THE SECRETARY TO THE PUBUC SCHOOLPRINCIPAL: V A JOB AND PERSONAL PROFILE ANALYSIS Thesis for the Degree of Ht 0‘ MICHIGAN STATE UNIVERSITY WILUAM CLARK FORD 1970 hum 3 4/4, WH/W/fllfl/{W LIBRA RY Michigm are Univ-:15. ,1 I 12 g This is to certify that the thesis entitled THE SECRETARY TO THE PUBLIC SCHOOL PRINCIPAL: A JOB AND PERSONAL PROFILE ANALYSIS presented by William Clark Ford has been accepted towards fulfillment of the requirements for Ph. D. degree in Education Major professor Date Jllne 10’ 1970 0-169 ABSTRACT THE SECRETARY TO THE PUBLIC SCHOOL PRINCIPAL: A JOB AND PERSONAL PROFILE ANALYSIS BY William Clark Ford It was the purpose of this study to analyze selected aspects of the position of secretary to the public school principal in Michigan and the person who fills that posi- tion. The study determined (1) whether differences in the position existed according to size of school and level of student population, (2) whether differences existed be- tween the secretary's "actual" role and "ideal" role as viewed by secretaries and principals, and (3) whether sec- retaries and principals were in agreement on selected as- pects of the secretary's position. Procedure The population for the study consisted of princi- pals and their secretaries in the Michigan public schools. Three hundred and eighty principals and 380 secretaries were selected to be participants in the study. In the sampling process, public schools in Michigan were divided into nine groups based on school size and William Clark Ford level of student pOpulation. The three levels were ele- mentary, junior high, and senior high; the three sizes were small, 1 to 450 students; medium, 451 to 900 stu- dents; and large, more than 900 students. Questionnaires were mailed to participants. Useable questionnaires were returned by 304 principals (80 per cent) and 304 secretaries (80 per cent). The useable questionnaires included 268 matched pairs. That is, questionnaires were received from 268 principals and from their secretaries. Twenty-five matched pairs of questionnaires from each of the nine groups of schools, or a total of 225 matched pairs, pro- vided the data for the analysis. In testing the hypotheses, a repeated measures analy- sis of variance was used. In cases where the group- variable interaction was significant, the Tukey post hoc comparison was used to determine on which variables the groups differed. Findings l. The typical secretary was a married female be- tween the ages of forty and forty-nine. She was a high school graduate with training in the secretarial skills and bookkeeping. 2. The major reason given by secretaries for work- ing was personal or family support. The reasons most William Clark Ford often given for taking this particular job were con- venient working hours and work year coincides with children's school year. 3. Most secretaries were employed in one or two- girl offices. They worked an average of 37.9 hours per week for 10.6 months per year. 4. The secretary's actual tasks as reported by secretaries differed according to size and level of student population. 5. A difference existed in the actual tasks per- formed by the secretary as specified by principals and as specified by their secretaries. 6. The expectations of principals and secretaries for the secretary's ideal tasks differed according to size and level of student population. 7. There was no over-all difference between princi- pals' and their secretaries' expectations for ideal tasks, but there was a difference in their expectations for selected groups of ideal tasks. 8. A difference existed between actual and ideal tasks as specified by secretaries. 9. A difference existed between actual and ideal tasks as specified by principals. lO. Secretaries' expectations for the ideal mechan- ical skills of the secretary differed according to size William Clark Ford of school; principals' expectations differed according to level of student pOpulation. 11. A difference existed between principals' and secretaries' expectations for the ideal mechanical skills of the secretary. 12. A difference existed between principals' and secretaries' expectations for some of the ideal attributes of the secretary. THE SECRETARY TO THE PUBLIC SCHOOL PRINCIPAL: A JOB AND PERSONAL PROFILE ANALYSIS BY William Clark Ford A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1970 C, Cd35/7 /—¢19s7/ Copyright by WILLIAM CLARK FORD 1971 ACKNOWLEDGMENTS During the course of the doctoral program, I have received guidance and assistance from many individuals to whom I am deeply indebted. I am sincerely grateful to Dr. Dale Alam, Chairman of my Guidance Committee, and to Dr. Charles Blackman, Dr. Helen Green, and Dr. David Smith who served as committee members. To Dr. Andrew Porter, David Wright, and John Schweitzer, I am indebted for their assistance in design- ing the study and analyzing the data. Their generous allocation of time and resources is greatly appreciated. A special note of appreciation is extended to the principals and their secretaries in the public schools in Michigan who participated in the study. Without their cooperation, this investigation would not have been possible. ii TABLE OF CONTENTS ACKNOWLEDGMENTS. . . . . . . . . LIST OF TABLES . . . . . . . . . LIST OF FIGURES. . . . . . . . . LIST OF APPENDICES. . . . . . . . Chapter I. THE NATURE OF THE PROBLEM. . . The Problem . . . . . . Introduction to the Problem Statement of the Problem . Need for the Study . . . Delimitations and Limitations Delimitations. . . . . Limitations . . . . . Definition of Terms. . . . Organization of the Study. . II. REVIEW OF RELATED RESEARCH . . Studies Pertaining to Educational taries in General . . . Reba Anglin's Study. . . Marian Dark's Study. . . Dorothy C. Grovom's Study. Rosemary Pledger's Study . Opal Karsteter Scudder's Study Mary Lelloise Shiver's Study. Joseph F. Specht's Study . A Study Pertaining to Educational taries in High Schools. . Mary welling's Study . . Studies Pertaining to Educational taries in Elementary Schools. James A. Jones' Study . . Chauncey F. Benton's Study Summary. . . . . . . . iii Secre- S S ecre- ecre- Page ii ix Chapter III. THE METHOD OF INVESTIGATION . . . . . The Population and the Sample . Development of the Questionnaires Collection of the Data. . . . Hypotheses to be Tested . . . Method of Analyzing Hypotheses . IV. ANALYSIS OF DATA. . . . . . . . . Analysis of Data, Part I . . . . . Personal Profile. . . . . . . Job Profile . . . Skills and Attributes of the Ideal Secretary . . . . Analysis of Data, Part II. . . . Personal Profile. . . . . Job Profile . . . . . . . Expectations Held by Secretaries Expectations Held by Principals. . Comparison of Principals' and Secre- taries' Responses . . . . . Comparison of Actual and Ideal Tasks V. SUMMARY OF STUDY AND DISCUSSION. . . . Summary of the Study . . . . . Purpose, Procedure, and Data Col- lection. . . . . . Summary of Major Findings. Discussion. . . . . . Implications of Findings . Additional Research Needed Reflections . . . . . BIBLIOGRAPHY. . . . . . . . . . . . . APPENDICES iv Page 30 30 31 38 42 45 46 46 48 51 70 70 72 86 94 103 114 121 121 121 122 127 127 129 130 133 138 Table 3.1 LIST OF TABLES Distribution of public schools in Michigan according to size and level of student population . . . . . . . . . . . . Summary of data collection. . . . . . . Means for task variables . . . . . . . Means for attributes. . . . . . . . . Age of secretaries . . . . . . . . . Marital status of secretaries. . . . . . Occupation of secretaries' spouses . . . . Highest year of formal education completed by secretaries. . . . . . . . . . . . Mechanical skills possessed by secretaries . High school and college courses completed by secretaries. . . . . . . . . . . . Secretaries' membership in professional organizations . . . . . . . . . . . Major reason given by secretaries for working . . . . . . . . . . . . . Major reasons given by secretaries for taking this job. . . . . . . . . . . . . Average number of years of work experience for secretaries . . . . . . . . . . Average number of hours and months worked by secretaries. . . . . . . . . . . . Annual salary of secretaries . . . . . . Page 31 41 51 55 57 57 58 59 60 61 62 63 64 65 65 66 Table 4.15 4.17 4.18 4.21 4.23 4.25 4.28 Number of secretarial and clerical people employed in the school office. . . . . Number of secretarial and clerical people supervised by principals' secretaries . . Mechanical skills used by secretaries . . Analysis of variance: Personal profile of the secretary . . . . . . . . . . Analysis of variance: The job profile of the secretary, section one. . . . . . The job profile of the secretary, section one--Tukey post hoc comparison, size of school . . . . . . . . . . . . The job profile of the secretary, section one--Tukey post hoc comparison, level of school . . . . . . . . . . . . The job profile of the secretary, section one--Tukey post hoc comparison, interaction of size and level of school . . . . . Analysis of variance: The job profile of the secretary, section two--actual tasks as reported by secretaries. . . . . . . The job profile of the secretary, section two--actual tasks as reported by secre- taries, Tukey post hoc comparison, size of school . . . . . . . . . . . . The job profile of the secretary, section two--actual tasks as reported by secre- taries, Tukey post hoc comparison, level of school . . . . . . . . . . . . Analysis of variance: Expectations held by secretaries for ideal tasks . . . . . Expectations held by secretaries for ideal tasks, Tukey post hoc comparison, size of SChOOl I O O O O O O C O O O 0 Analysis of variance: Expectations held by secretaries for ideal mechanical skills . vi Page 67 68 69 71 75 77 79 80 81 83 85 89 91 92 Table Page 4.29 Expectations held by secretaries for ideal mechanical skills, Tukey post hoc comparison, size of school. . . . . . . . . . . 92 4.30 Analysis of variance: Expectations held by secretaries for ideal attributes. . . . . 93 4.31 Analysis of variance: Expectations held by principals for the secretary's ideal tasks . 96 4.32 Expectations held by principals for the sec- retary's ideal tasks, Tukey post hoc compar- ison, size of school. . . . . . . . . 98 4.33 Expectations held by principals for the sec- retary's ideal tasks, Tukey post hoc compar- ison, level of school . . . . . . . . 100 4.34 Analysis of variance: Expectations held by principals for the secretary's ideal mechani- cal Skills 0 O I O O O O I I I O O 101 4.35 Expectations held by principals for the sec- retary's ideal mechanical skills, Tukey post hoc comparison, level of school . . . . . 101 4.36 Analysis of variance: Expectations held by principals for the secretary's ideal attri- butes. . . . . . . . . . . . . . 102 4.37 Analysis of variance: Actual tasks of the secretary as indicated by principals and secretaries. . . . . . . . . . . . 105 4.38 Actual tasks of the secretary as indicated by principals and secretaries, Tukey post hoc comparison. . . . . . . . . . . 107 4.39 Analysis of variance: Expectations for the ideal tasks of the secretary as indicated by principals and secretaries. . . . . . 108 4.40 Expectations for the ideal tasks of the sec- retary as indicated by principals and sec- retaries, Tukey post hoc comparison. . . . 110 4.41 Analysis of variance: Expectations for the ideal mechanical skills of the secretary as indicated by principals and secretaries . . lll vii Table Page 4.42 Analysis of variance: Expectations for the ideal attributes of the secretary as indi- cated by principals and secretaries. . . . 111 4.43 Expectations for the ideal attributes of the secretary as indicated by principals and secretaries, Tukey post hoc comparison. . . 113 4.44 Analysis of variance: Actual and ideal tasks as indicated by secretaries . . . . 115 4.45 Actual and ideal tasks as indicated by sec- retaries, Tukey post hoc comparison. . . . 117 4.46 Analysis of variance: Actual and ideal tasks of the secretary as indicated by principals . . . . . . . . . . . . 118 4.47 Actual and ideal tasks of the secretary as indicated by principals, Tukey post hoc comparison . . . . . . . . . . . . 120 viii Figure 4.1 4.2 4.6 4.7 LIST OF FIGURES The job profile of the secretary, variable interaction) . . . . The job profile of the secretary, variable interaction) . . . . The job profile of the secretary, section two--actual tasks as reported by secretaries (means of standardized variables for size- variable interaction) . . . . The job profile of the secretary, section two--actual tasks as reported by secretaries (means of standardized variables for level- variable interaction) . . . . Expectations held by secretaries for ideal tasks (means of standardized variables for size-variable interaction). . . Expectations held by principals for the secretary's ideal tasks (means of standard- ized variables for size-variable inter- action) . . . . . . . . . Expectations held by principals for the secretary's ideal tasks (means of standard- ized variables for level-variable inter- action) . . . . . . . . . Actual tasks of the secretary as indicated by principals and secretaries (means of standardized variables for position-variable interaction) . . . . . . . Expectations for the ideal tasks of the secretary as indicated by principals and secretaries (means of standardized variables for position-variable interaction) ix section one (means of standardized variables for size- section one (means of standardized variables for level- Page 76 78 82 84 90 97 99 106 109 Figure 4.10 4.12 Expectations for the ideal attributes of the secretary as indicated by principals and secretaries (means of standardized variables for position-variable interaction) Actual and ideal tasks as indicated by secretaries (means of standardized variables for actual/ideal-variable interaction). Actual and ideal tasks of the secretary as indicated by principals (means of standardized variables for actual/ideal- variable interaction) Page 112 116 119 Appendix A. B. C. LIST OF APPENDICES Schools Where Participants in the Study were Employed . . . . . . . . . . Questionnaire for the Principal . . . . Questionnaire for the Principal's Secre— tary O O O I O O O O O . C O 0 First Letter of Transmittal to Principals . First Letter of Transmittal to Secretaries. Message on Follow-up Cards . . . D. . . Second Letter of Transmittal to Principals. Second Letter of Transmittal to Secre- taries. . . . . . . . . . . . . Item Means for Actual Tasks Performed . . Item Means for Ideal Tasks Performed. . . Item Means for Ideal Mechanical Skills . . Item Means for Ideal Attributes . . . . xi Page 139 149 154 161 163 165 167 169 171 179 187 190 CHAPTER I THE NATURE OF THE PROBLEM The Problem Introduction to the Problem There is no related service more essential to the efficient operation of a business than a well-qualified secretarial and clerical service.1 The secretary is management. She should reflect its philosophy and ideals.2 The ideal secretary is an extension of the eyes, ears, hands, voice, and personality of the person she serves.3 The demand for secretarial and clerical personnel is continually increasing. During the last fifty years as industrial production increased seventy per cent and the number of workers increased eighty—five per cent, the 1W. A. Yeager, Administration of the Non-Instructional Personnel and Services (New York: Harper and Brothers, 1959), p. 164} 2Walter Nardelli, "Professional Status for Executive Secretaries," The Balance Sheet, Vol. 44, No. 5 (January, 1963), p. 204. 3Lee M. Thurston, "Secretaries are School Inter- preters," Education, Vol. 61, No. 3 (November, 1940), p. 157. number of office workers increased seven hundred per cent.4 According to the Occupational Outlook Handbook, about twelve million peOple were employed in clerical and closely related kinds of work in 1966. Two and four-tenths million of these peOple were employed in secretarial and steno— graphic positions. Each year 325,000 new clerical posi- tions are created. Two hundred thousand of these new positions are for secretaries and stenographers.5 In recent years there has been an increase in the number of secretarial and clerical employees in educational institutions. In the 1960-1961 school year the mean number of secretaries and clerks employed per one thousand students was 2.62;6 the median in 1968-1969 was 4.42.7 "School secretary" has been used to refer to any one of a number of people employed to do secretarial or clerical 4Arnold E. Schneider, "The Impact of Information Processing on the Development of Clerical Employees," Selected Readings in Business and Office Occupations, National Business Education Yearbook No. 5 TWashington, D.C.: National Business Education Association, 1967), pp. 275-276, citing Stanley C. Allyn, Paper Pusher Armnyounts, Washington, D.C., October 3, 1966 (UPI). 5Occupational Outlook Handbook, 1968-1969 Edition, Bulletin No. 1550 (WaShington, D.C.: Government Printing Office), pp. 245-246. 6"Cost of Education Index," School Management, Vol. 5, No. 1 (January, 1961), p. 58. 7"Cost of Education Index," School Management, Vol. 13, No. 1 (January, 1969), p. 80. work within a school system. The title secretary is used for lack of a better differentiating term and is not necessarily indicative of the functions performed. A secretary in a school district may work in one of three major locations: the superintendent's office, the business affairs office, or within the individual school building. Some of the persons she may be responsible to in the superintendent's office are the superintendent, assistant superintendents, personnel director, curriculum director, and special consultants. In the business affairs office, the secretary may work in the purchasing, transporta- tion, accounting or similar divisions. The individual school offers another variety of possible working areas for secretaries such as the main office, counselor's office, nurse's office, and library. The school office may be considered the "nerve center" of the school.8 It is within this center that all activities focus on a common task--the best education possible for each student in the school. The best organized school offices are those which permit administrators to Spend their time pursuing professional activities. 8Virginia G. Barton, "How I See the Principal‘s Office," National Elementary Principal, Vol. 40, No. 2 (October, 1960), p. 11; and Schneider, Op. cit., p. 277. 9Mildred Byerly, "The School Secretary," Nation's Schools, Vol. 38, No. 6 (December, 1946), p. 46. An administrator knows that he can be more effective if he has a secretary who can free him for responsibilities which demand his executive knowledge and skills.10 The secretary's job includes the performance of duties which were once the administrator's, but now interfere with his performance of professional duties.11 The principal's secretary is in an advantageous posi- tion to get an over-all view of the entire school.12 The secretary is a key person in the school office about whom all activities revolve. She frequently has more personal contact with teachers, students, and parents than administra- tors or other school personnel. Because of her direct involvement with many school activities and personnel, she is a major force in creating the kind of atmosphere in which all personal contacts are made.13 The role of the school secretary may be viewed as mechanical and interpretative. The mechanical tasks include 10Helen R. Nowrey, "The School Secretary, " The American School Board Journal, Vol. 111, No. 3 (September, 1945), p. 37. llMabel E. Baird, "The School Secretary--Her Job," The American School Board Journal, Vol. 79, No. 3 (September, 1929). p. 45. 12Martha S. Luck, "Professional Training and Status for the Administrator's Secretary," Nation's Schools, Vol. 47, No. 4 (April, 1951), p. 41. 13James A. Jones, "A Study of the Indiana Public Elementary School Secretaryship" (unpublished Doctoral thesis, Indiana University, Bloomington, 1967), p. 6. duties such as transcription of correspondence and manu- scripts, classification, duplication, and filing of materials. The interpretative role is created from the secretary's strategic psychological and geographical location. The liason position which she fills permits her to interpret attitudes and information. In this role she explains, defines, and translates meanings.l4 One of the main functions of the principal's secre- tary is public relations. The secretary is often the first point of contact the public has with the school. This is true whether the contact is made by telephone or in person, or whether the "public“ is a student, taxpayer, parent, salesman, or employee.15 The secretary must be an envoy of good will because the public will tend to judge the entire school by the reception it receives when it first makes contact with the school.16 The secretary has the opportunity to replace indifference, antagonism, or ignorance with interest, cooperation, and understanding.17 l4Gordon Grindstaff, "Secretaries are More than Two- Thirds," The Bulletin of the National Association of Secondary SchoSIiPrincipaIs, Vol. 42, No. 238 (May, 1958), p. 70. 15Byerly, op. cit., p. 46; Nowrey, op. cit., p. 74. 6Jerome Leavitt, "Public Relations and Non-Teaching School Employees," Education, Vol. 72, No. 3 (November, 1951), p. 199. 17Nowrey, op. cit., p. 74. The secretary to the school principal has been called an office manager rather than a secretary. It is her respon- sibility to organize the office into a service agency to serve the principal, teachers, students, and the public.18 In order to effectively serve them, the secretary must have a working knowledge of the school system, its philosophy, organization, objectives, and personnel.19 The effectiveness of the principal's secretary to a large extent is dependent upon the mutual development of principles and policies which serve as guidelines to the job performance of both the principal and his secretary.20 In addition, the secretary's training for, understanding of, and attitudes toward her work will play an important part in the success or failure of any school office.21 Statement of the Problem It is the purpose of this study to analyze selected aspects of the position of secretary to the public school principal in Michigan and the person who fills that position. The study will determine: (1) whether dif- ferences in the position exist according to size of school 18Jones, 0p. cit., p. 2. Byerly, 0p. cit., p. 46. 20Richard W. Saxe, "No Office Should Be Without One,“ National Elementary Principal, Vol. 40, No. 2 (October, 1960), p. 37. 21 19 Luck, op. cit., p. 42. and level of student population, (2) whether differences exist between the secretary's "actual" role and her "ideal" role as viewed by secretaries and principals, (3) whether secretaries and principals are in agreement on selected aspects of the secretary's position. Questions of Concern.--The study is directed toward providing data relative to the following questions: 1. Does the personal profile of the secretary differ according to size of school? According to level of student population? According to a combination (interaction) of size of school and level of student population? 2. Does the job profile of the secretary differ according to size of school? According to level of student pOpulation? According to a combination (interaction) of size of school and level of student population? 3. Do the expectations held by secretaries for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to size of school? According to level of student population? According to a combination (interaction) of size of school and level of student pOpulation? 4. Do the expectations held by principals for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to size of school? According to level of student population? According to a combination (interaction) of size of school and level of student population? 5. Are secretaries and principals in agreement on the actual tasks, ideal tasks, ideal mechanical skills, and ideal attributes of the secretary? 6. Is there a difference between the actual tasks and ideal tasks of the secretary as specified by secretaries? As specified by principals? Need for the Study Because of the key role that the secretary to the principal plays in the operation of the school, there should be continuous analysis of this person and the position she fills. The data provided by this study might aid in writing man and job descriptions plus assist in develOping initial preparation and in-service educational programs for secretaries to public school principals. Educators operate under certain assumptions. One is that principals and secretaries agree on the role of the secretary to the principal. Another assumption is that the role of the secretary to the principal is the role that principals and secretaries believe the secretary should be filling; that is, the secretary's "actual" and "ideal" roles are assumed to be the same. The secretary needs to know the expectations other secretaries have for the position of secretary to the Principal and the person filling this position. The secretary also needs to know the expectations of principals for this position. Without this knowledge, misunder- standings may result. This study will show whether secretaries and principals are in agreement on the secretary's position. In addition, the study will determine whether differences exist in the secretary's "actual" and "ideal" role as viewed by secretaries and principals. Delimitations and Limitations Delimitations The following were delimitations of this study: 1. The study included principals and their secre- taries in public schools in the State of Michigan. 2. The study included schools listed in the 1968- 1969 Edition of the Michigan Education Directory and Buyer's Guide.22 3. The study included only principals' secretaries. All other secretaries, such as counselors' and super- intendents', were excluded. 4. The study was not an evaluation of the position of secretary to the principal nor the person filling the position. 22Michigan Education Directory and Buyer's Guide, 1968-1969 Edition (Lansing, MIEhigan: MiChigan Department of Education, 1968), pp. 116-213. 10 Limitations The following were limitations of the study: 1. The data for the study were obtained from questionnaires rather than from observed activities. 2. Principals and secretaries in only 3.4 per cent of the small and 3.9 per cent of the medium sized elementary schools were included in the study. 3. Schools were selected from the 1968-1969 Edition of the Michigan Education Directory and Buyer's Guide.23 At the time the schools were selected, the 1969-1970 edition was not available. Therefore, new schools were not included in the study. Due to changes in enrollment, some schools may have changed from one size classification to another. Definition of Terms Expectation: An evaluative standard applied to an incumbent of a position. Job Profile: Outstanding characteristics of a job. In this study the characteristics of the principal's secretary which were considered are number of secretaries in the office, number of secretaries supervised, tasks performed, mechanical skills used, hours worked per week, number of months worked per year, and annual salary. Participant: A person, principal or secretary, to whom a questionnaire was mailed. 23Ibid. 11 Personal Profile: Outstanding characteristics of a personal nature. In this study the characteristics of the secretary which were considered are age, sex, marital status, number of children, education, skills possessed, and work experience. 'Position: The location of a person or job within an organization. Profile: A short vivid description of the outstand- ing characteristics of a subject. 5213: A function assumed by, or delegated to, someone. Secretary: A person employed to keep records and to take care of correspondence and other writing responsibilities for an organization or individual. Secretary to the Principal: The one secretary who most directly serves the principal. In a small school, this person may be the only secretary in the school. Tagk: A piece of work assigned to or demanded of a person. Size of School: Size of school referred to the number of students enrolled. In this study there were three sizes: small, a school with enrollment of 1 to 450 students; medium, a school with enrollment of 451 to 900 students; large, a school with more than 900 students enrolled. 12 Level of School: The level of school referred to the level of student population. In this study there were three levels: 1. Elementary: A school so designated in the Michigan Education Directory and Buyer's Guide. These schools usually include grades one through six or kindergarten through six. 2. Junior High: A school so designated in the Michigan Education Directory and Egyer's Guide. These schools usually include grades seven through nine. 3. High School: A school so designated in the Michigan Education Directory and Buyer's Guide. These schools usually include grades nine through twelve or ten through twelve. Organization of the Study The remainder of this study is organized into four chapters. Chapter II. Review of Research. In this chapter the pertinent related research is reviewed. Chapter III. Methods and Procedures. The pOpula- tion and sample, development of the questionnaires, methods of collecting data, hypotheses to be tested, and methods of analysis are discussed in this chapter. Chapter IV. Analysis of the Data. The data are presented twice in Chapter IV. The first presentation is 13 a narrative description of the personal and job profiles of the secretary. The second presentation is a statisti- cal analysis of the hypotheses presented in Chapter III. Chapter V. Summary_of Study and Discussion. In Chapter V a review of the study is given, implications of the findings are discussed, and suggestions are made for additional research. CHAPTER II REVIEW OF RELATED RESEARCH To date there have been only a limited number of studies made of the educational secretary and the position she way: occupies. Henderson describes the condition in this In view of the magnitude of the clerical worker's job, it is amazing how little study and research have been carried on to develop acceptable standards of training and performance. Every other group-- administrators, teachers, attendance officers, school nurses, and even janitors--have volumes written about them. But the secretary, the one person administrators admit can make or break a school, has plugged along to be taken for granted. This position has become indispensable to the satisfactory functioning of any school system and to the achievement of administrative responsibilities; it is an independent profession requiring specialized training.1 Henderson's statement was made in 1941. The amount of research dealing with educational secretaries has changed very little since then. The uniqueness of the educatonal secretary's job appears to be the place in which she works. The studies reported on the following pages indicated the secretary occasionally performs such tasks as disciplining students, 1Louise H. Henderson, "Selecting A Secretary," The School Executive, Vol. 60, No. 7 (July, 1941), p. 28. 14 15 administering first aid, and supervising students in the absence of classroom teachers. The studies revealed, however, that most of the responsibilities and activities of the educational secretary were not educational in nature, but were similar to those of secretaries in any business office. Studies Pertaining to Educational Secretaries in General Reba Anglin's Study? One of the purposes of Anglin's study was to determine the duties of the educational secretary in the public schools in Texas. The data for her study were obtained through correspondence, personal interviews, question- naires and a review of related literature. Questionnaires were mailed to one hundred superin- tendents and principals. Sixty-six questionnaires were returned: three from principals and sixty-three from super- intendents. Thus, the data obtained through the use of questionnaires reflected the duties of superintendents' secretaries more than principals' secretaries. The major duties of the secretaries included receiving callers, taking dictation and transcribing notes, handling 2Reba Anglin, "Interpretative Analysis Through Survey and Research of the Role, Requisites, and Remuneration of Public School Secretaries with Suggestions for Improvement" (unpublished Master's thesis, East Texas State Teachers College, Commerce, 1954). ' 16 mail, placing and receiving telephone calls, and filing. These duties were the same as those performed by secre- taries in other business organizations. Marian Dark's Study3 The purpose of Dark's study was to determine the educational background, previous work experience, salaries, and duties of school secretaries in Oklahoma. The study was limited to school systems with 750 or more students. Ninety-eight school districts participated in the study. Data for Dark's study were obtained from two question— naries: one for superintendents, the other for school secretaries. Eighty-three superintendents (87.4 per cent) and eighty-two secretaries (51.9 per cent) returned com- pleted questionnaires. Dark found that only 1.2 per cent of the secretaries had not completed high school; 28 per cent were high school graduates with no further education, and 29.3 per cent had Bachelor's degrees. The remaining 41.5 per cent had completed from one to thirty-six months of post high school work. The questionnaires that Dark designed listed tasks which secretaries might perform. The participants in the study were asked to indicate the frequency with which each 3Marian Dark, "A Survey of Educational Background, Previous Employment Experience, Salaries, and Duties of School Secretaries in Oklahoma Public School Systems" (unpublished Master's thesis, Oklahoma A & M College, Stillwater, 1948). 17 task was performed by the secretary. The following are the tasks which 75 per cent of the respondents indicated were performed by school secretaries: 1. Answer telephone. 2. Type stencils. 3. Handle school mail. 4. Meet school visitors. 5. Compose business letters. 6. Take dictation and transcribe notes. 7. Use mimeosc0pe and styli. 8. Operate mimeograph and ditto machine. 9. Type general materials. 10. Prepare transcripts of grades. 11. Check invoices. 12. Make appointments. 13. Supply teachers with official information. Dorothy C. Grovom's Study4 The purpose of Grovom's study was to investigate the extent to which school principals' secretaries were responsible for activities concerned with the professional educational functions of the principal's office. In order to meet her objective, it was necessary for Grovom to determine the activities of the principal and the nature 4Dorothy C. Grovom, "Responsibilities of the Educa- tional Secretary for Activities Pertaining to the Profes- sional Educational Functions of the School Principal's Office" (unpublished Doctoral thesis, Indiana University, Bloomington, 1958). 18 and extent to which his secretary was responsible for these activities. Each activity of the school principal was placed in one of seven categories: 1. Records and written communications. 2. Personnel administration. 3. Public relations. 4. Enrollment of students, their progress, and their behavior. 5. Instructional programs. 6. Special school services and events. 7. Buildings, grounds, books, supplies, and equipment. The secretary's activities were classified into three levels: clerical or routine, semi-professional, and pro- fessional. Clerical and routine level of participation was defined as performing "clerical and routine aspects only, or follow specific instructions, or follow general instructions but determine procedure used." Semi- professional meant "responsible for performance of clerical and routine aspects of activities, may delegate some work to others," and the professional level of participation meant "responsible for total execution of the activities." Grovom concluded that the principal's secretary participated in professional educational activities at the clerical or routine level. The greatest participation at 19 the clerical and routine level was in Special School Services and Events. At the professional level, the greatest participation was in Records and Written Communi- cations. Rosemary Pledger's Study; Pledger's study is being reported because one of the organizations participating in her study was the Texas Association of Educational Secretaries. Three other pro- fessional organizations which participated in the study were the American Association of Medical Assistants, Incorporated; the Executive Secretaries, Incorporated; and the National Secretaries Association (International). The Desk and Derrick Clubs of North America permitted their members to participate as individuals but not as representatives of the organization. Questionnaires were mailed to secretaries and to their supervisors. Five hundred and seventy-one secretaries (53.5 per cent) and four hundred and ninety-eight super- visors (46.8 per cent) returned their questionnaires. Fifty-eight per cent of the National Association of Educa- tional Secretaries' members and their supervisors returned questionnaires. 5Rosemary Pledger, "The Professional Secretary in Texas--A Profile“ (unpublished Doctoral thesis, Texas Technological College, Lubbock, 1968). 20 The typical educational secretary in Texas was 36 years old or older (87.1 per cent), married (87.7 per cent), had three or fewer children (88 per cent), and was caucasian (93.0 per cent). Data regarding the educational level and work experience of school secretaries was not reported. Eighty-two per cent of the educational secretaries worked between thirty-six and forty hours per week. Data were not given on how many months per year educational secretaries were employed. The educational secretaries were the lowest paid group in the study. A majority of the educational secretaries described their position as a Senior Stenographer (36.6 per cent) or as a Secretary A (31.6 per cent). Senior Stenographer is defined as: Performs advanced stenographic duties which require experience and exercise of judgment. Records and transcribes dictation of more than average specialized vocabulary, or frequently supplements transcription with drafting of finished work from indicated sources, records, general instruction, et. cetera. Secretary A is defined as: Performs the complete secretarial job for a high level executive or a person responsible for a major functional or geographic Operation. Does work of a confidential nature and relieves principal of designated administrative details. Requires initiative, judgment, knowledge of company practices, policy, and organization. 21 Opal Karsteter Scudder's Studyé Scudder's purpose was to determine the professional status of educational secretaries. She used question- naires, correspondence with leading educators, and personal interviews in obtaining her data. Questionnaires were mailed to 378 secretaries in Texas; 136 were returned. Scudder found that 95.5 per cent of the secretaries had completed high school, 65 per cent had completed one year or more of college, and 41 per cent had attended business school. Secretaries were responsible for both clerical and secretarial duties such as bookkeeping, record keeping, budget making, and serving as a reception- ist. The secretaries participated to a limited degree in educational activities outside of the office. Mary Lelloise Shiver's Study7 Shiver conducted a study to determine the status of clerical employees in school systems in six Florida counties. One aspect of the study was to determine the duties, assigned and assumed, which clerical employees perform. The methods used to collect the data were personal interviews and questionnaires. Five superintendents and 6Opal Karsteter Scudder, "The Educational Secretary" (unpublished Master's thesis, Southern Methodist University, Dallas, 1951). 7Mary Lelloise Shiver, "The Status of Clerical Employees in the School Systems of a Group of Florida Counties" (unpublished Master's thesis, University of Florida, Gainesville, 1952). 22 sixty clerical workers in schools returned completed questionnaires. In general the duties of the secretary in the large and small districts seemed to be similar. Duties performed most frequently were answering the telephone; duplicating letters, booklets, and so on; making appointments for the principal or superintendent; filing; keeping attendance and financial records; collecting and disseminating information to faculty, students, parents, and interested citizens. The secretaries in the elementary schools were called upon to substitute in the classroom in the absence of the teacher more frequently than the secretaries in the junior and senior high schools. Also, elementary school secre- taries were called upon more frequently to run errands such as banking and shOpping. Joseph F. Specht's Study8 Specht sought to determine the personal qualities possessed, the duties performed, and the kinds of office equipment and supplies used by school secretaries. In addition, he sought to determine the subject matter elements which were distinctive to the position of school secretary. 8Joseph F. Specht, "PrOposals for a Syllabus for Use as a Guide in the Training of School Secretaries: An Analysis of the Job of Public School Secretary in Georgia with a View Toward Establishing a Syllabus for Use in the Training of Public School Secretaries in Georgia" (unpublished Doctoral thesis, New York University, 1961). 23 The pOpulation for his study was the educational secretaries in Georgia. A questionnaire was used to gather data about the traits and duties of school secretaries. The secretaries were asked to rate the importance of each trait listed on the questionnaire and to indicatecwhere the trait should be acquired, i.e., in school, on the job, or in school and on the job. The duties were rated according to (1) frequency of performance; regularly, often, sometimes, rarely, never; (2) difficulty, very, moderately, easy; and (3) where the performance of the duty should be learned. Specht reached the following conclusions: 1. There is a need for post high school programs for the training of efficient educational secretaries. Study should include general education, business, business skills, and special training for the position of educational secre- tary. 2. The best place to establish programs for educational secretaries is in the public colleges already offering office training programs. The educational secretary programs should provide in-service education for present educational secre- taries as well as initial preparation for future educational secretaries. 3. A high school education should be the minimum educational requirement for educational secretaries. 24 4. There should be two levels of certification for educational secretaries. A standard certificate should be given to secretaries who have completed high school; who have either completed college courses in mathematics and English or obtained satisfactory scores on tests in these subjects; and who have earned satisfactory grades in business skills courses at the college level. The second certificate should be a professional certificate indicating the holder has completed a college program for educational secretaries. A Study Pertaining to Educational Secretaries in High Schools Mary Welling's Study? Welling sought to determine how frequently secre- taries to high school principals performed selected tasks. Questionnaires were mailed to two hundred secretaries in six New England states. One hundred and five of the questionnaires were returned; eighty-six were useable. Welling classified the data collected according to kinds of activities, i.e., typewriting, bookkeeping, and secretarial. The most frequently reported tasks were typing masters for duplicating, student records and reports, and straight c0py; keeping records of attendance, petty 9Mary Welling, "A Survey of the Duties and Activities of Secretaries of High School Principals" (unpublished Master's thesis, Boston University, 1956). 25 cash, and faculty registers; and serving as a receptionist, taking dictation, and handling mail. Welling also classified her data according to time devoted to the performance of activities. The seven most frequently reported items which required more than an hour per day of the secretary's time were: 1. Answering the telephone. 2. Preparing transcripts of grades. 3. Typing straight c0py work. 4. Meeting school visitors. 5. Making appointments. 6. Typing master carbons for the duplicator. 7. Taking dictation and transcription. Studies Pertaining to Educational Secretaries in Elementary Schools James A. Jones' Studylo The purpose of Jones' study was to determine the per cent of elementary schools in Indiana with secretaries, the characteristics of the elementary school secretary, and the nature of the position. Jones mailed questionnaires to 217 principals. One hundred and seventy-five were returned. Interviews were 10James A. Jones, "A Study of the Indiana Public Elementary School Secretaryship" (unpublished doctoral thesis, Indiana University, 1967). 26 held with principals, secretaries, and teachers in eight schools in Marion County, Indiana. Some of the major findings of his study were: 1. Amost ninety per cent of the elementary schools in Indiana employed secretaries. 2. The average elementary school secretary had nine and a half years of secretarial experience, five of which had been as a school secretary. 3. Almost all of the secretaries had completed high school; thirty per cent had pursued post high school educa- tion specifically related to secretarial work. 4. The elementary school secretary liked her job because of pleasant working conditions, interest in children, satisfaction from her job, and convenient working hours. 5. Duties assigned to secretaries were general office work, record keeping, and limited special school duties. The general office and record keeping duties were similar to the ones reported in previous studies. The special school duties included some highly pro- fessionalized duties usually assigned to certified per- sonnel. These specialized duties included activities such as administration of first aid in the absence of a nurse, disciplining students, and supervising students in the absence of the teacher. 27 6. Integrity, honesty, interest in children, and cooperation were the most frequently reported "important characteristics" of the school secretary. 7. Principals considered clerical and secretarial training for secretaries more essential than training in areas related to education. 8. Elementary secretaries made administrative decisions which should be the responsibility of school administrators. Chauncey F. Benton's Studyll The purpose of Benton's study was to (1) determine the duties commonly performed by elementary school princi- pals which could be accomplished by secretaries, (2) determine the functions of the school secretary and to evaluate her contributions to the total school program, and (3) recommend appropriate policies for the delineation of the duties of elementary school principals and secre- taries. The data for Benton's study were secured from questionnaires sent to 329 elementary school principals in New York state. Ninety per cent, 295, questionnaires were completed and returned. 1J'Chauncey F. Benton, "The Duties and Contributions of the Elementary School Secretary" (unpublished Doctoral thesis, New York University, 1956). 28 Duties performed by secretaries were grouped under nine headings. They were duties relating to: l. Typewriting, mimeographing, and dictation. 2. Administration and organization. 3. Filing, indexing, and office routine. 4. Annual budget and supplies. 5. Finances. 6. Mail. 7. Audio-visual aids. 8. Meeting and working with peOple. 9. Miscellaneous. Benton concluded that the major contributions of the elementary school secretary to the school program consisted of performance of duties classified in categories 1, 2, 3, 4, and 8 listed above. The principals of the larger schools (more than 400 students) spent about 20 per cent of their time performing duties which could be performed by a competent secretary. In the small schools, principals spent more time with non-professional activities than principals in larger schools. Summary To date there have been only a limited number of studies conducted on the educational secretary and her position. The few studies which have been made appear to be concentrated in certain geographical areas: Texas, Oklahoma, Indiana, Florida, Georgia, and Massachusetts. 29 Welling delimited her study to secretaries of high school principals; the studies of Benton and Jones were delimited to elementary school secretaries. Other studies reported in this chapter were concerned with educational secretaries in general; that is, no distinction was made between high school and elementary school secretaries, nor among secretaries to principals, to counselors, to super- intendents, and so on. In gathering data about educational secretaries and their position, the major instrument used was the question- naire. Interviews, correspondence, and reviews of related literature were also employed in collecting information. The reported duties performed by educational secre- taries included disciplining students, administering first aid, and supervising students in the absence of teachers. The studies revealed, however, that most of the responsi- bilities and activities of the educational secretary were not educational in nature, but were similar to those of secretaries in any business office. CHAPTER III THE METHOD OF INVESTIGATION The Population and the Sample The population for the study consisted of principals and their secretaries in the Michigan public schools. Participants in the study were selected by taking a stratified random sample of schools. In the sampling process, public schools in Michigan were classified according to size and level of student population. The nine groups of schools used in the study and distribution of schools according to size and level of student population are shown in Table 3.1. The research design and method of analysis called for equal numbers in each group. Forty schools were randomly selected from each of the nine groups given in Table 3.1, for a total of 360 schools. Anticipating the possibility that some of the small schools did not have secretaries, an additional ten small elementary, five small junior high, and five small senior high schools were randomly selected.1 1Appendix A, Schools Where Participants in the Study were Employed. 30 31 TABLE 3.1.--Distribution of public schools in Michigan according to size and level of student population.* Level Size Junior Senior Elementary High High Totals Small (1-450 students) 1,469 147 184 1,700 Medium (451-900 students) 1,005 232 210 1,447 Large (901 or more students) 132 155 205 492 TOTALS 2,606 534 599 3,639 * Michigan Education Directory and Buyer's Guide, 1968-1969 Edition (Lansing, Michigan: Michigan Department of Education, 1968), pp. 116-213. Development of the Questionnaires Two questionnaires, one for principals2 and one for secretaries,3 were develOped to use in obtaining the data for the study. The final forms of the questionnaires were arrived at after a survey of related literature and evalua- tion by the staff of the Advanced Educational Studies Department, College of Education, Michigan State University; the members of the Doctoral Advisory Committee; and school principals and their secretaries in the Lansing, Michigan, area . 2Appendix B, Questionnaire for the Principal. 3Appendix C, Questionnaire for the Principal's Secretary. 32 The two questionnaires were similar in content. Both asked for data regarding the actual and ideal job tasks, the ideal attributes, and the ideal mechanical skills of the secretary to the principal. The secretaries' question- naire asked for additional information relating to personal and job profiles. The tasks listed on the questionnaires were clustered into five categories: administrative secretary, administra- tive assistant, teacher-counselor assistant, office manager, and miscellaneous. Each category was treated as a dependent variable in the analysis of hypotheses. The * tasks which were included in each category are as follows: Administrative Secretary l. (1) Open, sort, and distribute mail. 2. (2) Answer telephone, take messages, and/or transfer calls. 3. (3) Receive business callers and visitors. 4. (4) Prepare materials for filing. 5. (5) File materials and/or keep filing system(s) up-to-date. 6. (6) Take dictation and transcribe letters, manuscripts, etc. 7. (7) Transcribe from transcription machine. * I Number in parentheses indicates number of item on Questionnaire. 10. 11. 12. 13. 33 (8) Type letters, manuscripts, etc., from rough draft. (9) Compose and type letters with or without instruction as to content. (10) Duplicate materials for administrators. (11) Prepare requisitions and orders for books, supplies, equipment, etc. (12) Schedule appointments for principal. (13) Prepare materials for meetings (faculty, school board, etc.). Administrative Assistant 1. (14) Check student attendance and/or keep attendance records. (15) Keep school financial records. (16) Receive in-coming merchandise and check invoices. (l7) Distribute materials and supplies to teachers. (18) Keep book and supply inventories. (19) Compile data for reports. (20) Prepare press and news releases. (21) Substitute for principal in his absence. (22) Manage ticket sales for school functions. (36) Enroll and/or withdraw students. 34 Teacher-Counselor Assistant l. (23) Schedule appointments for teachers. 2. (24) Fill out students' report cards. 3. (25) Record data on students' permanent records. 4. (26) Make coffee for teachers. 5. (27) Type teaching materials for teachers. 6. (28) Duplicate teaching materials for teachers. 7. (29) Type non-school work for teachers. 8. (30) Administer make-up tests. 9. (31) Administer standardized tests. 10. (32) Score tests for teachers and/or counselors. ll. (33) Advise students regarding courses they should take. 12. (34) Talk with students about their problems or interests. 13. (35) Arrange students' class schedules. Office Mandger* l. (48) Repair, or have repaired, office equipment. 2. (49) Schedule flow of work through the office. 3. (50) Make recommendations for office furniture. 4. (51) Make recommendations for office equipment. 5. (52) Arrange physical layout of the office. * Items seven through thirteen listed under Office Manager were not included in the statistical analysis because they applied only to secretaries and principals in offices with more than one secretary. The means for these items are given in Appendices I and J. 35 6. (53) Develop written procedures for completing office tasks. 7. (54) Assist in the selection of new clerical/ secretarial personnel. 8. (55) Initiation and on-the-job training of new clerical/secretarial personnel. 9. (56) Assign work to other clerical/secretarial personnel. 10. (57) Assist other clerical/secretarial personnel in more efficiently completing their assigned tasks. ll. (58) Proofread work of other clerical/secretarial personnel. 12. (59) Formally evaluate other clerical/secretarial personnel. 13. (60) Maintain clerical/secretarial personnel records. Miscellaneous 1. (37) Substitute for classroom teachers in their absence. 2. (38) Supervise playgrounds. 3. (39) Supervise extra-curricular activities. 4. (40) Assist in the school library. 5. (41) Help supervise the school cafeteria. 6. (42) Administer first-aid in absence of nurse. 7. (43) Discipline students. 36 8. (44) Perform duties of Notary Public.' 9. (45) Provide lost and found service. 10. (46) Handle money collections and counting. ll. (47) Make home visits for teachers and/or administrators. The attributes listed on the questionnaires were clustered into nine categories. Each category was treated as a dependent variable in the analysis of the hypotheses. The categories and the items included in them were:* Sex 1. (1) Female. 2. (12) Male. Marital Status l. (2) Single. 2. (13) Married. 3. (21) Separated. 4 . (28) Divorced. Education l. (3) Less than high school education.** 2. (11) College graduate. * 0 Number in parentheses indicates number of item on questionnaire. ** This item in the "Education" category was omitted from the statistical analysis because some of the respondents indicated the meaning of the item was ambiguous. 37 3. (14) High school graduate, but no college. 4. (22) Business college graduate. 5. (29) Junior college graduate. 6. (35) College graduate (education major). 7. (39) College graduate (secretarial administration major). . (4) Under 30 years of age. 1 2. (15) 30-39 years of age. 3. (23) 40-49 years of age. 4 . (30) 50 years of age or older. Work Experience l. (6) Previous success as school secretary. 2. (18) Experienced in working with children. 3. (36) Experienced teacher. 4. (38) Experienced secretary (any business). Professional l. (16) Well informed on educational issues. 2. (33) Member of professional organization(s). Skills and Abilities l. (19) Ability to "think on his/her feet." 2. (20) Skilled in problem solving. 3. (24) Ability to express ideas clearly. 38 4. (27) Secretarial skills. 5. (31) Skilled in public relations. Personal 1. (5) Attractive personal appearance. 2. (9) Optimist. 3. (10) Dynamic leader. 4. (l7) Personally ambitious. 5. (25) Pessimist. 6. (34) Sense of humor. 7. (37) Accepts change readily. Community Involvement l. (7) United States citizen. 2. (8) Promoted from within school district. 3. (26) Resident of school district. 4. (32) Interested in local community affairs. 5. (40) Active in local community organizations. Collection of the Data The schools in which the participants in the study were employed represented 257 school districts in Michigan. Permission to send questionnaires to principals and their secretaries was requested and received from school districts with more than four schools in the sample (Detroit, Flint, and Livonia) and from school districts Close to major universities (Detroit, Ann Arbor, and Lansing) . 39 Questionnaires were mailed to the principals and secretaries on two different schedules. The first mailing was to schools in districts with one to four schools in the sample; the second mailing was to schools in Ann Arbor, Detroit, Flint, Lansing, and Livonia. First Mailing Questionnaires were mailed on December 11, 1969. Enclosed with each questionnaire were a letter of trans- mittal4'5 and a stamped, self-addressed return envelope. A follow-up card6 was sent to participants who did not return their questionnaires by January 6, 1970. A second 7 8 ' were sent on questionnaire and letter of transmittal January 30, 1970, to participants who had not responded by that time. Second Mailing The second mailing was similar to the first. A questionnaire with a letter of transmittal and stamped, self-addressed return envelOpe was mailed on January 9, 1970, to each participant; follow-up cards were sent on January 27, 1970. A telephone call was placed to the Appendix D, First Letter of Transmittal to Principals. Appendix E, First Letter of Transmittal to Secretaries. Appendix F, Message on Follow-up Cards. \IO‘U‘Ih Appendix G, Second Letter of Transmittal to Principals. 8Appendix H, Second Letter of Transmittal to Secretaries. 40 principals and secretaries who had not responded by February 7, 1970. Participants were asked to return their completed questionnaires at their earliest convenience. Questionnaires were returned by eighty-seven per cent of the principals and secretaries in the study. A detailed report of the questionnaires mailed out and returned is provided in Table 3.2 on page 41. 1B. 1C. ZB. 2C. 3A. 3B. 3C. Hypotheses to be Tested The personal profile of the secretary differs according to size of school. The personal profile of the secretary differs according to level of student population. The personal profile of the secretary differs according to a combination (interaction) of size of school and level of student population. The job profile of the secretary differs according to size of school. The job profile of the secretary differs according to level of student population. The job profile of the secretary differs according to a combination (interaction) of size of school and level of student population. The expectations held by secretaries for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to size of school. The expectations held by secretaries for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to level of student pOpulation. The expectations held by secretaries for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to a combination (interaction) of size of school and level of student population. 41 TABLE 3.2.--Summary of data collection. Elementary Junior High Senior High Totals S M L S M L .S M L g:::::0n‘ p so 40 4o 45 4o 40 45 4o 40 380 Mailed Out S 50 40 40 45 40 40 45 40 40 380 Returns Original P 34 26 21 31 20 26 34 27 31 250- Mailing S 32 25 20 30 25 28 32 27 24 243 First P 6 8 8 5 8 3 2 5 3 48 Follow-up S 8 9 14 5 7 4 7 5 7 66 Second P 5 2 1 3 8 4 6 l l 31 Follow-up S 4 0 l 4 5 3 2 1 2 23 Total Returns Number P 45 36 30 39 36 33 42 33 35 329 S 44 34 35 39 37 35 41 33 34 332 Per cent P 90 90 75 87 90 82 93 82 87 87 S 88 85 87 87 92 87 91 82 85 87 Schools Without 6 0 0 l 0 0 3 0 0 10 Secretaries Could not P 0 l l 1 2 l O 3 0 9 Participate S 0 0 1 0 2 1 0 0 0 4 ”nusiablf P o o o o 1 o 3 o 2 6 Q“?5 1°“ 5 1 2 3 2 2 3 1 o o 14 naires Useable Question— naires Number P 39 35 29 37 33 32 36 30 33 304 S 37 32 31 36 33 31 37 33 34 304 Per cent P 78 87 72 82 82 80 80 75 82 80 S 74 80 77 80 82 77 82 82 85 80 5332939 37 32 26 3o 25 28 33 27 30 268 Pairs Pairs U§Ed_' 25 25 25 25 25 25 25 25 25 225 4A. 4B. 4C. 5A. SB. SC. SD. 6A. GB. 42 The expectations held by principals for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to size of school. The expectations held by principals for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to level of student p0pulation. The expectations held by principals for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to a combination (interaction) of size of school and level of student population. There is a difference between the actual tasks of the secretary as specified by principals and as specified by secretaries. There is a difference between the expectations held by principals and the expectations held by secretaries for the ideal tasks of the secretary. There is a difference between the expectations held by principals and expectations held by secretaries for the ideal mechanical skills of the secretary. There is a difference between the expectations held by principals and expectations held by secretaries for the ideal attributes of the secretary. There is a difference between the actual tasks and the ideal tasks of the secretary as specified by secretaries. There is a difference between the actual tasks and the ideal tasks of the secretary as specified by principals. Method of Analyzing Hypotheses Data from the questionnaires were coded and key punched (an to unit record (IBM) cards. Raw data was transformed :into specific scores for each variable so that the data czould be easily handled by a computer. Processing of all 43 data relevant to the study was done on a 3600 Control Data computer. A repeated measures analysis of variance was used to test for differences in group profiles. This particular analysis was selected because it gives a test for group profile differences within clusters (more than one dependent variable) of dependent variables as well as an overall test for profile differences. Equal metrics were obtained for the repeated measures by the standardization of all dependent variables. Standard- ization was necessary in order to provide a common scale, in the sense of a common mean and variance, for the dependent variables. Each variable was standardized so it had a mean of 50 and a standard deviation of 10. To determine whether group profiles for the clusters of dependent variables had the same shape, a test of group- variable interaction was used. If the interaction mean square was significantly greater than its error mean square, it was concluded that a difference existed between at least two group profiles. The conservative test of Greenhouse and Geisser,9 which uses adjusted degrees of freedom for F ratios computed in the normal way, was employed in comparing mean squares. In those cases where the group—variable 9Samuel W. Greenhouse and Seymour Geisser, "On Methods in Analysis of Profile Data," Psychometrika, V01. 24, No. 2 (June, 1959), p. 102.> 44 interaction was significant, the Tukey post hoc comparison10 was used to determine on which variables the groups differed. For the purposes of this study, the level of signifi- cance on all statistical tests was the .05 level. Thus, the probability of falsely rejecting the null hypothesis of no differences (Type I error) was 5 in 100. 10Roger E. Kirk, Experimental Design: Procedures for jghe'Behavioral‘Sciences (Beimont, California: BrookS/Cole Publishing Company, 1968), p. 261. CHAPTER IV ANALYSIS OF DATA Questionnaires were mailed to principals and their secretaries in 380 public schools in Michigan. Replies received represented 360 of the schools. Principals in ten schools indicated they did not have a secretary. The returned questionnaires were examined for com- pleteness. Three hundred and four principals and three hundred and four secretaries returned useable question- naires. In order to use the analysis technique selected for the study, equal numbers of matched pairs of secretaries and principals were required for the groups of schools. A matched pair consisted of a completed questionnaire from both a principal and his secretary. Table 3.2 on page 41 shows the number of principals and secretaries who returned useable questionnaires, the number of useable matched pairs, and the number of matched pairs included in the analysis. The groups with more than twenty-five matched pairs were reduced for the analysis to twenty-five by random elimination. 45 46 The data is presented twice in Chapter IV. First, a narrative presentation is given calling attention to important findings. Additional information is given in table form. The second presentation is a report of findings resulting from the statistical analysis of the hypotheses stated in Chapter III. Analysis of Data, Part I Personal Profile Secretaries were asked to indicate their age within a ten-year range. A majority (85 per cent) of the secre- taries were between the ages of thirty and sixty. Their median age was in the age range of forty to forty-nine.1 All of the secretaries participating in the study were female. Eighty per cent were married and living with their husband. The other twenty per cent indi- cated they were either single, widowed, separated, or divorced.2 Only 168 of the 180 married secretaries reported the nature of their husband's occupation. The most frequently reported occupations were businessman and skilled laborer.3 1Table 4.3, page 57, Age of Secretaries. 2Table 4.4, page 57, Marital Status of Secretaries. 3Table 4.5, page 58, Occupation of Secretaries' SEUSES . 47 Three of the secretaries had not completed high school. Two of the three were high school seniors work- ing part-time as secretaries in small junior and senior high schools. Thirty-seven per cent of the secretaries had continued their formal education beyond the high school level. However, only five, two per cent, had completed a four-year college program.4 The secretaries were asked to report the mechanical skills they possessed5 and courses they had taken at the high school and college level.6 The skills which sixty per cent or more reported they possessed were filing and the use of calculators, duplicating equipment, shorthand, telephone, and typewriter. More than seventy per cent of the secretaries indicated they had taken courses in bookkeeping and secretarial skills. A majority, fifty-three per cent of the secretaries, did not belong to any professional association. Only forty-five per cent belonged to local educational secre- tary associations; a smaller percentage belonged to other professional organizations.7 Thirty per cent were 4Table 4.6, page 59, Highest Year of Formal Educa- tion Completed by Secretaries. 5Table 4.7, page 60, Mechanical Skills Possessed by Secretaries. 6Table 4.8, page 61, High School and College Courses Completed by Secretaries. 7Table 4.9, page 62, Secretaries' Membership in Professional Organizations. 48 members of only one professional association; seventeen per cent belonged to two or more. The secretaries were asked to indicate their one main reason for working. The most frequently reported reason for working was personal or family support and the second most frequently reported reason was enjoy working.8 The three reasons most often reported for accepting their particular job were convenient hours, work year coincides with children's school year, and interest in education.9 The typical secretary had worked in her present school district 8.1 years; at her present job, 6.4 years; and for her present principal, 3.6 years. Only thirty of the secretaries had experience as an educa- tional secretary prior to the present position, but one hundred and forty-three had experience as a secretary in a non-educational position.10 Job Profile The principals' secretaries in the public school in Michigan worked an average of 10.6 months per 8Table 4.10, page 63, Major Reason Given by Sec- retaries for werking. 9Table 4.11, page 64, Major Reasons Given by Secretaries for Takipg This Job. 10Table 4.12, page 65, Average Number of Years of Work Experience for Secretaries. 49 year. The average work week for secretaries was 37.9 hours.11 There was a wide range in secretaries' salaries. Five reported salaries under $2,000 and twenty-two over $7,000. The median salary was in the $4,000 to $4,999 range.12 Seventy—two per cent of the secretaries working in two-girl offices or smaller. Only four per cent worked in offices with more than six secretaries.13 Eighty-six (38 per cent) of the principals' secretaries indicated their responsibilities included supervising other secretaries.l4 In performing their tasks, nearly all the secre- taries reported using typewriters, telephones, duplica- tors, and filing systems. About fifty per cent said they used shorthand and calculators. In addition to the eleven skills shown in Table 4.17 on page 69, secretaries said they used copiers, postage meters, automatic type- writers, and audio-visual equipment. 11Table 4.13, page 65, Average Number of Hours and Months Worked by Secretaries. 12 taries. 13Table 4.15, page 67, Number of Secretarial and Clerical PeOple Employed in the School Office. 14Table 4.16, page 68, Number of Secretarial and Clerical People Supervised by Principals' Secretaries. Table 4.14, page 66, Annual Salary of Secre- 50 Tasks performed: actual and idea1.--The secre- taries and principals were asked to indicate the status of the secretary's responsibility for the performance of selected tasks listed on the questionnaires. They indi- cated the actual status as well as ideal status of these tasks. A numerical value was assigned to each answer in order that statistical analysis of the responses could be performed. "Always a responsibility" was assigned a value of 5; "often a responsibility," 4; "sometimes a responsibility," 3; "rarely a responsibility," 2; and "never a responsibility," 1. A mean for each variable was then computed. The means for each variable are shown in Table 4.1.15'16'17 The principals and secretaries indicated the great- est responsibility of the secretary was as an adminis- trative secretary. Principals reported the secretary's second greatest responsibility was as an office manager; whereas, secretaries reported administrative assistant. 15Questionnaire items included in each of the var- iables are listed in Chapter III, pages 32 through 36. 16Appendix I, Item Means for Actual Tasks Per- formed, contains item means across size and level of scHooIs. 17Appendix J, Item Means for Ideal Tasks Per- formed, contains item means across size and levels of schooIs. 51 TABLE 4.l.--Means for task variables. Principals Secretaries Variable Actual Ideal Actual Ideal Administrative Secretary 3.89 4.24 4.04 4.22 Administrative Assistant 3.14 3.19 3.26 3.10 Teacher-Counselor Assistant 1.88 1.83 2.21 1.95 Office Manager 3.86 3.75 3.24 3.59 Miscellaneous 1.77 1.75 2.01 1.89 Principals and secretaries were in agreement on the order of responsibility for the secretary's ideal posi- tion. In descending order of importance they reported: administrative secretary, office manager, administrative assistant, teacher-counselor assistant, and miscellaneous. The results of tests for differences between principals and secretaries, between actual and ideal tasks, and across groups according to level and size of school are presented in Part II of this chapter. Skills and Attributes of the Ideal Secretary The participants were asked to assume that the present secretary was moving from the community and a search was being made for the ideal replacement. With 52 this assumption they were asked to rate the mechanical skills possessed and attributes of the ideal replacement. Ideal mechanical skills.--In general, the ideal mechanical skills which principals and secretaries felt should be required were filing and the use of duplicating equipment, telephone, and typewriter. Skills which they felt would be nice to have but should not be required of the secretary were the use of shorthand, transcription 18 machines, and calculators. Ideal attributes.--The attribute items listed on the questionnaires were clustered into nine variables: sex, marital status, education, age, work experience, professional, skills and abilities, personal, and com- munity involvement. The items which make up each vari- able are given in Chapter III, pages 36 through 38. The principals' and secretaries' responses were assigned the following numerical values: "absolutely must," 5; "preferable should," 4; "may or may not," 3; "preferably should not," 2; and "absolutely must not," 1. A mean was computed for each item. The means for individual items within each variable indicate the participants' direction of preference. For example, on the five-to—one scale used in scoring, a 4.26 mean for principals on the item "female" is closer to "absolutely 18Appendix K, Item Means for Ideal Mechanical Skills, contains item means across sizes and levels of schools. 53 must be" than their score of 2.08 for "male." Therefore, it may be said that principals preferred a female to a male secretary. In Table 4.2 on page 55 item means for attributes 19 The results of the tests for differences in are given. attributes across size and level of school and between principals and secretaries are given in Part II of this chapter. Both principals and secretaries indicated a prefer- ence for female secretaries. Single and married secre- taries were preferred to those who were divorced or separated. Secretaries under fifty were favored over those who were fifty and older. Educationally, it was felt the secretary should be a high school graduate. If more than a high school edu- cation had been acquired, preference was given to secre- taries with business college or secretarial administra- tion preparation. Principals and secretaries felt the secretary preferably should have previous work experience with children and as a secretary. A slight preference was given to secretarial experience in a business office over secretarial experience in a school office. The 19Appendix L, Item Means for Ideal Attributes, con- tains item means across sizes and levels of schooIs. 54 respondents did not favor the hiring of secretaries with teaching experience. Principals placed greater emphasis on skills and abilities than did the secretaries. Here again, the difference appears to be only slight. The principals' mean score for the skills and abilities category was 4.33 and the secretaries"was 4.25. In rating the personal attributes, sense of humor had the highest mean and pessimist the lowest. It was felt that the secretary should preferably be attrac- tive, optimistic, ambitious, and able to accept change readily. The secretary to the principal preferably should be interested in local community affairs. Interest in community affairs received higher ratings than did active in community organizations. Respondents preferred secretaries who were citizens of the United States. Residence within the school district was not considered essential. 55 TABLE 4.2.--Means for attributes. Item No.* Principals Secretaries (Seat) Male 12 2.08 2.38 Female 1 4.26 3.98 (Marital Status) Single 2 2.89 2.86 Married 13 3.05 3.09 Separated 21 2.69 2.68 Divorced 28 2.72 2.69 (Education) Less than high school education 3 1.55 1.68 College graduate 11 2.98 2.96 High school graduate but no college 14 3.44 3.57 Business college graduate 22 3.36 3.21 Junior college graduate 29 3.06 2.97 College graduate (educa- ‘ tion major) 35 2.82‘ 2.90 College graduate (secre- tarial admin. major) 39 3.05 3.01 (Age) Under 30 years of age 4 2.88 2.83 30 - 39 years of age 15 3.01 3.08 40 - 49 years of age 23 2.91 2.92 50 years of age or older 30 2.59 2.60 (WOrk Experience) Previous success as school secretary 6 3.56 3.39 Working with children 18 4.02 3.95 Experienced teacher 36 2.60 2.68 Secretarial, any business 38 3.69 3.90 *Refers to the questionnaire item number. 56 Item No.* Principals Secretaries (Professional) Well informed on educa- tional issues 16 3.58 3.81 .Member of professional organization(s) 33 3.32 3.24 (Skills and Abilities) Ability to "think on her feet" . 19 4.42 4.53 Skilled in problem solving 20 4.01 3.95 Ability to express ideas clearly 24 4.35 4.31 Secretarial skills 27 4.73 4.58 Skilled in public relations 31 4.16 3.89 (Personal) Attractive personal appearance 5 4.20 4.26 Optimist 9 4.05 4.07 Dynamic leader 10 3.47 3.29 Personally ambitious 17 4.01 4.02 Pessimist 25 1.50 1.57 Sense of humor 34 4.50 4.53 Accepts change readily 37 4.27 4.39 (Community Involvement) United States citizen 7 3.75 3.91 Promoted from within the school district 8 3.15 3.34 Resident of school district 26 3.33 3.50 Interested in local community affairs 32 4.09 4.07 Active in local community organizations 40 3.37 3.38 57 TABLE 4.3.--Age of secretaries. Elementary Junior High Senior High Totals Age Range Per S M L S M L S M L No. Cent Under 30 0 1 l 7 2 1 2 6 2 22 10 30 - 39 7 7 7 5 5 5 5 2 4 47 21 40 - 49 8 13 11 8 13 10 14 7 10 94 42 50 - 59 8 3 6 4 5 6 4 8 7 51 22 60 or older 2 1 0 l 0 3 0 2 2 ll 5 TABLE 4.4.--Marital status of secretaries. Elementary Junior High Senior High Totals Status Per S M L S M L S M L NO. Cent Single 1 0 2 3 0 2 l l 3 l3 6 Married 23 21 20 20 19 16 23 22 18 182 80 Separated 0 2 0 0 l l 0 0 0 4 2 Divorced O 0 1 0 2 l 0 2 2 8 4 Widowed 1 2 2 2 3 5 l 0 2 l8 8 58 TABLE 4.5.--Occupation of secretaries' spouses. Elementary Junior High Senior High Totals Occupation s M L s M L s M L No.* 5:; Business- man 7 7 6 6 3 5 7 9 9 59 33 Clergy 0 0 l l 0 0 0 0 0 2 1 Doctor 0 0 0 0 0 0 0 0 0 0 0 Engineer 2 0 1 0 1 1 0 0 0 5 3 Farmer 0 l 0 0 0 0 3 1 0 5 3 Fireman 0 l 0 0 l 0 0 0 0 2 1 Lawyer 0 0 0 0 0 0 l 0 0 1 1 Military Service 0 0 0 0 l 0 0 0 0 1 1 Police 0 0 0 0 1 0 0 0 0 1 1 Postal 0 0 1 0 0 0 0 0 0 1 l Researcher l 0 0 0 0 0 0 l 0 2 1 Skilled Laborer 7 10 9 8 9 4 7 6 6 66 36 Teacher (Educator) 1 0 0 2 1 1 l 2 l 9 . 5 Unskilled Laborer 3 2 2 2 1 2 3 l l 17 9 Unemployed o o 1 o o o o o o 1 1 Disabled 0 0 0 0 0 0 0 0 l 1 l Retired 1 0 0 1 1 0 O 1 0 4 2 *N = 168 59 TABLE 4.6.--Highest year of formal education completed by secretaries. Elementary Junior High Senior High Totals Level Per S M L S M L S M L No. Cent High School Grade 11 or less 1 0 0 1 0 0 1 0 0 3 1 Grade 12 16 17 15 16 13 15 17 14 16 139 62 Business College One Year 2 4 3 3 5 4 5 5 2 33 15 Two Years 2 l 2 3 4 1 l 0 2 l6 7 Junior College One Year 0 1 0 0 1 0 0 0 1 3 1 Two Years 0 1 0 1 0 1 0 0 1 4 2 Four Year College One Year 1 0 2 0 2 2 0 l 2 10 4 Two Years 1 1 2 1 0 0 l 2 0 8 4 Three Years 0 0 1 0 0 2 0 1 0 4 2 Four Years 1 0 0 0 0 0 0 2 0 3 2 Graduate School 1 0 0 0 0 0 0 0 l 2 l 60 TABLE 4.7.--Mechanical skills possessed by secretaries. Elementary Junior High Senior High Totals Skills Per S M L S M L S M L No. Cent Data Pro- cessing Equipment 1 2 l 2 3 4 1 2 2 l8 8 Calculators 16 14 l5 16 16 17 21 18 18 151 67 Duplicating Equipment 25 25 25 25 25 25 25 25 24 224 100 Filing 24 25 25 25 25 24 24 25 24 221 98 Key Punch 0 3 1 2 2 1 l 2 2 l4 6 Posting Machine 2 3 3 1 4 2 4 l 3 23 10 Telephone 23 24 25 25 25 25 25 24 24 220 98 Transcrip- tion Machine 3 8 5 10 9 9 8 10 13 75 33 Typewriter 25 25 24 25 25 25 25 25 24 223 99 Shorthand 8 16 19 12 l4 l6 17 14 20 136 60 Stenotype 1 0 0 0 l 1 1 2 0 6 3 61 TABLE 4.8.--High school and college courses completed by secretaries. Elementary Junior High Senior High Totals Courses Per S M L S M L S M L No. Cent Accounting 3 7 8 5 4 8 5 5 6 51 23 Bookkeeping 18 18 19 15 17 16 22 20 18 163 72 Business Corres- pondence 6 l3 l3 8 12 8 8 11 10 89 40 Business Law 1 7 5 4 4 6 3 5 4 39 17 Counseling 0 0 0 1 0 1 0 0 1 3 1 Education 2 1 4 l l 4 l 3 2 19 8 HMman Growth and Development 2 2 4 2 l 3 2 6 3 25 11 Office Management 2 6 7 7 10 3 3 6 5 49 22 Personnel Management 0 0 0 2 2 l 0 3 1 9 4 Psychology 4 6 7 3 l 4 2 4 5 36 16 School Finance 0 1 l l 1 0 0 l 1 6 3 School Law 0 2 0 0 0 0 0 l l 4 2 Secretarial Skills 21 24 25 25 22 23 23 21 24 208 92 Sociology 3 5 3 2 3 3 6 7 5 37 16 62 TABLE 4.9.--Secretaries' membership in professional organizations. Elementary Junior High Senior High Totals Per S M L S M L S M L No. Cent National Education Association 0 2 l 0 0 1 0 1 3 8 6 National Association of Educa- tional Secretaries 3 5 4 1 6 5 l l 4 30 13 Michigan Association of Educa— tional Secretaries 7 8 3 3 9 12 2 5 7 56 25 Local Association of Educa- tional Secretaries 9 12 18 7 12 18 3 12 10 101 45 Business and Pro- fessional women's Club 0 0 l l 1 0 0 1 l 5 2 63 TABLE 4.10.--Major reason given by secretaries for working. Elementary Junior High SeniOr.High Totals Reason S M L S M L S M L No.* Per Cent Personal or Family Support 6 2 7 2 6 11 5 7 8 54 Extra Spending Money 6 2 2 2 l 4 l 4 l 23 Like to WOrk Around Children 2 2 2 l 0 1 2 0 1 11 Community Service 1 0 0 0 0 0 0 0 0 1 Need Money for Child- ren's College Education 3 4 8 2 2 2 0 5 2 28 To Keep Busy 0 0 0 l 4 0 1 0 1 7 Enjoy WOrking 3 4 4 5 3 0 6 3 3 31 35 15 18 20 *N = 155 64 TABLE 4.1l.--Major reasons given by secretaries for taking this job. Elementary Junior High Senior High Totals Reason Per S M L S M L S M L No. vCent Good Pay 3 2 3 2 4 4 3 3 3 27 12 Good Working Conditions 12 16 7 ll 13 12 10 12 12 105 47 Convenient Hours 6 20 l6 19 14 18 17 20 12 142 63 Work Year Coincides with Child- ren's School Year 19 19 18 15 13 8 13 ll 9 125 56 Interested in Educa- tion 12 19 11 13 13 15 11 13 16 123 55 Job Promotion 2 0 0 0 l 4 0 0 2 9 4 Challenging WOrk 7 10 8 15 9 14 8 9 14 94 42 Job Location 12 12 8 15 10 14 16 14 11 112 50 65 e.oH e.HH v.aa m.oa m.HH o.aa o.oH H.oa H.oa o.oH use» nee emxuoz mango: m.sm -~.am e.mm m.em m.mm «.mm e.em m.sm A.mm m.em xmms nee emxuoz muses new: a s m A z m a z m Hmuoa swam Howsom Amwm moanso humusmsmam .mmwumumuomm ma ooxu03 usucos one mason mo Hones: ommuo>¢ln.ma.v memes ooxuos name» no Hones: ommum>m on» ma noumcweocoo moamwummxm saws mowumuouoom mo Henson on» ma Houmuoesz« med as as as as ma AH ma as .NH -coz as sumumuomm ma kph bun. th. ebb nhw .mwm .muH _~hb mph .mwm muoauumaa Hooaom segue on H m H m m a m m em as mumumuomm Hmeoflumosem ma H.m m.a m.m ~.e «.ma H.0H H.m 4.0H m.e ~.e uoauumae Hooaom ucwmmum Hoe e.m H.e m.m a.a e.m m.e m.~ H.m a.m o.m Humaoaaum unmmmum Hoe e.e m.m a.» ~.e e.m e.a m.e m.a a.m m.m gossamom unmmmum eH new: a z m A z m a z m deuce nowumooa swam Howcmm amen Howcao mumuqosmam .moauououoom How mosowuomxo xuo3 no name» no Hones: ommum>mau.ma.c mamma 66 TABLE 4.14.--Annual salary of secretaries. Elementary Junior High Senior High Totals Range Per S M L S M L S M L No. Cent Under $2,000 2 l 0 l 0 0 2 0 0 6 2 2,000-2,999 7 2 2 4 1 0 4 0 0 20 9 3,000-3,999 4 4 l 11 3 0 5 5 5 38 17 4,000-4,999 7 8 7 6 8 4 10 6 2 58 26 5,000-5,999 4 6 8 3 4 6 4 11 4 50 22 6,000-6,999 1 4 7 0 5 5 0 2 7 31 14 7,000 and over 0 0 O 0 4 10 0 l 7 22 10 TABLE 4.15.--Number of secretarial and clerical people employed in the school office. Elementary ,Junior High .Senior High .Totals Number Per S M L S M S No. Cent One-half l 0 0 2 0 1 4 2 One 21 17 2 18 2 15 81 36 One and one-half l 5 12 l 4 2 30 13 Two 2 3 8 4 9 7 47 21 Two and one-half 0 0 2 0 4 0 12 5 Three 0 0 l 0 3 0 15 7 Three'and one-half 0 0 0 0 2 0 6 3 Four 0 0 0 0 1 0 6 3 Four and one-half 0 0 0 0 0 0 3 1 Five 0 0 0 0 0 0 3 1 Five and one-half 0 0 0 0 0 0 2 1 Six 0 0 0 0 0 0 6 3 Mere than six 0 0 0 0 0 0 10 4 68 TABLE 4.16.--Number of secretarial and clerical people supervised by principals' secretaries. Elementary Junior High Senior High Totals Numbe r Per* S M L S M L S M L No. Cent One-half 3 5 9 1 3 2 0 4 1 28 12 One 1 l 3 2 5 4 2 1 2 21 9 One and one-half 0 0 l 0 4 2 0 l 1 9 4 Two 0 0 0 0 3 3 0 2 2 10 4 Two and one-half 0 0 0 0 1 2 0 l 0 4 2 Three 0 0 0 0 0 0 0 0 3 3 1 Three and one-half 0 0 0 0 0 2 0 0 O 2 1 Four 0 0 0 0 0 0 0 0 0 0 0 Four and one-half 0 0 0 0 0 l 0 0 0 l 1 Five 0 0 0 0 0 0 0 0 l l 1 Five and one-half 0 0 0 0 0 0 0 0 l l 1 Six 0 0 0 0 0 1 0 0 2 3 l more than six 0 0 0 0 0 0 0 0 3 3 l *Per cent when N = 225 69 TABLE 4.17.--Mechanical skills used by secretaries. Elementary Junior High Senior High , Totals Skills ' Per SML SML SML No. .Cent Data Pro- cessing Equipment 1 0 0 1 0 l 1 1 0 5 2 Calculators 15 15 13 15 14 16 21 l7 13 139 62 Duplicating Equipment 25 25 25 25 25 25 25 25 25 225 100 Filing 24 25 25 25 24 24 25 25 25 222 97 Key Punch 0 1 0 0 0 l l l 0 4 2 Posting Machine 0 1 l l 0 0 l 0 0 4 2 Telephone 25 25 25 25 25 25 25 25 25 225 100 Transcrip- tion Machine 1 5 0 7 6 4 4 5 8 40 18 Typewriter 25 25 25 25 25 25 25 25 25 225 100 Shorthand 4 12 14 5 12 10 6 11 17 91 40 Stenotype 0 0 0 0 0 1 0 1 0 2 l 70 Analysis of Data, Part II A repeated measures analysis of variance was used in analyzing the hypotheses. In instances where the group-variable interaction was significant, the Tukey post hoc comparison was used to statistically determine on which variables the groups differed. An analysis of variance table is given for each hypothesis, or set of hypotheses, analyzed. Where the group-variable interaction was significant, the means for the variables are plotted on a graph to visually show the differences. Also a table is included which gives the results of the Tukey post hoc comparison. Personal Profile Hyppthesis 1A: The personal profile of the secretary differs according to size of school. The size-variable interaction for the personal pro- file was not significant as indicated in Table 4.18. Therefore, it was concluded that the dependent variables in the analysis (sex, age, marital status, number of children, education completed, number of years in present position, number of years worked for present principal, number of years worked in present school district, number of years worked as an educational secretary elsewhere, number of years worked as a secretary in a non-educational 71 position, and mechanical skills possessed) did not differ for secretaries according to size of school. Hypothesis 13: The personal profile of the secretary differs according to level of student population. In the repeated measures analysis of variance for the personal profile, level-variable interaction was not significant. Therefore, Hypothesis 18 was not accepted. Table 4.18 shows the results of the analysis. Hypothesis 1C: The personal profile of the sec- retary differs according to a combination (interaction) of size of school and level of student population. In the analysis of the personal profile of the sec- retary, size-level-variable interaction was not signifi- cant. Therefore, Hypothesis lC was not accepted. The results of the analysis are given in Table 4.18. TABLE 4.18.~-Analysis of variance: Personal profile of the secretary. Signifi- Source DF SS MS F cant at .05 Level Size-variable interaction 18 2802.88 155.72 1.72 No* Level-variable interaction 18 2643.63 146.87 1.62 No* Size-level-variable interaction 36 5121.95 142.28 1.57 No* Error**: Variable x Subj. w. groups 1944 176132.34 90.60 *Conservative test **Error, variables by subjects within groups interaction 72 Job Profile The analysis of the secretary's job profile was divided into two sections. The first section consisted of a repeated measures analysis of variance for the following variables: mechanical skills used, hours worked per week, months worked per year, annual salary, number of secre- taries supervised by the principal's secretary, and number of secretaries employed in the office. The second section dealt with the actual tasks of the secretary as reported by the secretaries. Hypothesis 2A: The job profile of the secretary differs according to size of school. The analysis of variance table for the first section of the job profile is shown on page 75. The size-variable interaction for section one was significant, indicating a difference in profile shape existed between secretaries in at least two sizes of schools. As shown in Figure 4.1 and Table 4.20, a difference was confirmed to exist according to size of school for these variables: months worked per year, annual salary, number of secretaries employed in the office, and the number of secretaries supervised by the principal's secretary. As school size increased, the mean for these variables also increased. Section two of the job profile dealt with the actual tasks of the secretary as reported by secretaries. In the analysis, tasks were clustered into five variables: 73 administrative secretary, administrative assistant, teacher-counselor assistant, office manager, and miscel- laneous.20 Taken as a whole, the secretary's actual tasks were found to differ according to size of school as noted by the significant size main effect given in Table 4.23. Size-variable interaction was also significant. Administrative assistant, teacher-counselor assist— ant, and miscellaneous were the variables for actual tasks which were found to differ for the secretary accord- ing to size of school. As the size of school decreased, the responsibility of the secretary increased. An exami- nation of Figure 4.3 would seem to confirm this finding; Table 4.24 gives the nwmerical results of the Tukey post hoc comparison. Hypothesis 2B: The job profile of the secretary differs according to level of student population. Level—variable interaction for section one of the job profile was significant. Differences existed accord- ing to level of student population for months worked per year, annual salary, number of secretaries employed in the office, and number of secretaries supervised by the princ- ipal's secretary. Additional information is given in Tables 4.19 and 4.21. 20Questionnaire items included in each variable are listed in Chapter III, pages 32 through 36. 74 Actual tasks taken as a whole and level-variable interaction for the actual tasks of the secretary were found to differ according to level of student population. An examination of Figure 4.4 would indicate a significant difference according to level of student population for administrative assistant and miscellaneous. This differ- ence was substantiated with the Tukey post hoc comparison, Table 4.25, page 85. Elementary school secretaries re- ported greater responsibility than did senior high secre- taries for these two variables. Hypothesis 2C: The job profile of the secretary differs according to a combination (interaction) of size of school and level of student pepulation. For section one of the job profile, the interaction of size, level, and variable was significant. The vari- ables of the job profile on which secretaries differed significantly in the Tukey post hoc test were months worked per year, annual salary, number of secretaries em- ployed in the office, and number of secretaries super- vised by the principal's secretary. In general, as the size and level of the schools increased, the mean for the variables also increased. Further details of the analysis are given in Tables 4.19 and 4.22. In the analysis of the second section of the job profile, actual tasks did not differ according to a com- bination (interaction) of size of school and level of student population. 75 TABLE 4.19.--Analysis of variance: secretary, section one. The job profile of the . Signifi- Source DF SS MS F cant at .05 level Size-variable interaction 10 6600.37 660.04 8.17 Yes* Level-variable interaction 10 4547.70 454.77 5.63 Yes* Size-level- variable . interaction 20 4051.79 202.59 2.51 Yes* Error**: Variable x subj. w. groups 1080 87224.23 80.76 Error***: Subj. w. groups 216 42446.99 196.51 *Conservative test **Error, variables by subjects within groups interaction ***Error, subjects nested within groups interaction 76 60" .00.. . 0...... 55" ..'° "1 k g ‘ .0....7. z w “dd 45.. \K\ I’l’. \ ,’ \ '_,r \y,’ 40’ r, y, A ‘ yy 1 2 3 4 5 6 Figure 4.1.--The job profile of the secretary, section one (means of standardized variables for size-variable inter- action). 1 = Mechanical skills used 2 = Hours worked per week 3 = Months worked per year 4 = Annual salary 5 = Number of secretaries in office 6 = Number of secretaries supervised Means of Standardized Variables .1. a 2 Secretaries, small schools 48.274 47.284 45.169 Secretaries, medium schools 51.305 51.224 53.153 Secretaries, large schools 50.244 51.083 54.191 ..... Secretaries: small schools Secretaries, medium schools . Secretaries, large schools 1 2. 9 41.452 43.248 45.401 51.976 50.620 48.135 57.431 56.621 55.809 77 TABLE 4.20.--The job profile of the secretary, section one--Tukey post hoc comparison. Means of Standardized Variables for Size- Variable Interaction lMl-le lMl-M3l IMz-M3l Mechanical Skills Used 3.031 1.970 1.061 Hours WOrked per Week 3.940 3.799 0.141 Months WOrked per Year 7.954* 9.022* 1.038 Annual Salary 9.524* 15.979* 6.455* Number of Secretaries in Office 6.372* 13.373* 7.001* Number of Secretaries Supervised 2.734 10.408* 7.674* *Significant M1 a Mean, secretaries in small schools M2 - Mean, secretaries in medium Schools M3 4 * (l/JTF)°.01; 3,432 SSError: subj. w. groups MS = E MS a 42446.99 + 87224.23 E 216 + 1080 + SS Error: subj. w. groups a Mean, secretaries in large schools {/MSE) = W i 4.75 + DFSS = 100.05 N (Number of secretaries in each group) Q = 4.11 (Studentized range) Error: variable x. subj. w. groups Error: variable x subj. w. groups 75 78 60V 55" .. . o ' , Means J<\ 50" ,, o. ,L’ \ " \ ,0 \\ ’/ ‘\ . I \ ’v 45" \‘l’ \ \*” ’ 40* : 4 c 4 t a: 1 2 _ 3 4 5 6 Figure 4.2.--The job profile of the secretary, section one (means of standardized variables for level-variable inter- action). Mechanical skills used ----- Elementary = Hours worked per week Secretaries Junior High Months worked per year Secretaries = Annual salary . . . Senior High = Number of secretaries Secretaries in office U‘InbuNF-J ll 6 = Number of secretaries supervised Means of Standardized Variables 1 2 3 4 5 6 Secretaries, 47.971 49.289 44.051 47.272 44.310 46.168 elementary Secretaries, 50.092 49.854 51.955 52.140 49.344 50.485 junior high Secretaries, 51.759 50.447 56.506 50.447 55.834 52.691 senior high . 79 TABLE 4.21.--The job profile of the secretary, section one--Tukey post hoc comparison. Means of Standardized Variables for Level- Variable Interaction “”1"le lMl'M3 IM2'M3l Mechanical Skills Used 2.121 3.788 1.667 Hours Worked per Week 0.565 1.158 0.593 Months WOrked per Year 7.904* 12.455* 4.551 Annual Salary 4.868* 3.175 1.693 Number of Secretaries in Office 5.034* 11.524* 6.490* Number of Secretaries Supervised 4.317 6.523* 2.206 *Significant M a Mean, elementary secretaries 1 M2 8 Mean, junior high school secretaries M3 8 Mean, senior high school secretaries W i (1//TF)Q.01; 3,432 (/M§é) = W i 4.75 SS + SS Error: variable x supj. w. groups Error: subj. w. groups MSE ' BESS + DFSS Error: subj. w. groups Error: variable x subj. w; groups 42446.96 + 87224.23 MSE .. 216 + T08? " 1°°'°5 N (Number of secretaries in each group) = 75 Q a 4.11 (Studentized range) 80 mmv.m uHo. ea.oa H a u Ammm\v oaumxav H s ”zomHmamzoo com amen sexes momma momma momma Boa: Hoacon .qmoz u m2 no“: Howssn .cmoz u oz mnmucosoam .cmoz n m2 finance sofioms Esaoos so“: Moscow .cooz u m2 Amen mowed“ .cmoz.u m2 mumucoemao .cmoz n «2 Hanan Hausa Hanan amen Roscoe .smoz u >2 sod: Moscow .cmmz a v2 mumucosmao .cmoz n as mnm.vm mah.hm emm.bm mm~.oo mom.mm www.mm m2 mmm.ne mmb.mm hma.am mmv.om mnm.am mmh.am m2 mom.me mmm.mv mmN.~v www.mv hmm.hq omm.om >2 mm~.mm Hee.mm Hmm.am moa.mm Hmb.Hm omw.om m2 mas.om Hem.me ama.mm oam.vm mmm.om mam.om m2 me¢.mv Hmo.mv Hah.ov mm~.mv mnm.mv mmo.mv v2 mam.bv mon.mv www.mm Ham.vv -m.m¢ vam.nv m2 ama.me mam.ne msa.me ome.ee eee.am amb.am m: mvv.mv nmo.~¢ owm.Hv ~mv.mv mmv.>v va.vv Hz ooma>uomam ooflmmo ca NE 4H5”... “a”... HEM mo nonsdz mo noosdz . coauouuoucn oaoowuo>lao>oAIonwm How newsmaum> oouwoumocmum mo momma .oso coauomm .humuouoon on» no oaflmoum no“ o:a::.-.¢ mqmda 81 TABLE 4.23.--Analysis of variance: The job profile of the secretary, section two--actua1 tasks as reported by secretaries. Signifi- Source DF SS MS F cant at .05 level Size 2 5114.18 2557.09 10.06 Yes Level 2 2048.28 1024.14 4.03 Yes Size-level interaction 4 1992.59 498.15 1.96 No Error: Subj. w. groups 216 54898.67 254.16 Size-variable interaction 8 5835.68 729.46 9.95 Yes* Level-variable interaction 8 3700.81 462.60 6.31 Yes* Size-level- variable interaction 16 2525.90 157.87 2.15 No* Error: variable x subj. w. groups 864 63341.96 73.31 *Conservative test 82 60‘} 554 m 5 a, 500 S 45» 4 j A A 1 2 3 4 r 5 Figure 4.3.--The job profile of the secretary, section two--actual tasks as reported by secretaries (means of standardized variables for size-variable interaction). Administrative Secretary = Administrative Assistant u Teacher-Counselor Assistant Office Manager Ln p.44 Mata ! Miscellaneous Means of Standardized Variables 1 Z Secretaries, small schools 46.713 55.713 Secretaries, medium schools 49.368 52.327 Secretaries, large schools 48.970 44.971 ----- Secretaries, small schools 2. 56.183 52.312 48.784 Secretaries, medium schools . . Secretaries, large schools 2. 47.953 48.666 48.666 2. 58.124 54.683 47.925 83 TABLE 4.24.--The job profile of the secretary, section two--actual tasks as reported by secretaries, Tukey post hoc comparison. Means of Standardized Variables for Size- Variable Interaction lMl-le lMl-M3l IMz-M3l Administrative Secretary 2.655 2.257 0.398 Administrative Assistant 3.386 10.742* 7.356* Teacher-Counselor Assistant 3.871 7.399* 3.528 Office Manager 0.713 0.713 0.000 Miscellaneous 3.441 10.199* 6.758* *Significant M1 a Mean for actual tasks, secretaries in small schools M2 8 Mean for actual tasks, secretaries in medium schools M3 - Mean for actual tasks, secretaries in large schools ‘1' i (1//N)Q.01; 3,432 (v’MSE) = ‘1’ i 4.96 SSError: subj. w. groups + SSError: variable x subj. w. a __7 groups MSE DFSS + DFSS Error: subj.wu groups Error: variable x subj. w. groups 63341.96 + 54898.67 _ MSE a -—-__216 + 864 - 109.48 N (Number of secretaries in each group) = 75 Q a 4.11 (Studentized range) 60 i 55 4 Means 45 0 40 50 A 84 A 1 5 Figure 4.4.--The job profile of the secretary, section two--actual tasks as reported by secretaries (means of standardized variables for level-variable interaction). U'lchUNI-fl = Office Manager 8 Miscellaneous Administrative Secretary 8 Administrative Assistant = Teacher-Counselor Assistant Means of Standardized Variables Elementary secretaries Junior high secretaries Senior high secretaries 1. 46.602 49.966 49.483 3. 54.643 51.588 46.781 2. 51.319 53.847 53.114 ----- Elementary secretaries Junior high secretaries . Senior high secretaries i. .§ 48.951 56.667 50.068 54.342 47.266 49.723 85 TABLE 4.25.--The job profile of the secretary, section two--actual tasks as reported by secretaries, Tukey post hoc comparison. Means of Standardized Variables for Level- Variable Interaction IM1""2I IM1""3I IM2’M3l Administrative Secretary 3.364 1.881 1.483 Administrative Assistant 3.055 7.862* 4.807 Teacher-Counselor Assistant 3.528 2.795 0.773 Office Manager 1.117 2.685 3.802 Miscellaneous 2.325 6.944* 4.619 *Significant M1 a Mean for actual tasks, elementary school secretaries M a Mean for actual tasks, junior high school secretaries 2 M3 = Mean for actual tasks, senior high school secretaries w 1 (1//Tr)o.01; 3,432 (/fi§fi) = w 1 4.96 SS + SS Error: variable x subj. w. groups Error: subj. w. groups E 5533 + DFSS Error: subj. w. groups Error: variable x subj. w. groups 63341.96 + 54898.67 _ MSE = 216 + 864 ‘ 109°48 N (Number of secretaries in each group) = 75 Q a 4.11 (Studentized range) 86 Expectations Held by Secretaries Hypothesis 3A: The expectations held by secretaries for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to size of school. The expectations held by secretaries for ideal tasks were found to differ according to size of school. Both size main effect and size-variable interaction were significant. Results of the analysis of variance are given in Table 4.26. The variables included in the analysis were the same as those used for actual tasks: administrative secretary, administrative assistant, teacher-counselor assistant, 21 Administrative office manager, and miscellaneous. assistant, teacher-counselor assistant, and miscellaneous were the variables on which ideal tasks differed accord- ing to size of school. For these three variables, the secretaries in small schools felt they should have more responsibility than did secretaries in the larger schools. The results of the Tukey post hoc comparison are given in Table 4.27. In the analysis of the expectations held by secre- taries for ideal mechanical skills, size main effect was significant. There was only one dependent variable in the analysis: ideal mechanical skills. The mean for the 21Questionnaire items included in each variable are listed in Chapter III, pages 32 through 36. 87 secretaries in large schools was significantly greater than the means of secretaries in small and medium sized schools. Tables 4.28 and 4.29 give the analysis results. In the analysis of the ideal attributes as indicated by secretaries, the dependent variables were sex, marital status, education, age, work experience, skills and abili- ties, community involvement, personal, and professional.22 Items were not analyzed individually because the results of such an analysis tend to be unreliable. In order to keep negatively correlated items within a variable at a minimum, some of the item scores were multiplied by a negative one. Items with scores multi- plied by a negative one were: male; married; high school graduate, but no college; under 30 years of age; skilled in problem solving; skilled in public relations; interested in local community affairs; and pessimist. Size-variable interaction for ideal attributes was not significant. The Analysis of Variable table is given on page 93. Hypothesis 3B: The expectations held by secretaries for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to level of student population. Although level main effect was significant for the expectations held by secretaries for ideal tasks, 22Questionnaire items included in each variable are listed in Chapter III, pages 36 through 38. 88 level-variable interaction was not. The level main effect for ideal mechanical skills and the level-variable inter- action for ideal attributes were not significant. The Analysis of Variance tables for the expectations held by secretaries for ideal tasks, ideal mechanical skills, and ideal attributes are given on pages 89, 92, and 93, respectively. Hypothesis 3C: The expectations held by secretaries for the ideal tasks, ideal mechani- cal skills, and ideal attributes of the secretary differ according to a combination (interaction) of size of school and level of student popula- tion. The results of the analysis of variance tests are given in Tables 4.26, 4.28, and 4.30. The tests indicated no Significant differences; therefore, Hypothesis BC was not accepted. 89 TABLE 4.26.--Analysis of variance: Expectations held by secretaries for ideal tasks. Signifi- Source DF SS' MS F cant at .05 level Size 2 11875.06 5937.53 25.77 Yes Level 2 1887.66 943.83 4.10 Yes Size-level interaction 4 944.16 236.04 1.02 No Error: Subj. w. groups 216 49766.97 230.40 Size-variable interaction 8 4934.26 616.78 6.86 Yes* Level-variable interaction 8 1973.21 246.65 2.74 No* Size-level- variable interaction 16 1355.40 84.71 .94 No* Error: Variable x subj. w. groups 864 77709.32 89.94 *Conservative test 60.. 55 fih 50.. Means 45¢» 40 - 90 Figure 4.5.--Expectations held by secretaries for ideal tasks (means of standardized variables for size- variable interaction). 1 = Administrative Secretary 2 = Administrative Assistant = Teacher-Counselor Assistant 3 4 3 Office Manager 5 a Miscellaneous Means of Standardized Variables Secretaries, small schools Secretaries, medium schools Secretaries, large schools 1. 54.103 52.045 51.691 3. 55.518 48.610 41.975 _____ Secretaries: small school Secretaries, medium school . . . Secretaries, 2. 55.931 48.119 46.012 .2 53.087 51.946 51.685 large school §. 57.008 50.064 44.949 91 TABLE 4.27.--Expectations held by secretaries for ideal tasks, Tukey post hoc comparison. Means of Standardized Variables for Size- Variable Interaction IMl-le IMl-M3I IMz-MBI Administrative Secretary 2.058 2.412 0.354 Administrative Assistant 6.908* 13.543* 6.635* Teacher-Counselor Assistant 7.812* 9.919* 2.107 Office Manager 1.141 1.402 0.261. Miscellaneous 6.944* 12.059* 5.115 *Significant M1 = Mean for ideal tasks, secretaries in small schools M2 = Mean for ideal tasks, secretaries in medium schools M = Mean for ideal tasks, secretaries in large schools 3 w i (1//TF)Q.01; 3,432 (/fi§é) = w i 5.16 SS + SS Error: subj. w. groups Error: variable x MS - subj. w. grows E DFSS + DFSS Error: subj. w. groups Error: variable x subj. w. groups 49766.95 + 77709.321 MSE ' 216*4 864 3 118'°3 N (Number of secretaries in each group) = 75 Q = 4.11 (Studentized range) 92 TABLE 4.28.--Analysis of variance: Expectations held by secretaries for ideal mechanical skills. Signifi- Source DF SS MS F cant at .05 level Size * 2 236.13 118.07 5.52 Yes Level 2 60.60 30.30 1.42 No Size-level interaction 4 84.31 21.08 0.98 No Error: Subj. w. groups 216 4624.00 21.41 TABLE 4.29.--Expectations held by secretaries for ideal mechanical skills, Tukey post hoc comparison. Means of Standardized Variables for Size Main Effect 1M1'M2' IM1'M3I le'M3l Ideal Mechanical Skills 0.468 2.369* 1.901* *Significant M1 = Mean, small schools = 47.733 M2 a Mean, medium schools = 48.201 M3 = Mean, large schools = 50.102 (JMS ) = W i 1.77 V * (1/"“)Q.05; 3,216 B N (Number of secretaries in each group) = 75 Q = 3.31 (Studentized range) 93 TABLE 4.30.--Ana1ysis of variance: Expectations held by secretaries for ideal attributes. Signifi- Source DF SS MS F cant at .05 level Size-variable ' ' interaction 16 2553.60 159.60 1.78 No* Level-variable. interaction 16 2113.31 132.08 1.47 No* Size-level- variable interaction 32 3314.44 103.58 1.16 No* Error: Variable x subj. w. groups 1728 154825.00 89.60 Error: Subj. w. groups 216 40120.80 185.74 *Conservative test 94 ExpectationS’Held bnyrincipals Hypothesis 4A: The expectations held by principals for the ideal tasks, ideal mechani- cal skills, and ideal attributes of the secretary differ according to size of school. Principals' expectations for the ideal tasks of the secretary were found to differ according to size of school. Both size main effect and size-variable interaction were significant as noted in the Analysis of Variance table on page 96. The variables on which the expectations differed were administrative assistant, teacher-counselor assistant, and miscellaneous.23 Principals in small schools assigned more responsibility to the secretary than did the princi- pals in larger schools. 1 Ideal mechanical skills were analyzed as one vari- able. As indicated in Table 4.34, size main effect for ideal mechanical skills was not significant. In the analysis of ideal attributes, some of the item scores were multiplied by a negative one in order to minimize the number of negatively correlated items within a variable. Items were not analyzed individually because the results of such an analysis are often unreliable. The variables included in the analysis of the attri- butes were sex, marital status, education, age, work 23Questionnaire items included in each variable are given in Chapter III, pages 32 and 36. If 95 experience, skills and abilities, community involvement, 24 Level-variable inter- personal, and professional. action was not significant as shown in the Analysis of Variance table on page 102. Hypothesis 4B: The expectations held by princi- pals for the ideal tasks, ideal mechanical skills, and ideal attributes of the secretary differ according to level of student population. Level main effect and level-variable interaction were significant for the expectations held by principals for the ideal tasks of the secretary. The Analysis of Variance table is given on page 96. The variables on which expectations differed according to level of stu- dent population were administrative assistant and mis- cellaneous. Principals in senior high schools assigned less responsibility to the secretary than did principals in elementary schools. Expectations held by principals for the secre- tary's ideal mechanical skills differed according to level of school. In the analysis, ideal mechanical skills were treated as one dependent variable. The mean for elementary school principals was significantly less than the means of junior and senior high principals. Tables 4.34 and 4.35 give further details of the analysis. 24Questionnaire items included in each variable are listed in Chapter III, pages 36 through 38. 96 As shown in the Analysis of Variance table on page 102, level—variable interaction was not significant for ideal attributes. Hypgthesis 4C: The expectations held by princi- pals for the ideal tasks, ideal mechanical skills, and ideal attri- butes of the secretary differ according to a combination (inter- action) of size of school and level of student population. Ideal tasks, ideal mechanical skills, and ideal attributes of the secretary as specified by principals did not differ according to a combination (interaction) of size of school and level of student population. The Analysis of Variance tables are located on pages 96, 101, and 102. TABLE 4.31.--Analysis of variance: Expectations held by principals for the secretary's ideal tasks. Signifi- Source DF SS MS F cant at .05 Level Size 2 7448.35 3724.17 21.53 Yes Level 2 2481.18 1240.59 7.17 Yes Size-level interaction 4 678.93 169.73 0.98 No Error: Subj. w. groups 216 37370.26 173.01 Size-variable interaction 8 2999.34 374.92 5.71 Yes* .Level-variable interaction 8 3408.79 426.10 6.49 Yes* Size-level-variable interaction 16 1670.23 104.39 1.59 No* .Error: Variable x subj. w. groups 864 56743.44 65.68 *Conservative test I! 97 60 «>- 55.. m ‘3 3'3 2 500 45 .1. 40 J 1 2 3 4 5 Figure 4.6.--Expectations held by principals for the secretary's ideal tasks (means of standardized variables for size-variable interaction). 1 = Administrative Secretary ----- Principals, 2 = Administrative Assistant small SChOOIS - _ . Principals, 3 Teacher Counselor ASSlStant medium schools 4 8 Office Manager . . . Principals, 5 = Miscellaneous large schools Means of Standardized Variables 1 2 3 9. 9. Principals, small schools 54.258 55.382 51.579 53.562 51.025 Principals, medium schools 52.709 50.109 46.745 55.844 47.832 Principals, large schools 51.382 44.563 44.156 52.421 41.973 98 TABLE 4.32.--Expectations held by principals for the sec- retary's ideal tasks, Tukey post hoc comparison. Means of Standardized Variables for Size- Variable Interaction IM1"M2l lM1’M3l I”2""3 Administrative Secretary 1.549 2.876 1.327 Administrative Assistant 5.273* 10.819* 5.546* Teacher-Counselor Assistant 4.834* 7.423* 2.589 Office Manager 2.282 1.141 3.423 Miscellaneous 3.193 9.052* 5.859* *Significant M = Mean for ideal tasks, principals in small schools M = Mean for ideal tasks, principals in medium schools M - Mean for ideal tasks, principals in large schools 9 1 (1/JTF)Q.01; 3,432 {/fi5fi) = w 1 4.43 SS SS Error: variable x subj. w.*groups Error: subj. w. groups + MS: E DFSS + DFSS Error: subj. w. groups Error: variable x subj. w. groups _ 37370.26 + 56743.44 _ MSE ’ 216 + 864 ‘ 87°14 N (Number of principals in each group) = 75 Q = 4.11 (Studentized range) 99 60 o 55 .. Means 50 4 45 0 . 40 w 1 2 3 4 5 Figure 4.7.--Expectations held by principals for the secretary's ideal tasks (means of standardized variables for level-variable interaction). Administrative Secretary ----- Elementary principals = Administrative Assistant . Junior high Teacher Counselor As51stant principals 8 Office Manager . . . Senior high Miscellaneous principals 01.5 6210 E“ II Means of Standardized Variables 1 E .3. 5. 2 Elementary principals 52.930 55.693 48.051 52.968 49.940 Junior high ‘ principals 52.864 49.747 48.577 55.250 46.995 Senior high principals 52.554 45.614 45.851 53.610 43.895 100 TABLE 4.33.--Expectations held by principals for the sec- retary's ideal tasks, Tukey post hoc comparison. Means of Standardized Variables for Level- Variable Interaction IM1"le IMl‘M3l 1M2"”‘3 I Administrative Secretary 0.066 0.376 0.310 Administrative Assistant 6.946* 10.079* 3.133 Teacher-Counselor Assistant 0.526 2.200 2.726 Office Manager 2.282 0.642 1.640 Miscellaneous 2.945 6.045* 3.100 *Significant M1 = Mean for ideal tasks, elementary school principals M2 = Mean for ideal tasks, junior high principals M3 = Mean for ideal tasks, senior high principals ‘1' 1 (U'Ifimml; 3,432 HMSE) == ‘1’ 1 4.43 SSError: subj. w. groups SSError: variable x MS _ subj. w. groups E ‘ DFSS + DFSS Error: subj. w. groups Error: variable x subj. w. groups _ 37370.26 + 56743.44 _ MSE " 216 + 864 " 87'” P1 (Number of principals in each group) = 75 Q == 4.11 (Studentized range) 101 TABLE 4.34.--Analysis of variance: Expectations held by principals for the secretary's ideal mechanical skills. ' Signifi- Source DF SS MS F cant at .05,leve1 Size 2 11.88 5.94 0.21 No Level 2 710.37 355.19 12.69 , Yes Size-level interaction 4 233.89 58.47 2.09 No Error: Subj. w. groups 216 6048.08 28.00 TABLE 4.35.--Expectations held by principals for the sec- retary's ideal mechanical skills, Tukey post hoc comparison. Means of Standardized Variables for Level Main Effect IM1‘le I”1"“3I le'M3l Ideal Mechanical Skills 2.865* 4.270* 1.405 *Significant M1 = Mean, elementary principals = 48.862 M2 = Mean, junior high principals = 51.727 M3 = Mean, senior high principals = 53.132 W 1 (1//'N_)Q.01; 3,216 (m‘éE) = w 1 2.02 11 (Number of principals in each group) = 75 Q == 3.31 (Studentized range) TABLE 4.36.--Analysis of variance: 102 Expectations held by principals for the secretary's ideal attributes. Signifi- Source DF SS MS F cant at .05 level Size-variable interaction 16 3379.24 211.20 2.41 No* Level-variable interaction 16 2251.01 140.69 1.60 No* Size-level- variable interaction 32 2557.12 79.91 0.91 No* Error: Variable x subj. w. groups 1728 151704.97 87.79 Error: Subj. w. groups 216 43944.60 203.45 *Conservative test 103 Comparison of Principals' and Secretaries' Responses Hypothesis 5A: There is a difference between the actual tasks of the secretary as specified by principals and as specified by secretaries. Secretary-principal pairs were treated as one of the dimensions of the design in the analysis of this hypo- 25 A difference was found between actual tasks as thesis. specified by secretaries and as specified by principals. Both position main effect and position-variable inter- action were significant as indicated in the Analysis of Variance table on page 105. Secretaries and their principals differed on the following variables for actual tasks: administrative secretary, teacher-counselor assistant, and miscellan- eous.26 Secretaries felt they had more responsibility than was indicated by their principals. Hypothesis 5B: There is a difference between the expectations held by principals and the expectations held by secretaries for the ideal tasks of the secretary. The position main effect for the expectations of principals and secretaries for ideal tasks was not signif- icant. Position-variable interaction, however, was n¥ 25Secretary-principal pairs were also a dimension of tune design in the analysis of Hypotheses 5B, 5C, and 5D. . 26Questionnaire items included in each variable are listed in Chapter III, pages 32 through 36. 104 significant. A difference in profile shape was found to exist on two of the variables, teacher-counselor assistant and miscellaneous. Secretaries indicated they should be ‘performing more in these two areas than their principals felt they should. Tables 4.39 and 4.40 give the numerical .results of the analysis. Hypothesis 5C: There is a difference between the expectations held by principals and the expectations held by secretaries for the ideal mechanical skills of the secretary. A difference was shown to exist in the secretary's :ideal mechanical skills as specified by principals and as aspecified by secretaries. The mean for the principals (51.240) was significantly greater than the mean for the asecretaries (48.678). The Analysis of Variance table is JLocated on page 111. Hypothesis 5D: There is a difference between the expectations held by principals ‘and the expectations held by sec- retaries for the ideal attributes of the secretary. Position-variable interaction was significant for ‘tille ideal attributes of the secretary. Significant dif— f erences between principals and their secretaries were f meflUHMUflMHm MO mgmz mmwumu mocmwnmmxm xuoz u m Ionowm . HMQOfimmmmonm u m 0mm u w Hmsomnom u m cOHuMUSpm u m mama unmeo>ao>sw muwssaeou u n msumum Hmufiumz u m Iwoawum 11111 mmfiuflaflnm one maaflxm u w xmm u H .Asofluomumucfl manmwum>lc0fiuwmom How mmflnmwum> omnapsmpcmum mo mammav mmflsmumuomm paw mammfloaflum an pmumowocfl mm mnmumuomm 0:» mo mwusnwuuum ammow 0:» How msowumuowmeIl.0H.v whomwm m m h m m v m N H b h. V 1 1 1 b *r F 1'. 4 A! O In SU‘QBW 113 TABLE 4.43.--Expectations for the ideal attributes of the secretary as indicated by principals and secretaries, Tukey post hoc comparison. Means of Standardized Variables for Position- .Variable.Interaction IMP - Msl Sex 4 . 252* Marital Status 0 . 796 Education 1 . 597 Age 1 1 . 136 Work Experience 0 . 274 Skills and Abilities 2 . 168 Community Involvement 3 . 157* Personal 0 . 086 Professional 1 . 648 *Significant MP = Mean for principals MS =2 Mean for secretaries (V' “)0.01; 2,432 (WISE) ‘1’ 3 SSError: subj. w. groups + SSError: variable x subj. w. groups E DFSS + DFSS Error: subj. w. groups Error: variable x subj. w. groups bl = 39101.78 + 136842.44 = SE 216 + 1728 90°51 N (Number of occupants in each position) = 225 Q a 3.64 (Studentized range) 114 Com arison of Actual and Ideal Tasks Hypothesis 6A: There is a difference between the actual tasks and the ideal tasks of the secretary as specified by secretaries. In the analysis of this hypothesis, pairs of tasks were treated as one of the dimensions of the design. A pair consisted of an actual task and its corresponding ideal task. Although the actual/ideal main effect of the analy- sis of variance (Table 4.44) was not significant, the actual/ideal-variable interaction was significant. On all five of the variables (administrative secretary, administrative assistant, teacher-counselor assistant, office manager, and miscellaneouS) there was a difference between actual and ideal tasks of the secretary. Secre- taries indicated they should have greater responsibility in the areas of administrative secretary and office mana- ger and less responsibility in the administrative assist- ant, teacher-counselor assistant, and miscellaneous cate- gories. The results of the Tukey post hoc comparison are given in Table 4.45. Hypothesis 6B: There is a difference between the actual tasks and the ideal tasks of the secretary as specified by principals. Pairs of actual and ideal tasks were treated as cane of the dimensions in the analysis of this hypothesis. 115 As indicated in the Analysis of Variance table on page 118, actual/ideal main effect as well as actual/ideal-variable interaction were significant. A difference was found to exist between the actual and ideal tasks for the secretary as specified by principals on two of the variables, admin- istrative secretary and office manager. Principals indi- cated the secretary should have greater responsibility in these two areas. TABLE 4.44.-—Analysis of variance: Actual and ideal tasks as indicated by secretaries. Signifi-p Source DF SS MS F cant at .05 Level Actual/ideal 1 4.80 4.80 0.05 No Error: Subj. w. groups 216 22037.53 102.03 Actual/ideal- variable interaction 4 5869.34 1467.33 48.20 Yes* Error: Variable .X subj. w. groups 864 26300.42 30.44 —; *Conservative test 116 601 55 A Means 50 1|- 45" 4o« A T 1 2 3 Figure 4.ll.--Actual and ideal tasks as indicated by secretaries (means of standardized variables for actual/ ideal-variable interaction). 8 Administrative Secretary - Administrative Assistant = Teacher-Counselor Assistant b u; no 1‘ = Office Manager - Miscellaneous U1 Means of Standardized Variables 1 2 ‘3 Actual tasks 48.350 51.004 52.426 Ideal tasks 52.613 48.701 50.021 ----- Actual tasks Ideal tasks [uk- 1. 48.428 53.578 52.239 50.674 117 TABLE 4.45.--Actua1 and ideal tasks as indicated by secre- taries, Tukey post hoc comparison. Means of Standardized Variables for Actual/ Ideal-Variable Interaction IMA - MII Administrative Secretary 4.263* Administrative Assistant 2.303* Teacher-Counselor Assistant 2.405* Office Manager 3.811* Miscellaneous 2.904* *Significant MA a Mean for actual tasks MI = Mean for ideal tasks ‘1' 1 (lb/$130.01; 2,243 (msE) = w 1 1.62 SSError: subj. w. groups + SSError: variable x subj. w. groups NS = -— DF E DF + SS SS Error: variable x subj. w. groups Error: subj. w. groups 22037.53 + 26300.42 E a 216 + 864 44'76 MS hi (Number of secretaries) = 225 Q = 3.64 (Studentized range) 118 TABLE 4.46.--Analysis of variance: Actual and ideal tasks of the secretary as indicated by principals. Signifi- Source DF 88 MS . F cant at .05 level Actual/ideal 1 2646.77 2646.77 38.31 Yes Error: Subj. w. groups 216 14922.80 69.09 Actual/ideal- variable interaction 4 6188.72 1547.18 75.66 Yes* Error: Variable x subj. w. groups 864 17672.23 20.45 *Conservative test 119 60 «- 55" Means 50‘- 45... 401 L A L 11 A T U *f ' ‘1 1 2 3 4 5 Figure 4.12.--Actua1 and ideal tasks of the secretary as indicated by principals (means of standardized variables for actual/ideal-variable interaction). =- Administrative Secretary ----- Actual tasks Ideal tasks — Administrative Assistant =- Teacher-Counselor Assistant =- Office Manager macaw}... == Miscellaneous Means of Standardized Variables 1 2 3 Ink 2 Actual tasks 45.157 49.201 48.585 49.704 47.688 Ideal tasks 52.783 50.018 47.493 53.942 46.944 120 TABLE 4.47.--Actua1 and ideal tasks of the secretary as indicated by principals, Tukey post hoc comparison. Means of Standardized Variables for Actual/ Ideal-Variable Interaction IMA - MII Administrative Secretary 7.626* Jkdministrative Assistant 0.817 dbeacher-Counselor Assistant 1.092 C)ffice Manager 4.238* bdiscellaneous 0.744 *Significant MA = Mean for actual tasks 341: = Mean for ideal tasks W 1: (1//Tr)0.01; 2,243 (/fi§fi) = W 1 1.33 SSError: subj. w. groups + SSError: variable x MS = subj . w . groups I3 DFSS + DFSS Error: subj. w. groups Error: variable x subj. w. groups MS == 14922.50 + 17672.23 = E 216 + 864 30°13 N (Number of principals) = 225 Q = 3 .64 (Studentized range) CHAPTER V SUMMARY OF STUDY AND DISCUSSION Summary of the Study Pur ose, Procedure, and Data Calectfin It was the purpose of this study to analyze selected aispects of the position of secretary to the public school Iprincipal in Michigan and the person who fills that position. The study was to determine (1) whether differences in the position existed according to size of school and level of student population, (2) whether differences existed between the secretary's "actual" role and "ideal" role as viewed by secretaries and principals, and (3) whether secretaries and principals were in agreement on selected aspects of the secretary's position. The pOpulation for the study consisted of principals and their secretaries in the Michigan public schools. Three hu“tired and eighty principals and 380 secretaries were 8elected to be participants in the study by taking a stratified random sample of schools. In the sampling process, public schools in Michigan were divided into nine groups based on school size and level of Student p0pulation. The three levels were elementary, 121 122 junior high, and senior high; the three sizes were small, 1 to 450 students; medium, 451 to 900 students; and large, more than 900 students. Questionnaires were mailed to participants. Replies were received from 329 principals (87 per cent) and 332 secretaries (87 per cent). Principals in ten small schools reported they did not have a secretary, nine principals and four secretaries indicated they were unable to participate in the study, and questionnaires returned by six principals and fourteen secretaries were too incomplete to be used. Thus, the number of useable questionnaires was 304 from principals (80 per cent) and 304 from secretaries (80 per cent). Included in the useable questionnaires were 268 matched pairs. That is, useable questionnaires were received from 268 principals and from their secretaries. Twenty-five matched pairs from each of the nine groups of schools, or a total of 225 matched pairs, were used in the data analysis. Summary of Major Findings 1. The typical secretary to the public school principal in Michigan was a married female between the ages of forty and forty-nine. She was a high school graduate with training in secretarial skills and bookkeeping. 2. The major reason given by secretaries for working 'was personal or family support. The reasons most often given 123 for taking this particular job were convenient hours and work year coincides with children's school year. 3. The typical secretary had been at her present job about six and a half years. Prior to coming to this job, she had experience as a secretary in a non-educational position. 4. Most secretaries were employed in one or two-girl offices. They worked an average of 37.9 hours per week for 10.6 months per year. The median annual salary for the secretaries was between $4,000 and $4,999. 5. There was no significant difference in the personal profile of the secretary according to school size, level, or interaction of size and level of student p0pulation. 6. Annual salary, number of months worked per year, number of secretaries employed in the office, and number of secretaries supervised differed for secretaries according to size, level, and interaction of size and level of student population. In general, as the size and level of the school increased, the mean for the variables also increased. 7. In performing required tasks, the secretaries used the typewriter, telephone, duplicating equipment, and filing systems. About fifty per cent of the secretaries indicated they used calculators and shorthand. 8. In descending order of responsibility, the secretary's actual tasks as reported by secretaries were 124 administrative secretary, administrative assistant, office manager, teacher-counselor assistant, and miscellaneous. 9. In descending order of responsibility, the secretary's actual tasks as reported by principals were administrative secretary, office manager, administrative assistant, teacher-counselor assistant, and miscellaneous. 10. The actual tasks as reported by secretaries differed according to size of student population on three variables: administrative assistant, teacher-counselor assistant, and miscellaneous. Tasks performed by secre- taries in the administrative assistant and miscellaneous categories differed according to level of student popula— tion. As the size and level of student population decreased, the responsibility of the secretary for these tasks increased. 11. A difference existed in the actual tasks per- formed as specified by principals and as specified by their secretaries. Secretaries reported accepting greater responsibility for tasks than was indicated by their principals. 12. Secretaries' expectations for the secretary's ideal tasks differed according to size and level of student pOpulation. On three of the task variables (administrative assistant, teacher-counselor assistant, and miscellaneous) secretaries in small schools felt they should have more responsibility than did secretaries in the larger schools. 125 13. Principals' expectations for the secretary's ideal tasks differed according to size and level of student pOpulation. For three variables (administrative assistant, teacher-counselor assistant, and miscellaneous), the principals in small schools assigned more responsi- bility to the secretary than principals in large schools. The two variables on which principals' expectations dif- fered according to level of student population were administrative assistant and miscellaneous. The senior high school principals indicated the secretary should have less responsibility for these tasks than did elementary school principals. 14. There was no over-all difference between the secretary's ideal tasks as specified by principals and as specified by secretaries; however, a difference did exist on two of the variables, teacher-counselor assistant and miscellaneous. Secretaries indicated they should be per- forming more in these two areas than principals felt they should. 15. A difference existed between actual and ideal tasks as specified by principals. Principals indicated the secretary should have greater responsibility in two areas: office manager and administrative secretary. 16. Secretaries indicated they should have greater responsibility in the areas of administrative secretary and office manager and less responsibility in the administrative 126 assistant, teacher-counselor assistant, and miscellaneous categories. 17. The mechanical skills.required of the ideal secretary were filing and the use of duplicating equipment, the telephone, and the typewriter. Skills which were not required but which principals and secretaries thought would be nice for the secretary to possess were the use of short- hand, transcription machines, and calculators. 18. Secretaries' expectations for the ideal mechani- cal skills differed according to size of student pOpulation. The mean for secretaries in large schools was significantly greater than the means for secretaries in the medium and small schools. 19. Principals' expectations for the secretary's ideal mechanical skills differed according to level of student population. Elementary school principals required fewer skills than did junior and senior high school principals. 20. A difference existed between the expectations of principals and the expectations of secretaries for ideal mechanical skills. Principals felt more skills should be required than did secretaries. 21. Neither the principals' nor the secretaries' expectations for the ideal attributes of the secretary differed according to size, level, or interaction of size and level of student population. A difference, however, existed between the expectations of principals and the 127 expectations of secretaries for some of the ideal attributes of the secretary. Discussion Implications of Findings Development of man and job descriptions.--From the data presented in this study, man and job descriptions may be written. The data described the position of secretary to the public school principal and the person filling that position, the mechanical skills needed to fill the position, and the attributes of the secretary. In addition, the study pointed out where differences in the position existed according to school size and level of student population. Education of secretaries.--It appears from the results of the study that principals and secretaries considered the secretary's position somewhat specialized. Their view that the main tasks of the secretary are and should be secre- tarial and managerial in nature gives direction for the training of persons who fill this position. Educational preparation should primarily be in the area of office train- ing rather than in areas related to education. Because the secretary does make educational decisions, she needs to know the philosophy, objectives, policies, and organizational structure of the school system which employs her. Without this knowledge she may not be able to perform to her maximum capacity. Even through findings of the 128 present study indicated training should mainly be in the secretarial and office management areas, it would appear that in-service workshOps covering the purposes and organization of educational institutions could be of great value. Areas of potential conflict.--The findings of this study suggest several areas of possible conflict between principals and their secretaries. First, principals and secretaries indicated a dif- ference existed between the actual tasks and the expecta- tions for the ideal tasks of the secretary. This dis- crepancy may result in the secretary not receiving the self-satisfaction she should have from her work and/or the principal feeling he is not getting maximum benefit from his secretary. Because of the difference between actual and ideal tasks, several questions should be raised. Is the secre— tary capable of handling all the responsibilities the principal would like her to handle? Is the secretary per- mitted to do all that she possibly could be doing? Are there restrictions, such as finances and school policies, which prevent the principal from permitting his secretary to fill the ideal position? Second, the responsibilities assumed by the secretary for actual tasks as reported by principals and as reported by their secretaries were not always in agreement. Perhaps 129 the secretary had not received credit for all the work she performed or possibly the secretary had failed to accept the degree of responsibility she thought she had already accepted. Third, a difference existed between the ideal tasks as indicated by principals and as indicated by their secre- taries. In the two variables where significant differences were evident, secretaries assigned more responsibility to themselves than principals assigned to them. Perhaps this area of possible conflict could readily be eliminated through the mutual development of a job description and guidelines for the secretary's performance and behavior. Additional Research Needed Each of the three areas mentioned in the previous section on possible conflicts needs to be investigated further. With additional study, more concrete conclusions and recommendations may be developed. In the present study secretaries and principals reported on the performance of selected tasks. No attempt was made to determine the amount of time secretaries devoted to each task. A time-and-motion study could provide this information. In this study data were provided by principals and their secretaries. A third dimension which could be included in future studies is teachers. For example, teachers might be asked for their Opinions on the amount of involvement the 130 principal's secretary should have in educational activities or how the secretary, in her capacity as office manager, could organize the office to better serve the total school. Other secretaries, such as the superintendent's and the counselor's, also make important contributions to the total educational process. Studies should be made of these secretaries and their positions, either collectively or individually. Reflections The comments made here cannot necessarily be supported by the findings; they are intuitive feelings of the writer as a result of having conducted the study. Educational secretary organizations have been striving to acquire state certification for their members. In the Opinion of the writer, present school secretaries, because of their training and the tasks they perform on the job, do not have a strong basis for certification. One of the major purposes of certification is to guarantee that each individual certified has completed minimal study and preparation before entering the field of work. The secretaries who participated in this study were high school graduates. Only thirty-seven per cent had enrolled in post high school programs; two per cent had completed a four-year college program. Certification also gives recognition to individuals who possess certain skills and knowledge which are required 131 in the performance of their job. The uniqueness of the educational secretary's job is its location-~in a school setting. The tasks performed are very similar to those performed by a secretary in any business office. In other words, the location of the job should not be used as the basis for certification. The educational secretary organization serves many useful purposes. It provides a needed communication system and a means for collective effort. Through the organization, objectives may be established and strategies planned, secretaries may be encouraged to improve their skills, work may be carried on to improve financial status as well as working conditions, and request may be made for colleges to establish in-service education programs appropriate for the needs of the secretary. In order to maximize the use of the principal's secre- tary, it is essential that principals and secretaries under- stand each other's beliefs, ideas, behavior, and skills ~ possessed; they should be willing to improve present skills and learn new ones so that the secretary and principal may complement each other. This means that even though the burden of being skilled to perform specific tasks is typically placed on the secretary, administrators must now accept the responsibility for preparing themselves to effectively use the skills of their secretaries. 132 A need for administrators to be flexible in this matter will continue as long as principals remain mobile. At the time the study was conducted, secretaries indicated they had been at their present jobs an average Of 6.4 years but had worked for their present principals only 3.6 years. It is further suggested that, in the interest of improving the efficiency of the school office, office administration or school administration departments of colleges and universities establish workshops for school principals and their secretaries. In these workshops participants would have an Opportunity to bring into focus their concepts of the role of the school secretary. In addition, they would have an Opportunity to learn the latest techniques in Office procedures and how to make better use of the skills of the secretary. BIBLIOGRAPHY 133 BIBLIOGRAPHY Books Best, John W. Research in Educatigp. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1959. Foster, Herbert H. High School Administration. New York: The Century Company,’l928. Gross, Neal; Mason, Ward S.; and McEachern, Alexander W. Explorations in Role Analysis: Studies of the School Superintendent's Role. New York: John Wiley and §3ns, 1958. Hays, William L. Statistics for Psychologists. New York: Holt, Rinehart and Winston, 1963. Kirk, Roger E. Experimental Design: Procedure for the Behavioral Sciences. Belmont, CalifOrnia: Brooks/ COIe Publishing Company, 1968. Michigan Educatign Directory and Buyer's Guide. 1968-1969 EditiOn. Lansing, Michigan: Michigan Department of Education, 1968. Occupational Outlook Handbook. 1968-1969 Edition, Bulletin NO. 1550. Washington, D.C.: Government Printing Office, 1969. Oppenheim, A. N. Questionnaire Design and Aptitude Measurement. New York: Basic Books, Inc., Publighers, 1966. Ovard, Glen F. Administration of the Changing Secondagy School. New York: The MacMilIan Company, 1966. Schneider, Arnold E. "The Impact of Information Processing on the DevelOpment of Clerical Employees." Selected Readings in Business and Office Occupations. National Business,EducatiOnRYeafboOk No. 5. Washington, D.C.: National Business Education Association, 1967. Winer, B. J. Statistical Principles in Experimental Design. New York: McGraw-Hill Publishing Company, 1962. 134 135 Yeager, W. A. Administration of the Non-Instructional Personnel and Services. New York: Harper and Brothers, 1959. Periodicals Babigan, George R. "SO You Want to Hire a School Secre- tary." Catholic School Journal, Vol. 62, NO. 6 (June, 1962), 68-691 Barton, Virginia G. "How I See the Principal's Office." National Elementary Principal, Vol. 40, No. 2 (October,’l960), 10-16. Baird, Mabel E. "The School Secretary--Her Job." American School Board Journal, Vol. 79, No. 3 (September, 1929), 45, 112. Bray, Frank C. "Desirable Characteristics of a Good School Secretary." American School Board Journal, Vol. 96, No. 4 (April, 1938), 53, 90. Byerly, Mildred. "The School Secretary." Nation's Schools, Vol. 38, NO. 6 (December, 1946), 46. Carlin, Merle M. "The Role of the Educational Secretary." Teachers College Journal, Vol. 30, NO. 5 (March, 1959), 75-79. "Cost of Education Index." School Management, Vol. 5, NO. 1 (January, 1961). "Cost of Education Index." School Management, Vol. 13, NO. 1 (January, 1969). (Sallagher, Marie A. "School Secretaries are Career Secre- ' taries." Business Education World, Vol. 31, NO. 3 (November, 1950), 151-152. (Breenhouse, Samuel W., and Geiser, Seymour. "On Methods in the Analysis of Profile Data." Psychometrika, Vol. 24, NO. 2 (June, 1959), 95-111. Grindstaff, Gordon. "Scope of the College Secretary." Journal of Business Education, Vol. 35, NO. 4 (January, 1960), 165-166} . "Secretaries are More Than Two-Thirds." The Bglletin of the National Association of Seconda£y_ SchoolPrincipals, Vol. 42, NO. 238 (May, 1958), 0F72. 136 Henderson, Louise H. "Selecting A Secretary." The School Executive, Vol. 60, No. 11 (July, 1941), 28-29. Leavitt, Jerome. "Public Relations and Non-Teaching School Employees." Education, Vol. 72, NO. 3 (November, 1951), 199- 200. Luck, Martha S. "Professional Training and Status for the Administrator's Secretary." Nation's Schools, Vol. 47, NO. 4 (April, 1951), 41-43. Nardelli, Walter. "Professional Status for Executive Secretaries." The Balance Sheet, Vol. 44, NO. 5 (January, 1963), 204-205, 239. Nowrey, Helen R. "The School Secretary." American School Board Journal, Vol. 111, NO. 3 (September, 1945), 37-380 . "The School Secretary Meets the Public." American School Board Journal, Vol. 113, No. 3 (September, 1946), 74. :Rich, Leonor M. "Clerical Help for Principals." The National Elementagy Principal, Vol. 33, No. 3 TDecember, 1953), 12:14? :Roe, William H. "Is Your Secretary a Straw Boss?" Nation's Schools, Vol. 73, NO. 2 (February, 1964), 76. Saxe, Richard W. "NO Office Should Be Without One." The National Elementary Principal, Vol. 40, No. 2 (October, 1960), 37-38. ESister Eleanor, SSM. "Secretarial Duties and Traits." Business Education World, Vol. 31, No. 6 (February, 1951), 294-296. CIHnurston, Lee M. "Secretaries are School Interpreters." Education, Vol. 61, No. 3 (November, 1940), 157-160. gnppblished Material inklaglin, Reba. "Interpretative Analysis Through Survey and Research of the Role, Requisites, and Remuneration of Public School Secretaries with Suggestions for Improve- ment." Unpublished Master's thesis, East Tesas State Teachers College, Commerce, 1954. 137 Benton, Chauncey F. "The Duties and Contributions of the Elementary School Secretary." Unpublished Doctoral thesis, New York University, 1956. Dark, Marian. "A Survey of Educational Background, Previous Employment Experience, Salaries, and Duties Of School Secretaries in Oklahoma Public School Systems." Unpublished Master's thesis, Oklahoma A & M College, Stillwater, 1948. Grovom, Dorothy C. "Responsibilities of the Educational Secretary for Activities Pertaining to the Profes- sional Education Functions of the School Principal's Office." Unpublished Doctoral thesis, Indiana University, Bloomington, 1958. Jones, James A. "A Study of the Indiana Public Elementary School Secretaryship." Unpublished Doctoral thesis, Indiana University, Bloomington, 1967. Pledger, Rosemary. "The Professional Secretary in Texas-- A Profile." Unpublished Doctoral thesis, Texas Technological College, Lubbock, 1968. Scudder, Opal Karsteter. "The Educational Secretary." Unpublished Master's thesis, Southern Methodist University, Dallas, 1951. Shiver, Mary Lelloise. "The Status of Clerical Employees in the School Systems of a Group of Florida Counties." Unpublished Master's thesis, University Of Florida, Gainesville, 1952. Specht, Joseph F. "PrOposals for a Syllabus for Use as a Guide in the Training of School Secretaries: An Analysis of the Job of Public School Secretary in Georgia with a View Toward Establishing a Syllabus for Use in the Training of Public School Secretaries in Georgia." Unpublished Doctoral thesis, New York University, 1961. ‘VWelling, Mary. "A Survey of the Duties and Activities Of Secretaries of High School Principals." Unpublished Master's thesis, Boston University, 1956. APPENDICES 138 APPENDIX A SCHOOLS WHERE PARTICIPANTS IN THE STUDY WERE EMPLOYED 139 APPENDIX A Addison Community_Schools Addison Jfihior High Devils Lake Elementary Adrian Public Schools Adrian Senior High Adrian Junior High Alexander Elementary Albion Public Schools Washington Gardner Junior High Al onac Community Schools GiIhert Junior High Allegan Public Schools AlIegan Senior High Alpena Public Schools Besser JuhiOr High' Bingham Elementary Ann Arbor Public Schools Tappan Junior High Newport Elementary Au Gres-Sims Schools Au Gres-Sims SeniOr High Au Gres-Sims Elementary Bad Axe Public Schools Bad‘Axe SeniOr High Bad Axe Junior High Baldwin Public Schools Baldwin Junior High Bangor Public Schools Bangor Senior High Baraga Township Schools Baraga SeniOr High Bath Community Schools Bath Senior High ‘Battle Creek School District W. K. HelIOgg Junior High Northwestern Junior High Southeastern Junior High Battle Creek: Lakeview Schools Territorial EIementary Battle Creek: S rin field Schools SpringfieldSenior High Springfield Junior High Bay City School District T. L. Handy senior High Wenoma Elementary Bear Lake Public Schools Bear LakéiJunior High Beaverton Rural Schools Beavertoniintermediate Beldin Area Schools BeIding Junior High Bellaire Public Schools Bellaire Senior High Belleville: Van Buren Public Schools Belleville Junior High Benton Harbor School District Benton Harbor Senior High Sterne Brunson Elementary Northeast Elementary Hull Elementary Benzonia County_Central Schools Benzie CentraIISenior High Berkley_School District Norup Junior High 140 141 Berrien Springs Public Schools Berrien prings Senior High Berrien Springs Junior High Bi Rapids Public Schools Big Rapids Senior High Birch Run Area Schools Birch Run Senior High Birmin ham Public Schools WyIie groves SeniOr High Ernest Seaholm Senior High Bloomfield Hills School District AndOver Senior High East Hills Junior High Boyne Falls Public Schools Boyne Falls EIementary Brethren: Kaleva—Norman-Dickson Schools Brethren Senior High Bridgeport Community Schools Bridgeport Senior High Brighton Area Schools Brig ton JuniOr High Brooklyn: Columbiachhool District COIumbia Junior High Buckley_Community Schools Buckley Senior High Caledonia Community Schools Caledonia Junior High Carleton: Airport Community Schools Ritter E ementary Caro Community Schools Caro Junior High Carson City-Crystal Area Schools Carson City SeniOr High Centreville Public Schools CentreviIle Senior High Cheboygan Area Schools Cheboygan Junior High "Clare Public Schools CIare Elementary Coldwater Community Schools Washington Elementary Coleman Community Schools COIeman Eiementary Comstock Public Schools Green MeadOw Elementary 'Comstock Park Public Schools COmstock Park SeniOr High Comstock Park Junior High Corunna Public Schools Corunna Senior High Croswell-ngington Schools Croswell-Lexington Junior High Custer: Mason County Eastern Schools Fountain EIémentary Crystal Falls: Forest Park Schools Forest ParE Senior High Davison Community Schools Davison Junior High Dearborn Public Schools Smith Junior High Dearborn Heights: Crestwood Schools Crestwood SeniOr High Dearborn Heights: Township District No. 8 Roosevelt JuniOr High Thorne Elementary Detroit Public Schools Northeastern Senior High Osborn Senior High Western Senior High Burroughs Junior High Condon Junior High Finney Junior High Ford Junior High Knudsen Junior High Mettetal Junior High Murphy Junior High Post Junior High Richard Junior High Von Steuben Junior High Alger Elementary Angell Elementary Bennett Elementary Bunche Elementary Burns Elementary Carstens Elementary Clark Elementary Clinton Elementary Custer Elementary Fiszgerald Elementary Franklin Elementary Glazer Elementary Goldberg Elementary Guyton Elementary Hally Elementary Holmes Elementary Hosmer Elementary Houghten Elementary Joyce Elementary Keating Elementary Marcey Elementary McKenny Elementary McKerrow Elementary Monnier Elementary Nichols Elementary Pasteur Elementary Priest Elementary Roosevelt Elementary Ruthruff Elementary Sampson Elementary White Elementary Williams Elementary Detroit: Redford Union Schools Pearson JuniOr High Westland Elementary 142 Detroit: South Redford Union Schools Thurston Senior High Dexter'Public'Schools Dexter Senior High* Dowagiac Union 31 Central JuniOr High Cullinane Elementary Dundee CommunityBChools Dundee Community Elementary Durand Area Schools Durand SeniOr High Lucas Junior High Bertha Neal Elementary East Detroit Public Schools Grant Junior High’ Deerfield Elementary Eau Claire Public Schools Eau Claire Senior High Eben Junction: Rock River Township Schools Eben Senior High EdwardsburgABublic Schools Edwardsburg Junior High Ellsworth Community Schools Ellsworth Community Elementary Engadine Consolidated Schools Engadine Senior Highi’ Fairgrove: Akron-Fairgrove Schools Akron-Fairgrove Senior High Fairview School District Fairview Senior High Farmington Public Schools East Junior High' Farmington: Clarenceville Public Schools ClarenceVilie Junior High Flint Public Schools Northern Senior High Longfellow Junior High McKinley Junior High Dewey Elementary Freeman Elementary Pierson Elementary Potter Elementary Selby Elementary Flint: Beecher Schools BueII Elementary Dailey Elementary Flint: Westwood Heights Schools Hamady JufiiOr High Breeland Bublic Schools Freeland—Senior High BremontBublic Schools Fremont Senior High Bruitport Community Schools Edgewood Elementary Balesburg-Augusta Schools Galesburg-Augusta Senior High gladwin Community Schools GladWin Ifitermediate Grand Blanc Community Schools Grand Blanc Senior High McGrath Junior High Anderson Elementary Grand Haven Public Schools Jackfiand Jill Elementary Grand Ledge Public Schools GreenwoOdiEIementary Neff Elementary Grand Rapids Public Schools Cieston SeniOr High Riverside Junior High West Middle 143 Grand Rapids: East Grand Rapids Schools E. Grand Rapids JuniOr High Grand Rapids: Kello sville Public Schools KeIIoggsviIIe Junior High Public Schools SeniOr Hig Grandville GrandVille Public Schools SeniOr High gpeenville GreenVille Grosse Pointe Public School§_ Grosse Pointe North SeniOr High Brownell Middle Pierce Elementary Hale Area Schools Hale Senior Highi Bamilton Community Schools BurnipsElementary Hamtramck Sghool District Copernicus Junior High Harbor Harbor Beach_gommunity Schools BeaEh Elementary Harbor HarBOr Harbor Springs Public Schools Springs Senior High Springs Elementary Woods Public Schools Elementary Harper Tyrone Hart Public Schools Hart Junior High Hartford Public Schools Hartford SeniOr High Bezel Park Publichhools Jardon Vocational Center Ford Elementary Hermansville Public Schools HermansViIle Senior H g Hi hland Park School District WiIIard Elementary Holl Area Schools ‘HOIIy SeniOr High Holt Public Schools Midway Elementary Homer Community Schools Homer Senior High Houghton: Porta e Township Schools Houghton SeniOr High Houghton Lake Community Schools PrudenVille_3unior High Howell Public Schools Howell Senior High Hudson Area Schools Hudson Junior High Imla Cit Community Schools IhIay City Junior High Imlay City Elementary Inkster Public Schools Inkster SeniOr High Brake Elementary Woodson Elementary Inkster: Cherr Hill School District Hill Junior High Avondale Elementary Ionia Public Schools Ionia Senior High Iron Mountain Public Schools Central Junior High Ithaca Public Schools Ithaca JuniOr High Jackson Public Schools Parkside Senior High Hunt Junior High Frost Junior High 144 Jackson: East Jackson Public Schools East Jackson Senior High Jackson: Northwest Public Schools Northwest Senior High genison Public Schools Jenison Senior High Johannesburg-Lewiston Area Schools Johannesburg Junior High Kalamazoo PuBiic Schools Northeastern JuniOr High South Westnedge Elementary Kingston Community Schools Kingston Senior High Lake Odessa: Lakewood Public Schools West Elementary Lake Orion Community Schools LaEe OriOn SeniOr High Lansing Public Schools Sexton Senior High* Gardner Middle Pattengill Junior High Kalamazoo Elementary LaPeer Pgblic Schools Turrill Elementary Leslie Public Schools Leelie Senior High Leslie Intermediate Lincoln: Alcona Commgpity Schools Harrisville Elementary Litchfield Community Schools LitchfieldiSeniOr High 145 Livonia Public Schools Bentley Senior High Churchill Senior High Stevenson Senior High Dickinson Junior High Frost Junior High Whittier Junior High Mackinaw Cit Public Schools Mackinaw City SeniOr High Madison Heights: Lam here Public Schools Edfibnson Elementary Mancelona Public Schools Mancelona Senior High Manchester Public Schools AckersonElementary Menistigue Area Schools CentralflJunior High Lakeside Elementary Marcellus Community Schools Marcellus SeniOr High Marion Public Schools Marion Elementary Marshall Public Schools Hughes Elementary Martin Public Schools Martin Senior High Marysville Public Schools Marysville Senior High Mattawan Consolidated Schools Mattawan Senior High Menominee Public Schools Menominee Senior High Middleville: ghornapple Kellogg Schools Thornapple Hellogg Juhior High Midland Public Schools Midland SeniOr High Mills Elementary Midland: Bpllock Creek Schools BullOck Creek Junior High Mio-AuSable Schools Mio Senior High Monroe Public Schools Monroe Senior High Montrose Community Schools McCloy Senior High Morenci Area Schools Morenci Area Senior High Mt. Clemens: L'Anse Creuse Public Schools Green Elementary Mt. Pleasant: Beal Cit Public Schools Beal City Senior High Muskegon Public Schools Ne son Junior Hig Bunker Elementary Phillips Elementary Muskegon: Mpna Shoreszchools Churchill Junior High Hile Elementary Public Schools Senior High Bublic Schools Elementary Napoleon NapOleon Negaunee Lakeview New Baltimore: Anchor Bay Schools AnEhor Bay Junior High New LothrOpArea Schools New LothrOp Senior High Niles: Brandywine Public Schools Bertland Elementary_ North Branch Area Schools North Branch Junior Highi 146 North Muskegon: Reeths-Puffer Schools Reeths-Puifer Senior High Novi Community_Schools Orchard Hills Elementary Oak Park School District Clinton Junior High Key Elementary Pepper Elementary Okemos Public Schools Okemos High School Olivet Community Schools Olivet SeniOr High gnaway Area Community_Schools Onaway Area JuniOr High Onekama Public Schools Arcadia Elementary Orchard Lake: West Bloomfield Schools Ahhott Junior High Roosevelt Elementary Qgcoda Area Schools Richardson Junior High Oscoda Elementary Glennie Elementary River Road Elementary Otsego Public Schools Otsego Senior High Ovid-Elsie Area Schools Ovid Junior High Owendale-Gagetown Area Schools Ownegage Sgnior High Oxford Area Schools Clear Lahe Elementary Painesdale: Adams Township Schools Jeffers JuniOr High Paradise: Whitefish Township Schools Whitefish Township Senior High Parma: Western School District Parma Elementary Baw Paw Bublic Schools Paw Paw Senior High Bellston_gublic Schools 5.1 Pellston Senior High ' Perr Public Schools Perry Senior High Petoskey Public Schools Petoskey Senior High Petoskey Junior High L Blymouth Community Schools PiOneer Middle West Junior High Pontiac Public Schools Washington Junior High Baldwin Elementary Hawthorne Elementary Wisner Elementary Pontiac: Waterford Township Schools Crary Junior High Bgrt Austin Public Schools Port Austin Senior High Port Port Hope Communit Schools HOpe Senior High Port Huron Agea Schools Fort GratiOt Intermediate Portage Public Schools Central Senior High Northern Senior High Angling Road Elementary Portland Public Schools Brush Elementary Posen Consolidated Schools Posen Elementary Reed City Public Schools Reed City JuniOr High Reese Publigwgehools Reese Senior Hig 'Richland: Gull Lake _» Community Schools . Gull Lake Junior High Biver Rouge School District River Rouge Senior High Rochester Community Schools West Junior High Roseville Public Schools Burton JuniOr High RO al Oak Public Schools Kifihall Senior High Oakland Junior High deyard Township Schools Rudyard’Senior High Rudyard Junior High Sa inaw Public Schools Centra Junior High South Intermediate South Elementary Saginaw: Saginaw Township Schools Mackinaw Middle St. Charles Community Schools Middle Sohool St. Clair East China Public Schools Marine Senior High St. Clair Senior High St. Clair Shores: Lakeview Public Schoo Ottawa Junior High 147 t. Clair Shores: Lake Shore Schools Kennedy Junior High St. Clair Shores: Southviake Schools Seuth Lake Junior High St. Johns Public Schools Wilson Senior High St. Joseph PubligSchools Gard Elementary School Saranac Community Schools Saranac Junior High Sault Ste. Marie Public Schools Sault Junior High Jefferson Elementary Scottsville: Mason County Central Schools Scottsville Junior Hig Sebewaing-Unionville Area Schools Sehewaing Senior High Unionville Senior High BBepherdBublic Schools Shepherd’Senior High Shepherd Junior High Southfield Public Schools Southfield Lathrup Senior High Kennedy Elementary Schoenhals Elementary Southgate_§ommunity Schools Southgate Senior High Southgate: Heintzen Public Schools Schaier JuniOr High South Haven figiic Schools Maple Grove filamentary Spring Lake Public Schooli Spring LaEe SeniOr High Spring Lake Junior High Bpringport Public Schools Springport Middle Sturgis Public Schools Fawn River Elementary Bgartz Creek School District Swartz Creek JuniOr High Taylor Township Schools Tay or arks Elementary Temperance: Bedford Public Schools Bedford JuniOr High Three Oaks: River Valley Public Schools River valley Senior High New Troy Junior High Three Oaks Junior High gieverse City Public Schools Traverse City Senior High East Bay Elementary Trenary: Mathias Township; Schools Mathias Township; Junior High Union City CommunityiSchools Un on City E ementary Vermontville: Meple Valley Schools Maple Valley SeniOr High Vicksburg Public Schools East Prairie Junior High wakefield Township Schools Wakefield Senior High walkerville gommunity Schools walkerville Senior High Walled Lake Schools Walled Lake Junior High Glengary Elementary 148 Warren Consolidated Schools Warren SeniOr High Pennow Elementary Warner Elementary Wilkerson Elementary Warren: Van Dyket Public Schools Lincoln Senior High McKinley Elementary Wayne CommunityiSchools Stevenson Junior High Hoover Elementary Whittemore:Brescott Schools Whittemore-Prescott Senior High White Pine School District White Pine Senior High Woodhaven School District Maple Grove Junior High W andotte Public Schools Garfield Elementary Wyoming Public Schools Wyoming Senior Hig Yale Public Schools Yale Senior High Yale Junior High Y silanti School District Adams Elementary Estabrook Elementary George Elementary Ypsilanti: Willow Run Schools Edmonson Junior High APPENDIX B QUESTIONNAIRE FOR THE PRINCIPAL 149 Secretary to the Public School Principal Study Questionnaire for the Principal NOTE: For the purpose of this study, the secretary to the principal is the one secretary who most directly serves the principal. Tasks Performed Please respond twice to each task listed below. Indicate your response by placing a check in the appropriate box. 1. Left Column: Considering your secretary’s actual job, indicate the status of each task. 2. Right Column: Assume you have the opportunity to create the ideal position of secretary to the princi- pal. Indicate what the status of each task should be. A — Always a responsibility of the secretary to the principal O — Often a responsibility of the secretary to the principal S — Sometimes a responsibility of the secretary to the principal R — Rarely a responsibility of the secretary to the principal N — Never a responsibility of the secretary to the principal Actual Ideal AOSBN Tasks AOSRN Open, sort, and distribute mall Answer telephone, take messages, and/or transfer calls. Receive business callers and visitors Prepare materials for filing File materials and/or keep filing system(s) up-to-date Take dictation and transcribe letters, manuscripts, etc. Transcribe from transcription machine Type letters, manuscripts, etc. from rough draft SOS-”$959999!" Compose and type letters with or without instruction as to content H P Duplicate materials for administrators H 2" Prepare requisitions and orders for books, supplies, equipment, etc. i3 H i“-" Prepare materials for meetings (faculty, school board, etc.) Schedule appointments for principal m... Actual Ideal A 0 S R N Tasks S 14. Check student attendance and/or keep attendance records 15. Keep school financial records 16. Receive in-coming merchandise and check invoices 17. Distribute materials and supplies to teachers 18. Keep book and supply inventories 19. Compile data for reports 20. Prepare press and news releases 21. Substitute for principal in his absence 22. Manage ticket sales for school functions 23. Schedule appointments for teachers 24. Fill out students’ report cards 25. Record data on students’ permanent records 26. Make coffee for teachers 27. Type teaching materials for teachers 28. Duplicate teaching materials for teachers 29. Type non-school work for teachers 30. Administer make-up tests 31. Administer standardized tests 32 Score tests for teachers and/or counselors 33. Advise students regarding courses they should take 34 Talk with students about their problems or interests 35 Arrange students' class schedules 36. Enroll and/or withdraw students 37. Substitute for classroom teachers in their absence 38. Supervise playgrounds 39. Supervise extra-curricular activities 40. Assist in the school library 41. Help supervise the school cafeteria 42. Administer first-aid in absence of nurse 43. Discipline students 44. Perform duties of Notary Public 45. Provide lost and found service 46. Handle money collections and counting 47. Make home visits for teachers and/or administrators 48. Repair, or have repaired, office equipment 49. Schedule flow of work through {he office 50. Make recommendations for office furniture 51. Make recommendations for office equipment 52. Arrange physical layout of the office 53. Develop written procedures for completing office tasks If there is more than one secretary in your school office, please respond to the following tasks: 54. Assist in the selection of new clerical/secretarial personnel 55. Initiation and on-the-job training of new clerical/secretarial personnel 56. Assign work to other clerical/secretarial personnel 57. Assist other clerical/secretarial personnel in more efficiently completing their assigned tasks 58. Proofread work of other clerical/secretarial personnel 59. Formally evaluate other clerical/secretarial personnel 60. Maintain clerical/secretarial personnel records A 0 S R N S l'f'l E I \\\\\\\\-\\\\ \\ \\ \"_:_\ \ \ \ Ideal Mechanical Skills Assume that your secretary is moving from this community and you are searching for the ideal replacement. Please rate each of the following skills which he/ she might possess. Indicate your response by placing a check in the appropriate box. B — Required NBNH — Not required but nice to have NN — Not Needed R NBNHNN Secretary Attributes Continuing to consider the person who would be the ideal secretary to the school principal, please rate each of following attributes. Indicate your response by placing a check in the appropriate box. Mechanical skills . Data Processing Equipment (Tab equipment, computer console, etc.) Calculator(s) (Ten-key adding, adding, Duplicating Equipment (Spirit, Gestetner, etc.) Filing Key Punch Posting Machine . Telephone Transcription Machine . Typewriter Shorthand . Stenotype Others (Please AM — Absolutely must be/have PS — Preferably should be/have MMN — May or may not be/have PSN — Preferably should not be/have AMN — Absolutely must not be/have AMPS PSNAMN Female Single Less than high school education Under 30 years of age Attractive personal appearance Previous success as school United States citizen AM PS MMN PSN AMN Attributes Promoted from within the school district Optimist 10. Dynamic leader 11. College graduate 12. Male 13. Married 14. High school graduate, but no college 15. 30-39 years of age 16. Well informed on educational issues 17. Personally ambitious 18. Experienced in working with children l9. Ability to “think on his/her feet” 20. Skilled in problem solving 21. Separated 22. Business college graduate 23. 40-49 years of age 24. Ability to express ideas clearly 25. Pessimist 26. Resident of school district 27. Secretarial skills 28. Divorced 29. Junior college graduate 30. 50 years of ’age or older 31. Skilled in public relations Interested in local community affairs Member of professional organization(s) Sense of humor College graduate (education major) 36. Experienced teacher 37. Accepts change readily 38. Experienced secretary (any business) 39. College graduate (secretarial administration major) 40. Active in local community organizations Thank you for your cooperation. Please return the questionnaire t0: ............................................................................................................ Signature (optional) W. Clark Ford 220 East Point Lane East Lansing, MI. 48823 APPENDIX C 3— QUESTIONNAIRE FOR THE PRINCIPAL‘S SECRETARY 154 Secretary to the Public School Principal Study Questionnaire for the Principal's Secretary NOTE: For the purpose of this study, the secretary to the principal is the one secretary who most directly serves the principal. .......... 60 or over 3. Marital status: .......... Single .......... Married .......... Separated .......... Divorced .......... Widowed 4. If married, what is the nature of your spouse’s oooooooooooooooooooooooooooooooooooooooooooooooo 5. ........ If married, how many children do you have? 6. Education: (Circle the highest year completed) High school 9 10 11 12 Business college Junior college Four year college Graduate school HHHH rewrote 7. In which of these areas have you taken courses at either the high school or college level? .......... Accounting .......... Bookkeeping .......... Business correspondence 9 work . .......... Business law .......... Farmer Co 11 i .......... Unskilled laborer ““99 “g Skilled laborer .......... Education .......... Businessman Human growth and development (Child .......... Teacher Psychology) Clergy .......... Office management .......... Doctor Personnel management Lawyer ........... Psychology Postal .......... School finance .......... Unemployed Disabled .......... School law Retired .......... Secretarial skills .......... Other (Please specify) Sociology 8. If you attended college: Dates College or University Major Attended Degree Answer questions 9, 10, ll, 12, and 13 to the nearest half year. 9. ........ 10. ........ 11. ........ 12. ........ 13. ........ How many years have you worked in your present position? How many years have you worked for your present principal? How many years have you worked for your present school district? Prior to employment in this school dis- trict, how many years did you work as an educational secretary elsewhere? Prior to employment in this school dis- trict, how many years did you work as a secretary in a non-educational position? 14. What were your reasons for taking this job? (Check all items which apply) oooooooooo oooooooooo ssssssssss ssssssssss Good pay Good working conditions Convenient hours Work year coincides with children’s school year Interested in education Job promotion Challenging work Job location Others (Please specify) 15. To what professional organizations do you be- long? .......... oooooooooo cccccccccc National Education Association National Association of Educational Secretaries Michigan Association of Educational Secretaries Local Association of Educational Secretaries Business and Professional Women’s Club Others: (Please specify) 16. 17. 18. 19. 20. 21. What is your major reason for working? (Check only one) .......... Personal or family support .......... Extra spending money .......... Like to work around children .......... Community service .......... Need money for children’s college education .......... To keep busy Enjoy working Others: (Please specify) ........ How many hours do you work per week? ........ How many months do you work per year? How much is your annual salary? .......... Under $2,000 .......... $2,000 - 2,999 .......... 3,000 - 3,999 .......... 4,000 . 4,999 .......... 5,000 - 5,999 .......... 6,000 - 6,999 .......... 7,000 or more How many secretarial and clerical persons are employed in the school office? (Erclude stu- dent assistants) .......... Number of full-time .......... Number of partvtime How many secretarial and clerical persons do you supervise? (Exclude student assistants) .......... Number of full-time .......... Number of part-time Ideal Mechanical Skills Assume that you are moving from this community and you have been asked to recommend someone as your “ideal” replacement. Please rate each of the following skills which he/she might possess. Indicate your response by placing a check in the appropriate box. _ R — Required “ NRNH — Not required but nice to have NN — Not NBBdEd R NRNH NN Skills Data Processing Equipment (Tab equipment, computer console, etc.) Calculator(s) (Ten-key adding, full-key adding. rotary, ting, etc.) Duplicating Equipment (Spirit, Mimeograph, Gestetner, etc.) Filing Key Punch Posting Machine Telephone Transcription Machine Typewriter Shorthand Stenotype Others (Please Specify.) Secretary Attributes Continuing to consider the person who would be the ideal secretary to the school principal, please rate each of following attributes. Indicate your response by placing a check in the appropriate box. AM — Absoluteely must be/have PS — Preferably should be/have is? MMN —- May or may not be/have HEP PSN — Preferably should not be/have AMN — Absolutely must not be/have AM PS MMN PSN AMN Female Single Less than high school education Under 30 years of age Attractive personal appearance Previous success as school United States citizen AM PS MMN PSN AMN Attributes Promoted from within the school district Optimist 10. Dynamic leader 11. College graduate 12. Male 13. Married 14. High school graduate, but no college 15. 30 -39 years of age 16. Well informed on educational issues 17. Personally ambitious 18. Experienced in working with children 19. Ability to “think on his/her feet” 20. Skilled in problem solving Separated Business college graduate 40 - 49 years of age Ability to express ideas clearly 25. Pessimist 26. Resident of school district 27. Secretarial skills 28. Divorced 29. Junior college graduate 30. 50 years of age or older 31. Skilled in public relations Interested in local community affairs .' Member of professional organization(s) Sense of humor College graduate (education major) Experienced teacher 37. Accepts change readily 38. Experienced secretary (any business) 39. College graduate (secretarial administration major) 40. Active in local community organizations Thank you for your cooperation. Please return the questionnaire t0: .......................................................................................................... Signature (Optional) W. Clark Ford 220 East Point Lane East Lansing, MI. 48823 APPENDIX D FIRST LETTER OF TRANSMITTAL TO PRINCIPALS 161 -’1‘.' ' “if 220 East Point Lane East Lansing, Michigan 48823 December 11, 1969 Dear Principal: I need your help. I am a doctoral student in Education at Michigan State University working on a dissertation entitled, "The Secretary to the Public School Principal in Michigan." You can help me by taking a few minutes of your time to fill out the en- closed questionnaire. Your school is one of approximately 360 schools in Michigan randomly selected to participate in this study. A questionnaire has been sent to you and to your secretary. The questionnaires are designed to provide data on principals' and secretaries' expecta- tions for the secretary's position. This information will be made available for planning initial programs and in-service workshops for school secretaries. A high percentage of returns is needed for this study to be valid. It may be necessary for me to contact the principals and secretaries who do not return their questionnaires: therefore, the school name appears on the questionnaire. All data will be regarded as confidential: it will be analyzed on a state-wide basis and not by individual schools. Your taking a few minutes of your time to fill out the en- closed questionnaire will be greatly appreciated. Please do not discuss this questionnaire with your secretary before filling it out as a discussion might influence the results. A self-addressed, stamped envelope is enclosed for your con- venience in returning the questionnaire. Very truly yours, W. Clark Ford Enclosures 2 162 APPENDIX E FIRST LETTER OF TRANSMITTAL TO SECRETARIES 163 Jolt me: 3-7- a! 2.42m.“ 220 East Point Lane East Lansing, Michigan 48823 December 11, 1969 Dear Secretary: I need your help. I am a doctoral student in Education at Michigan State University working on a dissertation entitled, "The Secretary to the Public School Principal in Michigan."' You-can help me by taking a few minutes of your time to fill out the en- closedgquestiannaire. Your school is one of approximately 360 schools in Michigan- randomly selected to participate in this study. quuostionnaire has been sent to you and to your principal. The questionnaires are designed to previde data on secretaries' and principals' expecta- tions for the secretary's position. This information will be made available for planning initial programs and in-service workshops for school secretaries. A high percentage of returns is needed for this study to be valid. It may be necessary for me to contact the secretaries and principals who do not return their questionnaires:~therefore, the school name appears on the questionnaire. All data.will be regarded; as‘confidential: it will be analyzed.on a statedwide basis and not by individual schools. Your taking a few minutes of your time to fill out the en- closed:questionnaire will be greatly appreciated. Please do not discuss this questionnaire with your principal before filling it out as a discussiOn might influence the results. A self-addressed, stamped envelope is enclosed for your can- venience in returning the questionnaire. very truly yours, » W. Clark Ford Enclosures 2 164 'um r k ‘A legm ' ' ‘h APPENDIX F MESSAGE ON FOLLOW-UP CARDS 165 \I Dear Principal I still need your help. Your taking a few minutes of your time to fill out and return the questionnaire on the position of secretary to the principal would be greatly appreciated. W. Clark Ford 220 East Point Lane East Lansing, Michigan 48823 Dear Secretary I still need your help. Your taking a few minutes of your time to fill out and return the questionnaire on the position of secretary to the principal would be greatly appreciated. W. Clark Ford 220 East Point Lane East Lansing, Michigan 48823 166 APPENDIX G SECOND LETTER OF TRANSMITTAL TO PRINCIPALS 167 220 East Point Lane East Lansing, MI 48823 January 30, 1970 Dear Principal: How do you feel about the position of secretary to the principal? I would like to know and so would many school superintendents, principals, and secretaries. Your opinions are important. As of this date, I have not received your completed questionnaire. Therefore, I am enclosing another copy with this letter. Will you please take a few minutes of your time to fill out the questionnaire and return it to me. Very truly yours, W. Clark Ford Enclosures 2 168 APPENDIX H SECOND LETTER OF TRANSMITTAL TO SECRETARIES 169 2‘" 5-..._ 3,. semi-m, 220 East Point Lane East Lansing, MI 48823 January 30, 1970 Dear Secretary: How do you feel about the position of secretary to the principal? I would like to know and so would many secretaries, principals, and school superintendents. Your opinions are important. As of this date, I have not received your completed questionnaire. Therefore, I am enclosing another copy with this letter. Will you please take a few minutes of your time to fill out the questionnaire and return it to me. Very truly yours, W. Clark Ford Enclosures 2 170 APPENDIX I ITEM MEANS FOR ACTUAL TASKS PERFORMED 171 4 I .. ‘ Q echonalvlulilil sOflDMH>m© vhmwsmuma h.H m.m N.¢ H.v H.m m.m m.m N.m ¢.m m.m H.m w .oum .mumwuomssma .mHmuDoH m.H w.m o.¢ m.m m.m h.m m.m N.m h.m m.m w.m m onfluomsmuu was sOflDMDOflU oxme .m m. h.¢ b.v m.¢ m.¢ m.¢ m.¢ m.v m.v m.v h.¢ m mumolounms AmvsmumMm msflawm m. e.v m.v m.v ¢.e o.¢ m.¢ o.¢ m.v v.¢ w.¢ m mmmx H0\osm mamflumumfi mawm .m n. m.¢ v.v b.¢ m.¢ m.v h.v m.¢ w.v w.v m.¢ m m. m.e m.v m.¢ e.e o.v ¢.v o.¢ m.v H.v m.v m mswawm How mamwumumfi mummonm .v m. m.e m.e m.¢ m.¢ w.v m.v m.¢ h.¢ m.v w.¢ m muouwmw> m. v.¢ H.v m.¢ ¢.e m.¢ m.¢ m.¢ N.v m.¢ m.e m was mHmHHmo mmosflmsn m>wwoom .m m. h.v e.v m.v m.v m.¢ m.v m.v m.v h.v m.v m maamo memsmnu H0\ocm .mommm h. h.e e.v v.< m.¢ v.v m.v m.v m.v m.v m.v m some mxmu .osogmmamu Hozmsm .N o.H v.¢ v.e m.m v.v e.v m.v N.¢ b.v m.v m.¢ m Hams H.H m.¢ N.e m.m m.v H.v m.v m.m m.v m.v m.q m wasnflnumwo one .Dwom .stO .H e.Q.m now: A 2 m .H 2 m .H S m mxmme masses swam Howsmm nmwm Howsab humusofimam .H .Hmmflosfium may 0D mumuouomm may no haaawnflmsommmw m Hm>mz “N .Hmmwoswum on» on mnmumnoom 0:» mo huwawnwmsommmu m hawuom um .Hmmflosaum on» on humuouomm on» no huwawowmsomm 10H m mmewumsom we .Hmmaocwum mnu ou mumuouomw on» no huflawpwmsommou m souwo am .aomwoswum oz» 0» muoumnomm on» no huwawnflmsommou m mmm3H< "mcfiuoom mo usumum on» spoofiosfl .30“ Heaven Mach msfiumpflmsoug map mumowosfi .non Hmsuom m.muoumuomm H90» mswwmpwmsous .. . MmMU 30M” "mmwumumuomm ou usmfimumum =.xmou some mo msumum "mammwosflum ou usoswumum .meHomumm mxmmu Hmzuom How msmmfi EmuHun.H anzmmm< 172 APPENDIX I.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M Transcribe from transcrip- tion machine 7. Type letters, manuscripts, from rough draft etc. 8. NN Flu-l com o 0 NM OH 0‘)" 01‘ mm moo mm mm NM coo NV‘ Inv-l NM [‘03 NN OH NM 0" NM mm to thout instruction as content Compose and type letters with or W1 9. 173 trators inis Duplicate materials for adm 10. t, etc. orders for books, supplies, equipmen Prepare requisitions and 11. 1 Schedule appointments for the princ1pa 12. 0")“ HF! mu: MM FHA one mun O C «no Nra «no orq who on» O 0 «am «am new «we 0 I «am N\D O 0 «am on» O 0 01m mm I 4.) (D G) E Hr-l 00 'HO .C‘. no HID I6 sH‘ 34>: (DJ-J 4Jr-l «3:3 fit) “3 (D‘H H" M £1.01 CDC" HG QVH 13. board, etc.) Check student attendance and/ or keep attendance records 14. mm Fir-l 1 records inancia Keep school f 15. APPENDIX I.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M MID Flt-l ml‘ MM 186 hand 1V6 in-coming merc invoices Rece' ' and check 16. Distribute materials and 17 supplies to teachers V'O r-lI-l 0L0 mm Uhd .. cam NV MM bun mrn ac: MM coco «am coo V'Q‘ uwm .. MM r~h mm MQ‘ V'V‘ Keep book and supply inven- tories 18. Compile data for reports 19. 174 NV Flt-l 0" NN Prepare press and news releases 20. 1D 1 incipa Substitute for pr his absence 21. own Fit-1 V‘V NN Manage ticket sales for school functions 22. Schedule appointments for teachers 23 Fill out students' report 24. cards HQ‘ MM' 540 NN r~N NV IDN MV‘ ocv O 0 MM 6“)" O 0 mm mo O 0 MV‘ ON mm OM mm #00 O O NN Ara Record data on students' permanent records "L 1 APPENDIX I.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M P 2.7 1.9 1.8 2.1 1.2 1.3 1.5 1.3 Make coffee for teachers 26. S 2.9 2.1 2.1 2.1 1.4 1.6 1.5 1.5 1.7 1.2 2.7 P 3.0 2.8 2.8 3.0 2.5 2.5 2.6 2.4 2.2 2.7 1.0 S 3.2 2.8 2.4 3.1 2.6 2.7 2.6 2.3 2.3 Type teaching materials for teachers 27. NM I-lr-i P 3.5 3.5 2.7 3.8 S 3.9 3.6 2.7 3.6 Duplicate teaching materials for teachers 28. 175 Type non-school work for teachers 29. ter make-up tests inis Adm 30. d tests ize ter standard inis Adm 31. Score tests for teachers and/ or counselors 32. Advise stduents regarding courses they should take 33. Talk with students about their problems or interests 34. MM Q'M Phd eve rqa mrq' ram ave Fin; V'KO .. raa wco ram \DH Jacv Hm HH HN e 0 HF! NV‘ HH 040) Arrange students' class schedules 35. APPENDIX I.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M M uwm Fifi M01 "1M mcv .. ram one cum o¢~ «M «no Nffl rim cam 01m are r~m «we vr~ one men one Atfl Enroll and/or withdraw students 36. Substitute for classroom teachers in their absence 37. Supervise playgrounds 38 Supervise extra-curricular activities 39. 176 the school library in ASSlSt 40. Help supervise the school cafeteria 41. P 3.4 3.9 2.8 2.7 2.8 2.7 2.6 S 3.9 4.4 3.6 3.7 3.6 2.6 3.0 1n t-aid 1rs absence of nurse ' ter f' lnlS Adm 42. 0'4 MC” Fifi rim 0 I rqa Nrd F4N “1N riN cam r4H 00¢ FJN VCD 0 O F4N cam Fifi P~H e O FJN «3m Fifi mcn tudents iscipline s D 43. Perform duties of notary public 44. Provide lost and found U1M FQH m haameuom .mm 0 MM HN HN Hossomuom Hoeuoumuoom\amow IHoHo Hmauo mo xno3 cmmumooum .mm r-lr-I HO MM mm 940) AU) NH MM 0 mxmmu omsmflmmm Hams» mswumamfioo kHDCmAOMMMm whoa cw HoesOmHmm Hmfiumuow Iomm\amowumao Hosea umflmmm .hm cw Fa one «up 5&0 O 0 men 91% v m Hmssomuom Hownmumnoom\amo .v m ImeHo ngpo 0D xHOS smwmmd .mm mwn O 0 «no Chfi O own are I «no 01m O C «no Hmssomumm Hmwumumuomw \Hmowuoao 3m: mo mqflswmuu QOmamnulso paw cowumwuflsH .mm 0:: 0 who mr~ O 0 «am mxo O O can ovo 0 «av . Hmscowumm m H m HmwumuoHoom\HmoHHmHo 3c: M m m wo sofluomamm on» ma umwmm< .vm OSKD NN MN own 0 F4N m. m. 05" O NN OF MM .pomoamem mums mowumuouomm once Ho 03¢ memos mmowmmo sH mammwoswnm was mmflumumuowm ma cu popsommwu mum3 memufl moose .Q.m GMT: A S m A S m A 2 m mxmma mamuoa swam Howsmm Amwm Howssb humusmemam .UTDQflHQOUII.H XHQmem4 APPENDIX J ITEM MEANS FOR IDEAL TASKS PERFORMED 179 coaume>mo oumocmum. A.H m.v .m.v.h.¢ v.¢ Nee m.¢ o.v m.¢ m.m m.v m .oum .mumwuomssmfi .muoppma o.H v.v m.¢ m.v m.¢ e.¢ ¢.v m.v v.¢ v.v ¢.v m mnwuomsmnu was sowumuoflc oxme .w m. m.¢ v.¢ n.¢ v.¢ v.¢ m.v m.v w.v >.v >.v m mumploulmn Amvsoumam mcwawm a. e.q e.v e.¢ m.¢ q.s m.¢ m.¢ m.¢ a.¢ m.e m mmwx uo\oam mflmwumume mass .m m. m.v ~.v m.v m.v H.v ¢.v h.¢ m.v h.v m.v m n. m.v m.v m.v w.e ~.v m.v ¢.¢ m.¢ ¢.v m.v m mswawm How maofluoums mummmum .v w. h.v m.v m.¢ m.v m.¢ w.e h.v h.e o.v m.v w muouwmfl> h. h.v ¢.¢ r.e m.¢ m.v m.¢ h.v v.¢ m.v m.v m can mumaamo momswmsn m>wmomm .m m. m.v o.¢ m.v w.¢ v.v v.v m.¢ m.¢ who m.¢ w mHHmo Hmmmsmuu H0\psm .mmmmm m. >.v v.v v.¢ m.¢ ¢.e m.v o.m h.v m.v o.m m Ide oxen .wsonmmamu Hw3msé .N o.H v.v v.¢ H.¢ m.e ¢.¢ m.¢ m.¢ h.v m.e m.¢ m Hams o.H ¢.¢ m.¢ m.m m.v m.e m.v m.¢ o.¢ m.v m.v m musnflnumwc one .uHOm .smmo .H «.a.m smmz A 2 m A z m A z m mxmma masses swam Hownmm sown HOHGSH humusoewam .H .Hmmwosflnm on» on mum» Imuomm was no muwaflnfimsommmu m Hm>mz “N .Hmmfloswwm can on humuwuomm ecu mo mafiawnamsomwou m %Hommm um .Hmmwosflum on» on humuouoow on» no audawn Iwmsommmu m moefluoaom “v .Hmmwoswum may 0» humumuoom ecu mo huwaflnflmsomm low m Cosmo um .Hmmwoswum on» cu mumumuomm may no muwawnflmsommon m mmm3H4 umcwwoom umn3 mpmowpsH =.0A casonm xmmu name no magnum mnu .Hmmfioswum on» o» muwumuoom mo sowudmom Hompw on» ouomwo cu muflcsuuommo on» m>o£ so» madmwda ”wofluwaonoow news» can mammwoswum ou Damswuouw .omsuomuwm mxmmu Hompw How momma Eoan|.o xHozmmmd 180 APPENDIX J.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M Transcribe from transcript 7. bro .. one mxo .. one uwv one mwo one hwn one cup one mxo one wan who run Q'V' Type letters, manuscripts, etc. from rough draft 8. 3.8 P 3.0 3.3 3.1 3.4 3.2 3.4 3.3 3.5 3.4 S 3.8 3.4 3.4 3.5 4.2 3.7 4.0 3.7 4.2 to instruction as thout content Compose and type letters with or wi 9. 181 01-! u-lr-i V'N o o Q'Q' OH Q'Q' MM Q'Q‘ V‘r-l Q'V‘ NH V'Q' V'H V'V' \OSD Q‘V' Q‘C V‘Q‘ Q‘M Q'M \DM Q‘fl' 040) trators inis Duplicate materials for adm 10. NQ‘ HF! 00 Q'V' MON 0 0 MN I‘M MM NO V'V' MN MQ‘ NQ‘ Vfl' NO Q'Q' MW MM NN V'V' Ml‘ Q'V' mu: orders for books, supplies, equipmen Prepare requisitions and 11. t, etc. 1 Schedule appointments for the princ1pa 12 3.9 P 3.7 3.8 3.6 3.8 3.7 4.1 3.8 4.0 4.3 S 3.4 3.2 4.0 3.4 4.0 4.3 3.6 3.6 4.1 3.7 Prepare materials for meet- (faculty, school board, ings etc.) 13. Ml‘ Fir-l Check student attendance and/ or keep attendance records 14. Inl‘ r-Iu-l 1 records inancia Keep school f 15. APPENDIX J.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M Q'M e 0 HH Mm MM 5" NN 0&0 MN NM V'M NM MM 01M MM CO e e Q'V' \DN V‘M v-ll‘ Q‘M \om n.m ise hand inv01ces in-coming merc Receive and check 16. Distribute materials and supplies to teachers 17. V0 0 o Hffi MM MM ewe NCV me» «am crv own HCh .. vim mxo .. men «up ore Nrd wen owe etc uwm one mun ies Keep book and supply tor inven 18. P 4.0 4.2 4.1 3.4 3.3 3.6 3.4 3.5 3.7 3.7 1.2 S 3.4 3.2 4.0 3.7 3.6 3.7 3.8 3.8 3.2 3.6 1.3 Compile data for reports 19. 182 Mfl' I-II-I V‘M NN MN NN I‘M e o NN MN NM MM NN [‘1‘ o 0 PIN mm NN mm r-iN Q'M NN MO NM n.m Prepare press and news releases 20. incipal in Substitute for pr his absence 21. Manage ticket sales for school functions 22. mm t-lr-l Schedule appointments for teachers 23 Nfl' HF! Fill out students' report cards 24. \DM Fh4 Record data on students' permanent records 25. APPENDIX J.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M Make coffee for teachers 26. NN Fir-l Type teaching materials for teachers 27. P 3.3 3.2 2.6 3.6 2.3 2.4 2.6 S 3.6 2.8 2.2 3.5 2.4 3.0 Duplicate teaching materials for teachers 28. Type non-school work for teachers 29. 183 NM r-II-l ON v-lr-I NN F1H men F4H «.4 Fifi ac: I-lr-C Q'M Flu-i CO Flt-l NM Flt-I NV Fit-l Dal!) ster make-up tests ini Adm 30. ized ter standard 1111 S Adm tests 31 Score tests for teachers and/or counselors 32. Advise students regarding courses they should take 33. Talk with students about their problems or interests 34. Arrange students' class schedule 35. APPENDIX J.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M Enroll and/or withdraw students 36. ir absence the Substitute for classroom teachers in 37. Supervise playgrounds 38. lar -curricu ivi ies Supervise extra act t 39. 184 the school 111 library Assist 40. Help supervise the school cafeteria 41. mm I-IH Q'M e o NN Ml‘ Hv-I HSD NN 00 NN mac 0 o NN NV‘ NM «rm 0 0 NM MV‘ NN MM MM O‘r-l NM mo 11’! t-aid irs absence of nurse ' ter f' 11113 Adm 42. tudents iscipline s D 43. Perform duties of notary public 44. Mtfi Fhfi OM «am MM .. cum C>O «an «mo vrv own 0PM F+e vim vuv Mfl' V‘l‘ NN [\N .. MM Ol‘ MM mcn Provide lost and found serVice 45. APPENDIX J.-Continued. Totals Elementary Junior High Senior High Tasks L Mean S.D. M vm v-IH 00 MM Handle money collections and counting 46. trators inis Make home visits for teachers and/or adm 47. P 3.7 3.4 3.4 3.4 3.3 2.9 2.8 2.9 2.6 S 3.2 3.1 3.8 3.4 3.6 3.6 3.3 3.0 2.7 t ice equipmen Repair, or have repaired, off 48. S 3.8 3.9 4.2 4.5 4.1 4.0 4.4 4.0 3.5 4.0 1.2 Schedule flow of work through P 3.8 4.4 3.8 3.7 4.6 4.4 4.1 4.2 3.9 4.1 1.1 the office 49. 185 P 3.9 4.0 3.3 4.1 4.1 3.8 3.7 4.2 3.8 S 3.4 3.5 3.8 3.4 3.7 3.8 3.8 3.6 3.4 Make recommendations for office furniture 50. Make recommendations for 51. t ice equipmen off 3.3 3.8 4.0 3.8 3.9 3.9 3.6 3.7 1.1 3.3 3.8 3.8 3.3 3.6 3.6 3.2 3.5 1.3 Arrange physical layout of the office 52. Develop written procedures for completing office tasks 53. 186 m.H h.N w.H H.m m.H h.~ m.H b.N m.H N.m N.H v.m m. m.m m. N.v m.H b.m m. H.v o.H H.¢ m. m.v m.H m.m N.H m.m H.m N.N m.N N.m N.N H.N v.m m.N o.m m m.N o.m m.m m.m w.N m.N h.m m.N o.m m o.m b.N o.m H.m h.N o.N H.m N.N m.~ m m.N v.N m.m H.m o.N h.N m.N m.N m.N m H.m m.N m.m m.m H.m h.N m.m N.m o.m m m.N m.~ v.m N.m m.m m.m ¢.m o.v o.¢ m m.m m.m h.m H.¢ o.¢ ¢.m m.m m.m o.¢ m N.v H.v m.m m.v N.¢ N.v N.v m.¢ m.m m >.m m.m m.m o.v m.m m.N H.¢ m.m o.¢ m ~.v H.v o.v e.v m.m m.m h.m m.v o.¢ m m.m m.v N.¢ H.v m.¢ H.m o.¢ w.m m.v m m.¢ m.v o.¢ m.v ¢.v o.v ~.¢ m.v m.¢ m m.m N.m m.m m.m m.m m.N m.m o.v m.H m o.v m.m m.m o.v m.m m.m h.N m.v m.m m mpuoomn Hmscomnmm amass» ImHomm\HmofiHmHo seduces: HmQGOmHmm Hmwumumuoom\am0fi Inwao Hmnuo mumsam>m SHAMEHOM HwnGOmHmm Hmwnmawnomm\amow IHmHo Hmnuo mo xuo3 pneumooum mxmmu pwsmwmmm Hams» mcwumHmEoo hausmwowmwm mHoE ca Hoscomumm Hmwumumw Iomw\Hoowano Hmsuo umwmm< Hmssowuom Howumumuomw\amo Iwumao nguo cu xuo3 smflmmm awesomwmm Hafiumuonomm \Hoowhwao 3m: mo msflsamuu Donuonulso one QOflumwuwsH Hossomumm Hafinmumuomm\amowumao Boa mo sOHuomHmm o£u cw umwmmd .pmmoHdEw ouo3 mowwmumuoom once no 03» ouog3 mmowmwo aw mammflosflum one mmwumuouomm ma 0» popsommon mums macaw omens .om .mm .mm .hm .mm .mm .vm .Q.m GMT: A S m A 2 m A 2 m mamuoa sow: Howsmm amen Howssb humusoamam mxmma .wmfifiquOUIl.b xHDmem4 APPENDIX K ITEM MEANS FOR IDEAL MECHANICAL SKILLS 187 noflpmw>mo oumoemum. m. N.H m. m.H m. N.H m. v.H N. o.m N. o.m H. o.m N. o.m m. H.N h. o.m ‘0 N01" m. m.H H.H m.a m.a.m-H Hes ~.H m.H H.H ~.H m m.H s.H o.H ¢.H ¢.H o.s m.a ¢.H m.a m onerous meoumom .e m.a m.H ~.H e.H H.H H.H m.H H.H ~.H m m.H m.H m.H m.a m.a v.H H.H ~.H m.H m gonad mos .m o.m o.m o.m o.m o.m m.~ o.m o.m o.m m o.m o.m o.m m.~ o.m m.~ o.m o.m o.m m menses .v o.m m.~ o.m o.m o.m o.m o.m o.m o.m m 1.0um .smwumomEHE .ueuodme o.m o.m o.m m.~ o.m o.m m.~ o.m o.m a unmemesvm menumoflsmso .m o.~ m.~ m.~ m.~ o.~ H.~ o.~ ~.N m.H m 1.0um .mumuou .mawoom mmxuassm o.m m.~ v.m a.H o.~ ~.~ ».H o.H o.~ m .mceoom mmxunmuv mnoumasosmo .m C O O O O O O O O Aw‘flomgoo m H ¢.H m.H o.H o H e H ~.H m H m H m . usmsmflswm msfimmmooum sumo .H s.D.m Emmi A E m A 2 m A 2 m mamuoa maawxm nmwm Hoasmm swam Hoessn humusosmam .H .pmpoms uoz «N .m>mg on mow: Dan pmufisvmh uoz um .pmuwsvwm "mswuoom .mmmmmom unmflfi mgm\m£ EOHEB mHHHMm msw3oHHow may mo zoom mush ommmam .usmsmomammu Hmmpw H90» mm osooaom osmfifiooou o» pwxmm sown o>mn 50% can muflssEEoo was» Scum msw>oE was 50% Don» madmmm "mmwumumuoom cu usmsmumum .mmmmmom ummflfi m£m\w£ :ofln3 mHwam msfl3oHH0m wsu mo some mums ommmHm .Dsosmomammu Hmopfl,o£u Mom msfinoumwm who 50% can huwssfi I500 own» Scum msw>oe mw humuwnomw Adah Dog» mESwma "mammfloswum o» usoemumum .mssexm Hmoozmsome Home“ Mom memos smuH--.s xHozmmma 188 APPENDIX K.-Continued. Totals Elementary Junior High Senior High Skills L Mean S.D. M Telephone 7. l‘l‘ Ol‘ NH ”'63 0 0 NH Nu) NH MM r-lu-l r-IM NH t-IO‘ Nr-i OM NH 01‘ r-Iv-l I‘m t-lI-I IN" . . I-h-i 040) Transcription machine 8. OO O O MM OO MM OO MM OO MM OO MM OO O 0 MM OO MM OO MM OO O 0 «no Dam Typewriter 9. 189 \or~ ‘Dko O. O. "Md «we .0 .0 (Von card mxo awn O. O. ch .Hrd cam «MN O. .0 (V6! eqrd r405 Inns 0. O. qu .Hr4 wnH are even rfiri qu are 0. 0. mt» .494 awo’ P~N O. C. cue: F4H «we: LOU) cue: .qwq «ac: one C. CO New .Hr4 cud) coca I. O. qu .Hrq O-IUJ m0) '6 (D C: D; M >! .C‘. JJ +3 O H I: O Q) £3 +3 U) U) o» H H H ,l y. 2 EL . (:0 APPENDIX L ITEM MEANS FOR IDEAL ATTRIBUTES 190 GOHDMH>o© duodenum: a. «.m m.m «.m «.m m.m ~.m «.m «.m «.m ~.m m mumumnomm a. m.m m.m m.m m.m m.m o.m m.m m.m ~.m «.m m Hoonom mm mmmoosm msofl>mum .o a. m.« «.« N.« m.« «.« m.« «.« N.« H.« m.« m moan a. ~.« m.« o.« H.« ~.« m.« m.« ~.« ~.« ~.« m unmoddm ngomuom m>wuomuuu< .m m. m.~ m.~ o.m m.~ m.~ m.~ m.~ m.~ m.~ m.~ m m. m.~ m.~ m.~ m.~ m.~ m.~ H.m o.m m.~ m.~ a 0mm no mums» om smog: .« ~.H 5.H «.H «.H m.H m.a o.H m.a m.H F.H H.~ m sea» H.H m.a o.s m.a m.a ~.H o.~ o.~ m.H m.H S.H a -moswm Hoosom seas can» ammo .m «. m.~ m.~ m.~ m.~ m.~ m.~ o.m m.~ m.~ m.~ m «. m.~ m.~ m.~ m.~ m.~ o.m m.~ o.m m.~ m.~ m osmawm .N m. c.« o.« m.m o.« N.« H.« m.m H.« N.« m.m m n. m.« «.« o.« «.« «.« m.« N.« H.« ~.« H.« m msmemm .H «.Q.m cums. H 2 m H 2 m A 2 m mwusnwuuufl MHsuoa gmHm HOHsmm anm MOHssb humusmEmHm .H .m>s£\ma uoc Doss hHousHomnm “N .m>mn\on no: UHsosm thmumonm “m .o>m£\on Dos hoe no he: no .o>o£\mn UHsonm hHDmuomoum «m .m>mn\0n Doss hHmusHomA< uwsHuoom :.mmuanuuum msHBOHHOM own no some even mmmmHm .meHosHHm on» on muououoom Hmmpw on» on sto3 0&3 cannon 0:» HmpHmsoo cu msHssHusous "mmHumuwuomm HHmsu can mHmmHosHHm ou usoEmuMHm .mMUSQflHUUQ Hmmmvfl HON MQCQE 5HHII..H NHDZWQQ‘ 191 APPENDIX L.-Continued. Totals h Senior High Hig Elementary Junior Attributes L Mean S.D. M United States citizen 7. Promoted from within the school district 8. t imis Opt 9. 192 [‘1‘ \0 mm O O O 0 MM M Mk0 I-i MM M NM O MM M Q'N 0‘ MM N [‘0 O MM M MN 0‘ MM N NV‘ O MM M Int-l as MM N MN O MM M Q'H N O O 0 MM M 040) (D 4..) H ID CD :3 '0 '0 (U (U 0) H H 01 0 0) vi D“ E (D r-I a *3 Q 0 O H H H P S 3.0 2.6 3.0 3.0 3.0 3.0 3.1 3.1 3.0 3.0 .5 Hfl' NN CMH O 0 com «um NCV Fun new men 0 O ch MM 0 O ram oxo ch one ch FqH ch «no men 940) Male 12. Married 13. High school graduate, but no college 14. 30 - 39 years of age 15. informed on educa- issues Well tional 16. 3... ... APPENDIX L.-Continued. Totals Elementary Junior High Senior High Attributes L Mean S.D. M Personally ambitious 17. Experienced in work children th ing WI 18. Ability to "think on her feet" 19. ing blem solv in pro Skilled 20. 193 Separated 21. Business college graduate 22. 40 - 49 years of age 23 Ability to express ideas clearly 24 t imis Pess 25. Resident of school district 26. rm L‘flu‘.“ ‘v.fi'. ‘ APPENDIX L.-Continued. Totals Elementary Junior High Senior High Attributes L Mean S.D. M Secretarial skills 27. Divorced 28. Junior college graduate 29. 50 years old or older 30. 194 P 4.2 4.4 4.2 4.1 4.2 10118 lat in public re Skilled 31. S 3.9 4.1 3.9 3.8 3.8 local com- in Interested munity affairs 32 tion(s) Member of professional organize 33. Sense of humor 34. ) Experienced teacher ion major College graduate (educat 35. 36. '11 "Z‘J. 4‘3} ' " in I .m- m: iii-KL. ‘ .‘ APPENDIX L.-Continued. Totals Elementary Junior High Senior High Attributes L Mean S.D. M Accepts change readily 37. [‘0‘ o o MM MM Mfl' l‘l‘ MM MM MM I‘M MM I‘O MV‘ MM MM MM 0 0 MM [‘0] MV‘ I‘M o 0 MM D-IUJ Experienced secretary (any business) 38. .7 .5 S 3.0 2.8 3.0 3.0 3.0 3.1 3.1 3.0 3.0 3.0 College graduate (secretarial P 3.2 3.2 2.8 3.1 3.2 3.0 2.8 3.0 3.0 3.0 administration major) 39. local community ions in t organiza Active 40. 195 H..- .il. 5. "llllllljlllllflllllfll