AN INVESTIGATION OF SELECTED COMMUNICATION MEDIA USED TO TRANSMIT SECONDARY SCHOOL INFORMATION TO TEACHERS. STUDENTS, AND PARENTS Thesis for the Degree of PhI D. MICHIGAN STATE UNIVERSITY JANICE ANN HOFFER 1971 ants... 3 1293 103 This is to certify that the thesis entitled AN INVESTIGATION OF SELECTED COMMUNICATION MEDIA USED TO TRANSMIT SECONDARY SCHOOL INFORMATION TO TEACHERS, STUDENTS, AND PARENTS presented by Janice Ann Hoffer has been accepted towards fulfillment of the requirements for Ph ' D° degree in Speech [AJG/W Major professor Date géZ‘MMfl /yr/77l / / 0-7639 I emomc BY ‘3 5‘ HOAG & SDNS' I,“ 800K BINDERY INDI- » Imnnnv BINDEnq IU I seaweeflwsum “WV .I. ’ I ABSTRACT THE DEVELDPP’IENT OF A COMMUNICATION MODEL FOR TRANSMISSION OF SECONDARY SCHOOL INFORMATION TO TEACHERS, STUDENTS, AND PARENTS By Janice Ann Hoffer This study develops a communication model for understanding the collaborative interaction process by which effective secondary school commmication can be achieved. Using the model as a guideline, the quantitative portion of the study evalutes the effectiveness of present communication media received by the three school pOpulations (teachers, students, and parents) at Adrian Senior High School, Adrian, Michigan. Questionnaires were sent to the entire teacher population of 79 , to 1400 students and 600 parents randomly selected. Seventy-four teacher‘s (93.796), LI00 students (100%), and 177 parents (29.5%) responded. Communication media surveyed were limited to official school publications, public comjnication media, and authorized oral messages. Analysis of the data considered the following factors: among teachers , sex and teaching experience; anong students, sex, classification, and elected position; among parents, sex, age, and number of children. The major use of data throughout this study was to interpret trends, indications , and possible directions. Major findings were: (1) the communication model is a practical, workable guideline for secondary school achrfinistrators to use in psycho— logical closeness of message initiator to message receiver is important Janice Ann Hoffer in communicative effectiveness as evidenced by the high percentage of communication between teachers and students and the low percentage 'between administrators and students; (3) communication is least effec— tive with female teadhers, inexperienced teachers and with male parents, oldest parents, and parents with the least Children; (A) the local newspaper is the most effective mass communication medium.for all three school audiences; (5) the high school neWSpaper's effective— ness is proportionate to its out-of-the-pocket student cost, its pUb— lication regularity, and content relevancy; (6) the most effective long—Term Communication Media for students and teachers are handbooks and for parents, newsletters; (7) most effective Short-TermICommunica— ltion Media for teadhers are daily bulletins and teacher’meetings; for students, authorized oral messages; and for parents, planned mass visitations such as Parents Night. AN INVESTIGATION OF SELECTED COMMUNICATION MEDIA USED TO TRANSMIT SECONDARY SCHOOL INFORMATION TO TEACHERS, STUDENTS, AND PARENTS By Janice Ann Hoffer .A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Speech 1971 Accepted by the faculty of the Department of Speech of the College of Communication Arts , Midfigan State University in partial fulfillment of the requirements for the degree of Doctor of HiilOSOphy. m... 40mg 813% Guidance Committee . g ’- ii DEIDICAT ION In Loving Appreciation of Their Encouragement, Understanding, and Patience, This Study is Affection- ately Dedicated to My Children: Richard, Randal, and Edward. iii ACKNOWLEDGMENTS The writer is most grateful to Dr. David C. Ralph, Committee Chairman for his unending encouragement , support , and guidance during this study and througmout the writer's doctoral program. Sincere appreciation is extended to the other committee members , Dr. Gordon L. Thomas, Dr. Lawrence E. Sarbaugh, and Dr. Walter F. Johnson, for their generous assistance, counsel, and constructive criticism throughout the progress of this project. Recognition is given to Dr. Kenneth G. Hance for his early counsel and continuing interest in the writer's progress. Special acknowledgment is extended to the Adrian Public School System and the Lenawee Area Vocational Technical Education Center for their assistance during this project. Particular gratitude is felt toward Mr. Carlo Heikkinen and Dr. Richard w. Wilson for their help. Sincere thanks is given to the teachers , students , and parents who took part in the survey. Much credit is, given to The. Ruth Langenbacher for her patience and help with the final typing of this thesis. Finally, affectionate appreciation is given to the writer's parents and family, without whose constant love and faith, no major project would be possible. iv TABLE OF CONTENTS Chapter Page I. THE PROBLEM . . . . . . . . . . 1 Introduction to the Study . 1 Statement of the Problem 3 Limitations of the Study . II Identifying the Communication Tasks of the Secondary School . . . . 1+ Guidelines for Handling Communications within a School System . . . . . 5 Comparison With Present Communications . . 10 School Profile . . . . . . . . 12 Communication Descriptions . . . . 12 Group Feedback Via Survey Concerning Present Commmications . . . . . . 16 II. REVIEW OF’LITERATURE RELATED'TO THE COMMUNICATION MODEL . . . . . . . . 18 Introduction . . . . . . . . . l8 Freme of Reference . . . . . . . 19 Nature of Communication . . . 21+ Audience: Opinion and Attitude Change . . 31 The Administrator as Communicator . . . . 38 Development of the Communication Model . . 148 Conclusion . . . . . . . . . 57 III. PROCEDURE AND RESULTS OF THE STUDY . . . . 59 Introduction . . . . . . 59 Development of Communication Model . . . 60 Methodology of the Questionnaire . . . . 60 Results of the Study . . . . . . . 68 Methodology of Comparison . . . . . . 120 TABLE OF CONTENTS (cont'd.) Chapter Page IV. SUMMARY AND CONCLUSIONS . . . . . . . . 1% Summary of Procedure . . . . . . . . 1141+ Summary of Findings . . . . . . . 1H6 Conclusions and Recommendations . . . . . 1H9 The Model. . . . 151 Implications for Secondary School Communication . 152 Suggestions for Further Study. . . . . . 15L} BIBLIOGRAPHY . . . . . . . . . . . . . 156 APPENDIX A: CORRESPONDENCE AND QUESTIONNAIRES . . . . . A1 APPENDIX B: ORIGINAL DATA . . . . . . . . . . Bl vi Table 10. 11. 12. 13. LIST OF TABLES Areas of Communication Media Surveys at Adrian Senior High School Teacher Questionnaire Data Pertaining to Years of Experience and Sex . . . . . Student Questionnaire Data Pertaining to Classification, Elected Position, and Sex Parent Questionnaire Data Pertaining to Age, Sex, and Number of Children . . . . Degree of Total Teacher Use of Teacher Handbook Degree of Use of Policy Book According to Total Teacher Population and Teaching Experience . Degree of Use of Radio Station WABJ—AM According to Teaching Experience . . . . . . Degree of Use of Radio Station WLEN—FM According to Total Teachers and Teaching Experience . Degree of News Accuracy of Radio Station WABJ—AM According to Sex and Teaching Experience . Degree of News Accuracy of Radio Stat ion WLEN-FM According to Total Teachers , Sex, and Teaching Experience . . . . . . . . Degree of Use of Adrian Daily Telegram According to Total Teacher Populafin and Teaching Experience Degree of Use of Lenadee Tribune According to Total Teacher POpulation and In Comparison with Adriai Daily Telegram . . . . . . . . . Degree of Accuracy of Adrian Daily Telegram According to Sex and TeaclfinngperIence vii ll 61 62 SH 69 70 72 72 73 75 76 77 77 LIST OF TABLES (cont'd.) Tab 1e 11}. 15. 16. 17. 18. 19. 20. 21. 22. 23. 2M. 25. 26. 27. Degree of Accuracy of Lenauee Tribune According to Total Teachers and Sex . . . . . Degree of Use of Teachers Bulletin According to Total Teacher Population . . . Degree of Importance Given to Information in Teachers Bulletin According to Total Teacher Population and Teaching Experience . . . . . . Degree of Communication Freedom During Faculty Meetings According to Total Teacher Population and Sex . . . . . . Degree of Value Given to Faculty Meetings by Faculty Members According to Total Teachers, Sex, and Teaching Experience . . . . . Degree of Communication With Administration According to Total Teachers and Teaching Experience . . Degree of Total Student Use Comparing Radio Stations WABJ-AM and WHEN-PM o o o o o o 0 Degree of Accuracy Comparing Students' Use of Radio Stations WLEN—FM and WABJ—AM . . . . . Degree of Lenawee Tribune Student Readers as Compared With Adrian Daily Telegram Student Readers . Degree of Total Student Rating of Accuracy of Adrian Daily Telegram and Lenawee Tribme . . . . Frequency of Student Listening Attention to Public Address Announcements According to Total Students Degree of Attention to Public Address Announcements by Students. . . . . . . . . . Degree of Students' Listening Attention to Student Council Reports According to Total Students and Sex . . . . . . . . . . . Degree of Student Use of Maple Leaf According to Total Student Population and Elected Position OOi Page 78 79 80 82 83 85 87 87 88 89 89 9O 91 93 LIST OF TABLES (cont'd.) Table 28. Method of Receiving Maple Leaf According to Total Students . . . . . . 29 . Degree of Communication Between Students and Teachers . . . . . . 30. Degree of Communication Between Students and Counselors According to Total Students, Elected Position, and Classification . . . . 31. Degree of Communication Between Students and Assistant Principals According to Total Students . 32. Degree of Communication Between Total Students and PI‘j-IlCipal O O O O O O O C I 33. Degree of Parental Use of Parent and Student Handbook According to Total Parents, Sex, and Number of milder] O O O O O C C O 0 3H. Degree of Use of High SChool Newsletter According to Total Parents, Sex, and Number of Children 35. Degree of Parental’Use of Radio Station WABJ-AM According to Total Parents, Sex, and Age 36. Degree of Parental Use of Radio Station WLEN-IM According to Total Parent Population . . 37. Degree of Accuracy of Radio Station WABJ—AM According to Total Parents . . . . . . . . 38 . Degree of Accuracy of Radio Station WLEN- FM According to Total Parent Populat1on . . . . . 39. Degree of Parental Use of Adrian Daily Telegram According to Parent Population . . . 140. Degree of Parental Use of Lenawee Tribune According to Total Parents and Age . . . . . . 1+1. Degree of Accuracy of Adrian Daily Telegram According to Total Parents and Parental Age ix Page 9” 95 96 98 98 100 101 103 101+ 1014 105 105 106 107 LIST OF TABLES (cont'd.) Table 92. H3. nu. U5. U6. U7. U8. 49. 50. 51. 52. 53. SH. Degree of Accuracy of Lenadee Tribune According to Total Parent Populatidn and Parental Age . Degree of Attendance at Parents Night According to Total Parent Population and Number of Children Degree of Value Given Parents Night According to Total Number of Parents . . . Degree of Recall of School Board Newsletter and High School Newsletter According to Sex of Parents . Degree of Regularity With Which Parents Read Impact According to Total Parent Population and Sex Amount of Impact Read According to Total Number of Parents . . . . . . . . . . Degree of Parental Communication With Teachers According to Total Parent Population and Number of Children . . . . . . . . . . . Degree of Parental Communication With Counselors According to Total Parents, Number of Children, and Age of Parents . . . . . . . . . Degree of Parental Commrnication With Assistant Principals According to Total Parents , Number of Children, and Age of Parents . . . . . Degree of Parental Communication With Principal According to Total Parents, Number of Children, ad Age of Parents . . . . . Teacher Responses to Open-End Questions . Student Responses to Open-End Questions . Parent Responses to Open-End Questions Page 108 109 110 110 111 112 113 119 116 118 891 B93 B96 LIST OF FIGURES Figure Page 1. Model for Secondary School Administration Communication with any Audience . . . . . . 8 CHAPTERI THE PROBLEM Introduction to the Study A free man can live and grow only in a free society, and a society can remain free and progress only if it can maintain an ade- quate system of public communication. Societies and individuals are alike in that, as they progress and become more advanced, they develop more complex commmication systems and techniques; in the process they become increasingly dependent on them for the examination, discussion, and solution of their problems. A school system, representing a microcosm of society, is no exception. At no time in the history of public school education has the need for effective communication been greater. Today's age of dissent has focused attention on the crucial need for greater understanding among teachers, parents, and students involved in the life of the school commmity. Administrators, responding to this need, have increased and experimented with communication media. The question is whether the methods used are effective. "The key to sound relationships is the development of the idea that education is the job of all citizens. Educators must take the public into partnership . "1 1Scott M. Cutlip and Allen H. Center, Effective Public Relations , 3rd ed. (New Jersey: Prentice—Hall, Inc., 19697, 395. 1 2 Ovard pinpoints the problem when he states: There is no ready—made school public willing to under- stand, to approve and to have a public opinion on school affairs. There are only loosely constructed social groups, some of which are interested in education. Out of these groups, a school public can be built through cooperative action and in the process a public Opinion develops on school affairs. But this public tends to keep falling apart and back into its several groups unless it is con— tinuously used in the process of developing a constantly improving school. Anyone who works with a community as if it were a rather stable, unified, enduring entity needs to make a thorough study of the anatomy of democratic communities . It is pertinent, therefore, to examine methods of communication from the standpoint of their effectiveness in communicating with teachers, students, and their parents. This study will investigate the use of communication media in transmitting information to three groups: teachers, students, and parents of students. It will explore the use of media in Long-Term Communication, distinguished by its durability and retrievability; and Short-Term Communication, distinguished by its brevity and speed. A cummunication model will be developed and present practices will be checked against that model. The actual data gathered in questionnaires will be limited to .Adrian Senior High SChool, Adrian, Michigan. The writer‘will analyze the data for patterns of usage of the commmication media. Schools of comparable size also face the problem of effective use of their com- munication media such as teacher handbooks , student public address 2Glen F. Ovard, Administration of the Changing Secondary School (New York: Macmillan Company, 19667, N99. 3 announcements, and annual parent nights. The patterns of use dis- covered through the survey of Adrian Senior High School and information from the related readings will serve as a basis for formulating a com— munication system model useful to schools of similar size. Statement of the Problem The purpose of this study is threefold. First, a model of a communications system will be developed through research in related literature to be used as a guide for secondary school administrators in their transmission of information to teachers , students , and their parents. Second, a sampling will be taken of the perceptions of these three groups regarding affectiveness of communication media presently used. Third, a comparison of the communication model with the present practice in Adrian High School will be presented to pinpoint communica— tion inadequacy and recommend changes . Generally it is expected that the physical and psychological closeness of the message initiator to the message recipient will be the important factors in effectiveness. In this connection, it is expected that the school administrators will be closest to teachers , next closest to students, and least close to parents. This leads us to expect that teachers will give the highest ratings of usefulness to administrators' messages, followed by students and parents. It is expected that ccmcise messages dealing with immediate con- cerns will be considered more important than longer messages directed to less immediate concerns. 3 3Definitions: (1) Long-Term Communication - Long-Term Communica- tions are messages which are designed for durability and retrievability, Limitations of the Study As previously stated, the questionnaire data for this study will be limited to the Adrian Senior High School; (the size of sample used is adequate for the study) however, since , in general, schools of com— parable size employ many of the same communication media (for example, student handbooks , parent newsletters , and teacher meetings), findings will be directed toward communication patterns intended to prove helpful to institutions other than those of Adrian. Communications considered will be limited to messages found in official school publications , public communication media, and authorized oral messages. School publications , financed through school funds , include school newspaper , student and teacher handbooks , parent news— letters , and school board newsletters . The writer has purposely omitted such ccmmunioations as the school yearbook which is largely a pictorial history serving an informational communication function. Public com- munication media include two local radio stations and two local news- papers . Authorized oral messages include such communications as public address announcements and administratively planned meetings. Identifying the Communication Tasks of the Secondary School The major communication task of the secondary school , obviously, is to teach the students . In addition, the secondary school has a threefold communication function. First, the school administration for example, Student Handbook. (2) Short-Term Communication - Short— Term Communications are messages which are designed to communicate with emphasis on brevity and speed of distribution and feedback. 5 must communicate clearly its policies, rules, and changes in policies and rules to staff members. This is an on-going process beginning when the teacher is hired , continuing throughout the year, and ending only when the teacher leaves the employment of the school systemf‘l Second, the school administration must orient new members of the student body to its existing policies and rules as well as keep all students informed of routine information concerning school events , opportunities , and changes in policy. Students receive the most extensive orientation when they enter the high school as freshmen but continue to receive informative communications throughout their high school career. Third , the school administration must keep parents in the community notified of its progress and innovations as well as the general policies and any changes in those policies. Guidelines for Handling Communications within a School System The administrator is a professional with training and knowledge of what constitutes good education. His role as administrative communicator is to present this lcrc>w1edge to his audiences , realizing their frare of reference. His communicative responsibility is an on—going process which must continue if good education is to be achieved. The secmdary school administrator employs many media to commun- icate to the three groups: teachers , students , and their parents . Prior to l“Leonard L. Mitchell, Jr. , "The Expressed Pemeptims and Expec- tations of Selected Prospective Secondary School Teachers as They View the leader Behavior of the Secmdary School Principal" (unpublished Ph.D. dissertation, Michigan State University, 1969), 79. 6 initiating communication with any of the three groups , the secondary school administrator must determine his rationale for communication. Until he has clarified in his own mind his reason for communicating, he should not decide what media to select. Knowing whether he wishes to give information and explanation to teachers , students , or their parents, knowing whether he wishes to direct, stimulate and move to action, or change feelings, attitudes, and beliefs is the first step in communicating with his audiences. Once this has been decided the administrator must make a second major determination of whether to use a Short-Term Communication or a Long-Term Communication. As previously defined , Short-Term Communica— tions are designed for only brief duration and deal with messages concerning temporary changes in school calendar, policy, or rules. Short—Term Communications basically include radio messages, public address announcements, and printed messages on a single sheet of paper not formally bound together, or newspaper-type articles . No provision is made to preserve this type of communication. Long-Term Communications are designed for greater viability. The Long—Term Communications deal with messages concerning policy , rules , and innovations , employing printed messages with provisions for durability and retrievability . Long-Term Comunications often support Short—Term Communications; similarly , Short—Term Communications often support Long-Term Communications . Each form, therefore , may be an outgrowth of the other. Both Long-Term Communications and Short-Term Communications are concerned with message elements and elements of media which help transmit the communication to the particular audience . 7 The resultant effect or change on the audience due to the communication produces various degrees of feedback, which, in turn, are received by the administration. Bettinghaus states, "A descriptive model might be used to iden- tify the elements of a particular process, or to indicate areas from which questions may be drawn for future research."5 Based on research in related literature, the writer developed a model for secondary school administrative communications.6 (Figure 1.) Carl Hovland's Communication Model, serving as a rationale for organization of experi— mental studies examining the effects at different levels influenced greatly the writer's thinking. Bettinghaus emphasizes the importance of Hovland's findings when he suggests that Special note should be taken of Hovland' 8 content and media characteristics , internal mediating process and observable communication effects.7 In the model for secondary school administrative communications such characteristics as reliability, accessibility, direction of attention, durability, retrievability, and ease of message-flow are major determinents in selection of media. Once the administration has reached through the environment to the audience , observable communication effects result. These effects channel feedback for the administration to analyze. Analysis of feedback alters or modifies the further 5Erwin P. Bettinghaus, "Commlnication Models," in Research, Prin- ciples, and Practices in Visual Communication, eds. John Ball and Francis C. Byrnes (Washington DET, National Education Association, 1960), 17. . 6Rationale for the model will be found in Chapter II, Review of Literature. Model, followed by rationale, is handled in this manner to acquaint the reader with the model since it is referred to frequently. 7Carl Hovland, as cited in Bettinghaus, 28. 539‘ and}; kWh—m no 03 Ila» .alflll bl an! .5: «5" "8! Slow Staci 53:53 393 Mg 8m 18: A 6.: 3.3 alum—m B elas- Benn-21..“ Eggn giganflum- «85¢ H.632 Emu-ad; Eula—5938151835832... gnaw §fio§ Evan’s-"5 .v .v .v .v .v i .v .v .v .0 J J .v eg-.§m-§. communications of the administrator.8 Let us look at the Model for Secondary School Administration Communication (Figure l) in terms of the secondary school administra— tor's communication tasks. For example, he needs to inform teachers of Tardiness Policy. He selects a Long—Term Communication insuring that the message of information has the following elements: Stated clearly (1) Each student will be allowed two tardi— nesses per course per semester without sanctions. On the second tardy the student should be informed that penalties will follow his next tardy. (2) On the third tardy the student will receive an E for that day's class work. (3) On the fourth and subsequent tardiness a discipline referral will be completed and sent to the proper administrator and there appropriate disciplinary action will be taken. Valid information Is this the true and current policy? Appropriate to Does the message refer to this particular policy policy? Positive Is it stated affirmatively? Creative Is there an original approach to the message? The administrator must also insure that the media elements contain qualities of: Attentioanetting (Title of notice in capitals TARDY POLICY) Accessibility/Use (Issued to all teachers?) Durability (Punched to fit into bound Teachers Handbook?) 8R. K. Ready, The Administrators Job: Issues and Dilemmas (New York: McGraweHill Book Company, 1967), 97. 10 Ease of Message-F low (Distribution of communication and feedback potential) Reliability I (Is the printed message the REAL tardy policy to follow?) Retrievability . (Is it tabbed or listed so teaCher can find it when needed again?) The Communication attracts the teachers' attention, they comprehend the policy, and accept it. Observable Communication Effects can then be seen. The teaChers perceive, (Oh! I understand.), undergo an opinion change; (I used to think we always sent the student to the office. I didn't realize they could be late twice.) have an overt behavior response (Mrs. Smith doesn't send students to the office anymore the first time they are tardy). Administrators' attention is drawn to the behavior response, they comprehend it, and accept it. This leads to administrative perception, Opinion, and behavior change. (They perceive that Mrs. Smith is not sending first tardy students to the office any longer but in their Opinion she still does not understand since she is sending students who have only been tardy twice.) Administrators' behavior Change is to start another cycle of communication. Comparison With Present Communications Both Short—Term and Long-Term Comminications are employed by the administration of Adrian Senior High School in communicating with the three audiences: teachers , students , and their parents . Table 1 shows the media commonly used for communication with the three audiences . For greater understanding on the part of the reader a school profile magma H898 name ecu emfimamzmz < 5835 e392 was xoom modem xoofifim Emefim new page xgmm pcwafim new page agate 92089 8038200 EmHImQQA 23535500 EmHIwGS mcoflmoéoo EoBIwcS mphoomm 600.8803 H3330 mpcmamocoog mmmfiog 9.2an mmfifimmz 893me l Pomman I smfimamzmz Emom Hoonom Moon mammz I noamamzmz #cmoBm omega—am 99.3me 1 959.39 mmzmcg manage 8383 agape 8323 firmmemH moon awesome. I Lmomamzmz :BMmmHmH Nag swung I 933962 @309 N33 awesome. I amaamzmz Eng EIE EIzqu 2V~ember, 1970), 292. Ll7Hovland, Janis, and Kelley, Communication and Pgrsuasion, 29H. ”McCroskey, 99. ugCOhen, 5. 4.. --o. .-,“ .’" .n/ 'I‘J l 37 occurs more readily when those communications that are highly desirable O to the subject are presented first, followed by less desirable ones. the com— The literature seems to point to these conclusions: municator, first of all, cannot assure that the audience will listen with Open mninds. They may have developed attitudes on the subject ranging from extremely favorable through neutral to extremely unfavorable . Effective communication requires knowledge of what causes those attitudes. For example, hostile attitudes may be caused by belief that the presented Views or proposals are contrary to their welfare, financial or otherwise. 01" they may be hostile because the views are contrary to long-established aIId cherished convictions. The literature just reviewed presents evi- dence that such attitudes are seldom changed by a single article or Speech. Hostile attitudes also may arise from lack Of information or ’nisinformation, a cause easily corrected by the alert communicator. Neutral attitudes may signal lack Of interest or they may have develOped fr‘Om the audience's own study of the subject from which the decision was Favorable attitudes IrmaCie that no definite conclusions were justified. a‘QQOmpany the congenial communication because people like to hear their VieVas supported and confirmed by an authoritative souroe. The majority audiences include members who are favorable, some who are neutral, Qf Effective communication aims to avoid '1 1C1 others who are unfavorable . fltr'ther antagonizing the unfavorable group , to convince the neutral gtt~~cblip, and to hold the attention Of the favorable group with a fresh I 1<3 interesting approach. \— 50Ibid. , l2 . k 38 It would be presumptuous of the communicator to expect sudden changes in attitude and Opinion to occur. Opinions are especially hard to change once they have been publicly eXpressed and if change is re— 51 quired there is a strong tendency to make the least change possible. Individuals tend Those Opinions which are easiest to change are Opinions based on inade- quate hnonlledge or developed for utilitarian reasons. Value Opinions are to change these as they increase their knowledge. The communicator is most effective the most difficult to change. When he places great importance on the individual personalities Of the audience, presentation of the message, and the importance of his public In other words, any effective com- ilnage in establishing credibility. "Tl-Inication model must consider the rationale, message and media elements, the environment within which the communication is received and the O’bServable communication effects which ultimately result in feedback. Mstrator as Communicator If one were to generalize, it might be stated that one Of the g1"eat problems facing school administrators today is lack Of communica- tloh . This lack of communication exists between administration and Se(lhers , administration and students , and administration and the NW. The school administrator has the reaponsibility Of a leader- % h - :LD role in keeping communication operable anong these groups . Savage yearly defines the dimensions Of the school administrator's responsi- 5 ~ lllty: public administrator, policy adviser, educational expert and 5J’Hennessy, 391. 52Hovland, Lumsdaine, and Sheffield, Enperignents on Mass Commun- 1Q W, 32. 39 leader, professional worker, and active community participant . Added to these is the reSponsibility for the administrative process which Savage characterizes as: recognizing and formulating problems , com- munication , decision-making, and the involvement of other people in solving and resolving problemns.53 While each responsibility of the administrator is equally important , communication activities have been estimated to take approximately three-fourths (72.896) of the adminis- trator's time.“ Communication is time—consuming because as R.K. Ready pOints out: All social nunits require an initiating structure that tells members what to do and how to do it. Once activity is under way all social nunits require continual supplies of information--facts , opinions , and feelings of the members about the activiites and interpersonal relations of the organization. . . . In a complex and rapidly changing society, the more the administrator and the people with whom he is at work can choose the values of democracy, justice , and Open communications, the more they will realize healthy control of conflict , developement of competence , and enlargement of consensus in their work collabor- ations. . . . For leaders, especially, Open communi- cations with others in the work seg‘ging seem to be an extremely hard commitment to make. Communication With Teachers - In communicating with teachers , it is Vital for the administrator to consider the importance of staff rela- tions . The teachers' attitudes toward the school , its total program, Glad the leadership they receive greatly affect their behavior toward me students and community, as well as toward staff members. If \ 53Savage, 23. t. 51"Larry A. Sanova, Robert D. Brooks, and Richard E. Porter, 8 0 O O O O Q 0 11Ibvey of Adult Commmnncation Activ1ties ," Journal of Communication , (December, 1969), 306. 5512.x. Ready, 86. ‘40 communication breakdowns occur, the total fluency of the staff is broken as well as the morale. As the communication model indicates, if there is not sufficient feedback from the audience, a break in the com- munication model occurs. That stops communication effects observed by administration which serve as the impetus for rationale in future com— munication. Lee 0. Thayer, writing about administrative communication, 56 lists the following communication problems: Administrators or subordinates may not know 1. what information it is they need. Subordinates may be nunfamiliar with the administrative goals and objectives. 3. Structure of the organization may make for ineffectiveness of the communication. Emphasis may be on form rather than fnunctions and purposes of communication. One major source of communication with teachers is the teachers' InaEting. Much has been written about this seemingly necessary evil. Iflabbe insists that a meeting with employees is effective and it is good for: the employees to see all the other employees together at one time 57 31 1d place. Also announcements of wide general interest can be made. 8 6“(age voices the Opposing view when he says that the best known result (of faculty meetings held in American schools has been the dissatisfaction 58 The real Qz'ilbressed by teachers who have been forced to attend them. \— 56Thayer, Administrative Cgmmunication, 261. 13 57Stephen Habbe, "Communicating With Employees ," in Studies in 1 Policy (New York: Industrial Conference Board, Inc., 15575, $0M: 58Savage, 252-255. '41 issue, it would appear, is with function and purpose; therefore, emphasis of the meetings should be placed on teachers, their needs and Both educational problems growing out of the school environment . Savage and Redfern stress the need for meetings planned well in advance and suggest the formation of an advisory committee or conuncil to help prepare the agenda and serve as a channel for feedback to the adminis— If' agenda are sent to teachers in advance, they have the tration . opportunity for advanced thinking on the topics with the probable out- Meetings should be Come of livelier discussion in the faculty meeting. Called only when there is a definite need for them rather than as a Hatter of calendar routine . Communication With Students - The administrator's role as policy ITtaker and educational leader continues as he communicates with students . Mlile the anarchists and radicals represent only a small proportion of Student bodies, it is true that students today are different from those They are better prepared and more thoroughly of only ten years ago. involved with the concerns of the world than any previous secondary Since childhood they have watched fast-breaking 8 Qhool generation. They have been reared by parents more permissive Ijews on television . than any previous generation and they have come to expect instant grati- fication. TOday's student could be described then as impatient , often Q‘$’17anding, sometimes even arrogant. But the great majority wish to QQQomplish change by working within the existing framework and wish to \— C E11 59George Redfern, Improving Principal-Faculty Relationships ~ glewood Cliffs, New Jersey: Prentice-Hall, Inc., 19667, 1+2. H2 be re3ponsibly involved. In a recent survey taken by Gordon A. Sabine, results showed that students need and want to be taught about today 3 problems.60 If the administrator is to communicate effectively with the students , he should remember that although students are not adults , they are people who need direction and leadership , not dictatorship Margaret Mead feels that school administrators fail to ccmmun icate with the students because they fail to listen to them; students need to feel that they are a part of the school community. Because 61 administrators fail to include students, the schools are too confining I"lore than any other institution the schools should be a place where Students learn from experience the attitudes, values, skills and ways Of relating and dealing with conflicts and tensions that will prepare them to become community builders. The school's ability to shape such Qnrlmnunity builders may well be judged as its greatest contribution to Society, but it can only occur in an atmosPhere of open commuucation Re8ponsibility for establishing that atmosphere in student relationships lies with the administrator. When communicating with students, administrators need to take a rEalistic View of the tools they use. From literature on group behavior Qf discussion groups, writers agree that one of the most effective forms bf communication is person to person. Discussion groups, seminars, and \— (:7 60GondonA. Sabine, How Students Rate Their schools and.Teachers Washington , D. C.: National Association of Secondarchhdo l Principals , 19 .7 l), 71. 61Margaret Mead, "Are Any School Administrators Listening?" 1\1- . . “‘4§§Elalgns schools, LXXXVII (June, 1971), u2. II-._. L+3 open fornurs can prove invaluable in bringing problems into focus.62 Administrators also must take into consideration the importance of student publications . McCloskey advises that student handbooks are "best when prepared, published, and distributed by a student organiza— tion advised by one or more staff members."63 The student staff insures that the tone set and the information provided are relevant to the students. Because of its information purpose, the student handbook needs the guidance of the administrator; it should be sufficiently durable, symbolizing the immediate and long-term value. School news— papers should be based on a systematic procedure for making school news available. Most student editors and reporters conceive of their role as that of keeping fellow students informed about public issues and problems. "Educators, sometimes nunreasonably, resent publication of statements or facts which they interpret as being critical of schools, because they do not comprehend the editor's right and Obligation to print the facts as they exist."6u The importance of good communication between students and administration, the complete understanding of the limnits of the publication policy, and the limnitations of editorial rights cannot be emphasized enough. Regardless of which media are used, administrators must be ever mnindful of the importance of students in any school system. They are . 6‘rZRobert Slezak, "Discussion Groups: One Answer for Communica— tion Problems," Michigan Journal of Secondary Education, XI (Spring, 1970), u7. 63Gordon McCloskey, Education and Public Understanding, 2nd ed. (New York: Harper and Row Publishing Co. , 1967), 536. 6"‘Ibid., uuz. .J' ‘- ..r. n-y nu the reason for existence and the crucial key to any school system's success. In Redfern's striking emphasis of this point, he says: NO principal should forget that the most effective agents of communication are the pnpils , who make 180 round trips to school a year. . . . If pupils carry home good reports about teachers , instruction, and school activitigs , their parents tend to value the school highly.6 Communication With the Community — James Conant nunderscores the importance of the community to the schools when he says that the nature of the community largely determines what goes on in the school; that an attempt to divorce the school from community is unrealistic and can reek havoc with the school and the lives of children.65 Sterns says that the importance of school and community relationship cannot be over- estimated because "the continuance of the system of free public schools , uponn which, many pe0ple believe, rests the structure of a free society, depends entirely upon the degree to which the local communities through- "67 out the nation give support in spirit and in money. Goldnan cautions : We must be cognizant of the fact that the cost of education to the taxpayers is increasing rapidly and each successive increment constitutes a greater bnuden. That the taxpayers have, for the most part, been quite willing to finance our massive and costly public educational system is a testimony to their faith in the ultimate value of education and to their confidence in the personnel who bear the responsibility for the Operation of that system. 65Redfern, 1&5 . 66James Conant, as cited in Merle R. Sumption and Yvonne Engstrom, School-Community Relations (New York: McGrav-Hill Book Company, 1966) , V1.11. 67Harry L. Stems, Community Relations and the Public Schools (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 19557, 3. ——a-—c~“—-—_— H5 Nevertheless, given the rapidity Of increase in educational expenditures in terms of both dollar amounts and percentage per year, we can expect the public to become increasingly recalcitrant about approving the necessary fnunds nunless educators dis— play a greater willingness and ability to provide an adequate evaluation of the services they offer and of the personnel gharged with putting those programs into effect. 8 The administrator's communication reaponsibility to the community is clearly defined in Goldnan's advice that educators willingly keep the public informed of services offered and provide an evaluation of personnel responsible for those services. It is for this reason that McCloskey asserts that citizens have a right to exchange VieWpoints about any matter so important to their children and to the national welfare as education.69 With all of this emphasis on the importance of the community and citizens to the school system, it is significant to note that the effec— tiveness of communication is not at a general high level between admin- istrators and community. More and more Often the public is making it most clear that, given the present pattern of taxation, they do not value public education as highly as administrators mignt hOpe. Resonunding defeats Of increased investments in public education may be found across onmn nation today.70 E58Harvey Goldran, "Evaluation of Admninistrative Behavior at the Building Level," The Bulletin of the National Association of Secondary School PrincipalsnIVTSeptenber, 197D) , 7B. 69McCloskey, 137. 70Moore , 10 . 1+6 A recent study conducted in Michigan revealed that the citizens knew less about their public schools than the administrators believed them to know. 71 Despite the avowed interest of school personnel in communication with the citizens of their communities , evidence in the study pointed out that parents as well as other citizens gained most Of their knowledge of schools from newspapers , friends, and their children, rather than from school personnel. Clearly, this information indicates to the alert administrator a need for implementing continuous improve— ments in his efforts to communicate with the community. Cutlip and Center, realizing that few people have even a superficial krnowledge of the virtues and shortcomings of the schools they support, offer one suggestion for the administrator: The first step in community relations is to tag the decision makers. Persuasion of these key individuals facilitates persuasion of their followers. The town's mutual interests mtst be necessary to kncm what the community wants for its well-being. Once a line of communication has been set up with key individuals , the administrator should analyze carefully his other media of communication in the community. Radio is unique; it can reach the largest number Of people first with current news. McCloskey suggests that in areas where there are two or more broadcasting stations , schools should seek the cooperation of all station managers. The fact that school newscasts have more impact on public awareness and opinion than any other type of broadcast is important. He suggests that schools aim at program series 71Savage, 319. ”Cutlip and Center, 253. 1+7 including interviews , discussions , pupil achievement news , cultural and educational programs and sportscasts . 73 Publications also can provide channels of communication for the administrator. They give a first-hand view of what is going on in the schools. Administrators must remember that greatest effectiveness will come from accurate publicity on timely topics , using everyday language?” Both Ovard?5 and McCloskey76 advise the administrator to become aware of what type of information neWSpapers consider newsworthy . Editors want to bring to their readers information which will interest the public and reach them before they learn it from another souroe. It is the civic report card for the schools . The importance of newspapers ' reinforcement and long-range impact on opinions and attitudes of their audience is underestimated by some educators . In addition to newspapers , parents Of students depend on other regularly published educational information , such as newsletters. These should be concise, coordinated with the mass media publicity plans, and presented in a style that will catch the reader's attention easily. 77 Annual conferences of parents and teachers and printed reports help keep parents knowledgeable about school affairs. In addition to the annual open houses held by many schools , Cutlip and Center suggest adding Special night courses of short duration to keep 73McCloskey, H89. 71iBenjamin Pine and Vivienne Anderson , The School Administrator and His Publications (New London, Connecticut: Arthur C. Croft 15111313133125.0118, 1957), 39. 750vard, L152 . 76McCloskey, 1+3? . 77Ibid. , 5142. us parents informed of improvements and new programs, such as modern math.78 As indicated by the administrator's position in the communica- tion model, he is the vital communication link between and among the teachers, students, and parents. He is responsible for the presence and growth of education in his immediate community. Such educational growth will occur only if these audiences understand what is happening and what future direction is planned. To bring this immense task of communication into the realm of possibility, today's administrator must make wise use of all communiCation media: radio, television, neWSpapers, and school publications. In doing so, he must adapt each medinum of communication to the needs and purposes of each of his three audiences. Development of the Communication Model The Model Defined — To assist in his communication responsibility, the administrator needs a guideline by which to measure the effective— ness of his use of the communication media. Attention is now directed toward the development of a model for administrative communication with- in the secondary school system. Bettinghaus indicates a two-fold purpose in the use of a model: A descriptive model mnight be used to identify the elements of a particular process or to indicate areas from which qbnestions may be drawn for future research. 78 79 Cutlip and Center, l+01%. Bettinghaus, l7. u9 Franklin Fearing describes a model as the "dynamnics of the inter- related parts of the communication situation" and discusses three objec— tives of a communication model: identifying the "existence Of specific tensional states related to perceived needs Of the individuals involved, production of the communication content consisting of signs and symbols, and achievement of a more stable organization through restructuring."80 Frank E. X. Dance extends our understanding Of the intricacy of the communication process when he discusses the constant change occurring at the time of communication: ‘ Realizing that whatever else human communications may be, it is complex and it is a process. We are forced to adapt our examination and our examining instrurents to the challenge Of something in motion, something that is .chgpging while we are in the very act of examining it. The communication model, then, is an "examining instrument"; to be effective and, therefore, useful, it must take into account the element of constant change and be structured to accommodate it. Ratignalg for the Model - The first step in develOping a commun— ication model is to establish the rationale for communication within the defined area. Although expressed differently, examnination of the literature revealed great simnilarity among authors discussing the pur- poses of communication. For example, McCroskey speaks of four possible goals in rhetorical communication: (1) to create understanding, (2) to 80Franklin Fearing, "Toward a Psychological Theory of Huran Com— munication," in Interpersonal Communication: Survey and Studies , Dean C. Barnlund, ed. (Boston. Hougnton Mifflin CO. , 1968), 33. 81Frank E. X. Dance (ed. ), "Toward a Theory of Hunan Communica- tion," Human Communication Theory: Original Essays (New York: Holt, Rinehart, and Winston ,Tnc. , 1967), 291+. 50 form an attitude, (3) to strengthen an attitude, and (1+) to change an attitude.82 Obviously, his concern is directed toward audience atti- tude. Hance, Ralph, and Wiksell consider advocacy, information, and entertainment as major reasons for communicating.83 Of particular interest is their inclusion of entertainment as a major reason. Vardaman and co-workers design their model for a three-fold purpose: (1) to inform, (2) to reinforce, and (3) to convince.8u' Note the simi— larity with McCroskey's goals. Wiseman and Barker seem to combine the previous sources in listing four basic purposes: (1) to make inter- personal contact, (2) to inform, (3) to persuade, and (1+) to entertain. Interestingly, they also advise the communicator, for greater effective- ness, to settle on a single, clear—cut purpose for comrmunication.85 Lunsdaine writes of the importance of establishing purpose on the basis of the goals desired by the communicator. He limits his analysis to two goals: pe0ple communicate to give better knowledge and information and to influence someone. He believes by establishing influ— ence as a goal of communication that you not only create interest in the audience but also change audience attitudes . 86 82McCroskey, 32 . 83Hance, Ralph, and Wiksell, 277—278. 8|“George T. Vardaman, Carroll C. Halterman, and Patricia Black Vardaman, Cutting Communication Cost and Increasing Impacts (New York: John Wiley and Sons, Inc. , I97OT, 119. 85Gordon Wiseman and Larry Barker, S ech- Inte rsonal Commun- ication (San Francisco: Chandler PublishinW 86 A. A. Lunsdaine, "A Basis for Decisions in Planning Communica- tion," in Research, Principles, and Practices in Visual COmmunication, John Ball and Francis C. Brynes, eds. (Washington, D. C.: National Education Association, 1960), 51 For the secondary school administrator's model, this writer chose two general purposes for communication: to inform and to persuade. In the educational setting, however, these may be enlarged to include more specific purposes, such as: communications to explain, communica- tions to change, communications to give directions , communications to stimnlate the receiver, and, finally, communications to move the receiver to action. While the need to entertain is important in influencing audience attitudes , this writer does not consider it one of the primary reasons secondary school administrators communicate with their various audiences. To clarify these specific purposes of communication, let us consider a tOpic such as mini-courses. Communication to explain would consist of describing in detail mini-courses, that is, courses designed as abbreviated surveys of a topic not included in the regular curriculum. Communication to change would require more detailed information, such as clarification that mini—courses need not be a requirement for all teachers to teach or for all students to take part in. Communication to give directions would deal with such items as the steps to follow in registering for mnini-courses. Communication to stimulate the receiver would include persuasive messages , stressing the educational opportun— ities Offered by mnini-courses for both teachers and students and the freedom to study and work in interest areas. Communication to move the receiver to action would include final information on registration dead- line and procedures. Long-Term and Short—Term Communications — Once the purpose of communication has been determined the next step in developing the model 52 is to decide whether the purpose is to be simply an immediate-type of communication or one dealing with a sustained change. Bettinghaus87 and Habbe88 place importance on determining whether a communication is to have a long-range effect or a short-range effect. Long-range com- munications have continuing and expanding effects as time passes, where— as short-range communications , by their intent , do not have the dur- ability nor are they designed to have it. Lumsdaine also stresses the importance of distinguishing between these goals as he discusses the immediate effect and the building of a foundation of attitudes and con- victions . He states that , especially in educational communication , the basic concern, is with changing attitudes and skills that will last a long time , but the more permanent change (long-range communication) requires skillful use of all the elements of communication.89 Message Elements in the Communication Model - Construction of the communication model requires consideration of the elements important to the message content, such as validity. Zimbardo and Ebbesen, in writing about their Process Model in change, explain the importance of the individual's attention to a message and the duration of that attention. If the receiver's attention cannot be attracted in Spite of external situational distractions, there is likely to be a little change in his response.90 Vardaman and co-workers consider the receiver's 87Bettinghaus , lu. 88Habbe , 39. 89Lumsdaine, 86—87. goPhillip Zimbardo and Effe B. Ebbesen, Irfiluencing Attitudes and Changing Behavior (Reading, Massachusetts: Addison—Wesley Publishing Co. , 1970), 18. 53 intelligence, his education and training as well as his conditioning and experience, to be the most important message element, because clarity is basic to receiver response.91 The greater the clarity, the greater the chance of the receiver's understanding the message and making use of the information. Vardaman e_t_a:l_. also place emphasis on validity and reliability as message elements that prevent a credibility gap. They present an interesting observation--that written communica— tions are sometimes more credible to the receivers because they can "see it in writing."92 Message elements important to Thayer are adapt— ability and irunovativity.93 The literature influenced this writer to consider the importance of appropriateness, clarity, creativity, positiveness, and validity in determining the message elements for the model. It would appear that both Long—Term Messages and Short-Term Messages should contain these elements. In addition, the element of conciseness is essential to the Short-Term Messages because, by their very nature, they deal with events which call for rapid, brief messages. Media Elements in the Communication Model - Media elements are equally important in constructing the model. One Of the first of these elements to consider is the acquisition aspect. First of all , is the message being acquired through the media or is it failing to reach its destination? Closely following these questions is concern for the dis- tribution. DO particular media allow distribution when it is needed 91Vardaman, Halterman, and Vardaman, 152. 92Ihid., su-ss. 9ghee Thayer, Communication and Communication Systems (Homewood, Illinois: Richard D. Irwin, End, 1961), 175. 5n and where it is needed? The media must provide timely messages. If they arrive after they are needed or when the receivers are definitely not receptive, the messages make little impression. The reliability of the media is equally inportantfm If a medium proves unreliable, it should not be used again. Effectiveness is greater when the com- munication media are selected on the basis of the audience's level of understanding and information supporting the audience's use of the media.95 Cort supports the use of written communications because they can be filed and released on a Specific date with a simultaneous reception from the media used.96 Vardaman and co-workers also suggest use of written commnications because they can be stored, verified, and authenticated with objective reference permitted.97 Based on the related literature , this writer considers the follow— ing media elements essential to the comanication model: ability to gain the receiver's attention, accessability-use factor of the media, reliability of the media, and ease of message flow through the media. All of these elements are important in both Long-Term and Short-Term Communications. Speed of message flow is considered to be of greater importance in Short—Term Communication , whereas durability and retriev- ability are more important elements in the Long-Range Communications . Observable Communication Effects in the Communication Model - All communications must survive external situational distractions as 9Li'Ihayer, Communication and Communication Systems , 175 . 95C.T. Hardwick and B.F. Landuyt, Administrative Strategy (New York: Simmons—Boardman Publishing Corp. , 1961), 381-38u. 9500px, 31. 97Vardaman, Halterman, and Vardaman, 3M—35. 55 well as some internal sources of distraction.9 8 Audience attention depends on such factors as time of day the message is received, psycho— logical and physical states of the receiver, specific environment, pressures on the receiver, noise, and previously fixed attention of the receiver. Since a message must survive external and internal distrac- tions to travel via the medium to the receiver, the communicator must concern himself with factors affecting audience attention. Kelman's study, examined earlier in this chapter (pp. 29—30) is based on answers to the qLestions: (1) Under what conditions does the response of an individual to a commnication reflect only a public behavior? (2) Under what conditions does the re8ponse reflect an accompanying private belief? He found that the crucial factor leading to varying responses at different times was the presence or absence of some other person in the envirmment who exerts influence and determines whether a communica— tion—induced response will be adopted, retained, or abandoned.99 Discussing "internalization," which Kelman describes as occurring when the individual adopts behavior derived from another person or group 100 because he finds it satisfying, valid, or correct. Hovland, Janis, and Kelley say that positive attractions of the group, due to oppor- tunities to satisfy personal goals through membership , facilitate 101 internalization. EXperimentation by Carlson (1956) showed that when there is incongruity between feeling and belief, the results can be a 932mm and Ebbesen, 18. ggKelman, 59. 100mm. 101‘Hovland, Janis, and Kelley, Communication and Persuasion, 1147. 56 change in feeling to become consistent with the altered belief .102 Thus, if we have certain beliefs about an issue and learn it may cause benefit or harm, our feelings about the issue will change accordingly. Bern believes that attitudes should follw behavior and based his self- perception theory on experiments in which students were paid to do Ln- pleasant tasks (shock treatments and essays concerning attitudes toward policement). His experiments indicated that playing a new role only changed one's opinions toward external issues but it also affected one's perception of himself .103 The writer, in envisioning the model, realized the importance of audience attention, as well as comprehension of the message and, hOpe- fully, acceptance of the message through the media. Certain observable communication effects have been discussed by the various authors and definite mention of these effects is made in the writer's model. For example, there may be perception change in the receiver as the result of greater understanding (Oh, I see!), or there may be an opinion change (I no longer believe that . . . ), or there may even be an overt behavior response (Mr. Smith votes although previously he has not voted for five years). Feedback in the Communication Model - The final step in construc- ting the model is the inclusion of feedback, discussion of which is covered in this chapter (p. 26). This discussion emphasizes the impor— tance of feedback in the complete communication process, therefore , its 102 103 Carlson, as cited in Cohen, 69. Bem, 57-66. 57 importance in the model. As Hovland, Janis, and Kelley emphasize throughout their book on Communication and Persuasion, active partici- pation from the audience is a vital step in the process of commnica— 101+ With written communication, feedback is the only method for tion. audience participation . In addition , the administrator's environment is filled with external and internal distractions which need to be penetrated by feedback from his audiences if the communication process is to be effective. Updating communication materials is a vital part 105 Feedback from his of the administrator' s role as communicator. various audiences can serve to guide him in updating materials and changing methods and media of communication. Feedback is, in essence, the aspect of the process to change or pay attention for the administrator. Conclusion Franklin H. Knower, writing in 1966, saw clearly the necessity for educators to examine the importance of communication in the "changed world of taror'rm": Today's communication revolution has brought us back to direct communication of human speech, now on a world-wide basis. The speed with which events change our lives provides little time for leisurely writing, printing , and reading. Yet our educational institu- tions remain much more closely attached to education in writing as a way of communicating than they are to education in speech. Speech was the first and for louHovland, Janis, and Kelley, 279. 105Thomas J. Sergiovannie and Robert J. Starratt, Eme in Patterns of Supervision: Human Perspectives (New York: McGraw- 11 Book Co., 1971), 169. 58 millions it remains the only way of systematic com- munication. . . . The future of which we can be most sure is change. Changes will come with great rapidity. Let us do research which will make a difference in the106 way men communicate in that changed world of tomorrow. Education must be the motivating force initiating ideas and implementing changes, melding the new with the old. Many publics are involved and, as Knower implies, effective communication is the key to direction of these publics in examining today's realities and tomorrow's probabilities. Through effective communication public support can be achieved for a system of education capable of helping tomorrow's leaders acquire the specific knowledge, skills, and wisdom they will need, both for leadership and survival. losFranklin H. Knmer, "The Present State of Experimental Speech-Communication Research," in The Frontiers in Experimental Speech-Communicatign Research, Paul E. REiEI, ed. (Syracuse, New York: Syracuse UniversityTress, 1966), 115. CHAPTER III PROCEDURE AND RESULTS OF THE STUDY Introduction A study of communication media used at Adrian Senior High School, Adrian, Michigan was undertaken as a result of the writer's interest in and concern over their effectiveness in communicating with teachers, students, and their parents. Permission to conduct the study was obtained on March 29, 1971, from Dr. Richard w. Wilson, Principal and from Mr. Carlo w. Heikkinen, Superintendent of Schools.1 The purpose of the study is three fold: to develOp a communica- tion model for use by secondary school administrators; to determine the effectiveness of present communication media as perceived by teachers , students, and parents through analysis of a questionnaire survey; and to compare present communication media and methods at Adrian Senior High School with the communication model for the purpose of recommending changes to increase the effectiveness of the media. This three-fold purpose is based on these assumptions: (1) that effective communication is inseparable from effective school administration (2) that discovering the perceptiveness of teachers , students and their parents to the com- munication media used is an important prerequisite to the discovery of 1For copy , see Appendix A . 59 60 the most economical and most effective communication, and (3) that the resulting knowledge is vital in determining future patterns of com- municat ion . DevelOpment of Communication Model Extensive reading was directed toward reported research on types of communication models. Development of the writer's "Model for Secondary School Administration Communication" (p. 8) began with con- centration on comrmnication media used only within the school system. However, preparatory study of the subject and two years of experience with communication in the secondary school led to the realization that the model would be incomplete without consideration of the full cycle of communication: media could not be separated from rationale and patterns of perception. The final structure of the model was determined after study and consideration of the secondary school administrator's communication tasks, the essential qualities of the media elements and message elements, and the importance of feedback in observable communication effects on the audience. The model incorporates all of these essential steps in the full cycle of communication. Methodology of the Questionnaire Existing patterns of communication can be changed only when there is enough factual evidence to examine objectively the use of present communication media and on the basis of that evidence to recommend changes . Statistical evidence for this study was secured by use of questionnaires directed to the teachers, students, and parents directly involved in the 61 Adrian Senior High School communications . Questionnaire data appear both in text analysis of tables and in the appendix. Selection of Subjects - Related literature emphasized the secon— dary school administrator's communication re5ponsibilities are complica- ted.by the large number of diverse audiences with whom he must communicate.2 The three audiences relevant to this study were teaChers, students, and their parents. .All three groups receive some of the same messages from some of the same media; however, the writer anticipated the perception of these messages to be unique with eaCh group. TeaChers - Seventy-nine teadhers comprise the staff at Adrian Senior High Sohool. Since this was a workable research number, the total teaCher p0pulation was used for the questionnaire.survey. Seventy— four (93.7%) replied, ”3 (58.2%) males and 31 (91.8%) females. Table 2 is a tabulation of teacher questionnaire data pertaining to years of teaChing experience and sex. About one-third of the teachers had l-3 Table 2. TeaCher Questionnaire Data.Pertaining to Years of Experience and.Sex. Teadhing Experience (year) Male Female Total 1-3 13 10 23 u-7 8 7 15 8-10 6 3 9 over 10 16 ll ' 27 Totals #3 31 7M ZSawagn H. 62 years of teaching experience; about one—third had 4-10 years experience and slightly more than one—third had more than 10 years experience. Students - Student population totals nineteen htndred and four . Four hundred students were selected for the questionnaire survey. Since information concerning both male and female members of each class was pertinent, fifty male and fifty female members from each of the four secondary school levels (freshman, sophomore, junior, and senior) were selected randomly. Students' elected position (officer or non-officer) was also noted as a check in several questions. Student class lists were numbered and the Table of Random Numbers was used for making selections from each list.3 The method of administration assured 10096 re3ponse since questionnaires were administered during a controlled homeroom period with a follow-up for absentees. Table 3 presents student questionnaire data according to classification , elected position, and sex. Table 3. Student Questionnaire Data Pertaining to Classification, Elected Position, and Sex. Elected Position Sex Classification Officers Non-officers Male Female Freshmen ll 89 50 50 Sophomores 10 90 50 50 Juniors 20 80 50 50 Seniors __2_§ __Z_2_ _5_Q __5_0_ Totals 69 331 200 200 .‘ 3Wilfrid J. Dixon and Frank J. Massey, Jr. , Introduction to Sta— tistical Analysis, 2nd ed. (New York: MoGraw-Hill Book Co., Inc., 1967), 1452—163. _ 63 The Adrian Senior High School population has approximately thirty-four per cent Spanish-American and two per cent Negro members; however, racial background was not investigated as a factor in the questionnaire. According to Leonard I. Pearlin, "anonymity is a useful feature of questionnaire administration."'4 It was assured that the random sample provided for the inclusion of all presented races in the proportion representative of the school population. Parents - The Table of Random Numbers also was used to select parents of Adrian Senior High School students. The same numbered class lists were used since the lists included information on students' residences. To avoid possible duplication and influenced opinions in the responses of these two groups, parents selected were those whose children were not included in the student survey. Six hundred parents were sent qLestionnaires; the sale parents were involved in the follow— up survey. A total "of sixty questionnaires was sent as a result of the follow-up telephone survey to those parents who indicated that they had lost or thrown out their original questionnaires. One hundred and seventy- seven questionnaires of 29.5% were returned. Table 1% tabulates the data concerning age, sex, and number of children in the returned Parent Questionnaires. Over two-thirds of the responses came from parents with 2—l+ children. Slightly more than one-half of the parents responding were females and slightly more than one-half of parents were in the 36-145 age group . ”Leonard I. Pearlin, "The Appeals of Anonymity in Questionnaire Response," Public Opinion Quarterly, XXV (Winter, 1961), 611:3. 61+ Table 14. Parent Questionnaire Data Pertaining to Age, Sex, and Number of Clnildren. Sex Number of Children Age Group Male Female 1 2-ll 5—6 Tor more 35 and less 3 3 6 31 3 3 36-95 37 51+ 9 us 6 L» 146-55 29 37 5 39 10 i 5 56 and more 8 6 2 9 1+ 1 Totals 7 199 17 1—2: 23— I3— Develgpment of the Questionnaires - The first questionnaire con- structed was a one-page sheet covering 10 camunication media, questions to be answered by use of a rating scale. Through a number of revisions the qLestionnaire assured an entirely new form, using multiple-choice qtestions and questions requiring open-end answers . The rating system was eliminated. The writer developed three separate questionnaires , asking questions Specifically related to each individual group. 5 The questions concerned community information media and school information media. Before final construction the teachers ' and parents' question- naires were tested on the administrative members of the Adrian Senior High School staff. Suggestions for the improvement of clarity and content were incorporated in the form of the final questionnaires . The Student Questionnaire was tested on ten selected students . These students were 5For cOpies, see Appendix A. 65 informed that the questionnaire would be given at a later date to a sarple of the student body and they were requested to keep confidential the contents of the qnestionnaire . Results of this pilot study indi— cated the questionnaire form was clear and the content adequate . To facilitate group identification in tabulating the results , the final qnestionnaires were printed on different color paper for each group. A cover—letter, sigrned by the superintendent of schools , explained the purpose of the qLestionnaire and intended use of the results . 6 Distribution and Administration of QtestionnairesuTeachers - Teacher Questionnaires were placed in all faculty mailboxes late in the afternoon of May 11, 1971, for pick—up on Wednesday, May 12, 1971. An addressed, stamped envelope was attached for each teacher's Lee in mailing the canpleted qtestiomnaire to the computer center . Teachers were requested to return the questionnaires by Monday, May 17, 19 71. On Tuesday, May 18, 1971, a message was printed in the Teachers Bulletin issned by the principal, reminding teachers to return their question- naires.7 A second reminder from the Student Activities Office to all Department Chairmen was delivered on Friday, May 28, 1971. Included with this reminder was a note , requiring only the Chairman's signature, to be given to each member of his department.8 Department Chairmen were most cooPerative in assisting with completion of the survey returns. Out of 79 questionnaires, 79 were returned or 93.7%. 6For copy, see Appendix A. 7For copy, see Appendix A. 8For copy, see Appendix A. 66 Students - The survey of students was conducted during the home- room period. One week prior to the administration of the questionnaires , teachers of homerooms with students participating in the survey were notified that the survey would be conducted on Friday, May 11+, 1971, and that the homeroom period should be reserved for that purpose . Homeroom period is the first ten minutes of the First Hour; however, teachers were notified by public address system to allow students to finish even if it took them slightly longer than the ten—minute period. On Tuesday, May 11, 19 71 , participating homeroom teachers received the list of students who were to take part in the survey; students listed were classified by sex and by grade . Included with the list were directions for administering the questionnaire . 9 Eight changes were required in the random sample of students due to schedule changes of students originally selected; eiglnt students had transferred to vocational-technical courses and were no longer in a homeroom situation . Questionnaires for the survey were delivered in large , white , unsealed envelopes to teachers ' homerooms before homeroom period began on Friday, May 14, 1971. Completed question— naires were picked up in the sealed envelopes by office personnel and immediately taken to the computer center for tabulation . By Tuesday, May 18, 19 71, all students selected for the survey had completed the qtestionnaires . Parents - The first six hundred Parent Questionnaires were mailed on Wednesday, May 12, 19 71. Included in the mailing with the question- naire was a stamped, addressed retnmn envelope. Total returns on the 9For cepy, see Appendix A. 67 first mailing were one hnndred forty-five; seven were not usable. Using Hochstin's and Othonasapoulos' suggestion of improving survey research methodology with telephone follow-up ,10 all those parents who did not return questionnaires were called on Monday, May 21+, 1971. Parents whose last names indicated they might be a Spanish-speaking family were called by a bi-lingual Spanish-American co—worker to insure corprehension. A total of sixty additional qLestionnaires were mailed as a result of this follow-up to those parents who indicated they had lost or destroyed their original coPies but world be willing to fill in the questionnaire. Forty-nine of the sixty were returned. Of all the questionnaires sent, one hnndred and seventy-seven (77 male and 100 female) usable questionnaires were conSidered in the tabulation. Since all qLestionnaires mailed had return addresses and the author made regular dnecks with the deadletter office at the Post Office, it is assumed that the mail was received but no conclusion can be made as to why the questionnaires were left unanswered. Scoring of the Questionnaires - All three sets of qLestionnaires were key-punched and scored at the Lenawee Area Vocational-Technical Education Center located in Lens-wee County , Michigan . The open-end or essay qLestions necessitated hand-scoring. On the Teacher Questionnaire , Questions 2, 5, 12 (part e) and Question 21 had to be individually scored; on the Student Questionnaire, Questions 2, 5, 9, 10, ll, 13, 11+, 16 (part e), Question 23 (part j), and Question 21+ (part d); on the 10Joseph R. Hochstin and Demetrios A. Athanasopoulos , "Personal Follow-Up in a Mail Survey: Its Contribution and Its Cost, "Public Opinion Quarterly XXXIV (Spring, 1970), 81. 68 Parent Questionnaire, Questions 2, 5 (part e), and Questions 9, 20, and 25. A total of 79 teachers, l+00 students, and 600 parents received questionnaires. A total of 7H teacher (93.7%), H00 student (100%) and 177 parent (29.5%) questionnaires were tabulated for results. All tables, raw scores and per cents are included in Appendix B. Significant findings are presented in tables in this chapter. Individual volunteer responses were hand-tabulated and are also included in the chapter discussion of "Results of the Study" which follow. Results of the Study Data collected for this thesis as considered a form of systematic feedback to help in decisions regarding futme applications of the com- munication-developed model for the school system. In assessing the percentages obtained from the student sample, the following formula was used to obtain interval estimates of the percentage of all students within the school giving a certain response: 13-2%? erience 1-3 years (N = 23) 10+ years (N = 27) Frequently 0 11 ll Occasionally 35 67 32 Seldom Ml 18 26 Never 17 O 17 No response '4 1+ 0 71 Approximately three-fifths of the total teacher population are using fine Policy Book; two-fifths said they "seldom" or "never" used it. Wlnen a school system Spends money for publication, idealistically finere is a desire for 100% use. Due to the nature of the school system's @1331 31%, this writer feels that while 59% may not be as high a percentage as desired, nevertheless, it is a positive percentage for material which is basically concerned only with school policy. According to the questionnaire data, sex was not a factor in the use of the Polipy Book. Differences did occur between experienced and inexperienced teachers in comparison factors of "occasional" and "seldom" use of it. In total teacher data there was slight difference between the per cent of teachers who use it "occasionally" or "frequently" and fine per cent of those teachers who use it only "seldom" or "never." Future revision of the Polipy Book should be guided by finese facts: slightly less than one—half 045%) of the teadners found the information contained in the book to be important and clearly stated. Only approximately one-half (51%) indicated information was easy to find. Two—fifths (”0%) fond fine information to be written in a concise manner while one-third (32%) considered it to be interesting. Since the policies of the sdnool system are set forth in the Policy Book, it is important to 1mm that its effectiveness as a communication medium is challenged since less than one-half of the teacher p0pulation judged the information to be important . Teachers «Short-Term Communications Local Radio Stations - Tables 7 and 8 contain data pertaining to the teadners' use of Radio Stations WABJ-AM and WLEN-FM. 72 Table 7. Degree of Use of Radio Station WABJ-AM According to Teaching Experience. Comparison - Compared ‘A Percentage factors percentages differences Teaching experience 1-3 years (N = 23) 10+ years (N = 27) Often 9 70 61 Seldom 7H 19 55 Never 17 ll 6 No response 0 O O Differences occurred in comparison of the use of WABJ—AM on the basis of teaching experience: experienced teachers listen more "often" than in— experienced teachers; three-fourths of the inexperienced teachers indi— cated they "seldom" use the radio station. This data would signify limited communication value of WABJ-AM in reaching the inexperienced teacher. An analysis of the teachers ' use of bofin radio stations indicated no important differences between male and female listening habits . Table 8. Degree of Use of Radio Station WLEN-FM According to Total Teachers and Teaching Experience . Conparison Corpared Percentage factors percentages differences Total teachers (N = 7n) WABJ-AM listeners 87 33 WLEN-FM listeners 51+ 73 Table 8 (contd.) Teaching expepience 1-3 years (N = 23) 10+ years (N = 27) Often listen u L} 0 Seldom listen 39 56 17 Never listen 57 33 21+ No response 0 7 7 More new or beginning teachers indicated they "never" listen to WLEN-FM which would suggest to administrators using radio communication that a large number of inexperienced teachers would not receive messages trans- mitted over WLEN-FM. Data on total teacher response indicated more teachers listen to WABJ-AM than listen to WLEN-FM. Information on school closings due to inclement weafiner (79.6%) was fine major reason teachers listen to the radio stations. Millage issues (59.2%), sports 040.6%), and calendar events (2H.2%) followed in importance. Table 9 . Degree of News Accuracy of Radio Station WABJ-AM According to Sex and Teaching Experience . Comparison Compared Percentage factors percentages differences Sex Male (N = 35) Female (N = 29) Very accurate 20 21; I4 } 51. 5 } 87 Fairly accurate 31.5 63 31.5 Not accurate 31.5 3 27.5 No response 17 10 7 71+ Table 9 (contd.) Teaching experience 1—3 years (N = 19) 10+ years (N = 21+) Very accurate 26 29 3 Fairly accurate 5 3 21 32 Not accurate 0 us H6 No response 21 L} 17 The analysis of data on Radio Stations WABJ-AM and WLEN-FM for news accuracy in Table 9 showed differences between males and females and experienced teachers on "fairly accurate" and "not accurate" com- parison factors as well as on "no responses." N for the remainder of the tables on WABJ-AM is affected by respondents who selected "never" listen to the station; arong those responding eight males and two females "never" listen to WABJ—AM as well as four inn the 1-3 years' experience category and three in the "over 10 years' " experience category. More females (87%) rate WABJ-AM as "accurate" than do males (52%) as supported by differences in evaluation of "fairly accurate." More inexperienced teachers (5 3%) rate WABJ-AM as "fairly accurate , " while experienced teachers (21%) indicated they do not consider the radio station to be accurate. The data, finerefore, support the fact finat women rate WABJ-AM accuracy higher. However, accuracy rating suffers with years of listening because experienced teachers rated the station's news coverage as "not accurate." These results should point to fine need for extreme care in preparation of news releases sent to the radio station by official high school sources as well as fine need for careful 75 attention to the station's editing of news copy. WLEN-FM listening habit data were affected by the fact that 16 males and 11+ females answered "never" listen and 13 with "1—3 years' experience" and 9 with "over 10 years' experience" are non—listeners. Of the total teacher population 10 "never" listen to WABJ—AM and 30 "never" listen to WLEIN-FM. Table 10. Degree of News Accuracy of Radio Station WLEN-FM According to Total Teachers , Sex, and Teaching Experience. Comparison Compared Percentage factors percentaggs difference Total teachers WABJ-AM (N = 61!) WIEN—FM (N = Mt) WABJ-AM 67 WLEN-FM 36 31 §e_x_ Males (N = 27) Females N = 17) Very accurate ll 6 5 } L+8 } 18 Fairly accurate 37 12 2 5 Not accurate 26 1+1 15 No reSponse 26 ill 15 Teaching experience 1-3 years (N = 10) 10+ years (N = 18) Very accurate 20 6 ll: } 50 } l7 Fairly accurate 30 11 19 Not accurate 30 an 11+ No response 20 39 19 76 About three times more males than females rate WLEN-FM "accurate." More females (almost nine-tenths) than males (about one—half) rate WABJ-AM as "accurate." It should be observed that both media could be used to good advantage . In comparing inexperienced and experienced teachers , there is a large enough percentage difference to mention that more in- experienced teachers than experienced teachers tend to consider both WABJ-AM and WLEN—FM as "accurate." In the data on total teachers two- thirds consider WABJ-AM to be "accurate" while only one-third rate WLEN- FM as "accurate." Local NeWSpapers — Table 11 shows degree of use of Adrian Daily Telegr_a_r_m. Table 11. Degree of Use of Adrian Daily Telegram According to Total Teacher Population and Teaching Experience . Comparison Compared Percentage factors _percentages difference Total teachers (N = 714) Regularly read 72 Don't read 28 an No response 0 Teaching experience 1—3 years (N = 23) 10+ years (N = 27) Nearly always read 61 85 21+ Read part time 17 11 6 Seldom read 9 0 9 Never read 13 H 9 No response 0 0 0 A 77 Data on teachers' use of local newspapers point out that nearly three- fourths regularly read the Adrian Daily Te1_egran. Both experienced (over four—fifths) and inexperienced teachers (nearly two—thirds) indicate they "nearly always" read the Teleg_r_a_n_n_n. Data on total teacher population showed more teachers (nearly finree-four'fins) read the AdriarLDaily Telegram. Table 12 . Degree of Use of Lenawee Tribune According to Total Teacher Population and In Comparisonfifin Adrian Daily Telegram. Corparison Conpared Percentage factors _ percentages difference Total teache_r§ (N = 74) Regularly read Tribune 19 Don't read T‘ribnne 70 51 No response 11 Telegfl readers 72 Tribune readers 19 53 By comparison fine Lenawee Tribune readnes only approximately one-fourth of the total teachers . This would seem to indicate that school admin- istrators wishing to commnicate through the news media will reach more teachers through use of the Adnim Daily Telegram. Table 13. Degree of Accuracy of Adrign Daily Telegram According to Sex"l and Teaching Experience . Comparison Compared Percentage ___i:actors perceppages difference Sex Males (N = 39) Females (N = 30) ‘~ n-— 78 Table 13 (contd. ) Very accurate 10 '40 30 } 92 } 87 Fairly accurate 82 1+7 35 Not accurate 8 13 5 No response 0 0 0 Teaching enperience 1-3 years (N = 20) 10+ years (N = 26) Very accurate 55 19 36 }100 } 88 Fairly accurate 1+5 69 2M Not accurate 0 l2 12 No response 0 0 0 an N has been changed since those respondents indicating they "never" read the Adrian Daily Telggram have been dropped from total nunber. In the teachers' evaluation of accuracy in the news coverage of the Adrian Daily Telggran (Table 13), high percentages of males (92%), females (87%), inexperienced (100%), and experienced teachers (88%) all rated the paper as "fairly accurate" or "very accurate." Table ll}. Degree of Accuracy of Lenawee TribLne According to Total Teachers" and Sex. Comparison Corpared Percentage factors percentaggg difference *.__‘ Total teachers Telegaafl (N = 69) Tribune (N = 63) Very accurate Fairly accmate 90 68 22 79 Table 1L} (cont ' d.) Sex Males (N = 35) Females (N = 30) Very accurate 8 l7 9 } 71+ } 5 7 Fairly accurate 66 MO 26 Not accurate 3 0 3 No response 2 3 1+ 3 20 * N has been changed since those respondents indicating they never read the Lenawee Tribune have been chopped from total nunber. Data of Table 11+ on degree of accuracy of fine Lenawee Tribnne showed differences occurred in three-fourfins of males rating the Tribune as "accurate" while less than two—thirds of fine females gave an "accurate" rating. Because of fine greater accuracy rating given the Adrian Dai_ly Telem by the total teachers , it would seem to be a more valuable mass communication medium for reaching the teaching staff at Adrian. Tablulation of responses indicated that information on millage and school board (86.8%) was fine major reason teachers read fine local newspapers. Sports coverage (61+.8%), school policies (67.6%), and calendar information (81.8%) followed in rated importance. Table 15 . Degree of Use of Teachers Bulletin According to Total Teacher PoPulation. Conparison Corpared Percentage factors percentgges difference Total teachers (N = 7n) Read daily 95 Rarely/never read 5 90 ‘ "‘"" "'l 80 Teadhers Bulletin - The comparison of percentages on use of Teachers Bulletins indicated no important differences between teaching experience or teadher's sex. However, there is a very significant dif- ference (90%) in the number of teachers Who "daily" read the Teadhers Bulletins as compared.with those who "rarely" or "never" read.themu It is a positive indication for the administration that the Bulletins are definitely used when 95% of the teachers read the Bulletins as compared with a.mere 5% who only "rarely" or "never" read themu The Teachers Bulletins can be considered a very effective communication medium for administration to use in reaching the maximum number of teachers. Table 16. Degree of Importance Given to Infbrmation in Teachers Bulletin According to Total Teacher Population* and TeaChing Experience. .n'l Comparison Compared Percentage factors A_percentages difference Total teachers (N = 7n) Generally useful or very pertinent 79 Little value 26 #8 Teaching experience 1-3 years (N = 23) 10+ years (N = 27) Very pertinent 17 30 13 Generally usefu1 22 59 37 Little value 61 ll 50 No response 0 0 0 * N has been changed since those respondents indicating they never-read the Teachers Bulletin have been drOpped from.tota1 number. 81 AS teaching experience increases , teachers tend to recognize fine value of messages communicated in the Teachers Bulletin for fine data in Table 16 suggests that the more experience teachers have fine more valte they place on information disseminated through the Bulletins . In the total teadner tabulation three-fourths of the teachers consider the Bulletin information to be "generally usef " or "very pertinent" rather than of "little value." Slightly less than a majority of teachers 048.6%) indicated they keep some of the Bulletins. Since the Bulletins are not prepared for durability, this factor would seem an indication of their assigned importance by fine teachers. Only a minority (13.5%) of fine teachers make use of fine Bulletins to commnicate their messages frequently and 36.l4% never make use of this communication medium. While the small percentage of teachers using fine Bulletins might indicate finat only those with fine responsibilities of activity sponsorships or advisory positions need fine Bulletin to communicate wifin fine staff, it might also indicate to the administration that all teadners need to be reminded of the avail- ability of the Bulletins for their Lee and encouraged to use them. Faculty Meetings — Attendance at Faculty Meetings was virtually 100% which was anticipated since fine Master Contract requires attendance . As to desired frequency of Faculty Meetings, about one-half 047.2%) want them only as often as finey are needed. One-third (31%) want them once a month, less than one—fifth (34.8%) want finem once every two weeks with very few 04%) selecting one meeting per week. Although teachers indicated a preference for meetings only when needed, contracts require stipulation of fine exact nurber of meetings . v-a " ':--".fl1 82 Table 17. Degree of Communication Freedom During Faculty Meetings According to Total Teacher Population and Sex. Comparison Compared Percentage factors jermntages difference Total teachers (N = 714) Quite or fairly free 69 Not free 28 1&1 No response 3 Sex Males (N = 1+3) Females (N = 31) Quite free 32 6 26 } 86 } 1+5 Fairly free 51+ 39 15 Not free 1L} #9 35 No response 0 6 6 Table 17 data indicate differences according to sex in evaluating the degree of communication freedom during Faculty Meetings, 69% of the total teaching staff felt quite free and 28% did not feel free. It is important to note that nearly nine-tenths (86%) of fine males and nearly one-half 06%) of the females feel "fairly" or "quite free" to communi- cate during Faculty Meetings . Administration, realizing the restriction felt by the females should take steps to Open communications. The majority of teachers (61+.8%) felt that Faculty Meetings' con— munication is limited to the most vocal. Participation is considered to be "widespread" by less than one-fourfin (22.9%); very few (8.1%) felt participation was "actively disconmaged" and 1.3% felt participation was "very limited." 83 As to the judged value of the Faculty Meetings presented in Table 18, approximately three-fourths of both males (72%) and females (78%) place importance on Faculty Meetings wifin females being perhaps more generous in positive rating. Table 18. Degree of Value Given to Faculty Meetings by Faculty Members According to Total Teachers, Sex, and Teaching Experience. Comparison Compared Percentage factors percentages difference Total teachers (N = 7M) Some/ great importance 75 Little/no importance 21+ 51 No response 1 i9}. Males (N = l+3) Females (N = 31) Great importance 9 32 23 } 72 } 78 Some importance 63 1+6 17 Little importance 19 19 0 No importance 9 0 9 No response 0 3 3 Teaching experience 1-3 years (N = 23 10+ years (N = 27) Great importance 13 30 17 } 61 } 89 Some importance l+8 59 11 Little importance 26 7 19 No importance 9 L} 5 No response in 0 1+ 81+ Table 18 (cont'd.) Teaching experience 15-7 years (N = 15) 8—10 years (N = 9) Great importance 20 0 20 } 67 } 78 Some importance H7 78 31 Little importance 27 22 5 No importance 6 0 6 No response 0 0 0 It is important to note nearly two-thirds (61%) of fine teachers wifin 1—3 years of experience and over four-fifths (89%) of the teachers with over 10 years of experience feel Faculty Meetings are of importance. Beginning teachers see less value in Faculty Meetings than do the experi- enced teachers which leads the writer to ponder whefiner enough orientation to the purposes and importance of Faculty Meetinngs is given the inexperi- enced teachers. 'IWo-finirds (67%) of the teachers with 4-7 and three— fourths (78%) of the teachers with 8—10 years of experience also feel there is importance in Faculty Meetings. Again, these ratings seem indic- ative that bofin experienced groups place importance on Faculty Meetings with the lesser experienced group being less positive in their ratings . In the compared percentages of total teachers , which corroborate fine findings just reviewed, finree-fourths of those teachers who feel there was "sore" or even "great" value in Faculty Meetings is compared with the one-fourth (2%) who consider Faculty Meetings to be of "little" or "no" value . 85 Table 19. Degree of Communication With Administration According to Total TeaChers and Teaching Experience. Comparison Compared. Percentage factors percentages difference Total teaChers (N = 7n) As needed or frequently 67 Seldom or never 26 Ml bknresponse 7 Teachingfiexperience 8-10 years (N = 9) 10+ years (N = 27) Frequently 22 22 0 As needed 33.5 63 29.5 NOt as often as needed 33.5 7.5 26 Never 11 7.5 3.5 No response 0 . 0 0 Teaching experience 1-3 years (N = 23) 10+ years (N = 27) Frequently 9 22 13 As needed an 63 19 Not as often as needed 26 7.5 18.5 Never H 7.5 3.5 No response 17 0 17 The more experienced the teacher the more they feel freedom to communicate with administration . This is both a positive and negative finding: positive in that experienced teachers feel free to communicate with the administration and negative in that the beginning teacher is 86 not oriented early to feel this same freedom. This points to the need for special effort on fine part of the administration to encourage the beginning teacher in an early pattern of open communication . More importantly , and an apparent positive factor in administrative commun— ication environment, two-thirds of total teachers communicated with the administration "frequently" or "as often as they needed." 1.- Students--I.ong:Term Communications Parent and Student Handbook — The large majority of Adrian Senior High School students received the Parent and Student Handbook and read at least parts of it. A minority indicated finey had not received a coPy. «1’ One—half of the students indicated the need to include more infor— mation in the Handbook on clubs and activities (50%), and calendar infor— mation (96%) while one—third (35%) felt the need for additional information on school services and only one-fifth (20%) felt the need for additional information on school rules . Approximately one-half (56%) of fine students felt the material contained in the Handbook was easy to locate and clearly stated (”8%) . Disappointing is the finding that despite the expense and time involved, only two-fiffins (39%) see fine Handbook as important, and only one—third (37%) find it concise and interesting. Students--Short-Term Communications local Radio Stations - Survey results on total student listening habits revealed finat nine out of ten students rarely or never listen to either radio station. This would seem to indicate that presently, radio messages concerning school news are not an effective means of commnnication 87 with the student population . Table 20. Degree of Total Student Use Comparing Radio Stations WABJ-AM and WLEN—FM. Comparison Compared Percentage Ectors percentages difference Total students (N = ln00) WLEN—FM WABJeAM Often listen 8 6 2 Seldom listen 1+1 62 21 } 89 } 93 Never listen '48 31 17 No response 3 1 2 Alfinough students apparently seldom listen a great deal to finese stations, their listening habits are evidently not due to a lack of faith in the stations' accuracy in reporting. Table 21. Degree of Accuracy Comparing Students' Use of Radio Stations WLEN-FM and WABJ—AM. Comparison Compared Percentage factors percentages difference WLEN-nn (N = 20L») WABJ-AM (N = 295) Very accurate 28 22 6 } 9 5 } 9 3 Fairly accurate 67 71 in Not accurate 5 7 2 There were no meaningful differences between male and female students or underclassmen and upperclassmen in their rating of accuracy of Radio Stations. WABJ-AM and WEN-I‘M. More total students , nine—tenfins , 88 honever, rated both radio stations as "fairly" or "very accurate" wifin more than two—thirds rating them "fairly accurate." Responses to open- end questions indicated two out of every three students (60.2%) listen to the radio for information on school closing due to inclement weather. Even with football and basketball games included in social and sports activities aired over radio, only one out of every three students (31.5%) indicated finey listen. Less than one out of five (15%) listen for mnilalge and school board information. Only approximately one out of ten students (9%) listen for school calendar information. This data clearly indicates that students have trained themselves to tune to these Specific stations mainly for news of school closings. Table 22 . Degree of Lenawee Tribune Student Readers as Compared With Adrian Daily Telegram Student Readers . Comparison Compared Percentage iactors percentages difference Total students (N = l+00) Tribune Telegrfl Nearly always read 11 72 61 Read part of time 32 20 12 Seldom read 31 5 26 Never 19 2 17 No response 7 l 6 Local Newspapers - Comparison of student use of fine Adrian Daily Telegram and fine Lenawee Tribune in Table 22 indicates to the administra- tion that fine Telem is an effective medium of commnication with 89 nearly three-fourths of the student body. Table 23. Degree of Total Student Rating of Accuracy of Achian Daily Moran and W * Comparison Compared Percentage factors _percentages difference Telegam (N = 393) Tribune (N = 325) Very accurate 20 22 2 Fairly accurate 69 61 8 Not accurate 10 9 1 No response 1 8 7 :: N omits student responses "never use." Students rated fine two nedspapers about fine sane on accuracy and finere were virtually no male-female or class differences. Table 21%. Frequency of Student Listening Attention to Public Address Announcements According to Total Students . Corparison Corpared Percentage factors percentages difference Total students (N = '400) Often listen Sin Sometimes listen 30 21+ Seldom listen 10 Never listen 5 5 No response 1 Public Address Announcements - In analyzing the frequency of student listening to Public Address Announcements, finere were significantly 90 more total students who listened to annourncements "often" than those who only listened "sometimes." Also indicated here is the fact finat combining the responses "often" and "sometimes" more than eight out of ten students listened in some degree to the Public Address Announcements. Although anticipated, the findings on officers and non—officers did not show greater attentiveness on the part of the student officers. Differences were negligible between officers and non-officers and between males and females in depth of attention to the Public Address Announcements. Almost nine out of ten students (88%) indicated finat they do "listen to most or all" of the announcements given over the Public Adckess System. Table 25. Degree of Attention to Public Address Announcements by Students.* Comparison Compared Percentage Eiders percentages difference Total students (N = 381) Listen to all 13 Listen to most 75} 88 Listen not much 10} Never listen 1 11 77 i: N omits student responses "never listen." Student suggestions for improving the Public Address Announcements inchldecl the folloning: (l) a majority (58.7%) wished fineir honeroors were quiet so finat they could listen; (2) almost one-third (32.7%) felt the need for an identifying pre-signal; (3) 29.7% wished the annonncer 91 had a pleasant voice; (4) a minority (13.2%) indicated the announcements should be given at a definite time each day. Clearly homeroom teaChers should be made aware of the quiet factor since this should be corrected immediately. The other suggested improvements are easily within the realm of administrative possibility. The reasons students gave fOr listening to PUblic Address Announce- ments were mainly concerned with subject of the messages; over three- fourths of the students (77.2%) registered interest in those announcements whidh dealt with areas of concern to them, To improve announcements two—fifths (92%) requested the sound of a different voice while nearly three—fifths (58%) felt a musical background would help give color to regular'announcements. In suggestions fbr changes a.majority of the students (52.2%) favored having volunteers give the announcements and a minority felt members of the Speech classes (19%), Student Council Officers (1u%), or class officers (11.2%) should present the announcements. Interesting to note is the strong emphasis on student selection of t0pics and student announcers, possible evidence of today's trend for student "voice" and individual Choice. Table 26. Degree of Students' Listening Attention to Student Council Reports According to Total Students and Sex. Comparison Compared Percentage factors ‘percentaggs difference Total students (N = ”00) Listen some or complete attention 91 Listen little or no attention 8 83 No response 1 92 Table 26 (cont'd.) £82: Males (N = 200) Females (N = 200) Conplete attention 1+9 65 16 Some attention 39 29 10 Little attention 6 1+ 2 No attention . 5 l l+ No response 1 l 0 Student Council Reports — Analysis of the degree of students' listening attention to Student Council Reports showed no differences between officers and non-officers, males and females, or freshmen and seniors. However, two-thirds (65%) of the female listeners indicated that they give complete attention to Student Council Reports as compared with one-half (99%) of fine males. Of particular significance is the finding that nine-tenths (91%) of fine students listen to the Student Council Reports. This hign percentage suggests interest in the repre- sentative form of government used by the Student Council. TWO out of five students (91.5%) noted fineir attention to the Student Council Reports was first due to a well-informed representative giving the report while approximately one out of four (29%) attributed his attention to an interested Student Council Representative . A small percentage of students felt lack of attention increased when Student Council Representatives were poorly informed (10.2%) , the room was noisy (6.5%), or fine representatives communicated a lack of interest in their on reports (6%) . To increase attention to Student Council Reports one- 93 third (39%) of the students suggested the most important listening factor was whether or not the message being given concerned something relevant to finem. Students also indicated a need for the Student Council Repre- sentatives to get the facts straight (29.2%). One—fifth (21.5%) of the students felt that they would pay greater attention to the reports if the students anticipated involvement in the content of the reports . Only a small percentage felt that fine teachers should give fine reports (7%) . Table 27. Degree of Student Use of le Leaf According to Total Student Population and Elected POSl‘tlon . Comparison Corpared Percentage factors percentaggs _ difference Total students (N = 1+00) Usually use 51 Seldom or never use 148 3 No response 1 Elected position Officers (N = 69) Non-officers (N = 331) Usually use 7l ”.7 21+ Seldom Lee 22 I40 18 Never use 1+ 12 8 No resPonse 3 l 2 Student Newspaper, The Maple Leaf - The proportion of students who said finey "usually" read the Maple Leaf was about the same as for those who "seldom" or "never" read the sdnool newspaper. In times of "exciting" 99 underground papers the administration nmnst see that a definite effort is made to increase interest in reading fine Maple Leaf and clearly establish it as the official school paper. Encouraging is fine finding finat nearly three-fourths of fine officers "usually" read fine paper. This indicates that student leaders use the paper. Wifin this exception, all other dif- ferences in the degree of student use of fine school newspaper were negligible . Table 28. Method of Receiving Maple Leaf According to Total Students.* Comparison Corpared Percentage factors percentages difference Total students (N = 362) Subscribe or buy 35 } 96 Borrow 61 26 Don't receive 9 92 a: N omits student responses "never use." Method of receiving the Maple Leaf was basically the sane regard- less of elected position, class , or sex. Nearly two-finirds of total students (61%) borrowed the school paper while one-third (35%) bought or subscribed to it. Of significance is the fact that nearly all (96%) of the total students obtain coPies of the Maple Leaf. The indication is that alfinough sales may be 1m in relation to the total student population, students are reading their school navspaper. Students indicate that they would like to have the Maple Leaf published weekly (90.5%) as their first choice, followed by monthly publication (39.5%). In other words, a majority of students prefer to 95 have fine school paper published more frequently than is presently being done. The majority (57%) of the students consider fine present price of the paper to be fair. On news content student preference pointed to three areas presently included in the paper: school—wide happenings (90.7%) , thought-provoking philos0phical articles (37.7%), and letters to the editor (30.2%). Other areas of interest were student activities in the community (62 . 7%) , creative endeavors of the students (51.5%), and sports events (98.7%). Among the ideas for new features the largest percentage of students (76.7%) indicated interest in an Action-Line type of column. Almost three-fonrths of the students (70.5%) indicated they were pleased wifin fine present method of distributing the “Maple Leaf in the horeroons . Degree of Communication Between Students and School Staff - In analyzing communication between students and teachers , counselors , assistant principals , and principal, no important differences were found between class or sex. In commnication with teachers more officers indi- cated finey "frequently" communicate with teachers than do non—officers. This could be due, in part, to the fact that sponsors of activities are teachers and officers would naturally communicate wifin them. Table 29 . Degree of Communication Between Students and Teachers. Comparison Compared Percentage factors ' _percen;t‘_ages ‘ difference Total students (N = 900) Communicants 75 Non-communicants 2 3 52 No reaponse 2 96 Three—fourths of the students (79.7%) do communicate wifin teachers. This is a positive factor and a major goal of all school administrators . However, teachers should be aware of the fact that one out of every four students still does not feel he communicates with teachers. Table 30. Degree of Commnication Between Students and Connselors According to Total Students , Elected Position, and Classification . Comparison Corpared Percentage factors )ementages difference Total students (N = 900) Conmunicants 96 Non-communicants 52 6 Communication with teachers 75 Communication with counselors 96 29 Elected position Officers (N = 69) Non—officers (N = 331) Frequently 10 12 2 Sometimes 36 39 2 Seldom 92 38 tn Never 10 19 9 No response 2 2 0 Classification Freshmen (N = 100) Saphonores (N = 100) Frequently ‘ 13 10 3 Sonetimes 27 90 13 Selcbm 90 38 2 97 Talole 30 (cont'd.) New 16 ll 5 N 0 response 9 l 3 Classification Juniors (N = 100) Seniors (N = 100) F‘re<:nuent1y 9 15 6 sometimes 90 29 11 Seldom 90 38 2 Nexzer 9 16 7 “0 :response 2 2 0 ‘ About one-half of fine total students communicate with counselors md one-half do not. This finding suggests two possibilities: either Satisfied students feel no need for communication with counselors or disturbed students avoid communication with counselors . It was anticipated finat data would support counselor communication with freshmen and jnniors since freshmen are new to the building and Dmgram and juniors are making future plans, but fine data indicated no Lr‘QI‘ease in communication with counselors at these levels . In tabulation of data on total students differences were found b‘e‘hvveen finose students who communicate with the counselors and those who do not. This could be simply credited to fine fact finat ‘ in a large 3013001 system it would be nearly impossible for counselors to see every Student or it could mean more effort should be made by fine counselors to QC"'l'ITum-njcate wifin the students. Not surprising was the finding that three- 98 fourths (79.7%) of fine students cormunicate with teachers while less than one—half (95.7%) communicate with counselors since students are in daily Corrtact with their teachers . Table 31. Degree of Communication Between Students and Assistant Principals According to Total Students . Comison Compared Percentage j actors pementaggs difference Total students (N = 900) Frequently/soot imes 15 Seldom/never 82 66 NO response 3 Table 31 shms more students do not cormunicate wifin assistant PIT-irncipals (82%) than those who do communicate with them (15.9%). Since one of the main responsibilities of an assistant principal is discipline, this finding might suggest that the disciplinary responsibilities limit his ability to establish meaningful communication with the students , and D:Lacre an even greater reSponsibility for communication on the counselors . Dab 1e 32. Degree of Communication Between Total Students and Principal. \ Comparison Compared Percentage was peroe_rn_’c:age_s difference Total students (N = 900) %qwtly/mtms 6 Seldom/never 91 85 NO response 3 \ 99 Table 32 shoes a large majority of students (91.2%) do not com- IrnJrnicate wifin the principal. While the principal may wish to commun- icate, his basic responsibilities are those of carrying out set policy, Leading curriculum revision and staff develOpment, acting as liaison II~7i":‘h fine community, and making authoritative decisions for the total S(21’1001 commnity. His student contacts are limited to those with Student leaders or students with extreme problems. Barentsulong-Tergn Communications Parent and Student Handbook — Findings on parental use of the EEI‘ent and Student Handbook support the generalization that parents with mine finan 1 child have greater opportunity to come into contact with fine _Ha:rldbook. Parents with 2-9 children and parents with 7 or more children Were more amaze of the Handbook's existence than parents of 1 child (Table 33). Adding support to finis, more parents of one child indicated uley were unaware of the Handbook. More female than male parents had read fine Handbook. While the hat] ority of parents (53%) indicated that they had read it, finere was no (hoteworthy difference between percentages of those who had read it and ‘tl'lOse who had not (91%). TWO-fifths (92%) of the parents felt that the illformation containned in the Handbook was clearly stated and two-fifths (”1%) felt that it was important and easy to find. A little more than Que-third (37%) found the Handbook to be concise and the information interesting ( 35%) . 100 Table 33. Degree of Parental Use of Parent and Student Handbook According to Total Parents, Sex, and Nunber of Children. Corrlparison Corpared Percentage factors percentages difference Total parents (N = 177) Have read some or all 53 Have not read 91 12 .33); Males (N = 77) Females (N = 100) Have read 92 62 20 Avast-re of, not read 31 2o 11 Urns-were 21 12 9 NO IeSpcnse 6 6 o Nunber of children 1 dnild (N = 17) 2-9 children (N = 129) HaVe read 59 51+ 5 Abqare of, not read 6 21+ 18 Lhiaware 21+ 19 5 NO response 11 3 8 Number of children 5-6 children (N = 23) 7 children (N = 13) Have read 98 96 2 4"Waste of, not read 35 39 u Uhisnwénre 13 0 13 N0 reaponse u 15 11 \ 101 Hign School Newsletter - In analyzing the degree of parental use of the High School Newsletter, there were important differences of use bemeen males and females as well as between parents with 1 child and pax‘ents with 7 or more children. Table 39. Degree of Use of High School Newsletter According to Total Parents, Sex, and Nurber of Children. Connparison Compared Percentage factors percentages difference Totalmts (N = 177) Read all 55 Read only parts 28 27 Read Newsletter 83 Do not read Newsletter 12 71 Sex Males (N = 77) Females (N = 100) Read all 92 66 29 Read only parts 30 26 9 DO not read 29 3 21 NO I‘esponse 9 5 1 Number of children 1 child (N = 17) 7+ children (N = 13) Read all 65 59 11 Read only parts 6} 71 31} 85 25 DO not read 29 0 29 NO meme 5 15 10 \ 102 More females (92%) than males (72%) indicated that they had read all or parts of the Newsletter; only 3% of the females did not read it as compared with 29% of the males. Eighty—five per cent of parents with 7 or more children read all or only parts of the Newsletter. Highest mg the non-readers were males and parents of 1 child. More parents read fine Newsletter in its entirety than parents Who do not read it or who read only part of it. A little more than one— haILf of the parents responding read all of the Newsletter and over eight- terrths of finem read all or parts of it. Apparently, fine Newsletter is all effective parental communication medium with greater effectiveness for female parents. The majority (52.5%) of parents indicated finey find the Newsletter to be very helpful while only 3.7% considered it to be of little or no VaJ_Lne. The section most meaningful to parents is the general information section (38.9%), folloaed in importance by fine Principal's article (29.2%), ar‘d the school calendar (16.9%). Nearly three-fourths (72.8%) of the I”:‘DaI‘el'nts felt the frequency of the Newsletter is about right. A few (9.6%) of fine parents felt that it was not printed often enough and only 2 . 2% fie 1": that it was printed too often. P$‘elix‘tsnShort-Term Commnnications Local Radio Stations - Analysis of data on parental use and per- cei‘ed accuracy of the local radio stations shovs some differences in ferna:Les' use of Radio Station WABJ-AM. Over one-half of fine female per‘ei‘t‘ts listen "often" to WABJ—AM as contrasted with over one—half of e III-ale parents who "seldom" listen. This could be, in part, due to 103 Table 35. Degree of Parental Use of Radio Station WABJ—AM According to Total Parents, Sex, and Age. Carparison Compared Percentage factors percentages ' ' difference Total parents (N = 177) Often used ”7 Seldom/never used 50 3 Sex Males (N = 77) Females (N = 100) Often used 38 55 17 Seldom used 53 39 11+ Never used 6 L} 2 NO response 3 2 1 Age 35 years and under (N = 6) 56 years and over (N = 11+) Often used 17 22 5 Seldom used 83 so 33 New}. used 0 11+ 11+ NO response 0 11+ ll} \ the :fact that some females are in the home for a longer period of time file-1‘1 fine males. Fewer parents in fine 35 and under age bracket listen "Seldan" to WABJ-AM than do parents 56 years of age and over; however, white is no noticeable pattern in total parent statistics. Statistics in Table 36 on parental use of Radio Station WLEN-FM Show clearly that it is "seldom" or "never" used. 101} Table 36. Degree of Parental Use of Radio Station MEN-FM According to Total Parent Population. AL. Carmarison Corpared Percentage factors percentages difference Totmts (N = 177) WLEN-IM often used 18 WLJEIN—FM seldom/never used 69 51 WABJ—AM often listeners H7 WLLEIN-EM often listeners 18 29 Mien comparing use of the two radio stations , a greater number of parents 1—'l-Sue WABJ-AM "often" than use WLEN—FM "often"; therefore, WABJ—AM is a 1m effective parental conmmication medium, particularly with the felnale audience. Table 37. Degree of Accuracy of Radio Station WABJ-AM According to Total Parents.* \_ A. anparison Compared Percentage \agtors percentages difference Total parents (N = 168) Pail-11w very accurate 88 Not accurate 1+ 81+ \ a N Onnits reaponses of "never use." More parents consider WABJ-AM to be "fairly" or "very accurate." T1118 finding would seem to rate WABJ-AM as a reliable munication Radium to use in communicating school information to parents. 105 'I‘able 38. Degree of Accuracy of Radio Station WLEN-m According to Total Parent Population . * Corrparison Compared Percentage factors _ percentages difference Total parent (N = 199) WI_.‘EN—FM fairly/very accurate 75 WLEN—FM not accurate 2 7 3 WABJ-AM accuracy 88 WLLEIN—FM accuracy 75 13 N is changed to omit those responses "never use." More parents term station WHEN-FM "fairly accurate" or "very a~Qeurate. " In comparing the accuracy of the two stations bofin stations received high accuracy ratings. Parents listen to radio stations most for information on school Q:LCDS ings due to inclement weather (79.6%) , folloved in importance by irlformation on millage issues (59.2%), sports events (90.6%), and ca:-Lerndar events (29.2%). Tab :Le 39. Degree of Parental Use of Adrian Dailylelegram According to Parent P0pulation. \ __ __i_ @5011 Conpared Percentage \ETOI‘S _percentages 4_ M ‘ difference Total jarents (N = 177) Read 99 D071 ' 1: read 5 89 No r‘es.pcnse l 106 Local Newspapers - In analyzing the parental use of the Adrian Daily Telegram as shown in Table 39, 95% of the parents read this news— paper, indicating that it is an effective medium for communicating school news. Table 90. Degree of Parental Use of Lena/Jae Tribune According to Total Parents and Age . Comparison Compared Percentage _factors percentages difference Total parents (N = 177) Read Tribune 59 Don't read Tribune 31 28 NO response 10 Read Telegam 99 Read Tribune 59 Age 35 years and less (N = 6) 56 years and more (N = 19) Ne arly always 0 29 29 Part time 39 21 13 Seldom 33 93 10 Never 0 7 7 \_ _ More parents in the 56 year age group "nearly always" read the we Tribune while more parents in the 35 year age group indicate hey "never" read finis paper. According to this study, the Lenawee %_e_ would finen appear to be a more viable means to communicate sclnool he“, 8 to older rather finan younger parents of school children. 107 More parents read fine Adrian Daily Telegram finan read the Lenawee Tribune as indicated in Table 90. There were no meaningful differences in evaluation of accuracy of the two local newspapers between males and females . Table 91 shows a larger number of age 35 parents than age 56 parents term fine Adrian D_ai1y Telegram "very accurate . " Larger numbers of younger parents term it "not accurate" indicating they have strong feelings about the accuracy of this paper. Table 91. Degree of Accuracy of Wimjdly Telegram According to Total Parents* and Parental Age . Connparison Compared Percentage factors __ _ percentaggs A difference Totfljarmts (N = 175) Accurate 89 Not accurate 7 82 No response 9 {£83 35 years and less (N = 5) 56 years and more (N = 19) Very accurate 90 21 19 Faj— Ply accurate 90 72 32 Not accurate 2o 0 20 No mSponse 0 7 7 *\\ in iii 2 N is changed to omit those responses "never read." More parents in the page categOr'y of 56 or over rate the Telegram II fa j 3:1 . . ly accurate" than do parents in fine 35 year bracket. ThlS could he an that older parents tend to refrain from using extreme ratings. b 108 Eighty-nine per cent of all the parents rated fine Adriann Daily Telegram as "accurate"; only seven per cent rated it "not accurate." This hign accuracy rating plus fine 95% use of this paper makes it a very valuable parental communication medium. More parents evaluated the Lenawee Tribune as "accurate" than as "not accurate" which is a positive factor. The Adrian Daily Telegram's accuracy (89%) was rated slightly higher than the Lenawee Tribune's accuracy (80%) , indicating that reader credibility has been established in both neWSpapers . Table 92 . Degree of Accuracy of Lenawee Tribune According to Total Parent Population* and Parentaljnge . Comparison Compared Percentage jactgrs percentgges difference Total parents (N = 169) Tribune accuracy 80 T15"ibune inaccuracy 1 79 NO response 19 533 35 years and less (N = 9) 56 years and more (N = 19) Very accurate 0 29 29 Fairly accurate 100 5 7 9 3 Not accurate 0 o o NO response 0 l9 l9 *\\ a 1,1 _ __ __ H __ N is changed to omit "never read" responses. 109 Four-fifths of the parents (81.9%) indicated finey read local newspapers for information on millage issues and school board policy. Other reasons given were rated in importance as follows: special programs and school policy (63.2%), school sports news (58.7%), and calendar events ( 5 7 . 0%) . Parents Night - The attendance at Parents Night, analyzed according to sex of parents and number of children in the family, showed differences worth noting in attendance. Table 93. Degree of Attendance at Parents Night According to Total Parent P0pulation and Number of Children . CC>Inpariscn Compared Percentage jacton percentages difference Total parents (N = 177) At‘ternded l or more 71 Never attended 27 99 No response 2 Number of children 5-6 children (N = 23) 7+ children (N = 13) Attended 1 9 7 2 Attended more than 1 35 77 92 Never attended 93 16 32 No r‘eSponse 8 0 8 \ __.r __. _ S O moe nearly three—fourths of parents replying to the questionnaires in ‘ . . . (in—cated they did attend Parents Night , it would appear finat Parents Ni ' gilt is an effective method of communication with parents and 89% of til-1e Parents considered Parents Night to be of value to finem. Table 99 110 contains this corparison . Degree of Value Given Parents Night According to Total Table 99. Nunber of Parents.* Comparison Compared Percentage factors jermntages difference TotalJarents (N = 177) Valuable 89 16 68 Not valuable it N is changed to omit responses "never attend." 4‘ Only a few suggestions were made concerning improvements for Parents Night. These suggestions included having more finan one Parents Nignt per year, involving students in Parents Night, allowing more time to talk with teachers, and placing more emphasis on student activities and curriculum. Degree of Recall of School Board Newsletter and High Sclnool Table 95 . Newsletter According to Sex of Parents . \ A‘ A CcJW'I'ILDarison Corpared Percentage $033013 _ _ percentages _ 1. _k difference Sex Males (N = 77) Females (N = 100) D0 recall bofin havsletters 39 62 23 DO Ilot recall both newsiettets 56 31 2 5 No response 5 7 l \ A .1 lll MuSchool Board Newsletter - In analyzing data concerning the School Board Newsletter, M, differences occurred betWeen males and females in their ability to remember whether they had received both the M and fine High School Newsletter. Questionnaire data appear irn Table 95. Two—thirds of fine female parents recalled receiving bofin newsletters while only two-fifths of the male parents recalled bofin. Perhaps this may be accounted for in part by the fact that women are in time home when fine mail arrives . The regularity with which parents read Impact was analyzed according to sex and total number of parents in Table 96. Table 96. Degree of Regularity Wifin Which Parents Read 2E9: According to Total Parent Population and Sex. 4“ Comparison Corpared Percentage _f actors ‘ percentages difference a Totgjamnts (N = 177) Regularly read 36 Occasionally read 25 11 Read 61 Do not read 21 90 Sex Males (N = 77) Females (N = 100) R‘egularly read 29 91 12 Occas ionally read 2 3 2 7 9 New read 31 19 17 No Jresponse 17 16 1 \ _ 112 Although no differences were found according to sex, a greater nurrber of males indicated they never read the ”M. It would seem, therefore, that this newsletter, like ofiner school mailings , has greater communication power for female parents. A difference of 90% was found in‘ the percentage of total parents who do read M as compared with those who do not, indicating that although parents tend to be hazy in their recollection of its contents they do read it. Efforts should be made by the administration to improve fine commmication value of M. Sex was not a factor in judging the amount of M read. Table 97. Amount of Impact Read According to Total Number of Parents.* a Annount Compared Percentage ¥read percent aggs_ A difference Total parents (N = 139) All/half of it read 71 Less than half read 11 60 NO response 18 k N is changed to omit responses "never rea ." Nearly three—fourths (71%) of fine parents indicated they read half 01“ all the M. Parents placed favorable value on M because it gave news and differing viewpoint from that of the High Sdncol Newsletter. P‘Ei'i‘T'QI‘n‘ts indicated they had given unfavorable value to M because of its propaganda aSpect, its repetition of old news , and its uninteresting p resentation of content. One-half of fine parents (51.9%) considered % to be about fine rignt length. 113 Table 98 . Degree of Parental Communication With Teachers According to Total Parent Population and Number of Children. Comparison _ _ Compared Percentage factors percentages M difference Totalingrents (N = 177) Frequently/when needed 58 Seldom/never 39 29 No reSponse 8 Number of children 1 child (N = 17) 2-9 children (N = 129) Frequently 91 2 39 When needed 29 52 23 Seldom 18 23 5 Never 6 l9 8 No reSponse 6 9 3 Number 3f children 5—6 children (N = 23) 7+ children (N = 13) Frequently 9 0 14 When needed 70 59 16 Seldom 13 31 18 Never 9 8 1 No response 9 7 3 Nurber__of children . 1 child (N = 17) 7+ children (N = 13) Frequently 91 o 91 when needed 29 59 25 119 Table 98 (cont'd.) Seldom 18 31 13 Never 6 8 2 No response 6 7 1 Degree of Communication Between Parents and School Staff - Sex was not a factor in the degree of communication between teachers and parents. However, the number of children in the family was a factor. The important point to note here is that whether "when needed" or "frequently" the majority of parents in these groups felt they could communicate with the teachers . Table 99 . Degree of Parental Communication Wifin Counselors According to Total Parents, Nunber of Children, and Age of Parents. Frequency of Compared Percentage __contact A _ _pereentages differennce Totalparents (N = 177) Frequently/when needed 59 Seldom/never 37 17 No response 9 Number_of children 1 Child (N = 17) 7+ Children (N = 13) Frequently 0 0 0 When needed 91 69 28 Seldom 29 15 19 Never 18 0 18 NO reSponse l2 l6 9 115 Table 99 (cont'd.) Age Ages 96-55 (N = 66) Ages 56+ (N = 19) Frequently 0 0 0 When needed 59 50 9 Seldom l8 7 11 Never 18 19 9 No response 5 29 29 Age Age 35 (N = 6) Ages 56+ (N = 19) Frequently 17 0 17 When needed 67 50 17 Seldom 0 7 7 Never l6 l9 2 No reSponse 0 29 29 In analysis of communication between parents and counselors the only noteworthy difference occurred between parents of 7 or more children and parents of 1 child. Parents with 7 or more children felt more strongly they could communicate with counselors when needed. This dif- ference could, in part, be due to familiarity with counseling policies or due to greater need for communication with counselors . Also more parents in age group 56 failed to respond than did parents in age group 146-55 or age group 35 and under. It appears that parents of older Children are less concerned about relating to school personnel than are Parents of grade-school or middle-school students. Fifty-four per cent 116 of the parents felt they could commrnicate with counselors when "needed" and thirty-seven per cent felt they could not commmicate with counselors . It would be hoped that a larger percentage of total parents would feel that they could communicate with counselors when finey needed to. Sex was not a factor in the analysis of communication between parents and assistant principals . Table 50 indicates communication according to total parents, age, and number of children. Table 50. Degree of Parental Communication Wifin Assistant Principals According to Total Parents, Nurber of Children, and Age of Parents. Comparisoné Compared Percentage factors percentgges difference Total parents (N = 177) When needed 97 Not as needed 95 2 No response 8 Nurber of children 1 child (N = 17) 7+ children (N = 13) Frequently 0 0 0 When needed 35 62 27 Seldom 18 15 3 Never 35 8 27 No response 12 15 3 Age- Age 35 (N = 6) Ages 36-95 (N = 91) FPequently 0 1 1 when needed 6 7 9 3 2 9 117 Table 50 (cont'd.) Seldom 33 20 13 Never 0 29 29 No reSponse 0 7 7 Age Ages 96—55 (N = 66) Ages 56+ (N = 19) Frequently 2 19 12 When needed 50 21 29 Seldom 21 7 19 Never 23 21 2 No reSponse 9 37 33 Age Age 35 (N = 6) Ages 56+ (N = 19) Frequently 0 19 19 } 67 } 35 When needed 67 21 96 Seldom 33 7 26 Never 0 21 21 No response 0 37 37 More parents with 1 child (35%) than parents with 7 or more children (8%) indicated finey never communicate with assistant principals. Parents of 7 or more children indicate they communicate "when needed" twice as often as do parents of 1 child. As with the statistics on OOHmunication wifin counselors , the greater the number of children the greater the need for communication with assistant principals . Two- fllirds (67%) of the parents in age group 35 indicated they communicate 118 with assistant principals "when needed." One-half of the parents in age group 96-55 indicated they communicate with assistant principals "when needed" and fine older of these two age groups indicated more "no responses" to the questions. This could be reflective of the older parent feeling less need for disciplinary assistance from assistant principals. Further indication of this is shown in comparison of fine age 35 and under group with the 56 and over group. Nearly twice as many 35 age parents (67%) indicated they communicate with assistant principals as do parents in the 56 and over age group (35%). No differences were found between sex of parents and frequency of communication wifin fine principal. Table 51 indicates differences in parent communication with the principal . Table 51. Degree of Parental Communication With Principal According to Total Parents, Number of Children, and Age of Parents. Comparison Compared Percentage factors percentaggs_ _ difference Total parents (N = 177) When needed 39 Not as needed 52 13 No response 9 Number of children 1 child (N = 17) 7+ Children (N = 13) Frequently 0 0 0 When needed 29 59 25 Seldom 12 15 3 Never» 9 7 15 32 NO IeSponse 12 16 9 119 ASE . Ages 96-55 (N = 66) Ages 56+ (N = 19) Frequently 0 0 0 When needed 92 29 13 Seldom 17 7 10 Never 36 29 7 No response 5 35 30 Age Age 35 (N = 6) Ages 56+ (N = 19) Frequently 0 0 0 When needed 50 29 21 Seldom 33 7 26 Never 17 29 12 No response 0 35 35 h. _-_—. A -_ More parents in fine 7 and more children group than in the 1 child group had more communication "when needed" and fewer parents indicated they "never" communicate with the principal. Replies of parents in the age group 36-95 regarding communication "seldom" and "never" with fine principal when compared with parents in the age group 35 and under indi- cated that the older fine parents the less they felt the need to commun- icate with the principal. This is also apparent in conparison of "when needed" and "seldom" between parents 35 and under and 56 and over. The only other noteworthy difference Was in the great number of no responses in the age bracket 56 and over. 120 Methodology of Comparison In presenting the corparison of fine present communication practices used at Adrian Senior High School with fine Communication Model for Secondary School Administrators, the modes of communication will be com- pared using the following elements in the model: rationale, message elements, media elements, and observable communication effects. The discussion will be divided into Long-Term and Short-Term Communications . Long—Term Communications will be compared first; these include the Fagin; and Student Handbook, the High School Newsletter, the Adrian High School Teachers Handbook, and the Adrian Public School Policy Book. Short-Term Communications include local radio station announcements and programs , local newspaper items , public address announcements wifinin the school , Student Council reports , the high sdnool newspaper, Maple Leaf, Teachers Bulletins, Faculty Meetings, the School Board Newsletter, Impa_c:, and the annual Parents Night. Each of the media will be discussed according to the essential factors presented in the model: rationale, message elements, media elements, and observable communication effects. Evaluation is based on feedback as interpreted from fine questionnaires , personal experience , and observation. Long-Term Communication - Ad_r_ian_Senior High Parent-Student Hand- m - The rationale for the Parent-Student Handbook is one of providing information to Administrators at Adrian Senior High School. The Handbook is used to explain policies , rules , and services available to students and to make parents cognizant of same. The value of the Handbook has been tested by time; through the years teachers, students, and parents have accepted it as fine official "voice" of administrative procedure. 121 Attempts are made to achieve clarity with annual revisions in its organization and content . According to information gained through the questionnaires, many Adrian students and parents rate fine Handbook as clearly written. The media element of creativity apparently fails, for while creativity is attempted through student cover designs and drawings in various color combinations, students and parents indicate a feeling that the Handbook is somewhat dull. Evaluations of positive quality single out the Fore- words written by the principal and assistant principals and the positive approach used in the content. Strengths of the media elements appear to be the reliability and distribution of the Handbook. The qrestionnaire results make it apparent that almost all students receive the Handbook and recognize it as the official school policy docurent. Weaknesses in the media elements include attention-getting qualities , durability, retrievability, and ease of message flow. Even though colored covers have been used, the Handbook does not attract fine attention desired. Because of its mniniature size, fine durability and retrievability are questionable. This, in turn, affects the ease of message flow. Both students and parents have indicated, eifiner in direct conversation or in the feedback via the questionnaires , the importance of a handbook for reference on school policies and services. Based on questionnaire results , the traditional format of fine Handbook has been changed for the 1971-72 school year. To replace fine less durable paper cover, a plastic-coated notebook folder has been Ordered for each student. The front cover is decorated with the school design in school colors. For easier reference the inside of fine front 122 and back covers contains those rules, policies, and services considered most important by a joint student-teacher-administration committee . The perception and opinion change of the administration, based on feed- back, has resulted in an observable behavior change on fine part of finose personnel. Adrian Bulletin - A Newsletter for High School Parents - Information concerning the school community and upcoming events as well as explanation of changes in policy and philosophy are the basic ration- ale for finis communication to parents . The message element of validity gains credence from the fact that the first Newsletter is sent with the students' schedules prior to the beginning of the school year. Articles are selected for their appropriateness to the first part of fine calendar year. The format of the Newsletter is designed for clarity with its double column printing and headlining phrases separating the major items . An effort is made to state items in the Newsletter in a positive manner; however, the creative writing and content must be rated low since there has not been a major change in the format and design of the Newsletter in over four years. Distribution takes place with the mailing of fine pre-school schedules and each successive report card during the school year. Parents anticipate an issue wifin each report card mailing and are familiar with its pattern of organization: the first page is a philOSOphical statement; the second and third pages contain information concerning current happenings; the final page is a calendar of school events. The Newletter is Printed on quality white paper with blue ink and fine school emblem, the Maple Leaf, centered on the front page as an attention-getting device . 123 The ease of message flow can only be estimated. Upon occasions finere have been detachable information forms which have been returned by fine majority of parents . The permanent quality of the News letter is actually not great , alfinough, according to the recent questionnaire , parents indicated that finey retain the calendar for future reference. Durability is limited by its construction; alfinough the Newsletter is printed on good grade paper, normal wear and tear take fineir toll. Observable communication changes in the form of perception , opinion, and behavior changes are sometimes obvious to the administration, judging from parents' resPonses to items that stimualte reaction. Administration's perception changes occur, following the feedback from parents concerning the News- letter; finese are considered in the planning of future Newsletters . Teachers Handbook - The most valuable message elements of fine Teachers Handbook are validity and appropriateness . All teachers realize , from their first introduction to the Teachers Handbook, at the orienta- tion meeting of the school year, that it is, indeed, fine valid source and that it contains information the administration considers appropriate to their informational needs. Its content is stated in positive terms . Annual revisions are made to update the content and improve the clarity of fine Handbook; however, the creativity element of the Teachers Handbook is minimal. No artistic layout of information or drawings are included and fine cover is a very formalized black ring-type notebook. There are no tabulated divisions or quick-reference guides , but different colors 0f paper are used to separate clearly fine different sections. This Handbook is reliable and contains up-to-date information on pOlicies. It is distributed to all teachers at their first meeting in 121+ the school year and is discussed by administrators with them. The hard cover lends a quality of durability to the entire Handbook. Retriev- ability of information would be better if the Handbookiwere tabulated instead of relying on just a Table of Contents. It does not gain the teachers' attention through its appearance , but rather through the admin- istration's discussion and emphasis of its importance. Over 5096 of all teachers refer to it occasionally or frequently. Beginning teachers tend to study its contents more than experienced teachers. Questionnaire results indicate most Adrian teachers consider it as clearly written and they accept the policies as official ones. Their overt behavior responses indicate whether or not finey have perceived the information in the Handbook. Occasionally they notify administration concerning changes they would like made , such as fine inclusion of the evaluation forms under the section discussing evaluation of teachers. This change, as well as inclusion of the year's calendar of activities and events, has been. made in the 19 71-72 Teachers Handbook, based on feedback and the Teacher Questionnaire . Adrian Public School Policy Book - Another policy book, given to all teachers in fine Adrian Public School system, deals with school board Views and policies on subjects pertinent to the school community. The rationals for finis handbook is also to inform teachers . There is no doubt that fine book is valid, appropriate , and updated continually. Information is stated in legalistic language, rather than eifiner positive or negative laI‘tguage. At times this affects clarity. For those accustomed to 1rEading formalized statements and interpreting them, finere is no great pl"Oblem in clarity. Otherwise, some teachers find the book general and 125 vague, not as helpful as they had hoped. The Policy Book lacks creativity; it does not purport to be creative. Teachers' use of this handbook might increase if changes in finis area could be made. Distributed to new teachers shortly after the beginning of the school year, it is presented as a reliable source for policy information. It is durable, enclosed in a cover very similar to that used for Adria High School Teachers Handbook. The school policy book is tabulated and, therefore, adapted for quick reference; however, because of its formal language retrievability is less than that of the Teachers Handbook. It is not what could be described as an "attractive book" nor is it intended to be an attention-getting publication. Formal language limits ease in message flow. Staff is never asked their opinions concerning fine book, nor given the Opportunity to improve the book or its use . While comprehension by its audience may not always be at the desired level, attention to and acceptance of this handbook by the audience appears to be adequate. However, the only observable overt behavioral responses occur when teachers either do or do not follow correct policy procedures. This response is credited in part to the fact that they have most likely read fine Policy Book. There is very little, if any, channel for feedback to the administration concerning the book. In fact, the questionnaire given the teachers recently, was undoubtedly the first time they had been asked their opinions concerning the Policy Book. ShortlTerm Communication - Use of Local Radio Stations - The rationale for use of the local radio stations by the Adrian Senior High School administration is to inform and to influence changes in audience attitudes. Messages and information to be used on the local radio stations 126 core from the Communications Director of the Board of Education . Messages that administrators wish to communicate must first go through the Communications Director; he, in turn, validates them, decides whether the timing for fine message is appropriate and opportune, and strives to state the information in a creative , positive manner. In addition to the regular contacts made with managers and reporters from both radio stations, a year-round program has been developed which features special- ized informational programs such as "Know Your School," a program which includes personnel interviews and student performances . The Adrian school administrators are fortunate to have good acces- sibility to both local radio stations. This is apparent through school use of the stations to convey messages concerning school closing, calendar changes , sports events , and continuing informative programs . Station managers make a real effort to allow the school administration the Oppor— tunity to communicate with their listening publics. The only obvious attention—getting devices used are pre-announcements of coming programs. Little is done at either station in special programming techniques such as theme music, identifying signals, or other attention-getting devices. The message flow is improving. Station managers communicate to the Director of Communications information feedback they receive . The programs are considered reliable by the public since finey are aware that fine infor- mation has been prepared by school officials . Frequently , the information is presented by the principal or by an administrator. The long-lasting effect of the communication is considered when planning the on-going types Of programs; the listening publics are aware of the fact that every Saturday morning there is a "school program." The retrievability factor, 127 however, is nonexistent. Tapes are not made of the programs and once they have been aired, they are dead. Station WLEN—FM is located in small quarters with little space to store their own materials. Station WABJ-AM does not have the space problem, but does not tape and store past programs. Once the audience has accepted information or suggestions intended to create behavior change, their behavior response , perception, and opinion change are apparent in fineir attendance, support, or lack of it to fine various programs offered by the school administration. The feed- back received by the school administrators is growing slowly. As ongoing programs on the local stations continue, feedback increases. Citizens have begun to respond to various programs and radio information; however, progress is actually slow in this area. Feedback is more often negative than positive. The listening publics are much more prone to provide feedback if they have not understood the information they have heard, if they have found some error in it , or if they disagree with it. For example, during the school year 19 70-71 a listener reported shock at fine radio station's agreement to air an interview with a Russian ambassador whose visit was Sponsored by the High School Student Council. Feedback of a positive nature results when the program has been an exceptionally stimulating experience and presents a philosophy in agreement with the listener's personal phiIOSOphy. When the radio stations or the high school administration does receive feedback, it is considered in their future programing- Use of Local Newspapers - Both information and change in behavior and beliefs are the rationale behind the secondary school administrator's use of fine local newspapers in Adrian. Emphasis is placed on use of the 128 positive approach in news copy as evidenced in the frequent articles emphasizing progress made by. the school system and students. The infor- mation submitted for use in the newspaper articles is considered to be valid by those who submit it and care is taken that all information going to this medium is accuate. Stress is placed on fine appropriate timing of articles, especially those concerned with millage issues and release of information on new policies and on additions to the staff. Clarity is occasionally lost in the editing of articles. Editing, due to lack of Space, sometimes occurs without the editors notifying school administration; however, an attempt is made not to distort meaning. Brevity is important as space is limited. The creativity element has been improving over fine past several years due largely to fine willingness of the editors to work with the administrators in presenting interesting 00py and to allow more Space for pictorial coverage of the articles . The newspapers strive for attention-getting devices that will attract the reader. AS previously stated, this is accomplished througn greater pictorial use, arrangement and space allotted. Both local papers' use of school news articles must certainly be termed satisfactory. Ease of message flow to and from readers is difficult to measure since, like radio communication, those who communicate to the editors or to the sclnool administration are most frequently those who have a negative point to vocalize. The reliability element in bofin newspapers is quite high; when a printed error is brought to the editors' attention , they print any cor- rection or retraction necessary. Observable communication effects and feedback are most often in the form of calls to the newspaper offices and letters .to the editors. Administration reacts to these on very few 129 occasions, preferring to improve effects of future articles through working with the editors and Director of Comnunications rather than answering letters to the editors. Public Address Announcements - The basic reason for the Adrian Senior Hign School public address announcements is informative. Messages selected must be sponsor-approved before they are submitted to the Main Office, thus insuring the appropriateness and validity of the messages . Messages are limited to Adrian High School events; announcements of com- munity events are not allowed. At times there are messages which might be considered appropriate for airing, but do not meet this standard. Concise quality of the message is important and only in rare exceptions are messages of longer than fifty words submitted or presented. The creativity level of the public address announcements has been very low. Only a few messages during the entire year earn the label of "creative." Based on the qLestionnaire findings , students apparently do try to listen to fine morning announcements but do not always find them interesting. During the 19 71-72 school year a team of volunteers who have had speecln class training will be rewriting the announcements at the close of the school day for presentation the following morning. Their goal will be to improve the creativity of the messages and arrange them in logical order. For the first time, a pre-Signal will be given by a bell tone to attract the students' attention . The accessibility and use of fine public address system are inten- tionally limited since it is located in the Main Office and only authorized personnel are allowed to use it . The pre-signal should be a positive factor in gaining information being reported, fine report apparently is 130 given in a positive manner; however, based on feedback from homeroom teachers , this is not always the case . Reports are often either too lengthy or too concise thus creating negative student reaction. Apparently, Student Council members need to be trained in more effective ways to report information to their homerooms . Clarity is directly related to fine communicative skills of representatives . Teaclners and homeroom students indicate some reports that are given are very clear while others range from vague to very uninformative. That there is little creativity used by any of representatives in presenting their reports is most evident in the student and teacher questionnaire feedback. Since the Student Council is a very active group in the school and fine infor- mation they report is vital to healthy staff-student relationships , a concerted effort needs to be made to improve the caliber of reporting. Since each homeroom has a representative , the homeroom' S acces- sibility to the Student Council report is dependent on the individual Council Representative's interest in Council and ability to report . The attention-getting quality is simply the fact that the representative is before fine homeroom group and is " given the floor" by the homeroom teacher. As pointed out earlier, the reliability of the mefinod is questionable and efforts should be made to have a counter-check on fine report , either by issuing information to homeroom teachers that they aid representatives in the presentation or by better preparation on the part of fine Council Representatives before they present the report . The home- mom audience is greatly affected, eifiner positively or negatively , by the Council Representative. Their behavior reSponses and opinion changes can be observed in their willingness to support various projects and 131 proposals, or their lack of support. This response is translated to the administration by the failure or success of fine various programs , student and teacher attention. The reliability of the communication system is good; it is audible in all rooms in the building except the gymnasium area, where hearing is limited because of fine activity-type curriculum of the classes. The Speed of the message is excellent and each classroom has a button to push if they wish to reply or converse with fine radio room personnel. Observable communication effects are noticeable in attendance at meetings or functions announced and completion of materials due. Feedback usually comes in two forms: (1) requests for clarification of announcements, and (2) complaints that announcements are boring. Based on sudn feedback, reasonable changes have been made by the administration, such as changes in announcing personnel . Student Council Reports - Student Council reports serve two purposes: information and persuasion. Not only is the Council Represent- ative ' 3 report given to keep the student body informed on what changes have or will take place, but also to guide student thinking toward accep- tance of new policies and new events . The Student Council Representative ' 8 report to homeroom members is considered valid unless the representative creates doubt by misinformation or apatheltic presentation. Homeroom members are quick to note finis and react by rejection of council's pro- posals or by complete apathy toward this report . Honerooms have the power to recall representatives who are not fulfilling their reaponsi- bilities. Teachers have been informed of finis power of recall at the pre-school meetings and encouraged to guide homerooms in its use when the representatives prove irresponsible . l32 The Student Council reports have an element of appropriateness as far as timing of the report is concerned. Representatives report fine first ten minutes of horeroom period on the morning following the Student Council Meeting. The remainder of the message elements have current questionable use in the reports. If the representative feels positive about the Specific information being reported, the report apparently is given in a positive manner; however, based on feedback from homeroom teachers, this is not always the case. Reports are often either too lengthy or too concise, thus creating negative student reaction. Appar- ently, Student Council members need to be trained in more effective ways to report information to their honerooms. Clarity is directly related to the communicative Skill of fine representatives. Teachers and homeroom students indicate some reports that are given are very clear while ofiners range from vagLe to very uninformative. That there is little creativity used by any of the representatives in presenting their reports is most evident in the student and teacher questionnaire feedback. Since fine Student Council is a very active group in the school and fine information they report is vital to healfiny staff-student relationships , a concerted effort needs to be made to improve the caliber of reporting . Since each homeroom has a representative, fine homeroom's acces— sibility to the Student Council report is dependent on the individual Council Representative's interest in Council and his ability to report. The attention-getting quality is simply the fact that the representative is befOre the homeroom group and is "given the floor" by the homeroom teacher. As pointed out earlier, the reliability of the method is questionable and efforts Should be made to have a counter-check on the 133 report, either by issuing information to homeroom teachers that they air representatives in the presentation or by better preparation on the part of the Council Representatives before they present fine report. The homeroom audience is, greatly affected either positively or negatively, by the Council Representative. Their behavior responses and opinion changes can be observed in their willingness to support various projects and proposals, or their lack of support. This response is translated to the administration by the failure or success of fine various programs, which, in turn, must be considered in their future thinking and guidance of the Council. Maple Leaf, the School Newspaper - The ngle Leaf aims primarily to inform students of news and makes only minimal attempts at editori- alizing to influence attitudes and change Opinions. The staff strives to include timely articles written in terse journalistic style, however, student readers do not appear to appreciate the newspaper as evidenced by the extremely small number of subscribers. The majority of students prefer to borrow fine paper rather than invest what they, themselves , term a "reasonable" price. The newspaper has taken on a much more positive emphasis in content during the past two years. Efforts to improve cre— ativity have been made; however, many of finese efforts have failed because of lack of financial support. An increase in the use of photographic and artistic work has been approved and wider coverage of a variety of sub— jects has been a recent goal of the staff. The publication, however, Continues to fall short of anticipated achievement as far as attracting additional subscribers . 131} The ease and Speed of the message-flow may be a part of the problem. Announcements are. given concerning publication dates; printer's delay, equipment breakdown, and deadline failures postpone announced publication dates . Students learn that while the news may have been accurate at the time of writing it becomes unrealiable when printed after fine event has taken place . Last-minute changes in plans for events create the unreliability in news copy prepared before the event. Accessibility of fine paper does not seem to present any real problems , alfinough occasionally there are a few students who do not receive their subscription copies. Since the nunber of subscribers is small, reaching finem is reasonably easy. There are few observable com— munication effects from finis publication, with the exception of dis- appointment when promised deadlines are not met. Because of postponed publication dates, the paper seems to chronicle and record past events rather than "scOOp" forthcoming happenings. Feedback is most often negative and directed to the members of fine neWSpaper staff rather than to fine administration. Administration has had some feedback, however, concerning fine interest in underground newspapers which is against publi- cations policy. When feedback of finis nature is evident , it is con- sidered in future planning. It is for this reason that continuous efforts are encouraged wifin the Maple Leaf even though subscriptions have not supported publication costs for a number of years. The results of fine questionnaires prove that this is a communication area where definite improvement is needed. In spite of postponed publication dates preventing up—to-the—minute reporting, and poor subscription statistics , its possible communication effects on total student body thinking cannot 135 be underestimated. Improvement in this communication area could have a profound effect on the whole pattern of intra—school communication. Parents Night - Parents N‘ignt is an evening where information is} given to parents through printed materials and discussion as they follow fineir child's school program. Every effort is made to keep the evening session appropos and information as valid. Pre-planning involves coordinating the participation of administration, counseling department, and teachers; suggestions of teachers, students, and parents are pro— grammed into the evening events. Printed schedules and notices help provide clarity for fine program. The administration attempt to be con- cise and well organized to Spearhead the whole evening in a positive manner. Preliminary organization includes radio and newspaper announce- ments, mailings to parents, pre—Parents Night discussion with teachers concerning fine evening's program and Specifically planned methods of welcome for making each parent feel "at home" during the evening. The greatest flow in the evening's program (it is well received by parents eacln year) involves creativity in the total program. It tends to be repetitious year after year, following the same format without any sparkling, new, and innovative ideas. This repetition tends to affect its impact on parents wifin more than one child who participate over a period of years. There is no charge for the program and advance care is taken to insure that fine date has not been used by fine elementary or middle SChoolS for a parent meeting. The parents' attention is obtained througn a general welcome session and explanation period. Ease and Speed in any message flow is achieved througn use of members of the 136 Service Club who serve as guides and aides to the parents. Parents in the commnnity have found finis a reliable method of visiting the school and becoming acquainted wifin the teachers of fineir children. It is not a complaint session concerning grades; to prevent finis , Parents Night is scheduled prior to fine first report card mailing. Observable com- munication effects are noted in the coments and statements at the con— clusion of the evening made by the parents. Their suggestions and reactions are factored into the planning of fine next Parents Night. MnSchool Board Newsletter - The purpose of the School Board News letter M is to inform the parents of new programs and educa- tional progress in bofin the elementary and secondary schools of the Adrian Public School system. It is published approximately four or five times during the year but not on any Specific date. The Central Administration Office uses the newsletter as a Short-Term Communication. The information in each newsletter is appropriate to the time of year it is published, since publication dates coincide with activities and events being sponsored in the educational system. It is valid, infome— tion being from administrators in the elementary and secondary schools at the time the events are being planned or conducted. The point of view of finis newsletter is positive and every effort is made to prepare clear and concise copy. Its primary weakness is lack of creativity. Each issue follows basically the same format. Parents indicated in the questionnaire survey finat they remember little concerning newsletter content. It follows , finerefore, finat. greater effort needs to be made to increase the communication impact of fine newsletter. The reliability of the media is good. It is mailed to all tax- Payers and the ease of fine message flow does not appear to present any 137 difficulties. Since each issue includes a letter from eifiner fine super- intendent or the president of fine school board, readers know whom to contact if they wish to respond. The weak media elements are the attention-getting qualities of the newsletter and the accessibility use of it. As stated previously, format does not vary; pictures, when used, appear in small insets. Parents would probably rely on it more if it had Specific publication dates as does the hign school newsletter. Perhaps the money and time spent producing this newsletter could be better spent on some other form of communication to parents. The intended audience apparently has little difficulty compre- hending newsletter information, and there is little doubt that they accept the information as valid. The actual articles , with the exception of those concerning mnillages, do not aim for opinion change and fine feed- back, therefore, obtained by the administration, is actually minimal. Rarely does fine administration have perception , opinion or behavior changes based on parental feedback from finis newsletter. Teachers Bulletin - Administration uses the Teachers Bulletin almost daily as do ofiner members of the staff. These Bulletins are used to keep fine staff informed of various policies, changes in the day's programs, and future events taking place in the school. They must be considered as Short-Term Communications. Since staff members wishing to contribute to the Bulletins mnust compose fineir c0py on forms one-half sheet in length, fine message elements include clarity and conciseness . Messages are stated in a positive rather finan a negative manner and their validity is assured since finey originate from Sponsors of groups , committee heads , administrative staff and teachers . Their appropriateness 138 is also established by the sources. Since the purpose is informative, they lack creativity. Failure to be creative may be" due to lack of preparation time by fine writers or failure to realize the importance of creativity in their messages. The Bulletins are issued daily, if needed, and they are placed in all teadners' mailboxes so finere is prims accessibility and use. The only attention-getting device in this communication media is the cap— italized title "TEACHERS BULLETIN," which teachers recognize and consider important. The contents of finis communication are reliable and fine ease and Speed Of the commmication's flow are excellent. The teachers have accepted the messages printed in fine Bulletins as official and obser- able communication effects are apparent. While fineir perception changes cannot always be judged, their apparent opinion and behavior changes Show a positive pattern. There is little negative feedback from the Bulletins. Rarely does a teacher request a correction or complain about the clarity of the communication. Positive feedback is shown in the reaction and action taken by the teachers . Faculty Meetings - Faculty Meetings aim both at informing the faculty and upon occasion at influencing change in fineir Opinions. Basically, the faculty meeting is a Short-Term Communication. The Master Contract with the Adrian Public School teachers limits faculty meetings to no more than one per week of one-hour duration . The administration prepares the agenda. A majority of the time, tOpics selected are appro- priate to educational problems-needing solution or study and informa- tion given is always valid. However, fine faculty would probably have a _ greater interest in the faculty meetings if they could be represented in 139 selecting the agenda. The clarity of the meetings could be improved if the agenda for each meeting were printed in advance to give the faculty time to react to the subjects and thus be prepared to channel their thinking and information to the tOpics on the agenda. The meetings are concise, ending promptly at the hour; however, it is difficult to determine whether this is due to excellent planning or to fear of breach of fine Master Contract. The meeting atmosphere is a positive one due to the tone set by fine chairman and the freedom to dissent prevalent in the meetings. There is little, however, in the way of creative pre- sentation. Changes in format are rare; visual aids are seldom used or any Ofiner mefinods of variation such as small group or "buzz" sessions. The accessibility and use of the faculty meetings are apparent in the regular attendance of fine faculty. The information gained at faculty meetings appears to be reliable. For most faculty, ease and speed of the message flow present no problems but the attention-getting quality of the meetings is generally rated very low. Faculty' S corprehension and acceptance or rejection of ideas and policies are Observed in a nunber of ways. Often they voice fineir Opinions immediately; if time is a factor, finey are asked to stop by the principal's office wifin fineir ideas or to react in writing. The results of finis feedback are reflected upon in future administrative council meetings and when advisable acted upon. Cements on General Communications at Adrian Senior High School — In this study the writer discovered more intimately the constant attempts made by the administrative staff at Adrian Senior High School to com— municate wifin fineir faculty, students and parents. Those communications 190 controlled from within the school system appear to have more effect on the audiences in transmitting information about school events than do those communications controlled from outside the school system, namely the local newspapers and radio stations. The one possible exception to this fact is fine notification via radio or days when school will be closed due to inclement weather. More teachers refer to the Teacher Handbook more often than they do to the Adrian Publig School Policy Book; however, both apparently are being used when needed. One of the best channels of communication to teachers appears to be the Teachers Bulletin. More attempts need to be made to allow teacher assistance in the planning of faculty meetings and constant encouragement of feedback is needed. An impressive peroentage of parents responding to the questionnaire are aware of the Parent and Student Handbook and make some use of it. The annual Parents Night is also an important line of communication. The best and most frequently used means of communication is the High School Newsletter. In comparison with the reported use of this newsletter by parents, it is important to note finat parents often do not recall receiving fine School Board Newsletter or information contained in it. This raises the question of whether the School Board Newsletter is achieving its communication purpose and whether finis money could be more profitably invested in another school board form of communication to parents. The need exists for even greater channels of commnication wifin parents . This need was evident to the writer finrough the fact that although much effort and planning were involved in the questionnaire and follow-up survey to insure a good return percentage, the actual return 141 percentage was less finan one-third. The result could indicate that parents are apathetic toward school matters or, more importantly, it could indicate the need for better channels of communication, changes in the established forms to attract their attention. In either case, the questionnaire survey based on fine low percentage Of returns clearly points out that greater efforts need to be made to reach finis audience. General communications to students received a more positive rating than anticipated. While students do not always regard highly their school neWSpaper, Maple Leaf, they do have enough interest to continue making improvement suggestions; these will be incorporated in the 1971-72 publications. Students register an interest in Student Council reports, although they are critical of the representative's presentation. Teachers need to strengfinen the support they give repre— sentatives by keeping the room atmosphere conducive to good listening. A surprising number of the studennts in the survey indicated that finey listen to the morning public address announcements. Again, fineir suggestions to have a pre—signal, different volunteer announcers , and interesting forms of presentation are being incorporated in the l97l—72 school year announcements. Approximately 8396 of fine students indicated that they had read some or all of the Parent and Student Handbook; approximately 7896 attach sore degree of importance to finis information. For the l97l-72 school year Student Council officers and administration jointly met and selected those items they felt were most important to and most Often used by students. As a result, a new handbook was designed (see P. ll) and jointly financed by the School Board and Student Council. These were given to all students free of charge on the 1142 first day of school. The feedback to date (both comments and observed use) indicate the change is a positive one. The final choice—selection question in Student and Parent Questionnaires dealt with the perceived communication channels to administrators, counselors, and teachers. It was disappointing to note in the students' responses that communication effectiveness decreased steadily from teachers to administrators; 7L}.7% indicated they commun— icated with teachers; 31.596 sometimes; and ”3.296, frequently. With assistant principals 15.14% indicated communication; 9.796 sometimes; 5.796 frequently. Only 5.9% checked communication with the principal; Ll.2%, sometimes; 1.796, frequently. Upon first studying these percentages , it is alarming to realize that the best communication achieved between teachers and their students still leaves approximately one-fourth of the student body perceiving that they seldom or never communicate with school personnel. Secondly, it is alarming to observe that less than one-half (#096) of the freshman class and the jnnior class (”996) perceive communications between the counseling staff and themselves "frequently" or "sometimes." It has been assumed that these two classes would have the greatest need for counseling and, therefore, would establish greater contact. Freshmen, new to the building layout and curriculum, are expected to need more help than those students who have become adjusted to senior high school routine. Juniors who are making vocational plans also might be expected to be in more direct communication with counselors. These percentages, although alarming, must also be interpreted in another way. By grouping the four separate staff groups (teachers, 1M3 counselors, assistant principals, and principal) in one question, per— haps students were forced to arrive at these percentages by comparison. When comparing, for example, "frequent" communication and "seldom" com— mnnication with a teadner, the normal reaction for a student might be that he sees the teacher each day and, therefore, his communication would be judged "frequent." Whereas, in reality, if he sees a counselor two or three times during a nine—week session, this would be "frequent" since five counselors serve 1900 students. In the same manner, a student who follows school rules may not have occasion to communicate more than a greeting to an assistant principal or the principal who, by the nature of their responsibilities, are concerned with the organiza- tional administration of the school. When comparing his cozmnunication with the assistant principal or the principal, the student may very well say to himself, "I certainly dm't see them very often!" and in all sincerity select the "seldom" or "never" choice of answer on the questionnaire. Certainly communication problems in this area are pointed out by the questionnaire results; however, it does appear that the entire counseling staff should not suffer berating, nor should the administra- tion feel complete failure in communication because of these questionnaire results. In the Teadner Questionnaire the final question dealt with com- munication with administration; 67.596 of the teachers indicated they communicated with the administration—H.396, "frequently" and 52.7% as often as needed." Results of the questionnaires suggest the need for greater communication effort in this area. CHAPTER IV SUMMARY AND CONCLUSIONS Summary of Procedure This study developed a communication model for understanding the process by which effective communication can be achieved in the secondary school system. The model was developed by the author after extensive reading in both the theoretical and the applied communication sources. In the model communication is viewed as a two—way interaction process by which messages are transmitted between the commnunicator and the audience. To be consistently effective with the large nurber of diverse publics to whom he is directly or indirectly responsible, the communicator must be aware of and incorporate the formulative and evaluative processes of communication, including resultant feedback. With this type of commnicative interaction, solutions to communicative problems will not only be more relevant and effective but also rela- tionships of trust will be established that can become channels for the rapid, efficient, and effective transfer of information. The author, cognizant of this need for collaborative interaction , approached the review of literature with Special emphasis on identifying the communica- tor's role and responsibilities and on establishing characteristics of individuals and audiences which inhibit or facilitate message transfer and which destroy or create collaborative interaction among the school publics . 11m 145 Using the model as a guideline, the quantitative portion of this study evaluates the degree to whidh the three school populations (teadher, student, and parent) at Adrian Senior High Sohool, Adrian, Michigan are ornare not being reaChed by the present communication media. Questionnaires directed to teadhers, students, and parents were fOrmh ulated and sent to participants selected through use of the Table of Random Numbers. Seventy-four teachers, MOO students, and 177 parents responded to the questionnaires. Percentages Obtained from the student questionnaire data were used to obtain interval estimates of the perk centage of all students within the Sohool giving a certain response. Statistical estimates of the population values were not used on data from the teachers or parents. Since the entire teaCher'pOpulation.was used, no estimates from a sample were required. The response from parents was only 29.5% of those included in the sample, so it was not claimed that those parents who replied were representative of all parents. Computa- tions for the three different questionnaires were processed by IBM 1130 Computer and programmed using the Fortran IV program. Questionnaire data provided feedback for comparison of the present communication media used at Adrian Senior High School with the ideal com— munication process presented in the model. Communication feedbaCk may be obtained through many othernmethods: observation, petition, letter, protest. Whatever method or methods are used, feedback is necessary in order to maintain the status quo or to effect change. Without it, effective methods fOr motivating peOple to Change their'attitudes and behavior cannot be evaluated and selected. This study, although limited 146 to the feedback of an attitude and Opinion questionnaire survey, demon— strates the effectiveness of feedback as an evaluative process because it provides evidence to support the degree to which a change in some of the methods of communication is needed as well as disclosing those areas where greatest revision is necessary. Summary of Findings Useful findings concerning long-term communication media, Teachers Handbook, Teachers Policy Book, Parent-Student Handbook, and High School Newsletter, were as follows: l. The study supports the value of both the Teachers Handbook and the Teachers Policy Book since 51% of the teachers use these long-term communication media. Surprisingly, analysis of the data indicated that experienced teachers refer more often to the Poligy_Book than inexperi- enced teachers . 2 . For the students , equally valuable is the Parentfitudent Hand— bgglg since a distinct majority of students read fine Handbook. Question- able is its value and usefulness for parents due to the small number of parents who actually read and use it . Parent questionnaire data indicate greater use by female parents finan by male parents. This should be considered when designning the printed materials . The data also support the fact that the greater the number of children the greater the parents' amareness of its existence. 3 . More parents read the Higng School Newsletter than do not read it. As wifin fine Handbook, a greater nunber of female parents finan male parents are among those reading it. 147 Significant findings concerning short-term communication media (radio stations, neWSpapers , teacher bulletins , faculty meetings , public addess anonncements , student council reports , parents night, school board new3paper, staff commnnication) were as follows: 1. The study supports WABJ-AM as the more effective of the two radio stations since finere are more students , parents , and teachers who tune in to this station. Teachers are the only group where in a majority listens to either or bofin of the local radio stations , yet more listen to WABJ—AM than listen to WLEN-PM. Analysis of listening habits on the basis of teaching experience shows more of the most experienced teachers listen to WABJ-AM finan fine least experienced teachers . 2 . Students and parents rate both local radio stations as accurate rather than inaccurate; however, a greater nunber of teachers rate WABJ- AM as more accurate than WIEN-FM. In comparing accuracy ratings of fine two stations according to teaching experience, more of the experienced teachers rated WABJ-AM as being more accurate than WLEN—FM, but in the ratings according to sex, more male teachers rated WLEN-FM as being accurate while more female teachers rated WABJ-AM as the more accurate . 3 . In the three groups surveyed more read TheAAdr-ian Daily W than read fine LenaweeATribune and most reSpondents read T_'r_ne_ Adrian Daily Telegram frequently. It should be noted finat these findings may be due to the relatively recent publication of fine Lenawee Tribune and fine fact that it is a weekly, rather than daily, newspaper. l4 . Parent and student readers rate both papers as being accurate, but The Adrian Daily Telegram was rated as accurate more often than the Ienadee Tribune . 1H8 5. A greater number of teachers read and find useful fine Teachers Bulletin with the higher percentage cf use by fine most experienced teachers. 6. Concerning Teacher Meetings, most teachers attend, judge them important, and feel free to voice their Opinions. Male teachers feel more freedom to voice their Opinions finan do the female teachers. 7. More teachers feel finat it is possible to communicate with admninistrators whenever necessary. As expected, fine experienced teacher feels a greater freedom to commnicate than does the inexperienced teacher. 8. More students report that finey listen attentively to most Public Address Announcements as compared to the students who do not. 9 . Over one-half of the students read fine Maple Leaf and more of the readers borroaed the newspaper rafiner than buying it. As antici— pated, more of the student officers read the neWSpaper as compared with non—officer readers . 10. More students communicated with their teachers than they did with their counselors or wifin administrators , and more communicated with their counselors finan they did with administrators. ll. More parents were in attendance and rated Parents Night as valuable when compared with those who did not attend and attendants who rated the event as having no value. 12. More parents read the School Board Newsletter, @393, than those who do not read it. 13. More parents feel free to communicate with teachers whenever the need arises as compared with those who do not feel such freedom. 1H9 Conclusions and Recommendations An examination of the findings in fine feedback portion of this study leads the author to the following conclusions and recommendations: 1. Long—Term Communication Media Data support the value of the Teach_e_rs Handbook, the Teachers Policy Book and the Hign School Newsletter; each is being used by its intended audience and, therefore, should be continued. However, since the Student-Parent Handbook is mostly ignored by fine parents , whereas the majority of students read it, it is recommended that the H_an_c_1_ E095 be revised for a creative communication with students only and titled the Adrian High School Student Handbook. Further, it is recom— mended that this revision include a more useable student—oriented format. 2 . Short-TernLCommunication Media The printed form of communication most often read by all three school publics surveyed is The Adrian Daily Telegram. Therefore, fine administration should direct the major part of their written com— munication efforts to finis medium in order to maximize the information flow to the publics surveyed. Since the Lenavee Tribune is an effective vehicle for transmnitting printed information to fine parents , school news items should be directed only to this audience. The student newspaper, Maple Leaf, is read by only approximately one-half of fine student body. It is recommended that steps be taken by the administration to attract a greater student audience and thereby increase the value of this communication medium. Suggested steps include featuring articles that are more relevant to today's student and dis- tributing the newspaper on a regular basis to all students free—of-charge. 150 Less than one-half the parents listen to WABJ-AM and the students largely ignore both radio stations . Although the data support WABJ—AM as the more effective comumnication medium of fine two stations, it would appear that both radio stations are not as effective a school news transmitting vehicle as they could and should be. It is recommended that the administration review fine results of this survey with the local radio station owners and tOgether plan innovative programs that will attract fine school listening audience. While tlnree-fourths of fine parents who replied to the question- naire indicated they do attend the annual Parents Night and consider it valuable, they also indicate there is little or no improvement in their basic understanding of the general operational procedures employed by the school. To increase understanding and the value of Parents Night, it is recommended that printed information concerning operational pro— cedures be made available to all parents prior to Parents Night. It is further recommended that a printed informational follCM-up be sent to parents who attended Parennts Niglnt. Questionnaire data concerning Faculty Meetings indicate that female teachers are more reluctant to voice their opinions than male teachers. It is recommended that the administration make a Special effort to include female teachers on committees which report to Faculty Meetings as well as to encourage female participation whenever possible . The results of fine survey indicate that finree-fourths of the students communicate frequently with their teachers , less than one-half communicate with their counselors , while only one-tenth communicate with administrators . In view of the fact that there are only four 151 administrators, it, therefore, is impossible to communicate on an individual basis with 1900 students. It is recommended that fine admin— istration include in the year's programmning small group open-forums to afford students and administrators an opportunity to communicate directly with one another. A majority of parents felt free to communicate with both teachers and counselors while less than one—half felt free to communicate with administrators. It is recomnended that administrators increase commun- ication with parents by publicizing the proper chanels of communication and the procedure for contacting the administrator they need. It is further recommended that a continual effort be made to meet with more parent groups. While two—thirds of the teachers felt free to communicate with administrators as needed, the fact that one-finird were hesitant to do so indicates a serious staff communication weakness. It is recommended that beginning efforts in this area include getting better acquainted with the staff, informing them of communication channels Open, and encouraging them to use these channels. The Model The Model for Secondary School Administration Communication includes the following basic elements: rationale for communication; need for Long—Term or Short-Term Communication; message elements; media elements , receivers' environment; audience attention; comprehension; acceptance; observable communication effects; feedback; reception environment; admninistration attention; comprehension and acceptance; 152 observable communication effects; and fine continuation of the cycle once again. While finis is not the only possible communication model, it is a workable model for administrators to use as a guide for improving communication. Support, of a practical nature, has been given to the model. Examples of this are requests by other administra- tors in the Adrian and neighboring school districts for assistance in use of the Model. As in any study, there is speculation of possible improvements to be made in future research. Concerning the questionnaire given, no question should be included when the answer is already available, such as the question on attendance at Faculty Meetings. It would have given added insight to the communication problems if a check had been made of why parents did not reply to the qnestionnaire. This deficiency in research method should be corrected in future studies. Personal contact made with those parents who failed to reply could correct this. Implications for Secondary School Cgmmunication Based on related reading and research, the author's persoral experience, the application of the Model to Adrian High School, and the feedback data obtained in this study, the aufinor has derived the follow- ing implications applicable to communication procedures at the secondary school level. 1. Using the communication model as a guide, educational administrators should continuously monitor the communicat ion process in fineir schools in order to benefit from failures and successes as finey occur. Not only does this allow for improved future communication but 153 it also raises the possibility of changing and improving these activities while they are in progress. 2 . Informational handbooks are valuable communication media for those directly involved in the operational procedures of the school system. Since personal contact with admninistrators is limited, handbooks are particularly effective in communicating policies and rules to students and teachers . 3. Relevancy is the key word in all patterns of communication, but particularly important in effective communication with students. Patterns of student fininking and activities change rapidly, making today's communications devices outdated for tomrrw's communication problems. Constant revision of long—term communication media is necessary to meet this need, and innovative ideas from students involved in high school publications should always be encouraged. In the review of literature great emphasis was placed on the school newspaper as a vital communica- tion link within the school system, but its value is limited by its distribution. Budgeting for the newspaper should be included in the total school budget to allow every student access to this communication medium free-of-charge. in. Sex is a factor to be considered in communication wifin parents. Female parents are more apt to read and use Long-Term Commun- ication media. Short—Term Communication media, particularly Parents Nignt and a parents' newsletter included wifin mailings of students' schedules and V grades, are more valuable in keeping parents informed of procedural changes, school events, and student progress. IBM 5 . Teachers with the least experience require greater orienta- tion and greater encouragement in the use of communication media. Administrators should be adae of the fact that the less the experience the less the participation by teachers in expression of opinion. Sex is also a factor in freedom of expression; female teachers are less apt to participate in the communication processes unless fine system is arranged to require participation. 6. Each school system should survey mass communication media available in its community and determine their effectiveness. School news bulletins should be directed to those media supported by the survey as having the greatest public use. Suggestions for Further Study 1. Using the communication model as a guide, additional studies on other than the secondary school levels such as middle school and college, should be conducted to evaluate the communication media within those areas. 2 . An expanded study should be conducted involving the various non—school publics to include such factors as race, religion, socio- economnic levels, geographical location, and size of the school district. 3. A study concerned wifin connselors and the vast areas of com— munication vital to their effectiveness should be conducted wifin emphasis on strengths and weaknesses of counselors' communications pinpointed. M. New methods of communication using administrators' knowledge, imagination, and total resources must be develOped, implemented, and evaluated for fine consistent improvement of the overall effectiveness 155 of communiction between school personnel and the various school publics. Education today is receiving pressures and problems unique to schools of fine '70's, making ever more pressing fine need for research of a practical nature. Practical researchers must consider the various characteristics of communication and apply the insights gained from communication experts as fine starting point for irnovative research. The challenge is that voiced by Franklin H. Knower: "Let us do research which will make a difference in fine way men communicate in that changed world of tomorrow . "1 1"The Present State of Experimental Speech—Communication Research," The Frontiers in Experimental Speech-Communicatign Research (Syracuse: Syracuselfiniversity Press, 1966), 115. 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Yantis, John T. , "The Principal's Perception of the Assistant Principal- ship," Michigan Journal of Secondary Education, XI (Sumer, 1970) , 55-580 APPENDIX.A CORRESPONDENCE AND QUESTIONNAIRES Al MarCh 2”, 1971 Dr. David Ralph Communications Department Michigan State University East Lansing, Michigan 118823 Dear Dr. Ralph: Mrs. Janice Hoffer has informed me of her desire to undertake a research project concerning the evaluation of various commnication media finrough which school information at Adrian High School is transmnitted to fine various public: teachers , students , and parents of students . I feel the need for such a study continues to gain importance as school administrators continue to compete with other institutions for financial support of the taxpaying public. I know of no study of finis type that has been undertaken to date . Mrs . Hoffer will be provided with the necessary resources and encouragement of this office to undertake and successfully complete finis work should it meet with the approval of the doctoral committee . Sincerely , Carlo W . Heikkinen , Superintendent of Schools CWH/ sam Sex: A2 T E.A C H E R Q'U E S T I O N N.A I R E Male [3 Female [3 Years of Teaching Experience: 1—3 [3 H-7 [3 8-10 [3 Over 10 C] Subject area taught (Optional): Section A. COMMUNITY INFORMATION MEDIA 1. Regarding use of LOCAL RADIO STATIONS, check the answer which best describes your liStening to each of the local radio stations. Often Seldom Never WABJ (AM) WLEN (FM) If you answer "Never" to both radio stations, please go to Question 9. Otherwise check the answer of answers to the following questions that best describe your use of the media. Use as many check.marks as you need for each question. Regarding LOCAL RADIO STATIONS' coverage of school infbrma- tion and events, IiliSten to Ideal statiOnS’fO’: a. Information only on school closing due to weather. b. Information on school calendar events. c. Information on Special school social and sports activities such as Winter Carnival, fOOtball and basketball games. d. Information on school news such as millage, school board metmgs o \ l e. Other In Questions 3 and H check the answer which best describes your feelings. 3. a. b. Regarding the accuracy of School news heard on the LOCAL RADIO STATIONS, I find: Very Accurate Fairly.Accurate NOt Accurate WABJ (AM) WLEN (PM) A3 a. Regarding use of the LOCAL NEWSPAPERS, Nearly Always Part of the Time Seldom Never a. .Adrian Daily Telegram b. Lenawee Tribune If your answer to both newspapers is "Never," go to Question 7. Other— wise check the answer or answers that best describe your use of the media. Use as many checks as you need. 5 . Regarding LOCAL NEWSPAPER coverage of school information and events, Iiread the local newspapers fbr: a. Information on school calendar events. b. Information on school news such as millage and school board meetings. c. Information on Special school social and Sports activities such as Winter Carnival, football and basketball games. d. Information on Special programs and school policies. e. Other Check the answer that best describes your feelings. 6. Regarding the accuracy of school news printed in the LOCAL NEWSPAPERS, I find: Very Accurate Fairly Accurate NOt Accurate a. Adrian Daily Telegram b. Lenawee Tribune _____ _____ _____ Section B. SCHOOL INFORMATION MEDIA 7. Regarding the Teachers Bulletin, I read them: a. .AS often as they'are printed. b. Sometimes. c. Seldom. d. Never. If answer to 7 is "d" go to Question 11. Otherwise answer Questions 8, 9, and 10. AM 8 . Regarding the information contained in the Teachers Bulletin, I find the information: a. Very pertinent. b. Generally useful. c. Of little or no value. 9. Regarding the retrievability of Teachers Bulletins, I find: a. I keep all of the Bulletins for future reference. b. I keep some of the more important Bulletins for future reference . c. I discard the Bulletins. 10. Regarding the use of Teachers Bulletin by teachers to transmit prpfessional messages, I utilize this media: a . Frequently . ___b. Seldom. c . Never . 11 . Regarding attendance at Faculpy Meetings , I: a. Always attend Faculty Meetings. b. Usually attend Faculty Meetings. c . Seldom attend Faculty Meetings . (1. Never attend Faculty Meetings . If answer to 11 iS "d" go to Question 16. Otherwise answer Questions 12, 13, 1'4, and 15. 12. Regarding the frequengt of Faculty Meeting, I feel: a. One Faculty Meeting per week is sufficient. b. One Faculty Meeting every two weeks is sufficient. c. Only one Faculty Meeting per month is needed. d . Faculty Meetings should be held only when important information needs to be given. e. Other. (Please suggest)“ A5 13 . Regarding the communication during FACULTY MEETINGS , I generally feel: a. Quite free to interj ect my thoughts and opinions verbally. b . Fairly free to interj ect my thoughts and opinions verbally. c. Not very free to interject my thoughts and opinions verbally. 11+. Regarding the degree of participation by faculty members during FACULTY MEETINGS, I believe it to be: a. Widespread , with most faculty involved when matters that pertain to them are being discussed. b. Limited only to the most vocal participants. c. Actively discouraged by the chairman. d. Very limnited due to disinterest of faculty members in agenda items. 15 . Regarding the value of FACULTY MEETINGS, I feel Faculty Meetings are of: a. Great importance. b. Some importance. c. Little importance. d . No importance . 16. Regarding the use of information in the TEACHERS HANDBOOK, I use the Handbook: a. Frequently. b. Occasionally. c . Seldom . d . Never. If answer to Question 16 is "d" go to Question 18. Ofinerwise answer Question 17. A6 From.this point on in the questionnaire there will be some questions which ask you to make a judgment of degree. For example: The room is HOT : : : : COLD. If the room is very hot, check the Space immediately beside the word.HOT. If the room is very cold, check the Space immediately beside the word COLD. If the room is of average temperature, check the middle Space. If the room is between neutral and very hot, check the second line from the word HOT, and so on. 17. Regarding information fOund in the TEACHERS HANDBOOK, I found the information to be: a. ALL VERY IMPORTANT : : : : ALL VERY UNIMPORTANT b. EASY TO FIND : : : : DIFFICULT TO FIND c. STATED CLEARLY : : : : STATED VAGUELY d. CONCISE : : : : VERBOSE e. INTERESTING : : : : DULL 18. Regarding use of information in the ADRIAN PUBLIC SCHOOLS POLICY BOOK, I use the POIicy Book: a. Frequently. b. Occasionally. ___c. Seldom. d. Never. If answer to 18 is "d" go to Question 20. Otherwise answer Question 19. 19 . Regarding information found in the ADRIAN PUBLIC SCHOOLS POLICY BOOK, I’fOund the infbrmatibn to be: a. .ALL VERY IMPORTANT : : : : .ALL VERY UNIMPORTANT b. EASY TO FIND : : : : DIFFICULT TO FIND c. STATED CLEARLY : : : : STATED VAGUELY d. CONCISE : : : : VERBOSE e. INTERESTING : : : : DULL A7 20. How often do you feel you get a chance to communicate with the Administration? a. Frequently. b. As often as is needed. c. Not as often as needed. d. Never. 21. IS there anything else you would like to say about school communications? Sex: Class: A8 S T U D E N T Q U E S T I O N N.A I R E Male E] Female [3 Fr. [3 SOph. E] Jr. C] Sr. [3 Do you hold one of the following offices? If so, check the appropriate box or boxes. Student Council Member [3 Class Officer [3 Club Officer C] Commuttee Chairman.[] Section A. COMMUNITY INFORMATION MEDIA 1. 3. a. b. Regarding use of LOCAL RADIO STATIONS, check the answer which best describes your listening to each of the local radio stations. Often Seldom Never WABJ (AM) WLEN (PM) If you answer "Never" to both radio stations, please go to Question '4 . Otherwise check the answer or answers to the following questions that best describe your use of the media. Use as many check marks as you need fOr each question. Regarding LOCAL RADIO STATIONS' covergge of school informa- tion and events, I listen to local stations fbr: a. Information only on school closing due to weather. b. Information on school calendar events. c. InfOrmation on special school social and Sports activities such as Winter Carnival, football and basketball games. d. Information on school news such as millage, school board meetings. e. Other Regarding the accuracy of school news heard on the LOCAL RADIO STATIONS, I find: Very Accurate Fairly.Accurate Not Accurate WABJ ONT) WLEN (FM) A9 L}. Regarding use of the LOCAL NEWSPAPERS, I read: Nearly Always Part of the Time Seldom Never a. Adrian Daily Telegram b . Lenawee Tribune If your answer to both neWSpapers is "Never" go to Question 7. Other— wise check the answer or answers that best describe your use of the media. Use as many checks as you need. 5 . Regarding LOCAL NEWSPAPER coverage of school information and events , I read the local newspapers for: a. Information on school calendar events . b. Information on school news such as millage and school board meetings. c . Information on Special school social and Sports activities such as Winter Carnival , football and basketball games . d. Information on Special programs and school policies. e. Other Check the answer that best describes your feelings. 6 . Regarding the accuracy of school news printed in the LOCAL NEWSPAPERS, I find: Very Accurate Fairly Accurate Not Accurate a. Adrian Daily Telegram b . Lenawee Tribune Section B. SCHOOL INFORMATION MEDIA 7. Regarding the number of times I listen to the PUBLIC ADDRESS ANNOUNCEMENTS, I listen: a . Often . b . Sometimes . c . Seldom. d . Never . If answer to 7 is "c" go to Question 12. Otherwise answer Questions 8, 9, 10, and 11. A10 8 . Regarding my attention to the PUBLIC ADDRESS ANNOUNCEMENTS , I listen to the morning anouncements: Very carefully to all items. To most of the items. Don't pay much attention at all . Never pay any attention. On Questions 9 and 10 check as many responses as apply. 9 . Regarding information gained from the PUBLIC ADDRESS ANNOUNCE- MENTS, I would learn more if: a. b. e. My homeroom were quiet during the announcement period . There was a definite time the announcements come on the public address system each morning. The anouncer had a pleasant voice and gave variety to the announcements . If there was some type of pre-Signal identifying fiat announcements were about to begin . Other 10 . Regarding which tyg of PUBLIC ADDRESS ANNOUNCEMENTS I listen pg, I find myself interested most when I hear: a. Unique wording in an anouncement . A different voice from the regular anouncer. A musical background or sound effects used with the announcement . An announcement concerning an area in which I am interested. Other All 11. Check the answer that best describes your feelings. If there were an o rtunity to change, who would you refer to have ggve the mornlng announcements over ifie PUBElngDDRESS systemfl Speech class members. Student Council Officers. Class Officers. Volunteers. Other 12. Regarding STUDENT COUNCIL REPORTS, I listen to our Student Council Representative with: Complete attention. Some attention. Little attention. No attention. 13. Regarding the level of attention to the STUDENT COUNCIL REPORTS, my'attention is what it5iS because of: The report is given by a.well-infOrmed representative. The report iS given by a poorly-informed representative. The representative seems interested. The representative seems disinterested. The room iS noisy. Other 14. If you consideruyour attention less than complete, what would increase your attention? CheOk—those replies which you feel are most needed and add any others you.wish. The representative got his facts straight. The message is important to me. I felt I was going to be involved in the plans being discussed. The teacher Should give the report. Other A12 15. Regarding the ADRIAN HIGH SCHOOL PARENT AND STUDENT HANDBOOK, I: a. Received a copy and have read it. b. Received a c0py and have read only some sections. c . Received a c0py but have not read it . d. Did not receive a copy. If your answer to 15 was "c" or "d" please go to Question 18. Otherwise answer Questions 16 and l7. 16. Please check the arount you would like for each of the cate- gories . Regardingthe anount of information con ' each of the following categories given in the ADRIAN HIGH SCHOOE PARENT AND STUDENT HANDBOOK, I woulchike: More About the Same Less a. School Rules b . Calendar Information c. Information on Clubs, Activities d . Information on School Services e . Other From this point on in the questionnaire there will be some questions which ask you to make a judgnent of degree. For exarple: The room iS HOT : : : : COLD. If the room is very hot, check the space immediately beside the word HOT. If the room is very cold, check the Space immediately beside the word COLD. If the room is of average temperature , check the mniddle Space . If the room is between neutral and very hot, check the second line from the word HOT, and so on. 17. Regarding the information in the ADRIAN HIGH SCHOOL PARENT AND STUDENT HANDBOOK, I find the informaiion to be: a. ALL VERY IMPORTANT : : : : ALL VERY UNDTPORTANT b. EASY TO FIND : : : : DIFFICULT TO FIND c . STATED CLEARLY : : : : STATED VAGUELY d. CONCISE : : : : VERBOSE e . INTERESTING : : : : DULL A13 18. Regarding the SCHOOL NEWSPAPER, THE MAPLE LEAF, how often do you see the school paper? a. I usually see a c0py. b. I seldom.see a c0py. c. I never see a c0py. If your answer to 18 is "Never" go to Question 25. Otherwise select the best answer for Questions 19-22. 19. If you do see a copy of the SCHOOL NEWSPAPER, how much.do you read of the copy? a. Most of it. b. Some of it. c. None of it. 20. Regarding the manner in which I receive the SCHOOL NEWSPAPER, MAPLE LEAF, I: a. Subscribe. b. Buy. c. Borrow. d. Don't get one. 21. Regarding the freguency of publication of the MAPLE LEAF, I feel the student neWSpaper Should be pUbliShed: ___ga. weekly. ___b. Menthly. ___c. Bi-monthly. 22. Regarding the subscription ppice of the MAPLE LEAF, ($2.00), I find: a. It is too expensive. b. The cost is fair. c. It Should be less expensive. A114 23. Regarding news coverage in the MAPLE LEAF, I wish the staff would cover: A Lot A Little As Is Less A Lot More More Less Sports events Club news School—wide happenings Creative endeavors of the students Fashions and teen tips An "Action—Line" ques- tion/answer column Thought-provoking philo- sophical articles More letters to the editor Student activities in the community Other 21+. Regarding distribution of fine MAPLE LEAF, I wish it could be distributed in: a. Homerooms, as it now is. b. The Cafeteria at noon. c. The Student Activities Office. d. Other 25. 26. A15 How often do you feel you get a chance to communicate with: Frequently Sometimes Seldom. Never Teachers Counselors Assistant Principals Principal _____ _____ _____ _____ IS there anything else you would like to say about school communications? A16 PARENT QUESTIONNAIRE Sex: Male I3 Female D No. of Children in Family: 1D 2!] 3E] 14D 5E] 6C] 7!] 8C] 9D or more CI Your Age: 35 and under [:1 36 to I+5 Cl L+6 to 55 CI 56 and over E] Section A. COMMUNITY INFORMATION MEDIA 1. Regarding use of LOCAL RADIO STATIONS, check the answer which best describes your listening to each of the local radio stations. Often Seldom Never WABJ (AM) WLEN (FM) If you answer "Never" to both radio stations , please go to Question in. Otherwise check the answer or answers to the following questions that best describe your use of fine media. Use as many check marks as you need for each question. 2. Regarding LOCAL RADIO STATIONS' coverage of school informa— tion and events, I listen to local stations for: a. Information only on school closing due to weather. b . Information on school calendar events . c . Information on Special school social and Sports activities such as Winter Carnival , football and basketball games . d. Information on school news such as millage, school board meetings . e . Other In Questions 3 and 1+ check the answer which best describes your feelings. 3 . Regarding the accurapy of school news head on the LOCAL RADIO STATIONS , I find: Very Accurate Fairly Accurate Not Accurate a . WABJ (AM) b. WLEN (FM) A17 H. Regarding use of the LOCAL NEWSPAPERS, I read: Nearly Always Part of the Time Seldom. Never a. .Adrian Daily Telegram b. Lenawee Tribune If your answer to both neWSpapers is "Never go to Question 7. Otherwise Check the answer or answers that best describe your use of the media. Use as many checks as you need. 5. Regarding LOCAL NEWSPAPER coverage of school infOrmation and events, I read {he IOcal newspapersfbr: a. InfOrmation on school calendar events. b. Information on school news such as millage and school board meetings. c. Information on Special school social and Sports activities such as Winter Carnival, football and basketball games. d. Information on Special programs and school policies. e. Other Check the answer that best describes your feelings. 6. Regarding the accuragy of school news printed in the LOCAL NEWSPAPERS,’I'find: Very Accurate Fairly Accurate Not Accurate a. Adrian Daily Telegram b. Lenawee Tribune Section B. SCHOOL INFORMATION MEDIA 7. Regarding the annual PARENTS NIGHT held at the Senior High, I have: a. .Attended only one Parents Night. b. Attended more than one Parents Night. c. Never attended a Parents Night. If answer to 7 is "c" go to Question 11. Otherwise answer Questions 8, 9, and 10. A18 8. Regarding the anual Senior High PARENTS NIGHT, I feel: This meeting provides a valuable Opportunity to meet school staff members. This meeting is of some value in communicating with school staff members. This meeting is of little value in communication with school staff members. This meeting is of no value in communicating with school staff members. 9 . Do you have any suggestions as to what might be done to make PARENTS NIGHT of more value to you? 10. Regarding the anual Senior High PAREN'TS NIGHT, I feel as a result of ‘EHiS meeting my understanding of my child's total school environment is: Much better. Somewhat better. No change. More confused . 11. Regarding the HIGH SCHOOL NEWSLETTER, I: a. b. C. * Regularly read the total Newsletter. Regularly read only parts of the Newsletter. Do not read the Newsletter. If your answer to Question 11 was "c" please go to Question 15. A19 12. Regarding the HIGH SCHOOL NEWSLETTER, I find the calendar information on the back page: a. Very helpful. b. Of moderate use. c. Of little use. d. Of no use. 13. Regarding the HIGH SCHOOL NEWSLETTER, I find the section I read most from is: a. The Principal's article, page 1. b. The general information on pages 2 and 3. c. The calendar information on page A. 19. Regarding the frequency with which the HIGH SCHOOL NEWSLETTER is published, I find—it to be published: a. Too often. b. About right. c. Not often enough. 15. Do you remember receiving both the SCHOOL BOARD NEWSLETTER and the HIGH SCHOOLINEWSLETTER? a. Yes. b. No. If you answered Question 15 "No" please go on to Question 17. 16. If you answered.Question 15 "Yes," how much do you feel the SCHOOL BOARD NEWSLETTER repeats information found in the HIGH SCHOOL’NEWSLETTER? a. Very repetitious. b. Somewhat repetitious. c. Not at all repetitious. A20 17. Regarding the SCHOOL BOARD NEWSLETTER, I: a. Regularly read it. b. Occasionally read it. c. Never read it. If your answer to Question 17 was "Never" go to Question 22 . l8. Regading the SCHOOL BOARD NEWSLETTER, I usually read: a. All of it. b. Half of it or more. c. Less than half of it. 19 . Regarding the SCHOOL BOARD NEWSLETTER, I consider the informa— tion contained to be: a. Of great value . b. Of some value. c. Of no value. 20. Why do you feel this way? 21. Regading the length of the SCHOOL BOARD NEWSLETTER, I consider the Newsletter to be: a . Too lengthy . b . About the right length . c . Too brief. 22. Regading the ADRIAN HIGH SCHOOL PARENT AND STUDENT HANDBOOK, I: a. Have read the Handbook. b . Am aware that there is such a handbook but have not read my child' s c0py. c. Was not aware that the Handbook existed. If your answer to 22 was "b" or "c" go to Question 214. Otherwise answer Question 23. A21 From this point on in the questionnaire there will be some questions which ask you to make a judgment of degree. For example: The room is HOT : : : : COLD If the room is very hot, check the Space immediately beside the word HOT. If the room is very cold, check the Space immediately beside the word COLD. If the room is of average temperature, check the middle space. If the room is between neutral and very hot, check the second line frcmn the word HOT, and so on. 23. Regarding the information in the ADRIAN HIGH SCHOOL PARENT f“ AND STUDENT HANDBOOK, I find the infOrmation to be: a. b. EASY TO FIND : : : : DIFFICULT TO FIND n c. STATED CLEARLY : : : : STATED VAGUELY ,m d. CONCISE : : : : VERBOSE e. INTERESTING : : : : DULL 29. How often do you feel you get a chance to communicate with: Frequently Sometimes Seldom Never a. Teachers b. Counselors c. Assistant Principals d. Principal 25. IS there anything else you would like to say about school communication? A22 may 12, 1971 To All Faculty: r We have made arrangements for a Graduate student at Michigan State University to evaluate the effectiveness of various methods of com- munication used by Adrian Senior High School . Will you please help us by filling out the attached questionnaire to express your views. In case you wonder, the number stamped on the top of your questionnaire is for computer coding. Your answers will be kept strictly confidential. You may Sign the questionnaire or not, as you wish. In completing this questionnaire use only that information which you have gleaned from the media listed during the period from August, 1970, to the present time. The questionnaire Should take pp more than _1_0_ minutes pg cognplete. Please return the completed questionnaire in the enclosed stamped envelope by May 17, 1971. Your cooperation will be very much appreciated. Sincerely, Carlo Heikkinen Superintendent of Schools To the Student filling out this questionnaire: we have made arrangements for a Graduate student at Michigan State University to evaluate the effectiveness of various methods of com: munication used by Adrian Senior High School. Will you please help us by filling out the attached questionnaire to express your views. In case you wonder, the number stamped on the top of your questionnaire is for computer coding. Your answers will be kept strictly confidential. YOu may Sign the questionnaire or not, as you wish. This questionnaire iS to be completed during this homeroom period. Your homeroom teacher will collect the questionnaire when you are finished with it. we hope the results will help us improve communications about the school. Your cooperation is very much appreciated. Sincerely, Carlo Heikkinen Superintendent of Schools ""'1 May 12, 1971 Dear Parents: we have made arrangements for a Graduate student at Michigan State University to evaluate the effectiveness of various methods of come munication used by Adrian Senior High School. Will you please help us by filling out the attached questionnaire to express your views. In case you wonder, the number stamped on the tOp of your questionnaire is for computer coding. YOur answers will be kept strictly confidential. You may Sign the questionnaire or not, as you wish. This questionnaire takes about 10 minutes tom mmplete. Please give your 1mmed1ate response to the questlons. we hope the results will help us improve communications about the school. All parents living in the home are asked to fill out a questionnaire so we've enclosed two copies. Please return the completed question- naires in the enclosed stamped enveIOpes by May 18, 1971. Your c00peration.will be very much appreciated. Sincerely, Carlo Heikkinen Superintendent of Schools 3‘) l'l A25 TEACHERS BULLETIN May 18, 1971 Any faculty member'who has not turned in the questionnaire, please do so as soon as possible. If you have lost your envelOpe you:may pick one up in the Student Activities Office. Dr. Wilson Reminder to teachers: You may pick up your End of the Year instructions in the Main Office. SUSPENSION Vince, David - Sophomore - Suspended May 13 for five days. Mr. Backman If you placed one of the following calls please contact the Main Office. 4/03 Jackson 517-787—0990 9/05 Livonia 313-591-6900 9/15 New York; 212—683—9070 May 28, 1971 To: All Department Chairmen From: Student Activities Office F— Regarding: Faculty Questionnaires Would you please check with the members of your Department and give n" IL " n them these remninders as we are trying to complete the questionnaires. If they need a new questionnaire or an envelope to mail the questionnaire with, please contact the Student Activities Office. We appreciate your c00peration . A27 Some of the members of our Department have not completed the Faculty Questionnaire that was placed in our mailboxes the 10th of May. If you have not already completed the questionnaire , please take 10 minutes and do so. If you misplaced your questionnaire and need a new one or lost the envelope with which to mail it to the computer center, please see 1TB. Department Chairmen A28 May ll, 1971 To All Homeroom Teachers: To: Homeroom Number The students listed below have been randomly selected to take part in a survey on the effectiveness of various methods of communica- tion used by Adrian Senior High School. The questionnaires for your homeroom students will be delivered ‘ to you before homeroom begins Friday morning, May 11+, 1971. They will be contained in an envelope with the participating students' names listed on the outside. The questionnaires are to be completed during homeroom period, rettmned to the envelope and the sealed envelope will be collected at the conclusion of lst Hour by Student Activities Office staff. If any of the students who are listed on the envelope are absent on Friday, please note this on the envelope. Questionnaires will be returned to you for those students and should be given upon the student' 3 earliest return to school. Thank you for your assistance. APPENDIX B ORIGINAL DATA "1 N 10 N 11 Bl APPENDIX B TEACHER QUESTIONNAIRE — RAW DATA CODE Total number of teachers Total number of male teadhers Number of male teaChers with 1-3 years teaChing experience Number of male teadhers with u—7 years teadhing experience Number of male teadhers with 8—10 years teaching experience Number of male teachers with over 10 years teadhing experience Total number of female teaChers Number of female teachers with l-3 years teadhing experience Number of female teaChers with u-7 years teaching experience Number of female teachers with 8-10 years teadhing experience Number of female teadhers with over 10 years teaChing experience B? N m n m o N N N N H n N H e N H m a H n b mm nN HH OH NN VH NH 0H HN nH HH NH NH 10 NO 00 no HO NO OO no HO No v9 OO no NO VO 00 HO vo OO (#46 )(1 no mo 00 no OO no 00 no OO NO no NO to vo vo 00 NO 00 On a: u¢_4¢_«u up<¢aou< >¢u> ddldddfldd comm oz up4¢_¢m> dw «uman: mow: oz uu<44.a whacam xwz aooawm zwsuo mfildefldd mama oz ¢u>uz aooamo zupuo .flfllflflflfldfl B3 ‘0 (0 F\ F\ rd C“ v# 9‘ '4 vi to b- " P' QH nN 5H ON NH F\ ‘D U) ‘0 OH HH nH VH ‘V In ‘0 '4 no OO no OO OO OO DO OO 10 no no ho HO NO HO NO OO 00 mo mz oz_zo> ddldefldfl nouz oz mozzoooo ooz uhzmoooz >o¢.zu> dqldqdfldd oouz oz >o_ooz ohm ohzooo mozoo_z «zozuozo dldwdflqm ammo oz ¢u>uz zooouo oz.» bozo o>wz aooauo ma.» h¢oozooo ozuphz o>zz4z ddldudddd oouz oz zmzuz zooouo >ohzuoouzu jug zoom oz oz_»woooo ozzoo.o ozoo ouuz zoo auuz o «wozoz coma oz wash.o >zuz oouuoo zoozzuzuo quz.»zuo zzuz fiqudflflu omuc oz zuzuz aooouo ouz_»uaoo zwpuo und<> ul L B5 Innflfi O. HN'H HnNfi H '4an (.1 z nH NH VH OH OH mH NH "NNOFH NH n Ho nO NO 00 No vo OO OO mo HO HO nO NO HO no HO HO oo mz 3.3 )5. no no NO HO no no HO HO Ho 0O HO HO no NO OO no mo OO 00 oz 00 1O no vo OO NO NO no OO OO O0 O0 NH OO OO NO NO nO OO DO nO nO Ho Hz 3.4220. .530 $3.31?— 00 GO nN OH OO vo 00 FN vo 00 HO NO on OH OO OO nN VH HO OH VH GO Ho Hz Ho nH on NN Ho vo VH Hv VH NO HO OO ov bH NO HN mn OH NO on nN HH no _ z ¢u>wz aOOHu» >444hzw=ow¢u ddlflqflflfiu oouz oz mozzhzooz. oz uozzozooa_ uohp.o uozzhzoaz_ ozoo mozzszooz. pzuzo .flfilqwdflmu coma oz o¢u> ho: uman >Jc.¢u>w wzo xum- cum uzo 'H'H Hlfldm "NH“ 51506 nQ'H v H m H n N H H N n n H H B6 NNnn tn'tDv-OH NNNH 00 HO NO vo HH mmuq ughh.4 NO vo no nH NN wIozu oo» Hoz >m4z.moz mozzpmooz_ wzom hzzpzooa. >zm> dddlfiqdflda mom: oz zu>mz zoooum >oazzo_o 4‘» z w 3 o m a u .ddldddflda ammo oz 443° oooo szxzuzoo hmozuhz. >oz_zu oz_»ou¢o»z. oz.»mmzu»z. >zuo dddldddfldd oomz oz mmoozuz umomzm> hzzzwzoo um.ozoo >4z_zu oo_ozoo box-ozoo um.ozoo >zu> dddldqdflqa oouz oz woozz woo<> szzzozom azuoo >oz_zm> dddquqfiqa nouz oz oz.u o» pooo_uu.o B9 Oz. (120 . hm woo ma wxuuz P1 P2 P3 Pu P5 P6 P7 P8 P9 P10 P11 810 TEACHER QUESTIONNAIRE — PERCENTAGE CODE Total percent of teaChers Total percent of male teachers Percent of male teachers with l-3 years teaching experience Percent of male teachers with u-7 years teaChing experience Percent of male teaChers with 8—10 years teaching experience Percent of male teaChers with over 10 years teaChing experience Total percent of female teadhers Percent of female teachers with l—3 years teaChing experience Percent of female teachers with H-7 years teaChing experience Percent of female teaChers with 8—10 years teaching experience Percent of female teachers with over 10 years teaching experience Bll «Hm 06H N.n «A N.n 70. 70. 0.3 .6— 70- TO— N.n N.n m.~m : N N.n v.O N.n YO v.O v.O YO v.O n.OH o. N .HOH “NH N.n NK n.N H H.O H N.n vO n. o H N .n v.O 5.0 N.n H.OH 0.0N m o 0.0 N n.N H HO N.n n.NH HoOH N.n O. N N to N.n Od N n.OH «NH N.n 0.0 N no H Odo. O... O O.N N v.O N.n H.O H N.n ad. O n.N N O.‘ b H.O n H.N n 0.0 b O.N H 0.0 v NO n N.n v.O OH O H.vn Ho N.O n N.O H N.O H O.v NO 0.0 N 0.0 N mi. N NO NO H a6 «SN n.N O.v n.N n.N o z O3<§Ou¢um u wx-quozhga mew—33h n.N «6 n .N O.v n.N O.v n .0 n.N n6 NdH m m 3H O.HH Odo n.Oo Qoo O'HH 0.00 N60 060 O.v O NO 0 3 O n.N o n.NO n.NO OO O O60 OKH 0.00 as “ON 0.00 O.vo Qvo n.N O 0.0 O OH H n.N O OH H n.N o 0.0 o 0.0 N Odo NOH OHH n.NO GOO NON NdH 0.0o nvnO NoOH O.nN n.OO v.N n 0.0 N v.O N N.O H n.Ov VKO O.HH‘ nanO 0.0 O OK n HO O O3 O OOH VHO HNN N s O.H~.. ONO 0.0 H NO H V.O O 0.0N NJOH Homn n.OH H.O O N.n O NO N 0.0 O v.O o 0.0 v 0.0 O O.v o n.nH n.Nm an .z ozzzoz zozzuz ddldddfldfl zouz oz opzzoooz ooz ohzzoooz >4¢.zz uozzoooz >zuo ddldddfldd oouz oz opzzoooz poz oozzoooz >4z.zz ohzzoooz >zuz ddldqdfldu oouz oz ooz44.z ohzooo zzozuozo zuzpzuz Mldddflfiu oouz oz zusuz zooouo zupuo Hfllqwflflqu zouz oz zuzuz zoozuo zuooo .qfllqMMflMm B12 m.- :6 3.0 :o «.9 5m n.m_ N.n Z 5 VO N.n v.O N.n hm v.0 N.n N.n o. o N.n v.O N.n n.N H n.NN n.NH O.NN v.O Nd sum Non v.O m m n.N H N.n o.~.. N nd H H.O H O6 N 5.0 v.O n.N H Non 0.0n 0.0H N.n O.N H 0.0 v hOn O.v~. O‘O N60 0.0n Nd H N.n 0.0 N Nd n O.N H OoOH Ha N.n H N.n N n.N n.N mabN O.v 0.0 N N.O n O.N n OH H n.N N.n H OH H n.N O.v o o ”O “O on H n.N OH H «n H N.O H n .N O.v n. N O.v O.v mm OwoS—zmuxwm 0.0 O 9 o N.O H o.o o noNO Opvo QHH 0.00 OH H n.m O on H n.N O O..OO 0.00 0.00 WnH O.vo nmo Woo “NO :5 u¢_4z_zu upzzoooz >zuz qfllflwdfldd can: oz mozzoooz hoz mhzzoooz >4z.zu uhzzoooz >zu> zo zuozmd coma oz >u_4oo ohm mhzooo mozao.z zzozuozo m zuoaoz oouz oz zwzuz zooouo ma.» hzzo mzzzoz zozzoz odldddfldd uozooouz oz ¢w>uz zooouo oz.» pzzo B13 N.n (“ n H— To. N. n v.O N.n N.n N.n N.n b. o to o. z ONN ‘6 ON H N.n bd N.N H N.n H.OH N.n min mo N.n v.O n.NN n.OH aoNH nd H n.N H 96 H.O. H v.O N.n ON N vaO OoOH NEH. 0.0 n O.H O O5 0.0 n O.v O v.O n d H Oav O NO N v.O V.no H. z n.N n.N m 4.. N OH H n.N O.v 0.0 H n.N n.a N.O H «6 N.n H «O 0.0 n.N naN OJ. N OH H moO n.N O... n N.n H m s m A. 32533.. n.NO OJO OHH Oi O N6 0 0.0 O n.OO ndo o.oo 0.0o N.OH noNO 0.00 0.00 0.0H o. .— u¢:zzo.hmg mouzuflwh 0.0 o 0.0 O n.OO QON N.O H N.nH O.oo NOH on H o.oo OuON o.OO O30 Odo n.No oNN n o O.oo n.N o 0.0N Odb bov n HO 1 NO H 0.0 v of v 0.0 O HO n hoO O O.n H n.No n-No «60 as ”N O nH O OHN n.v~.. v.O n 0.0 O O.n H O‘ v 0.0 O NO O OoON ‘OO n.OH o.vo n.Ho 06m .z Mdqudlqn oouz oz zusuz zooouo ozoooz >44zooo ozuooz o>zzoz fldqumflflfi zouz oz zuzuz zooouo zohzuoouzu qdlflqdflma oouz oz oz.»uoooo ozzoo.o ozoo oumz zoo ouuz .quqdmdd zoom oz moozz uzho_o >zoz oouuoo souzzuzuo hzuz.»zuo >zuz Mldudfldd oomz oz zusoz zooouo ooz.»uzoo zuooo J.HUOz IOOHOO >JJ¢zo.O¢ooo >4szOOO¢u gm NOON oz Ooz¢O> hoz OOzu >4¢.NO>O Ozo zOO- NON Ozo ... ~¢(PI o.o! o.o I oi. {113. he .13 AI zoztlhh B15 N.n 0.2 N.n mH. N.n To. N.n m.~. ..O. :.m m.~_ N.n To. _.O_ 2.. N. n N.n N.n N.n N.n N.n N.n N.n v.O o.o ‘O N.n 9.0 N.n N.n v. O 90 N.n 9.0 9.0 «a ‘o v6 o.o mm 9.0 9.0 t. O v. O N.n N .n 9.0 9.0 v.O 9.0 9.0 V. O v.O H.OH 0.NH Nn O.NN odN O.NN O.NN v.O 0.0 N.N n O.N N 0.0 N 0.N H 0.0 N 9.0 N Nd n to Qoo Now non n.N n.0 O.v 0.0 H O.‘ 0.0 O.v 0.n H O.v 0.0 H O.v O.v O.v n.N n.N OH H n.N n.0 0.0 OH H O.v n.N 0.n H 0.0 OoO H 0.0 O.v n.N e o m o OOOSEOOKON n.N O n.0o 0.0 o o.o o n.N O 0.0 o n.0o o.o O o.o O o.o O OH H 0.0 o o.o O n.N o n.0 O 06 o o.o O o.oo :m 3.3.3.5630 mxuzuoz.zu oz.p op zoom ozou op pozu pomp uddlduddfld oooz oz oozzpzooz. oz oz. zoo: poz oz. oozoozz oozzpzooz. ozoo pzzpzooz_ pzoz .fiwflldddmda oouz oz zuzoz zoouuo poozzo_ozooo popzuooozu odldddddd oouz oz oooo poo mouo mopp_o ozzo ozoz moppoo ozoz poo MHHIdddfldd oooz oz mono poo a e3thOOOONu ON NOOzoz NOON oz aaoo goon hoz. pzzzozoo mooozoo pozozu omoozoo pzzzuzoo mooozoo pomp quldefidz oouz oz moozz uoo<> pzzzoaoo zzooo >oz.zu zzuoo zzuoo poo» dNHldeflfia oouz oz ozou op pooooppoo B18 mn— N.n w o v.O p .. n.N n.N wo mm muOOz 819 STUDENT QUESTIONNAIRE - FRESHMAN RAW DATA AND PERCENTAGE CODE TOTAL N 8 P = Total number and percent of Freshmen Total number of male Freshmen Total percent of male FreShmen Number of FreShmen male officers Percent of Freshmen male officers Number of Freshmen male non-officers Percent of Freshmen male non-officers Total number of female Freshmen Total percent of female Freshmen Number of'Freshmen female officers Percent of Freshmen female officers Number of Freshmen female non-officers Percent of Freshmen female non-officers B20 OO ON 0O OH ON OO NH NH ON OH NO On On OH ON 0O 0 N nn NH ON OH 9N nH On OH 0H nH On 0 1 N9 ON OO OH ON OH OO OH OH On OH N9 On OO OH ON OO : N On NH 9N OH ON OH On OH NN OH Nn .oz OO0<9zOuNON oz< <9<0 )(N ZOIIOONN OO Nn On OH OH NO OH OO NO Nn GO ON OO O no on OH ON ON OH ON OH nN O «2 OH OH NO NO NO O0 00 O0 O0 NO No 00 NH 00 OH NO 00 00 O0 OH 00 «g O0 O0 HO HO HO NO 00 no no HO Ho 00 O0 00 90 HO 00 00 no OO 00 H z Oz_zo> fifllfiwdflflm oouz oz uozoooz oz opzooo zzozoozo zozpzoz .AMIHMHNHH oooz oz zozmz zooouo zuppo dfilflqdflfia oouz oz zuzoz zooouo zupoo H z z B21 0O Nn 0O OH NO ON ON 0O ON On OH NN ON ON ON OH ON Hn nH NH On NH 9H HH nH nH CV GI V’ ‘0 (V m N F. 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