executive Professional Leadership)
Index and the factors of staff morale, the professional performance of teachers.
. . 37
and the pupils’ learning.
Bradford and Lippitt's studies confirm this relationship:

Any efficient work group, whether in an industrial
establishment or an office, is more than a collection of
individuals. It has a personality and a unity that grows
and changes according to the pressure upon it. What-

ever the supervisor does has an effect not only on the
individual but also on the group as a whole. To an ex—

 

 

37Neal Gross and Robert E. Herriott, Staff Leadership in Public

Schools, 1965 New York: John Wiley & Sons. 150—1

 

 

 

tent greater than usually realized, the personality and )
efficiency of a work group depend upon the supervisor. ”8

Hamachek makes a strong case for the personal aspect of leader—

ship which bears upon this particular research study. He notes the tendency to

View the principal's role as a change—agent and decision maker just from an

 

organization or power framework rather than from a person or personal frame—

work. What he refers to as a rather simple—minded but crucial concept is thisf’9

The kind of leader (or principal) one is depends on
the kind of man or woman one is. IfI say to a principal
that he must have social sensitivity and action flexibility
to be successful, this would matter not a whit unless he
was a socially sensitive flexible individual to begin
wit/he—unless he valued these, not simply as desirable
adininis trative characteristics, but as desirable personal

(/characteristics as well.

\X , While Hamachek does not ignore the leader's position or the social
setting, he says the focus should be more specifically on the man. Though
job and social setting both play a part, he stresses the fact it is the man who

ultimately determines his position, his status, and his decisions.

The man we want to look at is a leader. He's

called a principal, but that is just the label we assign

his role within a specific leadership context. Like a

quarterback. he is sort of a field general, the reSpon—

sible agent for the unfolding flow of events——someone

’ people can either boo or cheer depending how things

go. For whatever else it is, leadership is a relation.
M

38Leland P. Bradford and Ronald Lippitt, "Building A Democratic
Work Group" Leadership In Action, National Training Laboratories, NEA.
Selected Readings Series No. 2, 1961 p.52

 

39Don E. Hamachek, "Leadership Styles, Decision—Making. and
Principal”, The National Elementary Principal, Vol. XLV No. 5 April 1966 p.37

 

22

; It is a relation insofar as it involves interactions between

// two or more persons, one of whom makes decisions,
[I the other of whom must abide by or follow these de—
I! cisions. In order to understand the leadership pro—

cess and one's related roles as change—agent and
decision—maker it is first necessary to consider the

{ personality of the leader in relation to the personality
of the followers and then to relate thgfie variable to
the characteristics of the situation.

 

 

A considerable number of doctoral dissertations have developed
from the pioneer study of Organizational Climate by Halpin and Croft. Some
attempted to replicate the study, others to associate the climate with such
variables as teacher characteristics, pupil achievement. perceptions of the
climate, job satisfaction, and personality of the principal.

Although a number of variables have been found to be associated
with the climate, this is not to imply that a cause and effect relationship
necessarily exists. Perhaps no more should be assumed than that organiza—
tional climate and certain other variables were associated and with some con—
sistency.

Climate research that studied the personality characteristics of
the principal and also those that measured separately the perceptionsof climate
by teachers and administrators are reviewed here.

An early study by Morris using the OCDQ endeavored to deter—

mine if a Canadian sample of schools would demonstrate a distribution of

 

40Ibid., p. 28

 

 

climates similar to that found by Halpin and Croft in their original work. Using

a sample of 14-6 Canadian schools, both elementary and secondary, his

conclusions were:41
a. The overall distribution of climates in

Alberta schools was similar to that in the Halpin and
Croft study. There seemed to be a greater tendency
among the Canadian elementary schools toward "open—
ness" while the reverse was indicated for the
Canadian secondary schools, and even more so in
the combined schools.

b. Teacher satisfaction and teacher perception
of school effectiveness and principal effectiveness varied
directly with the "openness" of school climates.

Anderson's study of 81 Minnesota Elementary schools tested the
personality variables of the principal in relation to the organization climate.
Utilizing the OCDQ, Cattell's Personality Factor Questionnaire and the Study

of Values, his conclusions werez4‘2
a. Significant relationships between staff
members' perceptions of climate and principals'
personality—value variables were as follows:

Characterization of Principals

Climate Dimension in High Scoring Schools

Disengagement. . . . Submissive, dependent, shy,
withdrawn, conventional, un—
imaginative.

Hindrance. . . . . . Cool, aloof, obstructive,

 

41
Derek V. Morris, "Organizational Climate of Canadian

Schools, " The GSA Bulletin, 111 (June 1964) pp. 3—7.

42
Donald P. Anderson, "A Study of the Relationships Between

Organizational Climate of Elementary Schools And Personal Variables of Prin~
cipals", (Unpublished Doctoral Dissertation, University of Minnesota, Minn—
eapolis, Minnesota, 1964)

 

 

 

 

24

practical, conventional, group—
dependent.

Esprit. . . . . . . . . . . . . . . . Mature, stable, assertive ag—
gressive, persistent, conscien—
tious, confident, self—secure,
exacting, controlled, high
social values.

Intimacy. . . . . . . . . . . . . . Of less intelligence, aggressive,
competive, high social values .

Aloofness. . . . . . ..... . . Cool, suspicious, rigid, mild,
non—competitive, calculating,
exacting, low social values.

Production Emphasis. . . Brighter, persistent, consistent,
anxious, demanding, high economic
and political values.

Thrust. . . . . . . . . . . . . . . Dominant, assertive, responsible,
persistent, high theoretical and
aesthetic values.

Consideration. . . . . . . . . Of less intelligence, enthusiastic,
cheerful, controlled, exacting.

b. Principals in schools with high Esprit were more
apt to (I) earned their undergraduate degrees from teachers
colleges, (2) plan on remaining in their present positions,
(3) have served in more principalships, (4) credit their
success to their knowledge of elementary education rather
than to their ability to get along with subordinates, and (5)
have been reared in smaller communities than their
counterparts in schools with low Esprit.

0. Principals as a group perceived (1) their staffs'
Disengagement and Hindrance lower, (2) their staffs'
Esprit and Intimacy higher, and (3) their own
Consideration and Production Emphasis higher than their
staffs perceived them.

 

Sargent used the same tests in his investigation 01' 33 Minnesota [-11in Schools

and concluded that the degree of openness of high school climate could not

 

 

 

be predicted from personality characteristics. 43

Both Anderson and Sargent, as well as Boisen, McWilliams and Brown have
noted in their studies the differing perceptions of the Organizational Climate
held by teachers and principals. This phenomenon can be interpreted in the
light of research in the area of social perception.
Sargent found that:44

Principals perceived seven of eight climate dimensions sign—

nificantly more favorably than did teachers. Aloofness was the

exception with both groups perceiving this dimension similarly.

McWilliams study of nine public high schools in a suburban county of New
Jersey reported:45

Administrators and department chairmen perceived a
different and more favorable school climate than did teachers.

Boisen had the teachers and princip als in 71 Maryland schools respond to

the OCDQ twice; once in terms of their perception of the existing climate and

 

43
James C. Sargent, "An Analysis of Principal and Staff Perceptions

of High School Organizational Climate", Unpublished doctoral dissertation,
University of Minnesota, Minneapolis, Minnesota, 1966.

44

45

Emmet F. McWilliams, "The Organizational Climate and Certain

Administrative and PerSOnal Variables in Selected High Schools" Unpublished
doctoral dissertation, Rutgers—~The State University, New Brunswick, New
Jersey, 1967. Diss.Abstracts, XXVIII, October, 1967, p. 1660—1661.

 

 

i !
l
I
I
1
I
.
l

 

 

9G

.4

once in terms of an "ideal" climate. Her findings :46

Principals tended to View the climate of their schools more
favorably than did the teachers with the divergence greatest in the
most closed climate schools.

There was greater divergence than convergence between
teacher' and principals' perceptions and expectations for climate.

Although Brown's purpose was primarily to replicate Halpin and Croft's
work and develop Minnesota norms for the OCDQ, his ancillary findings indicat—

ed that:47

l. Principals tend to View their schools in a more
favorable light than do teachers.

N

Specialists in the school perceive climate more
as the administrators do than as teachers.

These studies appear to confirm the research in social perception that there
is obvious difficulty in understanding the other person's reality. Through
inference from observations of overt behavior and a few other means, we can
gain some insight into another person's reality, but a particular behavior can
never have the same meaning for an observer as it has for the observed. This

may be a key factor in why problems in interpersonal relations develop.

 

46
Angeline G. Boisen, "Relationships Among the Perceptions and
Expectations Held by Principals and Teachers for the Organizational Climate of
Elementary Schools" Unpublished doctoral dissortation, University of Maryland,
College Park, Md. , 1966. Reported in Dissertation Abstracts, XXVII, (March,
1967) pp.2763-2764.
47
Robert J. Brown, "Identifying and Classifying Organizational Climates
in Twin City Area Elementary Schools. ", Unpublished doctoral dissertation,
University of Minnesota, Minneapolis, Minnesota, 1964

 

 

 

27

Cook investigated the climates in twenty elementary schools in New Jersey
in relation to the leader behavior of the elementary principal. He used the
Leadership Behavior Description Questionnaire (LBDQ) and the OCDQ.

The LBDQ measures two Specific dimensions of leader behavior:48 (1) Inv
itiating Structure, which refers to leader behavior geared to goal achievement,
such as well—defined patterns of organization, channels of communication, and
methods of procedure, and (2) Consideration, which refers to leader behaviors
related to group maintenance, such as friendship, trust, and warmth between

the leader and his staff.

Cook's conclusions were:49
1. The leadership behavior of the principal was
concluded to be instrumental in determining the climate

of his school on the basis of the following findings:
(1) Significantly higher scores on Initiating Structure
were found in the Controlled Climate schools than in
in any other climate category, (2) Principals in
schools having Open Climates were perceived to
initiate structure significantly more frequently than
were principals in Closed Climates. The mean
score on Consideration was significantly higher in
the Open Climate than in any other climate, and it
was conversely lower in the Closed Climate than in
any other climate.

 

48
Halpin, op. cit. p. 86.
49
Edward V. Cook, "Leadership Behavior of Elementary School
Principals and the Organized Climate of ’lhe Schools Which They Administer",
(Unpublished doctoral dissertation, Rutgers-~The State University, New
Brunswick, New Jersey, 1965). Reported in Dissertation Abstracts, XXVII
(August, 1966), pp. 345—46.

 

 

28

2. The mean size of the teaching staff was signif-
cantly smaller in the Open Climate than in any other
climate, and it was significantly larger in the Con—
trolled Climate than in any other climate.

3. The age of teachers on the staff of a school
may be a contributing factor to the determination of
its organizational climate as evidenced by the
findings that teachers in "open" schools were signif—
cantly older than teachers in any other climate, and
teachers in "closed" schools were significantly
younger than teachers in "open" schools.

III LITERATURE ON PERCEIVING THE SELF AND OTHERS

The basic concept of perceptual psychology is that all behavior of a person

is the direct result of his field of perceptions at the moment of his behaving. 50

His behavior at any instant is the result of (1) how he sees himself, (2) how he
sees the situations in which he is involved, and (3) the interrelations of these two.
According to Arthur Combs, "Each of us behaves in terms of what seems to him

to be appropriate for the kind of person he sees himself to be in the situation he

is in at that moment. 51

"It is probable that such failure to understand how things seem to other
people is the most persistent source of difficulties in human relationships.
understand human behavior, the perceptual psychologist says, it is necessary to

understand the behaver's perceptual world, how things seem from his point of

view. "52

 

50
Arthur Combs, The Professional Education of Teachers, p. 12—13

BostomAllyn and Bacon, Inc. 1965

51
Ibid-

52mm.

 

 

 

 

29

"How individuals estimate or interpret the actions, intentions, and person—
ality attributes of other individuals and how they size-up groups, social classes,
"atmospheres", and variously ordered social symbols suggest many significant
problems to the social psychologist. 53 Research by Lewin, Proshansky, Bruner
and Goodman, McClelland and Atkinson and Pepitone, in the field of social
perception, is based on the assumption "that overt forms of social behavior are
"steered" by the perception of the social environment just as many actions in the
physical environment are assumed to be regulated by the perception of physical
objects. 54

Sydney Harris, noted syndicated columnist, neatly summed up a number of
the findings in social perception in an illustrative article on perception. 55

We used to think, in our naive way, that
the act of perception consisted of two independent
things: the perceiver and the thing perceived. The
act of perception simply meant "seeing what was there. "
Perhaps the most important advance in the
behavioral sciences in our time has been the growing
recognition that the perceiver is not just a passive

camera taking a picture, but takes an active part in

perception. He sees what experience has conditioned

 

53
Albert Pepitone, The Determinants of Distortion in Social Perception,

Basic Studies in Social Psychology, Ed. Harold Proshansky and Bernard Seidenberg,
New York, Holt, Rinehart and Winston. 1965 p. 71
54
aa-
55
Sydney Harris, "We Don't See What Is There", Detroit Free Press,
January 4, 1966.

 

 

 

 

 

him to see.

We enter a restaurant, and six persons
are sitting there. What do we "see" beyond the
mere fact that these are six human beings ? Do
we all see the same picture, either individually
or collectively?

A European will note that these six are
Americans, by their dress and attitudes. A
woman entering the room will probably note that
the six consist of two married couples, an older
woman, and a single man. A Southerner will see
one man who could possible be a light—skinned

Negro.

A homosexual will single out one of the
men as a fellow deviate. An anti-Semite will
immediately label one of the couples as
"Jewish". A salesman will divide the group into
“prospects" and "duds". And the waiter, of
course, does not see people at all, but a "station"
and "food" and "drinks. "

What perceiver, then, "sees what is
there"? Nobody, of course. Each of us
perceives what our past has prepared us to
perceive: we select and distinguish, we focus
on some objects and relationships, and we blur
others, we distort objective reality to make it
conform to our needs or hopes or fears or
envies or affections.

Now we have begun to learn that the
behavioral sciences contain this same subjective
element: that our eyes and brains do not merely
register some objective portrait of other persons
or groups, but that our very act of seeing is
warped by what we have been taught to believe,
by what we want to believe, by what (in a deeper
sense) we need to believe.

 

 

 

31

And this is the main reason that communication
is so difficult: we are not disagreeing about the same
thing, but about different things. We are not looking
at the same people in the dining room, or on the
picket —line, or around the conference table. How to
correct this built—in warp may very well be the basic,
and ultimate, problem of mankind's survival.

 

As the principal and staff work together, whether effectively or ineffectively,

both professional and personal relationships come into play. To Work effect—

ively with others, we must understand others. One way of gaining such insight is

through developing self—insight. In Becoming, Allport points out that it is the

knowledge of our OWn uniqueness that supplies the first, and probably the best,
hints for acquiring orderly knowledge of others. 56

Prestwood notes that it is difficult to appraise our own colleagues. Whether
or not we are conscious of the fact, we are always affecting others in our

personal and professional associations. "Through thoughtful self—analysis we
can gain insight into our limitations and strengths, and thereby we can work
on ways of eliminating our weaknesses and further strengthen our strong points.

Personal growth depends to a large extent upon understanding ourselves and

personally doing something about what we learn. "57

 

56
Gordon W. Allport, Becoming. New Haven, Yale University Press,

1955. 106 pp.

57
’ Prestwood, Elwood L. The High School Principal and Staff Work

Together. New York Bureau of Publications, Teachers College, Columbia
University. 1957. p. 6

 

 

 

32

Halpin and Croft noted that one factor which seemed to differentiate the be—
havior of the principal in the Open and Closed Climates was a characteristic
they labeled "authenticity". Reflecting upon the schools in which they had
worked, they were "struck by the vivid impression that what was going on in
some schools was 'for real', while in other schools, the characters on stage
seemed to have learned their parts by rote, without really understanding the
meaning of their roles. The behavior in the Open Climate schools appeared
to be genuine, ‘for real'. The professional roles of individuals remained
secondary to what the individuals, themselves were as human beings. "58

Within the Closed Climate, the roles seemed to be overspecified.

The individual appeared to use his
professional role as a protective cloak, almost as if
the cloak might serve to hide his inner emptiness
and his lack of personal identity . . . . Furthermore,
in these instances the individual used his role
ritualistically, so that it became a device which
kept others at a distance and thus precluded the

establishment of authentic relationships.

In a clarifying bibliographical note, Halpin and Croft

 

 

add:60
We use the term "role" here in very much
the same sense as Jung used the concept of ”persona"
-—drawing from the original Greek meaning: the mask
worn by an actor. Jung noted: "The persona ..... is
58
Halpin and Croft, op. citI p.204
59
aid.-
60

Ibid .

 

 

 

 

33

the individual's system of adaptation to, or the
manner he assumes in dealing with, the world.
Every calling or profession, for example, has

its own characteristic persona. . . .Only, the
danger is that (people) become identical with
their personas-—the professor with his text—book,
the tenor with his voice ..... One could say, with
little exaggeration, that the persona is that which
in reality one is not, but which oneself as well as
others think one is.

In the book Interpersonal Competence and Organizational Effectiveness,

 

Chris Argyris terms authentic relationships as "those relationships in which
an individual enhances his sense of self— and other—awareness and acceptance
in such a way that others can do the same. "61

In his earlier book Personality and Organization, Argyris referred to this

 

type of authentic behavior as 'reality-centered leadership'. 62
If one must have a title for effective

leadership it might be called reality-centered
leadership. Reality-centered leadership is not
a predetermined set of "best ways to influence
people". The only prediSposition that is
prescribed is that the leader ought to first
diagnose what is reality and then to use the
appropriate leadership pattern. In making his
diagnosis, he must keep in mind that all individ—
uals see reality through their own set of colored
glasses. The reality he sees may not be the

 

61
Chris Argyris, Interpersonal Competence and Organizational
Effectiveness, Homewood, Illinois: The Dorsey Press, Inc. 1962, p. 21.
62
Chris Argyris, Personality and Organization, New York: Harper
and Brothers, 1957, p. 207.

 

 

 

 

Blake and Mouton in The Managerial Grid refer to this leadership behavior
as a 9, 9 managerial style, where a high concern for production is coupled with

a high concern for people. 63 This approach assumes no necessary and inherent

34

reality seen by others in their own private world.
Reality diagnosis, therefore, requires self—awareness
and the awareness of others. This leads us back again
to the properties of personality. "

 

conflict between meeting organization purposes of productivity and meeting the

mature needs of people. They quote a remark by a senior manager:

"In the final analysis, words have not
meanings, it is only people that have meanings. "
In effect, this person was saying that problems of
communication actually are problems of understanding
between people. Words are tools for achieving effect—
ive exchanges of information, attitudes and under—
standings. There is no problem of communication ,
per se. There are problems of people who work
together in trying to communicate with and
understand one another.

There are a number of forces that tend to alter perceptions and serve as

barriers to receiving accurate information about ourselves and the situation.

One barrier to openness and authenticity is the number of cultural rules about

not stating feelings openly.

Blake, Mouton, and Blansfield have summarized some of these norms

 

63

Robert R. Blake and Jane S. Mouton, The Managerial Grid,
Houston, Texas, Gulf Publishing Company 1964, p. 142.

64

Ibid., p. 159

 

 

 

which are deeply ingrained in Anglo—Saxon culture:65

1. Norms designed to protect the feelings
of another person: "don't say anything if you can't
say something nice"; ”don't criticize if you can‘t pro—
vide a constructive alternative"; never talk about
someone behind his back. "

2. Norms designed to increase self-
protection: "people who live in glass houses should
not throw stones. "

3. Norms suggesting that feelings only
cause trouble: "let sleeping dogs lie"; "don't
stir up a hornet's nest"; "don't rock the boat";
"when ignorance is bliss, it's folly to be wise. ".

4. Norms suggesting that emotions are

immature and should be masked: "only Sissies cry";
"keep a stiff upper lip"; "learn to take it on the chin. "

In addition to such norms, Schein and Bennis add that there are a variety
of informal" rules of the game" such as not criticizing people in front of others,
never carrying tales out of school, and keeping feelings out of work relation—
ships. Cultural norms in favor of openness like "call a spade a spade",

"shoot straight from the shoulder" and "call them as you see them", refer

mostly to the area of work performance rather than to interpersonal feelings. 66

 

65
Edgar H. Schein and Warren G. Bennis, Personal and
Organizational Change Through Gm Methods, New York, John Wiley &
Sons, Inc. 1965 pp. 291-2.
66
@-

 

 

 

 

36

It may well be that the problem of getting administrators to behave in ways
that are more open and authentic is not an easy one. With all of the cultural and
social support for managerial "facade building", it is possible that many of

them may have little awareness of how democratic or undemocratic their

 

behavior is. Robert E. Cummins found, in‘ a study of teacher and
administrator attitudes, that three out of four school principals gave
themselves higher ratings in democratic behavior than their staffs did. . . The
principal whose behavior was rated as least democratic of all the principals,

gave himself the highest rating. 67

Summary

It is Socrates who is credited with the familiar injunction ”Know Thyself".
This is the area of self—examination and self—awareness, one purpose of which
is to get the necessary insight and incentive for self—improvement. As
theologians say, the sinner has to be convinced of his sin and has to confess
his sin before he can receive salvation,. The psychologists say we have to see
ourselves and our problems before we are ready to seek a solution.

To be clear on the question of "Who am I?" while perhaps not an easy
question, is by indication of related research, exceedingly important know-

ledge. A reality perception of the self should be important not only for the

 

67R. E. Cummins, "An Evaluative Study of Certain Teacher Perceptions
Related to Professional Growth" Unpublished Doctoral dissertation, University
of Alabama, 1957. Quoted in H. C. Lindgren, Educational PSEhology in the
Classroom, New York: John Wiley & Sons, p. 549

 

 

37

leader or administrator, but for the teachers and students with whom he inter—
acts. It is the intent of this limited study to test this assumption: If the admin—
istrator's perception of himself is similar to the way his staff perceived him
(reality—oriented) then this sensitivity will carry over into other relationships

with the staff and affect the organizational climate of the school.

 

 

.
.

I
'1
s
’5
1‘

"-.' ear.‘

CHAPTER III

RESEA RC H PROC EDURES

 

Introduction
The specific task of this study was to measure:
a. the organizational climate of the school.

b. the principal's personality as perceived by the
classroom teachers.

0. the principal's perception of his own personality.

d. the principal's personality as measured by a standardized
personality test.

e. a sampling of student opinion about the importance of
school life.

Population
A population of elementary schools was defined from one metropol—
itan public school system and the schools were selected from this midwestern
city of approximately 200, 000 citizens. The criteria for the selection of par—
ticipating schools were:

a. A K—6 elementary school with ten (10) or more classroom
teachers.

b. Administered by full time principals who (1) had served
in their present positions for at least three years, and
(2) were administering no more than one building.
Out of 53 public elementary schools, fourteen met this criteria and

constituted the study sample. One other building would have qualified. How—

ever, since the school was being administered by an acting principal due to

3‘8

 

 

 

 

39

an extended leave of the principal, it was omitted from the sample. Permission
to conduct the research in these buildings was obtained from the Assistant
Superintendent for Instruction, the Director of Elementary Education, the
school psychologist who served as chairman of a research council, and from
the building principals.

Fourteen principals, 181 teachers and 663 students participated in
the study. Table I shows the number of participants from each school. The
principal population differs from the national average in two respects, age and
sex distribution. According to a 1968 NEA Research Study, 69 the median age
of supervising principals nationally was 45 years. It also notes that 77 percent
of the women principals are 50 years of age or older.

Among supervising principals nationally, the ratio is 78 percent
men to 22 percent women, although for school districts enrolling 25, 000 or
more pupils, the ratio changes to 63.4 percent men to 36. 6 percent women.

Of the fourteen principals who participated in this study, thirteen
were female. A partial explanation for this male—female imbalance rests with
a recent re-assignment of a number of male principals within the system mak—
ing them ineligible for this study on the criterion of having served in the build—

ing for three years.

 

69Department of Elementary School Principals, National Education
Association, The Elementary School Principalship in 1968: A Research Study.

 

Washington D. C. 1968, p. 10—11

 

 

 

 

 

 

 

40

.TABLE I

PARTICIPANTS IN THIS STUDY
NUMBER OF RESPONSES FROM TEACHERS,
PRINCIPA LS AND STUDENTS

 

 

 

~ Total No. of No. Teaching
Building Classroom Teacher at this Principal Student
Number Teachers Responses Building * Responses Responses
1 2 3+

yr. yr. yr.

 

1 13 13 5 1 7 1 40

2 11 9 3 0 6 1 57
3 15 15 5 3 7 1 47

4 12 12 3 1 8 1 47

5 l4 l4 8 1 4 1 57

6 24 19 4 4 11 1 28

7 14 13 4 2 7 1 61

8 12 11 4 1 6 1 47

9 13 12 1 3 7 1 55

10 18 15 3 3 9 1 56
11 12 12 4 4 4 1 38
12 15 12 1 2 9 1 47
13 l5 l3 2 1 10 1 48
14 11 11 1 2 8 1 35
199 181 48 28 103 14 663

91% 27% 16% 57%

*Two of 181 teachers did not respond to this item.

 

 

 

 

41

TABLE II

CHARACTERISTICS OF THE EXPERIMENTAL PRINCIPALS GROUP
WITH RESPECT TO DEMOGRAPHIC AND BIOGRAPHICAL FACTORS

MEN“ :Eéifiig
.1; __ L, _1.§__‘

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ila. Sex
[20—29] 30-39j 40—49 [50—59160 or over]
“b'Age |_0[1 117j5
IIc.. Educational Training Bachelor M'A' Ed' Ph'D or
Degree M.A. plus S ec. Ed.D
0 4 10 0 0
Rural Urban
IId. Rural or Urban Childhood 6 8
He. Principals Evaluation of __- GOOd J Average I Poor l
His Early Schooling .__i__L__L§_..,.-_L._.9 “”1
Upper Upper Lower
IIf. Principals Socio—Economic Class Mlddle Mlddle Lower
Status of Childhood Family 0 9 5 _0___ .1
, , , , Strongly Not
Hg. Eéfirizimilfifiehgwn 1n Empha— Empha— Empha— No
00 ome sized sized sized Religio
6 8 0 0 I
Very Not really Evil/5119,8131
11h. Closeness of Family Members Close Close Close ay
During Childhood 9 5 0 O I
IIi. Principals Opinion whether
Favorably Disposed Toward
New Educational Practices
1 Favorable I No Opinion Unfavorable

113 .

Principals Opinion About
Negotiation Process

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

._ -112 M...

 

L , 3

 

I

 

 

 

 

 

42

Additional biographical information on the principals is summarized

in Table II.

The fifth grade or fifth—level students were sele cted as the student

opinion sample for this study. Since this school system uses a "Continuous

Progress" elementary organization (a form of "non—graded" structure), the
classrooms composed predominantly of "5th Level" (5th Grade) students par—
ticipated. In some of these classrooms a few "4th—Level" or"6th— Level"

students occasionally shared in completing the questionnaire. No less than
two and no more than three classrooms were tested at each building.

Two of the fourteen buildings in the sample are classified as
"inner—city" schools.

I. METHODOLOGY OF THE STUDY

The Teacher Questionnaire was answered by the teachers during a
quasi-formal testing session in each of the fourteen elementary schools.
Each classroom teacher present on the day the instrument was administered
participated. Prior to the test date, each teacher had received a letter
(Appendix A) explaining the general purpose and inviting their cooperation.

Most of the testing sessions were held on Mondays after school, on
the date regularly scheduled for staff meetings. The two exceptions were a

Wednesday after school and a Monday noon hour, both also in lieu of a regular

staff meeting. Proctors Were used to administer several of the Teacher

 

 

Z
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van-Vi M I“ ’

W3“.

 

 

 

43

Questionnaires. The testing was completed between November 25, 1968 and

January 20, 1969.
The Student Opinionnaire was administered in each of the 5th Level

classrooms during a school day, and scheduled approximately one to three

Weeks after completion of the Teacher Questionnaires. All Student Opinion—

 

naires were administered by the writer, with each question and each possible

anSWer being read aloud to the students.

The instruments for the principal were handed to them the day
that the Teacher Questionnaire was scheduled in their building. A stamped,

addressed return envelope was attached. All principal questionnaires were

received prior to the end of January.

II - INSTRUME NTA TION

Organizational Climate Description Questionnaire (OCDQ)

The OCDQ was designed by Andrew W. Halpin and Don B. Croft,
to be administered in elementary schools as a means of identifying and de—

scribing the organizational climate dimensions of elementary schools. The

sixty—four items of the questionnaire are brief statements of situations in-

volving interpersonal behavior of teachers and principals. The respondent

is asked to decide in each instance how typical the described behavior is of

his principal, fellow teachers, or his school generally. The responses are

grouped, for scoring, into eight categories, each measuring one of eight

,.}”.n..-.\rv>.. qua” .

.,, an}, H._

 

 

44

dimensions of organizational climate. Four of these dimensions (Disengage—
ment—Hindrance-Esprit—Intimacy) describe teacher behavior and four
(Aloofness—Production—Emphasis—Thrust—Consideration) describe the princi—
pal's behavior. The description of these eight dimensions are presented in
Chapter II. The OCDQ instrument is Item 1—69 of the Teacher Questionnaire
in Appendix A.

Completion time for the test ranged from 15 to 45 minutes with the
average time from 30 to 35 minutes for the complete questionnaire.

Permission to use the OCDQ was obtained from Mr. Harry Cloudmzin
of the MacMillan Company, New York. Scoring of the OCDQ was done at the
New Mexico Testing Services, Inc., Las Cruces, New Mexico. All seer-3?.
are double standardized to a mean of 50 and a deviation of ten.
The Sixteen Personality Factor Testgltifl)

The 16PF, authored by Drs. Raymond B. Cattell and Herbert W.
Eber, is a factor analytically develOped personality questionnaire designed to
measure the major dimensions of human personality comprehensively in
young adults and adults to late maturity. It is published by the Institute For
Personality and Ability Testing. Champaign, Illinois. The test authors note
that research has established the sixteen factors as unitary, psychologically-
meaningful entities. ”These sixteen dimensions or scales are essentially in—

dependent: that is to say, the correlation between one and another is usually

 

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quite small. Therefore, having a certain position on one does not prevent the
. . . 70
person's havmg any posmon whatever on any other. "
The 16PF Form A 1967 Edition was used for this study. The 187--

item test is self—administering and can be completed in from 50—60 minutes.

 

It is objectively scorable by stencil key or machine. The tests for this study
were hand—scored with the stencil key.

The 16PF has been normed for the general adult population, male
and female, and for a wide variety of vocational and clinical groups on each
of the sixteen factors. The general population norms were used for scoring.

The raw scores are converted through standardization tables into
stens. Sten scores (standard ten) are distributed over ten equal—interval
standard score points (assuming normal distribution) from 1 through 10, with
the population average (mean) fixed at stcn 5. 5. Stens 5 and 6 extend, re—
spectively, a half standard deviation below and above the mean, constituting
the solid center of the population, while the outer limits for stens 1 and 10
are 2 1/2 standard deviations above and below the mean. One would consider
stens of 5 or 6 as average, 4 or 7 slightly deviant (respectively in a low and
high direction), 2, 3, 8, and 9 strongly deviant, and l or 10 extreme, all of

these being placements of the person relative to the defined population on

 

"0
1 Raymond Cattcll, and Herbert W. Ebcr, The Sixteen Personality

 

Factor Test, Form A, 1967, Institute For Personality And Ability Testing,
Champaign, Illinois.

 

 

 

 

«it;

which the standardizations are based.

The sixteen primary dimensions measured by the ltit’li‘ are:

A person with a low score
is described as:

Fae tor

A RESERVED, detached
critical, cool

B LESS INTELLIGENT,
concrete— thinking

C AFFECTED BY FEEL—
INGS, emotionally less
stable, easily upset

E HUMBLE, mild,
obedient, conforming

I" SOBER, prudent
serious, taciturn

G EXPEDIENT, a law to
himself, b_\.'—passes
obligations

ll Sl-IY, restrained,
diffidont, timid

I TOUGH--MINDED, self—
reliant, realistic, no—
nonsense

L TRUSTING. adaptable
free of jealousy, easy
to get on with

M PRACTICAL, careful
conventional, regu—
lated by external
realities, proper

N FORTIIRIGIIT, natural
artless, sentimental

O PLACID, self—assured,
confident, serene

Q CONSERVATIVE, re—
specting cstabl ished
ideas, tolerant of
traditional difficulties

A personwith a high score is
described as:

OUTGOING, warmhearted, easy-
going, participating

MORE INTELLIGENT, abstract—
thinking, bright

EMOTIONALLY STABLE, faces
reality, calm

/\ SSERTIVE, independent. :1 gitres s i \I e

stubborn

llAPP Y—GO— LUCK Y, heecllcss,
gay, enthusiastic
CONSCIENTlOUS, persevering,
staid. rule—bound

VENTURESOME. socially bold.
uninhibited, sl‘ioiitanemis
TENDER—MINDED. dependent,
over—protected, sensitive

SUSPICIOUS, sclf—opinionated,
hard to fool

lMAGINJYI‘lVE, wrapped up in
inner urgencies, careless of
practical matters, bohemian
SHREWD, calculating.
penetrating
APJ’REllENSIVE. \‘vm'l‘ying (le-
pi‘essive. troubled
EXPERIMENTING, critizml.
liberal, analytical, "rew-‘z‘iintaing

world 1)! ,

 

 

 

 

 

 

 

 

47

Q GROUP—DEPENDENT
a "joiner" and good
follower

Q3 CASUAL, careless of
protocol, untidy,
own urges

Q RELAXED, tranquil
torpid, unfrustrated

The Sixteen Polar Adjectives Checklist

 

SELF-SUFFICIENT, prefers own
decisions, resourceful

CONTROLLED, socially—precise
self—disciplined, compulsive

TENSE, driven, overwrought
fretful

The Sixteen Polar Adjectives Checklist is a listing of the 32 key

adjectives used in the 16PF test paired along the dimensions defined in the 16

 

 

PF test.
The adjectives are paired on a 10 point Likert—scale co ntinuum
as follows:
If the paired words were ACTIVE — INACTIVE
ACTIVE 0 1 2 3 4 5 6 7 8 9 INACTIVE
,2) 4—» :3: a;
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To the writer's knowledge, this usage of these adjectives has not

been made before. There is no statistical relationship to the stcn scores of

the 16PF Test. It is simply a tool with some "face validity” for people to

 

 

score their perceptions of themselves or others along these personality

dimensions .

The polar adjectives used were:

Reserved

Less Intelligent
Affected by Feelings

Outgoing
More Intelligent
Emotionally Stable

Humble Assertive
Sober Happy-Go- Lucky
Expedient Conscientious
Shy Venturesome
Tough—minded Tender—minded
Trusting SuSpicious
Practical Imaginative
For thright Shrewd

Placid Apprehensive
Conservative Experimenting
Group—dependent Self—suffic ient
Casual Controlled
Relaxed Tense

 

A copy of the Sixteen Polar Adjective Checklist is in Appendix

A, as part of the Teacher Questionnaire and Principal Questionnaire.

 

Questionnaire For Students

The Questionnaire for Students is a combination of two tools for
assessing classroom learning climate. These are published in the Science
Research Associates, Inc. Teacher Resource Booklet Bflgziiosing Classroom

. . . 71
Learning Envtronments by Fox, Luszki, and Schmuck.

 

 

71 . .
Robert Fox, Margaret LUSZkl, and Richard Schmuck,
Diagnosing Classroom Learning" Environments , Chicago, Science Research
Associates, pp. 9—13 and p. (it).

 

 

 

49

The first nine items are from a questionnaire called "Classroom
Life" measuring some personal feelings about school. The tenth item is an
adaptation of a questionnaire measuring a pupil's feelings about the importance
of the various parts of his day. A copy of the Questionnaire for students is in
Appendix A.

III. TECHNIQUE

The results of the OCDQ responses were tabulated into the climate
profile scores and climate similarity scores by the computer at the New
Mexico Testing Services, Las Crusccs, New Mexico. This company possess—
es the scoring key for the OCDQ and provides a print—out of the scores for
each building. A summary of these scores is found in Tables IX and X in the
Appendix.

The remainder of the data obtained from the test instruments was
programmed at the Michigan State University Computer Center.

From the student responses, 21 mean score was obtained first for
each building on each question. A mean of means was derived for the total
student response to each of the ten items on their questionnaire.

A mean score from the teachers' evaluations of each principal's
personality on each of the sixteen personality dimensions was obtained and
then reduced to a mean of means score across each dimension.

An IBM 1201 card pack key—punched for each of the fourteen

 

 

 

 

 

 

buildings contained the following data:

1. Student

a. The mean score of student reSponses to each of ten questions.

2. Teacher

a. The mean score of teacher perceptions of the principal's

personality traits as perceived on the 16 Polar Adjective
Checklist.

3. Principal
a The score of the principal's perception of his personality

as perceived on the 16 Polar Adjective Checklist.

The sten score of the principal's personality as measured
by Cattell's 16 Personality Factor Test.

'Ihirteen demographic and biographical items of information
supplied by the principals.

4. Organizational Climate
a. The six OCDQ Climate Similarity Scores.
b. Eight OCDQ Climate Profile Sub—test Scores
Using the Pearson product—moment correlation technique, an (r)
was computed measuring the strength of the relationship of the 87 variables
with each other.
The statistical tables indicated that across fourteen observations,
a significant correlation at the .05 level was achieved at .497 plus or minus.
The results which relate to the testing of the hypotheses of this

study are noted in the charts of Chapter IV.

 

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CHAPTER IV
ANALYSIS OF THE DATA
Introduction
Surely the computer, which is ascribed a portion of blame for the
impersonalization of life, must receive due commendation for reducing the

”sweat of the brow" in providing statistical tabulations. With a matrix of 87

variables, the Pearson r's for some 7500 pieces of data, along with accompany—
ing the sundry calculations of means, standard deviations, sums, sums of
squares and sums of squared deviations, became an accomplished fact in some—

thing under 8 seconds, a fact which this writer notes with respect and

appreciation.

The key items related directly to the testing of the hypotheses of

this study are provided in table form with analysis.

I. ANALYSIS OF THE DATA

Null Hypothesis 1. There is no relationship between the principals'
perceptions of their personality traits and the classroom teachers'

perceptions of these traits, as measured by the Sixteen Polar
Adjective Checklist.

A perusal of Table III reveals that on fifteen of the sixteen traits
of the Sixteen Polar Adjective Scale, no significant correlation exists between
teachers' perceptions of principals and principals' perceptions of themselves.
This is not to say that their perceptions are on opposite ends of the scale. It

simply suggests that principals perceive themselves differently from teachers

 

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with varying degrees of randomness. On only one dimension, the Practical-
Imaginative Trait scale, is there correlation of significance, and then a very
high "r" of 0. 898.

However, there was a definite tendency in the direction of the

 

differences. More often than not, principals tended to see themselves in a
more favorable light than did the teachers perceive them. Table IV indicates
that more than twice as often, the principal perceives himself more favorably
than perceived by his staff.

TABLE IV

DIRECTION OF INCONGRUENCY WITH TEACHER PERCEPTIONS
ON THE SIXTEEN POLAR ADJECTIVE CHECK LIST

 

No. of Traits Perceived I No.of Traits Perceived
More Favorably Than Less Favorably Than
By Teachers* By Teachers

 

155 I 69

l l
L7-__ _L / l 0% _l

*Four of the traits (N0. 9, 11, 12, and 16) were scored neg—
atively, the lower score assumed to be the more favorable
perception.

 

Table IV sums the number of possible trait comparisons (14 Prin—
cipals x 16 Trait Perceptions = 224) between the principals and the mean score

of the teachers in each building.

 

The dissertations by Anderson and Sargent using the OCDQ with

bOth Principals and teachers, found that principals consistently tend to view

 

the organizational climate more favorably than their staffs.

In addition to

perceiving the climate more favorably, this study suggests that they also per-

ceive themselves more favorably as well.

Tables III and IV give major support to the Null Hypothesis 1. On
fifteen of the sixteen scales of personality on the Sixteen Polar Adjective Check-
list, there is no significant correlation of the perceptions of teachers and
principals regarding the principal's personality.

While there may be some interest for others to note some dis-
similar trait correlations (i. e. a principal perceived as "Outgoing" by teachers
correlates significantly on the "Expedience" trait —o. 510) such is not within
the scope of this study.

Null Hypothesis 2. There is no relationship between "openness"

of organizational climate as measured by the OCDQ and the

teachers' perceptions of the "trustingness" of the principal as

measured by the Sixteen Polar Adjective Checklist.

The most striking item from Table V is the observation that it is
not particularly significant whether the principal considers himself as a
"trusting" person, or even if a reliable standardized personality test in—
dicates he possesses this quality. The correlation of significance insofar as
"openness" of climate is concerned depends upon the teachers' perception of

this quality of trust. Conversely, a negative perception of this quality by the

teacher correlates with the score of "closed" climate.

L1
:7:

 

TABLE V

CORRELATIONS OF ORGANIZATIONAL CLIMATE
WITH PERCEPTIONS ON THE "TRUS TING —— SUSPICIOUS“
DIMENSION OF PERSONALITY*

 

 

 

 

 

 

Trusting —— Suspicious
Organizational Climates Teacher PI‘IDCIp 21,1 16 PF
Perception Perception Sten
Open 0.575 0.109 0.052
Autonomous 0.289 0. 054 —0. 179
Controlled 0.195 —0. 106 0.021
Familiar 0.306 0.212 —0. 038
Paternal —0.426 0. 061 0. 095
Closed —0.624 —0.153 —0.136

 

 

* The Climate Scores are weighted negatively, thus an "Open"
Climate relates positively to "Trusting", the lower end of the trait scale.
Underlined "r” scores above .05 level.

 

 

 

 

 

 

Studies by Null72 in elementary schools and Sargent73 in Minnesota
high schools have indicated that principals of "Open" Climate buildings tend to
be more "trusting“ than principals of "Closed" Climate buildings. The data in

Table V suggests that this quality of "trusting“ must be so perceived by the

 

teaching staff.
Since the "r" on the teachers' perception of "Trust" was found to
be significantly related to "Open" Climate as measured by the OCDQ, the
null hypothesis is rejected.
Null Hypothesis 3. There is no relationship between the "openness"
of organizational climate as measured by the OCDQ and the teachers'
perceptions of the "conservativeness" of the principal as measured
by the Sixteen Polar Adjective Checklist.
The Conservative—Experimenting Trait scale provides the highest
correlations to organizational climate of the sixteen trait scales. Again, it

is noteworthy that this occurs with the teachers' perceptions of that dimension,

not the principal's perception or the sten score of the 16 PF Test. Note

 

Table VI.
Since OCDQ climate scores are negatively weighted, and
"Conservative" is on the lower end of the trait scale, the "r" score indicates

that the way teachers perceive principals on this scale related positively to a

 

FlEldon J. Null, Organizational Climate in Elementary Schools.
Educational Research and Development Council I

73Sargent, op. cit.

l

 

 

 

 

{fl
4

TABLE VI

CORRELATIONS OF ORGANIZATIONAL CLIMATE

WITH PERCEPTIONS ON THE ”CONSERVATIVE ——*EXPERIMENTING"
DIMENSION OF PERSONALITY

 

 

 

 

 

 

 

 

 

 

 

 

Conservative — — Experimenting I!
r t
': c ‘ ‘ 1 6 <
Organizational Climates 1 Teacher Prinmpa 1 PF
0, Perception Perception Sten a:
r __..
1
Open i—O.711 0.059 —0.115
Autonomous . —0.413 O. 120 —0. 265
Controlled E 0. 003 0. 030 —0. 398
Familiar -0.615 —0.059 0.089
Paternal : 0. 465 —0. 133 0.349
Closed } 0. 668 -0. 031 0.144
1
.._.__... l ._, _.L .i-.._..., .-

 

 

* The Climate Scores are weighted negatively, thus an "Open"
Climate relates negatively to'Conservativel' the lower end of the trait

scale. Underlined "r" scores above .05 level.

 

 

 

 

 

 

 

 

58

"Closed Climate" (0. 668) and negatively to the "Open" Climate (—0. 711). There
is also a negative correlation with the "Familiar" Climate (-0. 615).

Cattell's74 analysis of the person scoring low in the Conservative—
Experimenting scale (Factor Q1) is of one who'accepts the 'tried and true',
despite inconsistencies, when something else might be better. He is cautious
and compromising in regard to new ideas. Thus he tends to oppose and post—
pone change, is inclined to go along with tradition ...... ”

This tendency to uphold the status quo and maintain tradition may
lead the "Closed" Climate principal to set up rules and regulations about how
things should be done, and these rules may be quite arbitrary. He may expect
others to take the initiative, yet does not give them the freedom required to per~
form whatever leadership acts are necessary. His plea of "let's work harder"
may be interpreted by teachers as "you work harder". 75 This suspected lack
of genuine concern may be a partial explanation of the "Closed" Climate
principal being perceived as "Conservative".

The person scoring high on this scale (Experimenting—Factor Q1)

”is skeptical and inquiring regarding ideas, either old or new. He tends to
be more well informed, less inclined to moralize, more inclined to experiment

in life generally, and more tolerant of inconvenience and change. "76

 

74Catte11, op. cit. p. 17
75Ha1pin, op. cit. 174—78
76Cattell, loc. cit.

 

 

 

 

 

 

In the "Open Climate" the principal's policies are not seen as
hindering the teachers‘ accomplishment of their tasks. His rules and pro-
cedures are not inflexible and impersonal, and teachers obtain considerable
job satisfaction. 77

In the "Familiar" Climate, teachers perceive the principal as
friendly. He does little to control or direct the group activities toward goal
achievement. He has few rules and regulations as guides to how things "should
be done", so the teachers' attempts at innovations are not seen as hindered
by the principal.

It may be noted here that of the principals participating in this
study, twelve of the fourteen rated themselves as more experimenting than
they were perceived by their teachers. The two perceiving themselves less
experimenting than perceived by their teachers were among the relatively
open climate buildings.

On the basis of the data from Table VI, that the "r" on the
teachers' perception of the principal on the Conservative—Experimenting trait
was significantly related to the OCDQ "Open" Climate, the null hypothesis is
rejected.

Null Hypothesis 4. There is no relationship between the "openness"

of organizational climate as measured by the OCDQ and the students'

valuing their school experience as measured by the responses on
the Questionnaire for Students.

 

77Halpin, ma.

 

 

 

 

 

 

(30

One of the assumptions mentioned earlier in this study was that if
the organizational climate made a difference to the esprit and task commitment
of teachers, then there might possibly be a measurable impact on students.

The correlations of Table VII measure the mean score of students
reSponses on the lO—item Questionnaire For Students (Appendix A) to the OCDQ
organizational climate scores found in the fourteen schools of the sample.

On the questionnaire, the lower score represents the more favor—
able opinion of school life. With the reminder that the climate scores are
weighted negatively, the more favorable opinion of school life receives a
minus correlation toward the "Open” dimension of climate.

Responses to four questions score at or above a level of signifi—
cance with "Open" organizational climate. The questions:

2. How hard are you working these days on learning what is
being taught at school. (-0.665)

3. When I'm in this class, I. . . . (usually feel wide awake and
interested). (-0. 715)

4. How hard are you working on schoolwork compared with
the others in the class. (—0. 559)

6. If we help each other with our work in this class, the
teacher . . . . (likes it alot). (—0. 550)

Questions 2, 3, and 4 also correlated at significant level with the
"Autonomous" Climate scores for the schools.

The mean score to Question 6 (Teachers approving students assisting

 

 

TABLE VII

CORRELATIONS OF ORGANIZATIONAL CLIMATE
WITH STUDENT RESPONSES ON QUESTIONNAIRE*

 

 

OCDQ Organizational Climates

 

 

 

Student Auton— Fiamil— Pater—
Questionnaire Open om mous tr Cdfied ‘ {1511 Closed
1. Life in this class —0.470 --0 265 —0. 124 —0. 190 0.390 0. 515
2. Effort on schoolwork —-0.665 —__()_.(365 0.264 —0.629 0.477 0.489
3. Alertness in class —0. 715 ~0.5 58 0.172 —0.664 0.525 0.073
4. Effort on schoolwork

compared to others —0. 559 —0. 735 0. 076 —0. 334 _0._(3(3_3_ 0. 565
5. Responsiveness oi'
classmates to teacher —0. 318 —0. 210 0.129 ~(). 288 0. 1-12 0. 335

(5. Teacher approval 01‘
students assisting
each other
7. Quality of schoolwork
compared to others
8. Frequency of classmates
assisting each other
9. Friendliness of class—
mates
10. Importance of school
actiVities compared to —0. 171': —0. 118 0. 516 w —0. 099 0. 189
remainder of day

—0.550 —0.380 0.2

w
K1
K]

—0. _._)_99 ().2—18 0.18%
0.273 —0.275 0.025 -0.147 0.231 0.336
—0.3.‘39 —0.309 0.401 —0.507 0.083 0.307

—0.l—’l-0 —0.08(5 0. 589 -0.5(52 —().137 0.095

 

 

*Pearson product moment correlations. Climate scores are weighted
negatively, thus "Open" Climate correlates negatively with higher valuing
ol (.las s1 oom lile Underlined scores above .05 level.

 

 

 

ea ch other) relates favorably to the scores of both the Open (—0. 550) and
Familiar Climates (—0. 599) in these schools. However the student perceptions
about the frequency of this activity (Question 8. How often do the pupils in this
class help one another with their schoolwork?) correlates at a level of signifi—
cance only with the Familiar climate (—0. 507).

The student mean scores along all 10 questions relate in a
favorable direction to the "Open" Climate scores and away from the "Closed"
Climate scores. However the significant relationships occur more frequently
with the "Familiar" Climate scores of the schools (six of the ten questions)
than with the "Open" Climate scores (four of the ten questions).

On the basis of the data from Table VII, there does appear to be a
favorable relationship between the students' valuing of their school experience
and the "openness" of the climate in the schools as measured by the OCDQ.
Therefore, Null Hypothesis 4 is rejected.

Null Hypothesis 5. There is no relationship between the Climate

Profile characteristics as measured by the OCDQ and the students

valuing their school experience as measured by the Questionnaire

for Students.

Table V111 provides the correlations between the mean scores of
the students‘ responses about school life to the Climate Profile sub—tests of
the OCDQ. The characteristics of each of these eight profiles are. summariz—

ed in Chapter II.

 

~cm~u ‘. do...“ _.....

r-r'a-xw '4- i...e:.:;¢-s-¢..=.. .._. ~.

 

 

TABLE VIII

CORRELATIONS OF OCDQ CLIMATE PROFILE SCORES
WITH STUDENT RESPONSES ON QUESTIONNAIRE‘

 

 

Dis— Hin—

 

IlItl— AlOOf—w — lC-"u—mn» COI—
‘ _ ES)I‘lt - .~_
Question enfhlgiil dlance I macy ness p%asis ThIUSL s0110118111
1. Life in this class —0.391 -0. 005 0 212— 0049— 0.231 —0. 364 0.506 0.275
2' Effort“ 5011001‘ -0564 —0..559 0.514. 0.518 005 6— 0_.___ 523 0.331 0.467
Work _— _..__..___ —

 

 

.i. Alertness in class -0. 5_(__52 —0.279 0.127 0. 3321-0. 528- 0__._ 545 0.442 fling:
4. Effort on school—
work compared to ;0.0(i«1 —0.395_0._0i2 0.002 0.111 —0.308 0.121 0.282
others
5. Responsiveness of
classmates to —0.229 ~0.242 —0.107 -0.115—0.121-«0.384 0.148 “01572
teacher
6. Teacher approval of
students assisting »-0.429 —0.410 0.053 0.227—0.:)3~1—0.~15:~} 0,434 0.
each other
7. Quality of school—
work compared to ~0.3.‘11 —0.270 0.322 0.410 —0.21(3 0.07:} 0.11:: 0.038
others
8. Frequency of class—
mates assisting —0.:}0$) ~___().. 522 0.017 0.:377 ~0.;l57 41.10.“, 0.185 .‘Lllfl
each other
9. li‘riendliness of
classmates

ya
p—i

 

0.070 41.513021!) 0.120 ~0.2()8 41.1213 0.007 9:355;

—1

iv

10. Importance of school — .
compared to remain— 0.007 —0.:}20 41.388 —0.042 -0.117 0.30:) 0.21.. 1L1"
der of day

*Pearson product moment ( orrelations. Climate profile scores are
a ‘S r‘
weighted positively. Underlined St 016, above. 0) level.

 

 

64

Four of the Climate Profile scores relate to teacher behavior:
1) Disengagement, 2) Hindrance, 3) Esprit, and 4) Intimacy. Four of the
Climate Profile scores relate to principal behavior: 1) Aloofness, 2) Product—

ion Emphasis, 3) Thrust, and 4) Consideration.

 

Consideration, the inclination of the principal to treat teachers
"humanly" is the most frequently related factor to student valuing of school
life. ReSponses to six questions show significant correlations:

#3. Alertness in class (0.598)

#5. Responsiveness of classmates to teachers (0. 572)

#6. Teacher approval of students assisting each other (0. 731)

#8. Frequency of classmates assisting each other (0. 615)

#9. Friendliness of classmates (0.603)

#10. Importance of school compared to remainder of day (0. 712)

High Consideration, which is a significant factor in both the Open
and Familiar Climates (note Table XII in Appendix), partially explains the
correlation of these two climates to the students' responses about school life.

Disengagement (teachers "out of gear" with respect to their task)
produced a negative correlation with three student responses:

#2. Effort on schoolwork (—0. 564)

#3. Alertness in class (—O.562)

#4. Effort on schoolwork compared to others (—0. 644)

 

 

 

 

 

Hindrance (t he teachers' feelings that the principal burdens them
with unnecessary busywork) relates negatively to three student responses
also:

#2. Effort on schoolwork (—0. 559)

#8. Frequency of classmates assisting each other (—0. 522)

#9. Friendliness of classmates (—0. 513)

ESprit (teacher "morale") relates positively to the student respons—
es on effort as does Intimacy (friendly social relations):

#2. Effort on schoolwork (O. 514) and (0. 518)

#4. Effort on schoolwork compared to others (0. 632) and (0. 602)

Production Emphasis, which refers to behavior by the principal
characterized by close supervision of the staff and highly task—oriented, in—
terestingly enough results in a negative relationship to student effort as well
as alertness.

#2. Effort on schoolwork (—0. 523)

#3. Alertness in class (—0.545)

This is similar to the effect found by Kahn and Katz in their study
of supervision and industrial morale and productivity. 78 When institutions

insist on close supervision in an effort to increase productivity, supervisors

 

78Robert L. Kahn and Daniel Katz, "Leadership Practices in
Relation to Productivity and Morale" in Cartwright, D. and Zander, A. in
Group Dy__namics, Evanston, Illinois: Row, Peterson. 1953 pp. 612—628.

 

 

 

 

 

likely to find dissatisfaction, lowered morale and lack of motivation among
the workers, and in consequence lower productivity.

Of the remaining two correlations, one is negative and one
positive.

Thrust (principal behavior in setting a personal example for task)
relates positively to student response on classroom life (0. 506).

Aloofness (formal and impersonal principal behavior) relates
negatively to alertness in class (—0. 528).

The data in Table VIII indicates twenty significant correlations
above the . 05 level between the responses of students on the Questionnaire
for students and the Climate Profile Scores of teacher and principal behavior
measured on the OCDQ administered in the fourteen schools of this study.

Ten of the correlations relate to the teacher behavior characteristics of Disen—

 

gagement, Hindrance, Esprit and Intimacy. Ten also relate to principal
behavior characteristics of Aloofness, Production Emphasis, Thrust and f
Consideration, the latter being the significant single factor. .
.
Based on this data, the Null Hypothesis 5 is rejected.
Summary
Overstreet79 pointed out that most people are not even conscious ,
of having a picture of themselves and of the possibility that there may be a

[—

Harry Ovcrstrect, cited in Prestwood, op. cit. p. a

“o ~0c:*.a;-.:._sr.‘mx-Lmn -. taug‘h-ers- -.A

 

 

 

 

(57

discrepancy between what they are and what they think they are. Some of
this discrepancy can be attributed to the assumptions that people make in re—
acting to others in certain ways based on their interpretations of outward bev
havior. With the numerous norms in society for protection of the ego and
"facade—building", many assumptions never get tested openly. Thus the
possibilities for incongruent perceptions remain high. The data of Table III
and IV provide supporting evidence for the acceptance of Null Hypothesis 1,
that there is little or no correlation between teachers' perceptions of princi—

pals and principal's perceptions of themselves. Where the incongruent per—

ceptions occur, the principal tends to see himself in the more favorable light.

Testing these perceptions with the climates described by Halpin
and Croft's OCDQ, the data of Tables V and VI supported the teachers'
perceptions of the principal as providing the significant correlations to the
"openness" or "closedness" of the climate.

The trait scales of "Trusting—Suspicious" and "Conservative—Ex—
perimenting" were selected as key dimensions of administrator's personality.
The quality of "trusting" as an important ingredient in communication and
influence has been noted by Brown. 80

"Within the realm of persons, knowledge of one
person by another depends not on observation but on

 

80Harold O. J. Brown, "A Theology of Trust", Christianity
Today, Vol. XIII, No. 14, April 11, 1969 p.4 (620). Underlining mine.

:2»: 'u-Lfiru‘, gym ~2- ~ . .

 

 

 

 

 

 

68

communication. This communication has a verbal 4.
aspect, its content, but it also has a non-verbal

aspect, its trustworthiness. One does not learn

what another person really is without words: the '
same behavior may mean two totally different
things, depending on the words of explanation
that accompany it. But a person's words alone
do not tell you what he is unless you engage
yourself with him to the extent of trusting them
to be true. Trusting them to be false also con—
stitutes a kind of engagement with the other per—
son and also can produce an experience of what
he really is. The act of trust-——or distrusting——
establishes contact between the persons; the
communication between them takes on a differ—
ent dimension. They not only inform each

other but also begin to influence each other.

By trusting another person, I influence his
behavior toward me. "

The managerial development team of Blake and Mouton have

stated that trust is an essential factor in morale. They add, "People can work
together better in solutions of problems and reach goals as a team or individuals

when there is trust and mutual support than when distrust, disrespect, and " ‘

. . . . 8
tenswns surround thelr 1nteract10ns." 1 i
1

The characteristic of the person scoring low on the "Conservative" .
1
Trait scale to be cautious in regard to change or new ideas may unloose a

cluster of other feelings that teachers may possess in regard to unnecessary

r..~r~'v‘,. Nu. _...,._ _. . .

regulations or the status quo.

In either case, to what degree the principal actually possesses

 

81Blake and Mouton, op. cit. p. 9 3;

W? 5..

 

 

 

 

 

 

69

the characteristics of "trusting" or "conservative", is not analyzed in this study.
The important relationship insofar as climate is concerned rests with the teach-
ers' perception of those qualities. On this basis, Null Hypotheses 2 and 3

were rejected.

 

 

The mental health of a class group is as important to the learning
process as the mental health of individual students. The climate——a symptomat~
ic measure of group health affects the emotional health and development of the
individual student as well as his degree of learning. 82

Bradford observed that "class groups vary about as widely as do
individuals on the dimensions of good and poor mental health. Every student
knows that classes differ greatly. Some are supportive and building; some are
traumatic and destructive; some induce deadly apathy. "83 Gibb adds that "be—
cause the teacher is such a critical member of the group, his behavior will be
most important in climate setting. "84 ~‘ g

This suggests then, that the manner in which a teacher affects or

is affected by Organizational Climate, whether open or closed, or whether ,

 

“Leland P. Bradford, "Developing Potentialities Through Class
Groups”, Forces In Learning No. 3, 1961, National Training Laboratories,
NEA, Washin on, D.C. p. 36
_I_1_)_i$ p. 36
Jack R. Gibb, "Sociopsychological Processes of Group Instruction"
Forces In LearningNo. 3, National Training Laboratories, NEA, 1961 Wash— . =
ington D. C. p. 52 ?

 

. fimrr'ruxu w... -_.. ~.

' ”hr. in; is. -{.

 

 

 

 

70

highly disengaged or with high esprit will be perceived by the students. The
resulting teacher behavior will be a factor in the classroom climate affecting
learning. ‘

It must be noted here that this study does not dividepr distinguish
the climates existing in the relatively "open" or relatively "closed" schools.
The student responses were constituted into a mean of mean scores for each of
the ten questions about school life and then correlated with the Climate Similarity
S cores and Climate Profile Scores obtained in the fourteen schools of the study.
The data from Tables VII and VIII indicated that significant relationships did
exist between nineteen Climate Similarity Scores and twenty Climate Profile
Scores. The most frequent relationships were with the profile score of prin—
cipal behavior termed Consideration and the "Familiar" organizational climate.

On the basis of this data, the Null Hypotheses 4 and 5 were rejected.

 

n.\._v‘u .

in... ”43.2. a vmwg—enw: ”up.

 

 

 

 

 

 

 

 

CHAPTER V
SUMMARY, FINDINGS, AND CONCLUSION
Introduction
This chapter draws from the preceding chapters the central
elements of the study findings. A summary of the study will be presented as
well as the findings based upon the data obtained. Some general conclusions
are noted along with recommendations for further study.
Summary
This study was designed to assess the relationship of three

separate measures of the principal's personality to the organizational climate

existing in the schools administered by fourteen veteran elementary principals.

The measures of the principal's personality were: 1) his percept-
ion of himself, 2) as perceived by the classroom teachers, and 3) as rated by
a reliable standardized personality test.

The definition and assessment of six types of organizational
climate were based on Hal pin and Croft's pioneer study which categorized six
climate types along an "open—closed" continuum. The climates (Open~Autono—
mous— Controlled-Familiar—Paternal—Closed) were determined by teacher
response to the Organizational Climate Description Questionnaire (OCDQ).
"Student climate" was also sampled by a 10—item questionnaire given to 5th

grade students measuring "feelings" about school life.

71

 

r-;._._—4..__._

:e-«wn‘ " 4-— 1421». _ may“ ..-

 

 

 

 

 

 

 

A review of the literature on leadership and climate repeatedly

stressed four themes:

1. Climate is important to learning and effective goal
accomplishment.

2. The leader is a vital factor in determining the climate.

3. Perceptions of leaders and others on role performance are

often incongruent.

4. Leaders need to understand themselves and be "aware" of
how they are perceived if they are to function effectively
with people.

This study measured the congruency of teacher—principal
perceptions along sixteen basic dimensions of personality. Perceptions of two
traits were selected for particular analysis: the "Trusting—Suspicious" dimension
and the "Conservative~Experimenting" dimension. Each trait was related to
the OCDQ Climate scores. The "student climate" responses were also com—
pared to the OCDQ Climate scores.

A total of 87 variables of climate characteristics, personality,
perceptions and biographical factors were tested for relationship using the
Pearson product-moment correlation technique to provide the data for this
study's findings.

Findings
The major findings of this study are summarized as follows:
a. No significant correlation exists between the way principals

perceive their personality and the way teachers perceive
the principal along dimensions of personality.

-¢.=.~1-u..~.w.'x.m~u-.. rs . . . _,._

firewdzrw

 

 

 

 

 

 

 

73

On only one of the sixteen traits, the ”Practical—Imaginative"
dimension was there a significant correlation.

b. Principals tend to perceive their personality in a more
favorable manner than do their staffs.

Using a mean score for each building on each trait to obtain a staff
profile of the principal, principals perceived themselves in a more favorable
light on 69 percent of total scale choices, and less favorably on 31 percent of
the scale choices.
0. The quality of "Trusting" as perceived by the teachers in
the principal's personality, is positively related to the
"Open" Climate score on the OCDQ scale.

The converse was noted by the data to also hold:

d. The quality of "Trusting" as perceived by the teachers in
the principal's personality, is negatively related to the
"Closed" Climate score on the OCDQ scale.

e. The quality of "Conservative" as perceived by the teachers
in the principal's personality is negatively related to the
"Open" Climate Score on the OCDQ scale.

It may be noted here that of the principals participating in the
study, twelve of the fourteen rated themselves as more "Experimenting"
than perceived by their teachers. The two perceiving themselves less
"Experimenting" than perceived by their teachers were among the relatively
"Open" Climate buildings.

The converse to Finding 4 also holds:

f. The trait of “Conservative" in the principal‘s personality

 

. «.me 0042::- w.

 

 

 

 

74

as perceived by the teacher is positively related to the
"Closed" Climate score on the OCDQ scale.

g. It is the Teachers' perceptions of the principal as
measured in The 16 Polar Adjective Checklist which i
have relevance to the "Open" and "Closed" Climate I
scores of the OCDQ scale, 1191 the principal's self—
perception, 1191 how he is rated on a standardized .1
Personality test. ”

h. The OCDQ ”Open" and "Familiar" Climate scores relate
positively to the students' higher valuing of their school
life.

i. OCDQ Profile scores of "Esprit" (teacher morale) and

"Intimacy" (friendly social relations) relate positively
to the student's response of "effort on his schoolwork".

j. OCDQ Profile scores of "Production Emphasis" (close
supervision of the staff by the principal) relates
negatively to student effort and alertness in class.

 

Conclusion

Few persons have at their command greater potentialities for
influencing directly the type and quality of education children are to receive
than has the school principal. He is the school executive in closest contact
with the central functions of the school: teaching and learning.

The implications from this and other studies suggest that the 1

 

principal's perception of himself is frequently not congruent with the percept—
ions held by the teachers with whom he interacts. This study suggests that the

perceptions the teachers hold of the principal, "their truth" about him, bear

.’:_...w,ym.- WWW.” 2 1-‘umsu— y

 

 

 

an important relationship to the climate in the school. How the leader is
perceived by teachers is likely to determine whether a climate for growth,
learning, achievement and enjoyment of work itself will be achieved. The
intangible realities of group climate do relate to productivity, whether in
industry or school.

Thus the need for a principal to have a good picture of what kind
of a person he is and of the impact he has on others. He needs the sensitivity
and skill to be more diagnostic, more "aware" of how others perceive him if

he desires to function in a more consciously effective way. Knowing these
things will give him more rational control over his own behavior and enable
him to predict the reactions of himself and others.

The finding of this study that a significant relationship exists be—
tween the "openness" of climate and the teachers' perception of the quality of
"Trusting" in the principal has many implications which need to be studied
further. In Karl Heim's view, trust is not merely my one—sided, s’tbjective
evaluation of another person: it is a relationship'that engages us both." Trust
is not an attitude based on ignorance but a fundamental means of arriving at
knowledge about another person. 85 Recent management development programs
have discovered a direct relationship between level of trust and productivity.

How "trusting" influences others opens up a whole range of

Karl Helm, Cited in H. O. J. Brown, Op. Cit. p.31

 

.-'5:.:y.."-‘-wm_v. a 1. .. a _

 

.ggmxx 22$“-- - <

 

 

 

 

76

interesting avenues of inquiry for the social psychologist and the educator,
particularly those in fields of administration.

With respect to the "Conservative-Experimenting" personality
trait, the strong tendency for principals to perceive themselves as more ex—
perimenting than perceived by teachers, and to score lower on the 16 Personality
Factor dimension of this trait than either of the perceptions raises some
implications for educational administration. This particular trait scale was
among the most incongruent of the sixteen factors examined. Research into
the points of reference for these differing perceptions would be a useful study,
particularly for those interested in the process of change.

The Questionnaire for Students, although not a validated instrument,
can provide useful insights to how students perceive the school climate, and
their "feelings" about school life. The positive relationship of such aspects
of organizational climate as "Esprit" and "Intimacy" to the level of student
effort and the negative relationship to the "Production Emphasis" of the
principal poses a number of questions to both teachers and principals about
teaching and leadership styles.

Halpin and Croft stated that the "Open" Climate is by definition
more desirable than the'Closed" Climate and this assumption is accepted by
other theorists concerned with the organizational climate of various institutions

of Society. However, it is entirely possible that a closed type of climate might

 

: 3.,» ':..r\-

. g an “new

 

 

 

 

 

 

77

be more beneficial than an open climate to the teachers and principal of an
elementary school in their efforts to achieve certain goals or objectives of
the organization. For example, it could be hypothesized that bright pupils
learn difficult factual subject matter more thoroughly in schools with closed
climates than in schools with open climates- Further research should be
directed toward the isolation of the type of climate most beneficial to school
teachers and principals in the achievement of the overall goals of their
organizations and in the achievement of each individual goal.

Since the statistical techniques used in this study show relationships
only, cause and effect has to be inferred from a theoretical base. Further
research concerned with perception of personality variables and perception
of dimensions of climate should be conducted to substantiate or refute these

relationships .

 

 

 

 

 

 

 

 

 

BIBLIOGRAPHY

 

BIB LIOGRA PHY

A. BOOKS
Allport, Gordon W. Becoming. New Haven: Yale University Press, 1955.

Argyris, Chris. Interpersonal Competence afil Organizational Effectiveness.
Homewood, Illinois: The Dorsey Press, Inc. , 1962.

 

Personally 33d Organization. New York: Harper and Brothers,

 

1957.

Blake, Robert R. and Jane S. Mouton. T_he Managerial Grid. Houston: Gulf
Publishing Company, 1964.

Bradford, Leland P. and Ronald Lippitt. "Building a Democratic Work Group, "
Leadership IpAction, No. 3. Washington D. C. : National Training
Laboratories, NEW, 1961.

Bradford, Leland P. "Developing Potentialities Through Class Groups, "
Forces i_nLearning No. i3. Washington, D. C. : National Training
Laboratories, NEA, 1961.

Cartwright, D. and Zander, A. Group Dynamics. Evanston, Illinois:
Row Peterson, 1953.

Combs, Arthur W. The Professional Education of Teachers. Boston:

Allyn and Bacon, Inc. , 1965.

Davis, Keith. Human Relations alWork . New York: McGraw—Hill Book
Company, 1962.

Fox, Robert, Margaret Barron Luszki, and Richard Schmuck. Diagposing
Classroom Learning Environments . Chicago: Science Research
Associates, Inc., 1966.

 

Gibb, Jack R. "Sociopsychological Processes of Group Instruction, "
Forces in_ Learning N9: _3_ . Washington D. C. : National Training
Laboratories, NEA, 1961.

78

 

r“ ...J.... __. ._,7 7

 

  

 

 

  

“f'mflux‘uwsrwummux;<m..~..~»~ . . .

79

German, Alfred H. The Leader _ip Th_e Group . New York: Teachers College,
Columbia University, 1963.

Griffiths, Daniel E. Administrative Theory. New York: Appleton—Century
Crofts, Inc., 1959.
Gross, Neal, and Robert E. Herriott. Staff Leadership in Public Schools:

A Sociological Inquiry . New York: John Wiley & Sons, Inc. , 1965.

 

Halpin, Andrew W. Theory 31131 Research i_r_1_Administration . New York:
The MacMillan Company, 1966.

Jersild, Arthur T. When Teachers Face Themselves . Teachers College,
Columbia University: Teachers College Press, 1955—1967.

Krech, David, Richard S. Crutchfield and Egerton L. Ballachey.
Individual ip Society . New York: McGraw—Hill Book Company, Inc. ,
1962.

Lindgren, Henry Clay. Educational Psychology _ip the Classroom . New York:
John Wiley & Sons, Inc. , 1956-1962.

Lippitt, Gordon. "What Do We Know About Leadership," National Training
Laboratories Np. _2_ . Washington, D. C. : 1961.

March, James G. (ed.). Handbook of Organizations . Chicago: Rand McNally
& Company, 1965.

Miles, Matthew B. Innovation _ip Education . New York: Teachers College
Press, 1964.

Learning ’_I‘p Work 11 Groups . New York: Teachers College
Press, 1959.

Pelz, Donald C. "Leadership Within A Hierarchical Organization, " Leadership
1p Action, No. _2 . Washington, D. 0.: National Training Laboratories,

NEA, 1961.

Peterson, 0. F. "Leadership and Group Behavior, " Leadershipip Action& _2_ .
Washington D. C. : National Training Laboratories, NEA, 1961.

 

”tn—sari». .-.-v .

725?”.

.. \g:

 

80

Prestwood, Elwood L. Th_e High School Principal gpd Staff Work Together .
Teachers College, Columbia University: New York Bureau of
Publications, 1957.

Proshansky, Harold and Bernard Seidenberg (ed. ). Basic Studies i_p Social
Psychology . New York: Holt, Rinehart and Winston, 1965.

Rokeach, Milton. T_he Open _apd Closed Mind . New York: Basic Books Go. ,
1960.

 

Schein, Edgar H. , and Warren G. Bennis. Personal and Organizational

Change Through Group Methods: The Laboratory Approach . New York:

John Wiley & Sons, Inc. , 1965.

Wiles, Kimball. Supervision fcg‘ Better Schools . New York: Prentice—
Hall, Inc., 1950.

B. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES,
AND OTHER ORGANIZATIONS

Argyris, Chris. "Some Problems in Conceptualizing Organizational Climate:
A Case Study of a Bank, " Administrative Science Quarterly , II March
1958, pp. 501—20.

Cattell, Raymond and Herbert W. Eber. The Sixteen Personality Factor
Test. Form A. 1967, Institute For Personality and Ability Testing
Champaign, Ill.

Department of Elementary School Principals, National Education Association,

Thp Elementary School Principalshippi 1968:A_Research Study .
Washington D. C. 1968, p. 10—11.

Johnson and Marcum. "Research Findings Reported, " Education U.S.A.
National School Public Relations Association, Feb. 17, 1969.

Lonsdale, Richard C. "Maintaining the Organization in Dynamic Equilibrium, "
Behavioral Science §n_d Educational Administration, Sixty-third Year—
book, National Society for the Study of Education, University of Chicago
Press, 1964, p. 166.

 

‘« a zmsfrczrkvmrsn .pva s. .. ‘r‘ two... ......

 

 

 

 

 

 

 

81

Morris, Derke V. "Organizational Climate of Canadian Schools," The
CSA Bulletin , III June 1964, pp. 3—7.

Peabody, Robert L. "Perception of Organizational Authority: A Comparative
Analysis," Administrative Science Quarterly, Vol 6, No. 4, March
1962, pp. 463—482.

Stogdill, Ralph M. "Personal Factors Associated With Leadership: A

Survey of the Literature, " Journal pf Psychology 25:35-71:
January 1948.

C. PERIOD ICALS

Bradford, Leland P. and Dorothy Mial. "The Individual and the Group. "
National Elementary Principal , Volume XLI, No. 4 (January 1962),
p. 30.

Brown, Harold O. J. Brown. "A Theology of Trust," Christianity Today,
Vol. XIII, No. 14, (April 11, 1969) p. 4.

Cbrnell, Francis G. "Socially Perceptive Administration, " P_hi Delta
Kappan, XXXVI (March, 1955), pp. 219—223.

Fiedler, Fred E. "Style or Circumstance: The Leadership Enigma, "
Psychology Today (March 1969) p. 39.

Hamachek, Don E. "Leadership Styles, Decision—Making and the Principal, "

TE National Elementagy Principal , Vol XLV No. 5 (April 1966), p. 27.

D. UNPUBLISHED MATERLA LS

Anderson, Donald P. "A Study of the Relationships Between Organizational
Climate of Elementary Schools and Personal Variables of Principals, "
Unpublished Doctoral dissertation, University of Minnesota,
Minneapolis, 1964.

.-u:.

 

:2»m~a~..yag am 111' a...“

 

 

 

82 ‘7,
l

Boisen, Angeline G. ”Relationships Among the Perceptions and Expectations
Held by Principals and Teachers for the Organizational Climate of
Elementary Schools, " Unpublished Doctoral dissertation, University
of Maryland, College Park, Maryland, 1966.

Brown, Robert J. "Identifying and Classifying Organizational Climates in Twin i
City Area Elementary Schools," Unpublished Doctoral dissertation ‘
University of Minnesota, Minneapolis, 1964.

 

Cook, Edward V. "Leadership Behavior of Elementary School Principals and
the Organized Climate of the Schools Which They Administer, "
Unpublished Doctoral dissertation, Rutgers——The State University,
New Brunswick, New Jersey, 1965.

McWilliams, Emmet F. "The Organizational Climate and Certain
Administrative and Personal Variables in Selected High Schools,"
Unpublished Doctoral dissertation, Rutgers-~The State University,
New Brunswick, New Jersey, 1967.

Null, Eldon J. "The Relationships Between the Organizational Climate of a
School and Personal Variables of Members of the Teaching Staff, "
Unpublished Doctoral dissertation, University of Minnesota,
Minneapolis, 1965.

Sargent, James C. "An Analysis of Principal and Staff Perceptions of High

School Organizational Climate," Unpublished Doctoral dissertation,
University of Minnesota, Minneapolis, 1966.

E. NEWSPAPERS

Harris, Sydney, "We Don't See What Is There. " Detroit Free Press ,
January 4, 1966.

 

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i
s
:3
it
‘9.

 

 

 

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E
P
P
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83

TO ELEMENTARY SCHOOL TEACHERS IN THE FOLLOWING GRA ND RAPIDS' SCHOOLS:

BROOKSIDE DICKINSON HUFF‘ LEXINGTON SHAWNEE PARK
BUCHANAN EASTERN KEN—O—SHA OAKDA LE SIBLEY
CONGRESS HILLCREST KENT HILLS PALMER STRAIGHT

This letter is the only practical means by Whu‘h I can solieil your cooperation in a study
which I am proposing as the basis [or a dormral dissertation. The study is intended to
contribute to the understanding of one characteristic of an organization, namely, "organi—
zational climate. " The construct of organiza: ional climate is described analogously as
being to the organization what personality is to ihe indiVidual. Specifically, this study is
designed to investigate what FCIaIIOIIShIp, if any, exists between the organizational climate
of an elementary school and the eongrucnre of Ieac her and principal perceptions.

The data necessary to measure the orgainzaiional climate of each elementary school in
this study can only be obtained from Icac her responses on an instrument known as the
Organizational Climate Description Questionnaire (OCDQ). It is your help in this

part of the study which I am requesting. The reliability of the climate data depends

on a near 100 per cent reSponse by each teacher on the staff of each school. It is
estimated that the average administration time for this instrument is 15—20 minutes.
The perception test items should take approximately 10 minutes.

In designing the study, attention has been given to protecting the confidentiality of

the data. Individual teachers Will not be identified (the questionnaire will be administered
anonymously) and the various schools Will he referred to in the report only by a

coded identification—— never by name.

The basis for selecting the fifteen schtmls is that these comprise the entire number
of elementary schools in Grand Rapids With 10 or more classroom teachers in which
the principals have been with that building three or more years.

The elementary principals have consented to participate in this research. They
have agreed to ask their faculties to meet together for the administration of the
instrument which I will conduct personally. The schedule of meetings would take

place during a time teachers are ordinarily expected to be in their respective buildings.

Miss Ina Lovell and Dr. Jane Bonnell have also given their consent to this proposed
study.

Your assistance in this study will be much appremaled.
Sincerely yours,

Eugene H. Berends

 

 

 

 

 

84

 

TABLE IX

ORGANIZATIONAL CLIMATE
SIMILARITY SCORES OF EXPERIMENTAL SCHOOLS

 

OCDQ Climates

 

Building Auto— Con—
Number Open omous trolled Familiar Paternal Closed
1 71 80 101 54 71 79
2 78 74 59 94 95 88
3 118 99 80 96 69 32
4 122 115 71 100 65 26
5 122 111 62 110 78 46
6 62 65 61 81 96 98
7 83 78 62 89 96 76
8 95 68 91 63 79 50
9 65 65 57 84 96 95
10 109 118 69 94 75 55
11 109 94 72 88 78 52
12 112 105 67 90 66 45
13 75 30 72 82 103 81

14 55 43 67 70 105 93

 

1. On this scale, the lowest score indicates the climate most like the one
being investigated, thus Building #1 is identified as having characteristics
most similar to a Familiar Climate.

2. The higher score indicates farther away from the characteristics of
that particular climate.

3. If two or three scores are very similar and are the lowest of the six,
this indicates all of these characteristics are present in the school (as in
Building 6).

 

t
l

 

 

 

 

TABLE X 1

ORGANIZATIONAL CLIMATE
PROFILE SCORES OF EXPERIMENTAL SCHOOLS*

 

 

OCDQ Subtes ts

 

Dis- Produc— Con—
Building engage-- Hin— Inti— Aloof— tion Em— sider-
Number ment dranee Esprit macy ness phasis Thrust ation
1 51 49 39 49 49 38 54 68
2 45 65 45 40 56 39 59 47
3 61 55 44 46 63 51 37 41
4 62 60 42 46 54 54 36 41
5 54 66 42 42 56 54 43 39
6 41 59 5O 44 52 37 65 49
7 46 69 50 49 54 43 50 37
8 59 43 52 62 52 50 33 45
9 42 68 54 46 49 38 55 44
10 56 63 49 48 46 59 40 35
11 F9 63 40 39 '38 43 4-6 47
12 62 60 40 42 55 48 51 37
13 36 45 55 65 59 45 4.3 48
14 34 53 55 55 52 35 59 50

 

 

* Scores double standardized to a mean of 50 and a deviation of 10.
The Higher score indicates the greater measure of that particular character—

istic.

 

-1-m=a-cu ‘. .l—1: L.-. .m—

 

 

86

TABLE XI

PROFILE CHARACTERISTICS OF ORGANIZATIONAL CLIMATE

 

A UTON—

CO N-

 

OPEN OMOUS TROLLED FAMILIAR PATERNAL CLOSED
High Relatively Relatively Average Low Low
Esprit High Esprit High Esprit Exprit Esprit Esprit
Low Disen— Low Disen— Low Disen— "igh Disen— High DiSen- High Disen—
gagement gagement gagenicnt gagement gagcnicnt gagement
Low Low High Low Low High
Hindrance Hindrance Hindrance Hindrance Hindrance Hindrance
High Relatively Average Average Average Low
Thrust High Thrust Thrust Thrust Thrust Thrust
High Con— Average Con— Average Con— High 0011— High Con— Low Con-
s ideration s ideration s ideration s ideration s ideration s ideration
Low Pro- Low Pro— High Pro- Low Pro— High Pro— High Pro—
duction due tion duction duction duction duction
Emphasis Emphasis Emphasis Emphasis Emphasis Emphasis
Relatively
Low High High Low Low High
Aloofness Aloofness Aloofness Aloofness Aloofness Aloofness
Average High Low High Low Average
Intimacy Intimacy Intimacy Intimacy

Intimacy

Intimacy

 

. ram-:1

.«..

 

 

 

 

87

MICHIGAN STATE UNIVERSITY
(Department of Higher Education & Administration)

QU ESTIO NNAIRE FOR TEACHERS

 

Dear Teacher:

The accompanying questionnaire is a. part; at a study on organizational climate
and the perception of teachers and principals.

This instrument is is 3 parts. Part 1 (Items 1-69) is the Organizational
Climate Description Questionnaire (OCDQ) devised by Drs. Halpin and
Croft and reproduced with permission of the Macmillan Company of New
York. Part II (Items 70— 86) is a record of your perceptions of the person—
ality of your prinCipa]. Part II] (Items 87-95) prOVides some general
biographical data of yourself.

MARKING INSTRUCTIONS

 

Mark only on the IBM Scoring Sheets. Use only #2 lead pencil.

Your honest reactions are all that is desired Significant and meaningful

results can be achieved only by completing each item candidly and if you do
not skip any items. There are no right or wrong answers. All responses
are confidential.

PARTI (OCDQ) Items 1—69

The items in this questionnaire describe typical behaviors or conditions
that occur within an elementary school organization. Please indicate to
what: extent each of these descriptions characterizes your _school. Please

do not evaluate the items in terms of -‘-'good' or “bad‘ behavior, but read
each item carefully and respond in terms of how well the statement describes

your school.

The descriptive scale on which to rate the items is printed at the top of
each page. The four responses for Part 1 are.

Rarely or never occurs
Sometimes occurs
Often occurs

Very frequently occurs

Choose the response for each statement which most closely fits your school
Indicate this response by marking the appropriate box on the score sheet by
the number corresponding to that statement on the questionnaire.

 

Rarely or never occurs -— Column‘O on the IBM Score Sheet
Sometimes occurs ~— Column 1 on the IBM Score Sheet
Often occurs —— Column 2 on the IBM Score Sheet
Very frequently occurs —— Column 3 on the IBM Score Sheet

Make only one response to each time.
Please mark your reSpoiise clea.rly——-staying Within the limits of the lines.
PLEASE BE CERTAIN THAT YOU MARK EVERY ITEM.

 

 

 

 

 

 

 

 

 

88

THEORGANIZATIONAL CLIMATE DESCRIPTION QUESTIONNAIRE

Record responses on the separate answer sheet. The responses are defined

as follows; IBM
_QQLLLME
Rarely or never occurs 0
Sometimes occurs 1
Often occurs 2

DO

wooxicaois-

11.
12.
13.

15.
16.
17.
18.
19.
20.
21.
22.
23.

25.
26.
27.
28.

Low

Very frequently occurs
Teachers' closest friends are other fac ulty members at this school.
The mannerisms of teachers at this school are annoying.

Teachers Spend time after school with the students who have individual
problems.

Instructions for the operation of teaching aids are available.
Teachers invite other fat ulty members to visit them at home.
There is a minority group of teachers who always oppose the majority.
Extra books are available for classroom use.

Sufficient time is given to prepart administrative reports.
Teachers know the family background of other faculty members.
Teachers exert group pressure on nonconforming faculty members.
In faculty meetings, there is the feeling of 1"let's get. things done. "
Administrative paper work is burdensome at this school.

Teachers talk about. their personal life to other faculty members.
Teachers seek Special favors from the principal.

School supplies are readily available for use in classwork.

Student progress reports require tw- much work.

Teachers have fun socializing together during school time.

Teachers interrupt other faculty members who are talking in staff meetings.

Most of the teachers here accept the faults of their colleagues.
Teachers have too many committee requirements.

There is conSiderable laughter When teachers gather informally.
Teachers ask nonsensical questions in faculty meetings.
Custodial service is available when needed.

Routine duties interfere with the job of teaching.

Teachers prepare administrative reports by themselves.
Teachers ramble When they talk in faculty meetings.

Teachers at this school show much school spirit.

The principal goes out of his way to help teachers.

1

 

m&~..u .34. =.n “W— _...

 

 

u.‘

ReSponses are defined as tollows:

29.
30.

32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.

55.

56.

57.

59.

 

89

IBM
2le
Rarely or never occurs 0
Sometimes occurs 1
Often occurs ' 2
Very frequently occurs 3

The principal helps teachers solve personal problems.
Teachers at this'school stay by themselves .
The teachers accomplish their work With great Vim. vigor and pleasure.
The principal sets an example by working hard himself.

The princ1pal does personal favors for teat hers.

Teachers eat lunch by themselves in their own classrooms.

The morale of the teachers is high.

The prinmpal uses constructive critiCism.

The principal Stays after school to help teachers finish their work.
Teachers socialize together in small select groups.

The principal makes all class-scheduling decisions.

Teachers are contacted by the prinripal ear h day.

The principal is well prepared when he speaks at school functions.
The principal helps staff members settle minor differences.

The principal schedules the work for the teachers.

Teachers leave the grounds during the school day.

The principal (. l'l'.1( izes a specific act rather than a staff member.
Teachers help select Whi( h courses Will be taught.

The principal corrects teachers" mistakes.

The prinCipal talks a great deal.

The principal explains his reasons for critiCism to teachers.

The principal tries to get better salaries for teachers.

Extra duty for teachers is posted conSpicuously.

The rules set by the principal are never questioned.

The principal looks out for personal welfare of teachers.

School secretarial service is available for teachers” use.

The principal runs the faculty meeting like a business conference.
The principal is in the building before teachers arrive.

Teachers work together preparing administrative reports.

Faculty meetings are organized . according to a tight agenda.
Faculty meetings are mainly prinCipal—report meetings.

2

 

 

 

 

 

90

Responses are defined as follows

60.
61.
62,
63.
64.
65.
66.
67°
68.
69.

IBM

95231343
Rarely or never occurs 0
Sometimes occurs 1
Oiiten occurs 2
Very frequenily occurs 3

The principal tells teachers of new Ideas he has run ac ross.,

Teachers talk abnul leavmg the school system..

The principal checks the subje< t-mniter ability of leac hers,

The principal is easy It) understandn‘

Teachers are informed of the results of a supermsor‘s visit.

Gradin .ractices are standardized 2L ThlS school.
g p

The principal insures that tear hers work to their full capacity

Teachers leave the budding as Soon as possible at. day‘s end,
The principal clarifies wrong ideas a tear her may have.

Schedule changes are posted conspicwmsly a! lhIS school.

 

 

 

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.IIIII

 

 

K.
”g. .

91

PART II Personality Factors (Items 70—85)

_ c..._..4x...-“..

Items 70, to 85 record sixteen (16) meaningful dimensions of personality by 1‘ .
adjective pairs. This is a measurement of your perception of your principal’s ‘
personality on these factors. t‘

MARKING INSTRUCTIONS

 

 

Sixteen (16) adjective paired words are placed on 321911 scale continuum ranging
to opposite characteristics.

Consider numbers 0 and 9 as representing the extremes. and 4 and 5 as representing 7‘
the average or middle range. ‘

FOR EXAMPLE: Active - Inactive

 

 

0 l 2 3 4 5 6 7 8 9
ACTIVE Extremely very quite somewhat. middle somewhat quite very extremely INACTIVE
active active active active range inactive inactive inactive

Record your response on the corresponding number on the IBM score sheet.
Please give your candid appraisal of the following factors.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0 l 2 3 4 5 6 7 8 9 ’
extremely very quite somewhat Iniacrlldglg somewhat quite very extremely l
‘70. RESERVED OUTGOING 3
71. LESS INTELLIGENT MORE INTELLIGENT
'72. AFFECTED BY FEELINGS EMOTIONALLY STABLE _t
73. HUMBLE ASSERT] V E
74. SOBER HAPPY—GO—LUCKY
75. EXPEDIENT CONSCIENTIOUS
76. SHY VEN’I‘URESOME
77. TOUGH-MINDED TENDER—MINDED
78. TRUSTING SUSPICIOUS 1‘
79. PRACTICAL IMAGlNATIVE ll
80. FORTHRIGHT SHREWD 5
81. PLACID APPREHENSIVE

EXPERIMENTING

 

82 . CONSERVATIVE

 

83. GROUP—DEPENDENT SELF—SUFFICIENT

 

84. CASUAL CONTROLLED l

TENSE

 

85. RELAXED

 

 

 

 

 

 

 

 

 

PART 111

Please record your response on the answer sheet by the corresponding number.

86.

87.

88.

89..

90.

91.

92.

Sex

0.
1.

92
General Biographical Data (Items 86-95)

Male
Female

Age:

“beater—to

20—29
30-39
40—49
50—59
60 or over

Educational Background:

0.
1.
2.
3.
4.

Less than Bacheloris Degree
Bachelor's Degree

Master‘s Degree

Education Specialist
Doctoral. Degree

Years assigned this school: (counting this year as one)

Uer-OONH‘O

one year

two years

three years

4—5 years

6—10 years

11 or more years

Years taught in all schools: (counting this year as one)

cnfl‘oamt-do

one year

tw0 years

three years

4—5 years

6—10 years

11 or more years

Present level of teaching; (if ungradedy. use approximation)

0.
1.

K—3
4— 6

In general, do you think your principal is favorable disposed toward new
educational practices?

0.
l.

t No
Yes

 

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”mug. _,.

 

 

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93

Part III General Biographical Data

Please record your response on the answer sheet by the corresponding number.

93. In your judgment, which phrase do you think most closely approximates
the feelings of your principal about. the teacher association—board of
education negotiation process?

Very favorable

Quite favorable
Somewhat favorable
No opinion

Somewhat unfavorable
Quite unfavorable
Very unfavorable

CDUIt-PCONI—‘OO

94. Of the following, whose opinion of your teaching is most important to you:

0. Students

1 . Principal

2 . Teaching c olleagues
3 . Myself

4. Parents of students

95.. Of the following, whose opinion of your teaching is least important to you:

0. Students

1° Principal

2. Teaching colleagues
3. Myself

4. Parents of students

WHEN COMPLETED. RETURN QUESTIONNAIRE AND IBM SCORING SHEET
TO EXAMINER ..

THANK YOU FOR YOUR COOPERATION.

 

 

 

 

 

 

 

 

MICHIGAN STATE UNIVERSITY
Department of Higher Education and Administration
QUESTIONNAIRE FOR PRINCIPALS
Dear Principal:

The forms which you have are part of a. research study on "organizational
climate” and the perceptions of principals and teachers.

Please do not mark on the questionnaire. Separate answer sheets are
provided. Make only one response to each item. Please mark your response
clearly --— staying within the limits of the box.

Significant and meaningful, results can be achieved only be completing
each item candidly and if you do not. skip any item. “N9 forms are to be
signed. All information is coded and no other identification is or will be
made. All. responses are confidential.

For principals. thc questionnaire is in three parts. with completion
time less than one hour. Please complete in the order listed.

PART I — 16 PF - Completion Time — approx. 35 minutes
The 16 PF Test Form A. 1967 Edition (Green Form) is an objectively—
scorable personality factor test. Instructions for completion are on the title

page, noting particularly the four points on the lower half of the page. Mark
your responses on the enclosed Green Answer Sheet.

PART II - PERCEPTIONS OF PERSONALITY CHECKLIST — Approx. 10 minutes.
A list of sixteen adjective paired! words which describe dimensions of
personality. Use the IBM Scoring Sheet to Record your responses (Items 1~16 ).

PART III '- GENERAL BIOGRAPHICAL DATA ~ Approx. 5 minutes

Fourteen items of general data. Use the IBM Scoring Sheet to record your
reSponses (Items 17 - 30 )

 

When you complete the forms ,, place them back in the enveIOpe and seal it.
The sealed envelopes will be picked up at your office.

Thank you. for your cooperation.

94

 

 

 

 

PART II Personality Factors (Items 1-16),

Items 1 to 16 record Sixteen (16) meaningful dimensions of personality by
adjective pairs. This is a. measurement of your own Perception of your
personality on these factors. In essence the question is. How do you. see yourself

as a. erson?
MA ING INSTRUCTJONS

Sixteen (16) adjective paired words are placed on a 1211:5313 continuum ranging
to opposite characteristics.

77 33’ 1;?
a,
I

Consider numbers 0 and 9 as representing the extremes. and 4 and 5 as representing
the average or middle range.

FOR EXAMPLE: Active —‘ Inactive

 

0 1 2 3 4 5 6 7 8 9
.CTIVE Extremely very une somewhat rmddie somewhat quite very extremely INACTIVE
active active active active range inactive inactive inactive

Record your response on the corresponding number on the IBM score sheet.
Please give your candid appraisal of the following factors:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

o 1 2 r: 4 5 6 7 8 9
extremely very quite somewhat rrrnglcélee somewhat quite very extremely
1. RESERVED OUTGOING
2. LESS INTE LLIGE NT MORE INTELLIGENT
3. AFFECTED BY FEELINGS EMOTIONALLY STABLE
4 . HUMBLE ASSERTWE
5. SOBER HAPPY— GO— LUCKY
6. EXPEDIENT CONSCIENTIOUS {
7. SHY VENTURESOME I
8. TOUGH—MlNDED TENDER— MINDED j
9. TRUSTING SUSPICIOUS ‘ j
10. PRACTICAL IMAGINATIVE —]
1 1. FORTHRIGHT SHREWD J
12. PLACID APPREHENSIVE I
13.. CONSERVATIVE EXPERIMENTING 7
14. GROUP— DEPENDE NT SE LF—SUFFICIENT j
15. CASUAL CONTROLLED I j
16. RELAXED TENSE I
1‘

 

 

.gm.;vs;q-z—n 5m, ‘ h. _‘

 

 

 

 

 

 

 

 

 

96
QUESTIONNAIRE FOR PRINCIPAIS

PART III. GENERAL BIOGRAPHICAL DATA (Items 17‘--30 )

Please record your response on the IBM Scoring Sheet by the corresponding number.

. "has...“ again—M

17 . Sex:
0. Male
1 . Female ,

18. Age:

20-29
30~~39
«LO-~49
50~59

60 or over

pbcoNl-‘O

19. Educational Background:
0. Bacheloer Degree
1. MasterVS Degree
2. Masteer Degree plus
3. Education Specialist
4. Doctoral Degree

20. How many brothers and Sisters do you have?

C

 

21. What. was your position among your siblings ? ( Consider the oldest as number one )
0. 1

.__.~.;\ ._
_-._ _ _

1 2
2 3
3. 4
4. 5
5 6
6 other

22. How would you classify your childhood family in regards to closeness among
the members ?
0. Very close
1. Close
2. Not really close 4
3. Everyone went his own way

— - :- --.-._ __ ___

0‘.

 

 

 

 

 

97

PART III - GENERAL BIOGRAPHICAL DATA -- (' continued )

23. How would you evaluate the quality of your early schooling and general
education?
0. Good
1. Average
2. Poor

24. Where would you classnfy the socio-eronomic status of your childhood family?
0. Upper class
1. Upper middle class
2. Lower middle class
3. Lower Class

25. What, place did religion orrupy in your childhood home?
0. Strongly emphasized
1. Emphasized
2. Not emphasized
3. There was. no religion

26. Did you grow up in an urban or rural sometv?
0. Rural
1. Urban

27. In general? do you consider yourself as favorably disposed toward new
educational practices ?
0. N0
1. Yes

28. in genei a]? which phrase best expresses your feelings about. the teacher
association ~board of eduration negotiat ion process ?
0. Very favorable
Quite favorable
Somewhat favorable
No opinion
Somewhat unfavorable
Quite unfavorable
Very unfavorable

Nl—l

men-so:

29. Of the following, whose opinion of their teaching do you think is _mpsl
important, to your teachers:
0. Students
Principal
Teaching colleagues
their own self
Parents of studen ts

sP-ooNi—A

. “M‘mfl’DL-&’El—— .a..-w _r .

 

 

 

 

 

 

98

PART III - GENERAL BIOGRAPHICAL DATA - (_ continued )

30. Of the following. whose opinion of their teaching do you think is least
important to them:

0.

14>me

Students

Principal

Teaching colleagues
Their own selves
Parents of students

WHEN COMPLETED, SEAL ALL SCORING SHEETS AND QUESTIONNAIRE IN THE
ENVELOPE. THANK YOU.

 

 

 

 

 

 

_QHEfiTIQNNAIBEFQESTHDFNTS
Michigan State Universuty Research Study
Dear Students:

The following ten ques'lons :l t e pm! of" a reseurrh study on school life.
We want. to know how you fer-l about S( hool and pfll'HCUlfltly about your time
in the classroom. We want your honest opinion. There'nre notightotlwrong
EME. The papers are no1 'o h: signed.

MBEJISQJRSTEUST IQNS I

1. Mark your answers on the t’t‘ll‘ letter scoring sheet by the same number.
2. Mark only between the dotted llnt‘S. Use a a: penetl.
3. Mark only one answr-r to each quest ion.

Here is a list of some statements that drsrrshe life in the classroom.

Mark your answer on the scoring sheet by the same number as the statement.
Within the dotted lines. mark the number of the statement. th.atbe_s_t_t_ell§
how you feel about this Class .Thcr:<‘._9rv nqrightpr W.r0ng.av§.1v_c:_r.§~._-

 

1. Life in this class with your regular teacher has
0. all good things
1. mostly good things
2. more good things than bud
3. about as many good things as hurl
4. more bad things than good
5. mostly had things

2. How hard are you working these days on learning whz-r is being taught at school?
0. Very ha rd
1. Quite hard
2. Not very hard
3. Not hard at all

3. When I'm in this class. I
0. usually feel Wide awake and very interested
I. am pretty interested kind of bored part of the time
2. am not very interested bored qu.ll(' u lot of the time
3. don"t like it. feel borer] and not with it
4. How hard are you working on st hoolwoik compared With the others in the class?
0. Harder than most
. A little hardr-r than most
. About the same as most
. A little less than most
. Quite a bit less than most
99

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100

CLASSROOM LIFE Page 2

5 How many of the pupils in this class do what the teacher suggests?

0. Most of them do

1. More than half do
2,. Less than half do

3 hardly anybody does

If we help each othe r with our work in this class, the teacher
0. likes it a lot
1 likes it some.
2“ likes it a little
3 doesriit like M at. all

How good is your schoolwork compared With the work of othc rs in the class?
0.. Much better than most
1° A little better than most
2“ About the same as most
3. Not quite as good as most
4, Much worse than most

How often do the pupils in this class help one another with their schoolwork?
00 Most of the time
1 9 Sometimes
2° Hardly ever
‘3 New-r

How often. do the pupils in this class act friendly toward one another?
0. Always
1 Most of the time
2., Sometimes
3 Hardly evcr

Thinking of your whole days? which part of your day seems most important
to you ?
0. Life. in this class
1,. Things you do in school that are not part of your regular class
20 Life at home .1
3. Doing things with playmates after school
40 Clubs and groups outside of school with regular meetings and adult leaders
5,, Doing things alone

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FORM .A
. 1 6 P F 1967 Eamon

WHAT TO DO: Inside this booklet are some questions to see what attitudes and interests you
have. There are no “right” and “wrong” answers because everyone has the right to his
own views. To be able to get the best advice from your results, you will want to answer
them exactly and truly.

 

 

If a separate “Answer Sheet” has not been given to you, turn this booklet over and tear
off the Answer Sheet on the back page.

Write your name and all other information asked for on the top line of the Answer Sheet.

First you should answer the four sample questions below so that you can see whether you
need to ask anything before starting. Although you are to read the questions in this book-
let, you must record your answers on the answer sheet (alongside the same number as in
the booklet).

There are three possible answers to each question. Read the following examples and mark
your answers at the top of your answer sheet where it says “Examples.” Fill in the left-
hand box if your answer choice is the “a” answer, in the middle box if your answer choice
is the “b” answer, and in the right-hand box if you choose the “c” answer.

EXAMPLES:
1. I like to watch team games. 3. Money cannot bring happiness.
a. yes, b- occasionally, c. no. a. yes (true), b. in between, C. no (false).
2. I prefer people who: 4. Woman is to child as cat is to:
a. are reserved, a. kitten, b. dog, c. boy.

b. (are) in between,
c. make friends quickly.

In the last example there is a right answer—kitten. But there are very few such reason-
ing items.

Ask now if anything is not clear. The examiner will tell you in a moment to turn the page
and start.

When you answer, keep these four points in mind:

1. You are asked not to spend time pondering. Give the first, natural answer as it comes
to you. Of course, the questions are too short to give you all the particulars you would
sometimes like to have. For instance, the above question asks you about “team games”
and you might be fonder of football than basketball. But you are to reply “for the av-
erage game,” or to strike an average in situations of the kind stated. Give the best
answer you can at a rate not slower than five or six a minute. You should finish in a
little more than half an hour.

2. Try not to fall back on the middle, “uncertain” answers except when the answer at
either end is really impossible for you—perhaps once every four or five questions.

3. Be sure not to skip anything, but answer every question, somehow. Some may not
apply to you very well, but give your best guess. Some may seem personal; but remem-
ber that the answer sheets are kept confidential and cannot be scored without a special
stencil key. Answers to particular questions are not inspected.

4. Answer as honestly as possible what is true of you. Do not merely mark what seems
the right thing to say” to impress the examiner.

 

  

 

 

 

 

CODyrr h -
Uplon.ng© by The Institute for Personality & Ability Testing. 1956. 1952 1967

 

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10.

. I have the instructions for this test clearly in

mind.

a. yes, b. uncertain, c. no.

. I am ready to answer each question as truth-

fully as possible.
a. yes, b. uncertain, c. no.

. I would rather have a house:

a. in a sociable suburb,
b. in between,
c. alone in the deep woods.

. I can find enough energy to face my difficulties.

a. always, b. generally, c. seldom.

. I feel a bit nervous of wild animals even when

they are in strong cages.

a. yes (true), b. uncertain, c. no (false).

. I hold back from criticizing people and their

ideas.

a. yes, b. sometimes, c. no.

. I make smart, sarcastic remarks to people if I

think they deserve it.

a. generally, b. sometimes, c. never.

. I prefer semiclassical music to popular tunes.

a. true, b. uncertain, c. false.

. If I saw two neighbors’ children fighting, I

would

a. leave them to settle it,
b. uncertain,

c. reason with them.

On social occasions I:

a. readily come forward,

b. in between,

c. prefer to stay quietly in the background.

. It would be more interesting to be:

a. a construction engineer,
b. uncertain,
c. a writer of plays.

. I would rather stop in the street to watch

an artist painting than listen to some people
havmg a quarrel.

a. true, b. uncertain, c. false.

. I can generally put up with conceited people,

even though they brag or show they think
too well of themselves.

a. yes, b. in between, c. no.

14.

15.

16.

19.

20.

21.

22.

23.

24.

25.

You can almost always notice on a man’s face
when he is dishonest.
a. yes, b. in betWeen, c. no.
It would be good for everyone if vacations
(holidays) were longer and everyone had to
take them.
a. agree, b. uncertain, c. disagree.
I would rather take the gamble of a job with
possibly large but uneven earnings, than one
with a steady, small salary.
a. yes, b. uncertain, c. no.

. I talk about my feelings:
a. only if necessary,
b. in between,
c. readily, whenever I have a chance.

. Once in a while I have a sense of vague danger
or sudden dread for reasons that I do not
understand.

a. yes, b. in between, c. no.

When criticized wrongly for something I did
not do, I:

a. have no feeling of guilt,

b. in between,

c. still feel a bit guilty.

Money can buy almost everything.

a. yes, b. uncertain, c. no.

My decisions are governed more by my:

a. heart,

b. feelings and reason equally,

c. head.

Most people would be happier if they lived
more with their fellows and did the same
things as others.

a. yes, b. in between, c. no.

I occasionally get puzzled, when looking in a
mirror, as to which is my right and left.

a. true, b. uncertain, c. false.

When talking, I like:

a. to say things, just as they occur to me,
b. in between,
c. to get my thoughts well organized first.

When something really makes me furious, I
find I calm down again quite quickly.
a. yes, b. in between, c. no.

(End, column 1 on answer sheet.)

 

 

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

With the same hours '

_ and a

interesting to be: p y, 1t W0111d be more
a. a carpenter or cook,
b. uncertain,

c. a waiter in a good restaurant.

I have been elected to:
a. only a few offices,
b. several,

c. many offices.

“Spade” is to “dig” as “knife” is to:
a. sharp, b. cut, c. point.

I sometimes can’t get to sleep because an idea
keeps running through my mind.
a. true, b. uncertain, c. false.

In my personal life I reach the goals I set,
almost all the time.

a. true, b. uncertain, c. false.
An out—dated law should be changed:

a. only after considerable discussion,
b. in between,

c. promptly.

I am uncomfortable when I work on a project
requiring quick action affecting others.
a. true, b. in between, c. false.

Most of the people I know would rate me as an
amusing talker.

a. yes, b. uncertain, c. no.
When I see “sloppy,” untidy people, I:
a. just accept it,

b. in between,

c. get disgusted and annoyed.

I get slightly embarrassed if I suddenly become
the focus of attention in a soc1al group.
a. yes, b. in between, c. no.
' ' ‘ thering for

m always glad to mm a large-ga _ ,
Ieiflample, a party, dance, or public meeting.
a. yes, b. in between, c. no.
In school I preferred (or prefer) :
a. music, .

. uncertain,

to). handwork and crafts.

' thing,
been put 1n charge of some
\INlllasrlsIt 1th; my instructions are followed or
e I resign. .
:15 yes, b. sometimes, c. no.

39.

40.

41.

42.

43.

44.

46.

47.

48.

49.

50.

For parents, it is more important to:

a. help their children develop their affections,
b. in between,

c. teach their children how to control emotions.

In a group task I would rather:
a. try to improve arrangements,
b. in between,

c. keep the records and see that rules are
followed.

I feel a need every now and then to engage in
a tough physical activity.

a. yes, b. in between, c. no.

I would rather mix with polite people than
rough, rebellious individuals.
a. yes, b. in between, c. no.

I feel terribly dejected when people criticize me
in a group.

a. true, b. in between, c. false.

If I am called in by my boss, I:

a. make it a chance to ask for somethingl
want,

b. in between,

c. fear I’ve done something wrong.

. What this world needs is:

a. more steady and “soli ” citizens,
b. uncertain,

c. more “idealists” with plans for a better
world.

I am always keenly aware of attempts at propa-
ganda in things I read.

a. yes, b. uncertain, c. no.

As a teenager, I joined in school sports:
a. occasionally,

b. fairly often,

c. a great deal.

I keep my room well organized, with thingS‘

in known places almost all the time.
a. yes, b. in between, c. no.

I sometimes get in a state of tension and tur-
moil as I think of the day’s happenings.

a. yes, b. in between, c. no.

I sometimes doubt whether people I am talking
to are really interested in what I am saymg
a. yes, b. in between, c. no.

(End, column 2 on answer sheet.)

351

 

i}

 

51.

52.

53.

54.

56.

58.

59.

60.

61.

62.

If I had to choose, I would rather be:
a. a forester,

b. uncertain,

c. a high school teacher.

For special holidays and birthdays, I:

a. like to give personal presents,

b. uncertain,

c. feel that buying presents is a bit of a
nuisance.

“Tired” is to “work” as “proud” is to:
a. smile, b. success, c. happy.

Which of the following items is different in
kind from the others?

a. candle, b. moon, c. electric light.

. I have been let dOWn by my friends:

a. hardly ever,
b. occasionally,
c. quite a lot.

I have some characteristics in which I feel
definitely superior to most people.
a. yes, b. uncertain, c. no.

. When I get upset, I try hard to hide my feel—

ings from others.

a. true, b. in between, c. false.

I like to go out to a show or entertainment:
a. more than once a week (more than average),
b. about once a week (average),

c. less than once a week (less than average).

I think that plenty of freedom is more impor-
tant than good manners and respect for the
law.

a. true,

b. uncertain, c. false.

I tend to keep quiet in the presence of senior
persons (people of greater experience, age, or
rank).
3.. yes, b. in between, c. no.

I find it hard to address or recite to a large
group.
a. yes, b. in between, c. no.

I have a good sense of direction (find it easy to
tell which is North, South, East, or West)
when in a strange place.

a. Yes, b. in between, c. no.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

If someone got mad at me, I would:
a. try to calm him down,

b. uncertain,

c. get irritated.

When I read an unfair magazine article, I am
more inclined to forget it than to feel like
“hitting back.”

a. true, b. uncertain, c. false.

My memory tends to drop a lot of unimportant,
trivial things, for example, names of streets or
stores in town.

a. yes, b. in between, c. no.

I could enjoy the life of an animal doctor,
handling disease and surgery of animals.
a. yes, b. in between, c. no.

I eat my food with gusto, not always so care-
fully and properly as some people.
a. true, b. uncertain, c. false.

There are times when I don’t feel in the right
mood to see anyone.

a. very rarely,

b. in between,

c. quite often.

People sometimes warn me that I show my ex-
citement in voice and manner too obviously.
a. yes, b. in between, c. no.

As a teenager, if I differed in opinion from my
parents, I usually:

a. kept my own opinion,

b. in between,

c. accepted their authority.

I would prefer to have an office of my own,
not sharing it with another person.
a. yes, b. uncertain, c. no.

I would rather enjoy life quietly in my own
way than be admired for my achievements.
a. true, b. uncertain, c. false.

I feel mature~in most things.
a. true, b. uncertain, c. false.

I find myself upset rather than he]

. _ ' . ped b th
kind of crit1c1sm that many people offeryon:
a. often, b. occasionally, c. never.

I am always able to keep the expression of my
feelings under exact control.
a. yes, b. in between, c. no.

(End, column 3 on answer sheet.)

 

 

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

In starting a useful invention, I would prefer:

a. working on it in the laboratory,
b. uncertain,

c. selling it to people.

“Surprise” is to “strange” as “fear” is to:
a. brave, b. anxious, c. terrible.

Which of the following fractions is not in the
same class as the others?

a. 3/7, b. 3/9, c. 3/11.

Some people seem to ignore or avoid me,
although I don’t know why.

a. true, b. uncertain, c. false.

People treat me less reasonably than my good
intentions deserve.

a. often, b. occasionally, c. never.
The use of foul language, even when it is not in

a mixed group of men and women, still dis-
gusts me.
a. yes, b. in between, c. no.

I have decidedly fewer friends than most peo—
ple.
a. yes, b. in between, c. no.

I would hate to be where there wouldn’t be a
lot of people to talk to.
a. true, b. uncertain, c. false.

People sometimes call me careless, even though
they think I’m a likable person.

a. yes, b. in between, c. no.

“Stage-fright” in various social situations is
something I have experienced:

a. quite often,

b. occasionally,

c. hardly ever.

I am in a small group, I am content to
2:31:12le and let others do most of the talking.
a. yes, b. in between, e. no.

I refer reading: . . . '
apa realistic account of military or political
battles,.
. uncertain, . .
1c) a sensitive, imaginative novel.

“ h me around,”
bossy people try to pus .
lNdejlust the opposite of what they wish,
a yes, b. in between, c. no.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

Business superiors or members of my family,

as a rule, find fault with me only when there is
real cause.

a. true, b. in between, c. false.

In streets or stores, I dislike the way some
persons stare at people.

a. yes, b. in between, c. no.

On a long journey, I would prefer to:

a. read something profound, but interesting,
b. uncertain,

c. pass the time talking casually with a fellow
passenger.

In a situation which may become dangerous,l
believe in making a fuss and speaking up even
if calmness and politeness are lost.

a. yes,

b. in between, c. no.

If acquaintances treat me badly and show they
dislike me:

a. it doesn’t upset me a bit,
b. in between,
c. I tend to get downhearted.

I find it embarrassing to have praise or compli-
ments bestowed on me.

a. yes, b. in between, e. no.

I would rather have a job with:

a. a fixed, certain salary,

b. in between,

c. a larger salary, which depended on my con-
stantly persuading people I am worth it.

To keep informed, I like:

a. to discuss issues with people,
b. in between,

c. to rely on the actual news reports.

I like to take an active part in social affairs,
committee work, etc.

a. yes, b. in between, c. no.
In carrying out a task, I am not satisfied

unless even the minor details are given close
attention.

a. true, b. in between, c. false.

Quite small setbacks occasionally irritate me
too much.

a. yes, b. in between, c. no.

I am always a sound sleeper, never walking or‘
talking in my sleep.
a. yes, b. in between, c. no. ‘

1
(End, column 4 on answer sheet.)

I ,, . _44

 

10

102.

103.

104.

105.

106.

107.

108.

109.

110.

11.

H

112.

E“

 

It would be more interesting to work in a
business:
a. talking to customers,

b. in between,
c. keeping office accounts and records.

“Size” is to “length” as “dishonest” is to:
a. prison, b. sin, c. stealing.

AB is to dc as SR is to:
a- qp, b- pq, c. tu.

When people are unreasonable, I just:
a. keep quiet,

b. uncertain,

c. despise them.

If people talk loudly while I am listening to

music, I:

a. can keep my mind on the music and not be
bothered,

b. in between,

c. find it spoils my enjoyment and annoys me.

I think I am better described as:
a. polite and quiet,

b. in between,

c. forceful.

I attend social functions only when I have to,
and stay away any other time.
a. yes, b. uncertain, c. no.

To be cautious and expect little is better than
to be happy at heart, always expecting success.
a. true, b. uncertain, c. false.

In thinking of difficulties in my work, I:

a. try to plan ahead, before I meet them,

b. in between,

c. assume I can handle them when they come.

I find it easy to mingle among people at a
social gathering.

a. true, b. uncertain, c. false.

When a bit of diplomacy and persuasion are
needed to get people moving, I am generally
the one asked to do it.

a. yes, b. in between, c. no.

It would be more interesting to be:

a. a guidance worker helping young people find
jobs,

b. uncertain,

c. a manager in efficiency engineering.

113.

114.

115.

116.

117.

118.

119.

120.

121.

122.

123.

124.

125.

If I am quite sure that a person is unjust or
behaving selfishly, I show him up, even if it
takes some trouble.

a. yes, b. in between, c no.
I sometimes make foolish remarks in fun, just
to surprise people and see what they will say.
a. yes, b. in between, e. no.

I would enjoy being a newspaper writer on
drama, concerts, opera, etc.
a. yes, b. uncertain, c. no.

I never feel the urge to doodle and fidget when
kept sitting still at a meeting.
a. true, b. uncertain, c. false.

If someone tells me something which I know is
wrong, I am more likely to say to myself:

a. “He is a liar,”

b. in between,

c. “Apparently he is misinformed.”

I feel some punishment is coming to me even
when I have done nothing wrong.
a. often, b. occasionally, c. never.

The idea that sickness comes as much from
mental as physical causes is much exaggerated.
a. yes, b. in betWeen, c. no.

The pomp and splendor of any big state cere-
mony are things which should be preserved.
a. yes, b. in between, c. no.

It bothers me if people think I am being too
unconventional or odd.
a. a lot, b. somewhat, c. not at all.

In constructing something I would rather
work:

a. with a committee,

b. uncertain,

c. on my own.

I have periods when it’s hard to stop a mood
of self-pity.

a. often, b. occasionally, c. never.

Often I get angry with people too quickly.
a. yes, b. in between, c. no.

I can always change old habits without ' '
culty and without slipping back. dlffl-
a. yes, b. in between, c. no.

(End, column 5 on answer sheet.)

. --_.—.. _m—d..._ ..

 

 

126.

127.

128.

129.

130.

131.

132.

133.

134.

135.

136.

137.

138.

if the earnings were the same, I would rather
e:

a. a lawyer,
b. uncertain,
c. a navigator or pilot.

“Better” is to “worst” as “slower” is to:
a. fast, b. best, c. quickest.

Which of the following should come next at the
end of this row of letters: xooooxxoooxxx?
a. oxxx, b. ooxx, c. x000.

When the time comes for something I have
planned and looked forward to, I occasionally
do not feel up to going.

a. true, b. in between, c. false.

I can work carefully on most things without
being bothered by people making a lot of noise
around me.

a. yes, b. in between, c. no.

I occasionally tell strangers things that seem
to me important, regardless of whether they
ask about them.

a. yes, b. in between, c. no.

' ' 'th
I s end much of my spare time talking w1
frifnds about social events enjoyed in the past.
a. yes, b. in between, c. no.

I enjoy doing “daring,” foolhardy things “just
for fun.”
a. yes, b. in between, c. no.

I find the sight of an untidy room very annoy-

ing.
a yes, b. in between, c. no.

I consider mySEIf a very SOCiable’ outgoing

erson.
1; yes b. in between, c. no.
- ’

' I:
oc1al contacts .
in :how my emotions as I Wish,
b: in between,

keep my emotions to myself.
c.

I enjoy music that iszk
a light, dry, and bus ,

' ' een, .

. lexmzti‘diial and sentimental.
c.

t
d 're the b eauty of a poem more than the
ml
lifaa well-Inade gun-

o
a" y 7

139.

140.

141.

142.

143.

144.

145.

146.

147.

148.

149.

150.

If a good remark of mine is passed by, 1'
a. let it go,

b. in between,

c. give people a chance to hear it again.

I would like to work as a probation officer with
criminals on parole.

a. yes, b. in between, c. no.

One should be careful about mixing with all

kinds of strangers, since there are dangers of
infection and so on.

a. yes, b. uncertain, c. no.

In traveling abroad, I would rather go on an
expertly conducted tour than plan by myself
the places I wish to visit.

a. yes, b. uncertain, e. no.

I am properly regarded as only a plodding,
half-successful person.

a. yes, b. uncertain, c. no.

If people take advantage of my friendliness,l
do not resent it and I soon forget.

a. true, b. uncertain, c. false.

If a heated argument developed between other

members taking part in a group discussionl
would:

a. like to see a “winner,”
b. in between,
c. wish that it would be smoothed over.

I like to do my planning alone, without inter-
ruptions and suggestions from others.
a. yes, b. in between, c. no.

 

I sometimes let my actions get swayed by feel-
ings of jealousy. ‘

a. yes, b. in between, c. no.

I believe firmly “the boss may not always bel
right, but he always has the right to be boss”;
a. yes, b. uncertain, e. no. ;
I get tense as I think of all the things lying
ahead of me.

a. yes, b. sometimes, c. no.

If people shout suggestions when I’m playini
a game, it doesn’t upset me.

a. true, b. uncertain, c. false.

(End, column 6 on answer sheet.)

~53

9.
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H

15.

152.
- 153.
154.
155.

156.

157.
.. 158.
159.
160.
161.

162.

163.

 

It would be more interesting to be:
a. an artist,

b. uncertain,

c. a secretary running a club.

Which of the following words does not properly
belong with the others?
a. any, b. some, c. most.

“Flame” is to “heat” as “rose” is to:
a. thorn, b. red petals, c. Scent.

I have vivid dreams, disturbing my sleep.
a. often,

b. occasionally,

c. practically never.

If the odds are really against something’s be-
ing a success, I still believe in taking the risk.

a. yes, b. in between, c. no.

I like it when I know so well what the group
has to do that I naturally become the one in
command.

a. yes, b. in between, c. n0.

I would rather dress with quiet correctness
than with eye-catching personal style.
a. true, b. uncertain, c. false.

An evening with a quiet hobby appeals to me
more than a lively party.

a. true, b. uncertain, c. false.

I close my mind to well-meant suggestions of
others, even though I know I shouldn’t.
a. occasionally, b. hardly ever, c. never.

I always make it a point, in deciding anything,
to refer to basic rules of right and wrong.
a. yes, b. in between, c. no.

I somewhat dislike having a group watch me at
work.

a. yes, b. in between, c. no.

Because it is not always possible to get things
done by gradual, reasonable methods, it is
sometimes necessary to use force.

a. true, b. in between, c. false.

In school I preferred (or prefer) :
a. English,

b. uncertain,

c. mathematics or arithmetic.

. I have sometimes been troubled by people’s

saying bad things about me behind my back,
with no grounds at all.
a. yes, b. uncertain, c. no.

165.

166.

167.

168.

169.

170.

171.

172.

173.

174.

175.

Talk with ordinary, habit-bound, conventional

people:

a. is often quite interesting and has a lot to it,

b. in between,

c. annoys me because it deals with trifles and
lacks depth.

Some things make me so angry that I find it
best not to speak.
a. yes, b. in between, c. no.

In education, it is more important to:

a. give the child enough affection,

b. in between,

e. have the child learn desirable habits and
attitudes.

People regard me as a solid, undisturbed person,
unmoved by ups and downs in circumstances.
a. yes, b. in between, c. no.

I think society should let reason lead it to new
customs and throw aside old habits or mere
traditions.

a. yes, b. in between, c. no.

I think it is more important in the modern
world to solve:

a. the question of moral purpose,

b. uncertain,

c. the political difficulties.

I learn better by:

a. reading a well-written book,
b. in between,

c. joining a group discussion.

I like to go my own way instead of acting on
approved rules.

a. true, b. uncertain, c. false.

I like to wait till I am sure that what I am say-
ing is correct, before I put forth an argument.
a. always,

b. generally,

c. only if it’s practicable.

Small things sometimes “get on my nerves”
unbearably, though I realize they are trivial.
a. yes, b. in between, c. no.

I don’t often say things on the spur of t
moment that I greatly regret he

a. true, b. uncertain, c. false.

(End, column 7 on answer sheet.)

 

 

176.

178.

179.

180.

181.

If asked to work with a charity drive, I would
a. accept,

b. uncertain,
c. politely say I’m too busy.

. Which of the following words does not belong

with the others?

a. wide, b. zigzag, c. straight.
“Soon” is to “never” as “near” is to:
a. nowhere, b. far, c. away.

If I make an awkward social mistake, I can
soon forget it.

a. yes, b. in between, c. no.

I am known as an “idea man” who almost
always puts forward some ideas on a problem.
a. yes, b. in between, c. no.

I think I am better at showing:

a. nerve in meeting challenges,

b. uncertain, , _

c. tolerance of other people s Wishes.

182.

183.

184.

185.

186.

187.

10

I am considered a very enthusiastic person.

a. yes, b. in between, c. no.

I like a job that offers change, variety, and
travel, even if it involves some danger.

a. yes, b. in between, c. no.

I am a fairly strict person, insisting on always
doing things as correctly as possible.

a. true, b. in between, c. false.

I enjoy work that requires conscientious, ex~
acting skills.

a. yes, b. in between, c. no.

I’m the energetic type who keeps busy.

a. yes, b. uncertain, c. no.

I am sure there are no questions that I have
skipped or failed to answer properly.
a. yes, b. uncertain, c. no.

(End of test.)

 

 

 

 

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