70.9535 FRANK, Roland Gerald, 1939AN ANALYSIS OF THE COMMUNICATIONS PATTERNS OF SELECTED ELEMENTARY PRINCIPALS IN MICHIGAN. Michigan State U n iversity, Ed.D,, 1969 Education, adm inistration University Microfilms, Inc., Ann Arbor, Michigan AN ANALYSIS OP THE COMMUNICATIONS PATTERNS OP SELECTED ELEMENTARY PRINCIPALS IN MICHIGAN by Roland Gerald Frank A THESIS submitted to Michigan State University In partial fulfillment of the requirements for the degree of DOCTOR OP EDUCATION Department of School Administration 1969 AN ANALYSIS OP THE COMMUNICATIONS PATTERNS OP SELECTED ELEMENTARY PRINCIPALS IN MICHIGAN by Roland Gerald Frank AN ABSTRACT OP A THESIS submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OP EDUCATION Department of Administration and Higher Education 1969 An Analysis of the Communications Patterns of S e l e c t e d Elementary Principals In Michigan By Roland Q. Frank The p u r pose of thlB study was concerned with the i dentification and description of formal communications that are o r i g i n a t e d by the elementary school principal or received by h i m from other positions in the school. That the study o f the relationship between communication and administration is Important has been alluded to by many authorities; i.e., Ralph Kimbrough's statement: The relationship between the communication system and leadership is emphasized as a result of communication research. The teacher or principal, for example, who is perceived as a le a d e r on the faculty tends to be at focal points in the communication system. T h u s , the principal who is outside the communi­ cation structure will suffer loss of leadership in the s y s t e m . 1 The d a t a for this study were collected during the period February 1, 1968 to March 31, 1968. The two basic instru­ ments used to collect data were (1) Dally Inventory of Co m ­ munications and (2) Personal Interview Guide. The d a t a collected and analyzed for this study would indicate the following: 1. Ele m e n t a r y principals spent m o r e time communicating w i t h individuals in subordinate positions than with pe o p l e in coordinate and superordinate positions w i t h i n the school system. 2. T h e second largest percentage of time Bpent in c ommunicatory activities by the elementary prin­ cipals was with parents and others outside the s c h o o l system; i.e., not u n d e r contract with the school. Kimbrough, Ralph B., A d m i nistering Elementary S c h o o l B , New York: The Macmillan Company, 1968, p7 9b. Page 2 3* The participants indicated that they felt they received communications from other positions in the-school in sufficient quantity a n d quality which would enable t h e m to carry out their job responsibilities. The most frequently used media in communication activities were clearly face-to-face and phone calls. The elementary principals who participated in this study indicated that the analysis of their job in ternm o f communications activities was important. One individual stated, "Now I know where X waste my time." It was evident, in terms of the data collected for this study, that the participants spent very little time in app r a i s i n g or evaluating their programs or staffs while a great d e a l of time was spent in issuing orders or instruc­ tions . Throughout the study there was an implication that we can analyze the behavior of administrators v i a the communi­ cation approach. If this is in fact true, t h e n this study is but one link in an attempt to help these a d m i n i s t r a t o r s . ACKNOWLEDGEMENTS The writer wishes to take this opportunity t o e x t e n d thanks a n d sincere appreciations to all those w h o made the completion of this degree program a possibility. First acknowledgements a r e due to Dr. D o n a l d 0. Bush of Central Michigan University who provided the initial inspiration and incentive to the writer to d o advanced graduate work. To a c o m ­ m i t t e e who e n d u r e d many questions and gave of t h e i r time: Drs. M a x Raines, Jay Artis and Clyde Campbell To Dr. Louis Romano, Chairman, leader a n d friend w h o s e guidance and patience have provided real l n c e n tives for completing this project. Finally, t o my wife, JoAnn, whose love and b e l i e f in her husband provided inspiration through the many rough and rocky m o m e n t s . R.Q.F. TABLE OF CONTENTS CHAPTER X. II. III. IV. PAOE THE PROBLEM 1 Purpose of the Study 2 Definition of Terms 3 Limitations of the Study 7 Overview 8 REVIEW OF THE LITERATURE 10 Administration 10 Communication 16 Summary 22 DESIGN OF THE STUDY 23 Source of Data 23 Instruments Employed 24 Procedures 28 Treatment of Data 29 Characteristics of the Sample 29 Summary 33 PRESENTATION OF THE DATA 34 Status of Individuals who Contacted Or were Contacted by the Elementary Principal 34 Communication within the School System by Positional Relationship 39 i TABLE OP CONTENTS CONTINUED Chapter V. Page Flow of Communication within the School Hierarchy and its Estimate Of Importance 42 Media used by Principals to Initiate Communications and Media used to Contact the Principal 45 Time Expended by Elementary Principals In Communication Activities 47 Communication and Administrative Process 51 An Appraisal of the Communications Received by Elementary Principals 54 An Appraisal of the Communications Initiated by Elementary Principals 60 Summary 71 CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 73 Conclusions related to Subordinate Questions 74 Educational Implications 77 Recommendations 80 for Further Study In Conclusion 81 APPENDIX A fl4 APPENDIX B 86 APPENDIX C 90 106 B IBLIOGRAPHY ii LIST OP TABLES PAGE TABLES I II IV V (1) (?) VII VIII IX X XI 31 Selected Characteristics of P a r t i c i p a t i n g Principals 32 Communication Contacts Initiated or Received By Elementary School Principals And the Status of Those Individuals Contacted III VI Selected Characteristics of S c h o o l Systems Included in the Study 35-36 Communication Within the School Hierarchy MO Plow of Communication Within the School Hierarchy for All Principals MM Estimate of Importance of Init i a t e d Communication Within the School Hierarchy MM M e d i a Used to Contact the E l e m e n t a r y School Principal M6 Me dia Used By the Elementary Principal To Initiate Contacts M8 Per Cent of Time (Based on M800 Minutes) Principals Spent Communicating Th r o u g h Various Media Meetings and Conferences Included 50 Total Administrative Processes Invol v e d In Communication Within the Sch o o l Hierarchy for all Principals 52-53 Total Number and Per Cent of Use Made Of Communications by Principals W i t h i n The School Hierarchy 55 Frequency of Response to the Ini t i a t i o n Of Communications Regarding the A r e a of Finance 61 iii L I S T OP TABLES CONTINUED Page Tables XII XIII XIV XV XVI XVII Frequency o f Response to the Initiation Of C ommunications Regarding the Area of B u i l d i n g a n d Ground 63 Frequency o f Response to the Initiation Of Comm u n i cations Regarding the Area of Pupil P e r s onnel 6k Frequency o f Response to the Initiation Of C o mmunications Regarding the Area of C ertified Personnel 66 Frequency o f Response to the Initiation Of C ommunications Regarding the Area of N o n - C e r t i f led Personnel 67 Frequency of Response to the Initiation Of C o mmunications Regarding the Area of S c h o o l - B o a r d Matters 69 Frequency o f Response to the Initiation Of C ommunications Regarding the Area of I n s t r u c t i o nal Matters 70 iv CHAPTER I THE PROBLEM Social organizations, w h e t h e r they are social groups, corporations, or simple arrangements of houses comprising a neighborhood, have a thread that is common to all— communication. The form or pattern that may exist in these several groups would, of course, completeness, and purpose. vary in terms of complexity, When undertaking an analysis of communication patterns that may exist in social organizations, it would be well to describe some characteristics of human group interaction. There is some comparability between Homa n s 1 description of human group Interaction and their communication activity— "activity", what people do, Including work related to achiev­ ing organizational goals; "interaction", with what frequency duration, or length of time spent interacting; chain of interactions; "order", the "sentiment", what Is communicated.1 Of particular interest is the nature of communication in formal organizations today. communication as they exist? What are some aspects of Many writers maintain that there can be no organization without communication. Homans, George C., The Human G roup, New York: Harcourt-Brace, 1950, pp. 3^-iY. 1 Thus, Page 2 Barnard declared that "the first executive function Is to develop and maintain a system of c o m m u n i c a t i o n . R e d f i e l d maintained that "hardly a day passes i n modern organizations, large and small alike, without someone identifying and tack­ ling one or another communications p r o blem."3 Simon postulated that "without communication there could be n o organization."^ Purpose of the Study It is the purpose of this study t o identify and describe formal communications that are originated by the elementary school principal or received by him f r o m other positions in selected public schools. ThiB analysis is Intended to con­ ceptualize the position in terms of communication events. As a structure of the school organization, an effort to perceive the positional relationship of the individual within the school hierarchy will be undertaken. In the process of fur­ ther defining and limiting the problem, several subordinate questions arise that may be solved as a result of this research. 1. These subordinate questions are as follows: What is the organizational status of those Individuals who communicate with or a re contacted by the elementary school principal? 2 * Barnard, Chester, The Function of the E x e c u t i v e , C a m b r i d g e : Harvard University Press, 1958, p. 226. 3* Redfield, Charles, Communication in Management, Chicago: The University of Chicago Press, 1953, p. ix. Simon, Herbert A., Administrative Behavior: A Study of Decision Making Processes in Administrative Organizations. New York: The M acmillan Company, 1959, P. 15^. Page 3 2. What p r o p o r t i o n of the elementary school principal's day is spent in c o m m u n ications and what m e dia are mo3t fre­ quently used? 3. Does the largest quantity of communication flow 3Uperordlnate to subordinate, or from subordinate to super­ ordinate? 4. Which a d m i n i s t r a t i v e process is most frequently used in c o m munication a c t i v i t y by the respondents? 5. Does the importance of communication received, as Judged by the incumbent, vary in relation to the apparent status of the communicatee? 6. H o w are c o mmunications received by the elementary principal initially d isposed of? 7. What is the elementary principal's perception of the quantity and q u a lity of communications from certain individuals involving specific areas? 8. Are c o m m u n i c a t i o n contacts initiated by the principal p r o m p t e d by th e position or special knowledge, personality, or e x p e r i ence of the person being contacted? 9. Does the line-staff concept of organization influ­ ence the c o m m unication patterns of the principal? Page 4 Definition of Terms The process of communication activity may be diagrammatically described as indicated below: Image (thought) Instrument (method of conveying t hought) Communicator (Bender) Channel (pathway) Impact (result) Communicatee (receiver) Duplication of terminology in this simple diagram is not for the sake of redundancy, but rather to emphasize the problem of semantics involved in the study of communication. To facilitate orderly discussion of this topic, the follow­ ing definitions are submitted: 1. Communication is a process in which a communicator attempts to convey a communicatee. (transmit or transfer) an image to (In short, communication is something that goes on between communicator and communicatee.) 2. A communicatee is one who has experienced some degree of awareness that another is attempting to convey an image. 3. An image is a representation of the communicator's purpose or intent. It may be an idea, a signal, a message, a picture, a diagram, a bit of information, an attitude, a feeling, or an emotion.^ 5* Knezevich, S. J., "Analysis of Patterns of Communication in School Administration as a Means of Comprehending Organizational Structure", Unpublished Pamphlet (Prepared for UCEA Task Force on Communication at Columbus, Ohio), 1961, p. 4. Page 5 When d e t e r m i n i n g positional relationships In organi­ zation structure through an analysis of communication it is necessary to have concise descriptions of the positions. Therefore, the following definitions are offered: 1. S u p erordinate — superior in rank of position to that of a n o t h e r within the school organization. 2. Coordinate — relatively equal in rank or posi­ tion to that of another within the school organization. 3. Subord i n a t e — inferior In rank or position to that of a n o t h e r within the school organization. . Positional relationship — point (position) the locus of one focal In its relation to another posltlon(s) in the school hierarchy. 5. Special services — includes all personnel such as consultants, psychologists, nurses, counselors, and coordinators within the organization. 6. Others — includes all others who contacted the principal from outside the school organization.^ To facilitate continuity in the use of the daily inventory of communications — "administrative process", each respondent w i l l be asked to follow the list of definitions i n c l u d e d below: 1. Planning — that is wor k i n g out in broad outline the things that ne e d to be done and the methods for doing them to accomplish the purpose set for the enterprise. Ibid, p. 5. Page 6 2. Organizing — that Is the establishment of the formal structure of authority through w h ich w o r k subdivisions are arranged, defined, and coordinated for the defined objective. 3- Staffing — that is the whole personnel function of bringing and training the staff and maintaining favorable conditions of work. 4. Directing — that is the continuous task of making decisions and embodying them in specific and general orders and instructions and serving as the leader of the enterprise. 5. Coordinating — that 1 b all the important duties of inter-relating the various parts of the work. 6. Appraisal or Evaluation — that is the continuous examination of the effects produced by the ways in which the other functions listed here are p e r f o r m e d . 7 As previously stated, there is reason to believe that the positional relationship of the elementary school prlncl pal can be portrayed in terms o f communication events and the resultant interaction among pairs of i n d i v i d u a l s . As a basis for this research, the salient objective i s 'determining the relationship of the elementary school principal to the organizational structure in terms of c o m ­ munication e v e n t s . Consequently, no effort will be made Campbell, Roald, et. al., Introduction to Educational Administration. Boston: Allyn and Bacon. IhcT, W S T p T 134-136.— Page 7 to evaluate the effect iveness of e x i s t i n g networks by p r e ­ ordained criteria. Limitations of the Study This study was limited to four elementary school principals in t h ree selected school systems. A further limitation in this study arises from the fact that the principals were s e l e c t e d on the basis of their willingness to participate i n the study. This study was a l s o limited t o the normal work day of the elementary principal which was defined by the i n v e s ­ tigator as being 8:00 A.M. t o 5:00 P.M. The data collected was also limited to only formal communications which the principal deemed to be directly related to his official duties. A further limitation with regard to the work day of the elementary principal was the short-run nature of the research. The d a t a c o l l e c t e d during any ten-day period from February 1, 1968 and M a r c h 31> 1968. The adequacy of the research instruments also present limitations to this study, i.e., the extent to which each Instrument collects, classifies an d combines data. However, the adequacy of the instruments was influenced by the r e ­ liability and sincerity of t h e participants. Another limitation of this study centers in the area of as k i n g the r espondents to make value Judgements. Each respondent was asked t o choose any ten days which, in his estimate, were typical w o r k i n g days. Further, each P a g e ,8 respondent decided which communications were formal and directly connected with his official duties. Overview That this study may serve a definite purpose is magni­ fied by the changing role of the public school superintendent or principal. For the sake of a b r ief comparison, admin­ istration of schools fifty years ago was not necessarily a complex operation; there was little mobility of population, thousands of one-room school houses were in operation, staffing and problems of curriculum were not Insurmountable. Today these conditions have altered; not only has the total operation of public schools expanded but a greater degree of sophistication is necessary to administer the schools. In a sense, social Issues cannot be permanently resolved. Consequently, a study of communications flowing from and entering the office of elementary principals may be of value in Increasing our understanding of organization. In chapter two there will be a brief examination of the current literature as it relates to communication, school administration in general and elementary school administration. The design and method of conducting the study will be presented in chapter three. This chapter will Include a description of the source of data to be used, the design of the instruments to be used in collecting the data and the characteristics of the population to be sampled in the study. Page 9 Chapter I V will contain the findings of the study. Included in this c h apter will be a detailed analysis of the data collected pres e n t e d in both table and descriptive form. The final chapter will contain a summary of the study sb well as conclusions which can be d r awn from the data relating to the several subordinate questions. Chapter V w i l l also contain the implications of the study an d recom­ mendations for further study. CHAPTER II REVIEW O P THE LITERATURE Two generalizations emerged during the review of related literature. First, there has been a significant amount of research and published reports in the area of communications and theory of communication. Secondly, there has been little research conducted in the areas encompassed in this study. Since this research deals with two primary concerns, i.e., administration and communications, it is appropriate that the related literature should also cover these areas. Chapter II will, therefore, present a brief review o f the literature with regard to each area. Administration In Chapter I it was pointed out that this research would deal primarily with the relationships between com­ munication and administrative processes in elementary school p r i n c i p a l s . That growth and change has occurred in education in America was alluded to in the closing paragraphs of Chapter I. The importance of the position of the principal was described by Goldman when he stated; 10 Page 11 The t e r m school principal, as It Is used today, describes the product of a n evolutionary period lasting w e l l over a c e n t u r y . Born In response .to the many clerical tasks that became necessary as the educational enterprise expanded, the prlnclpalshlp has developed Into an Important position of leadership In American education. Indeed, It may w e l l be said that no other position In education save that of the superintendent needs to be more r e s ponsive to the ever-growing, constantlychanging demands o f a citizenry In need of education. It Is clear that positions of leadership were not always correlated with Individuals wh o held administrative positions. Nlsner, et. al. Indicated: Elementary school administration Is coming of age. Since the second decade of the twentieth century, elementary administration has been coming Into Its own from the standpoints of effectiveness, prestige, and remuneration. No longer In modern elementary schools is the principal simply the "head teacher" who Is granted a little released time from his teaching duties to handle some of the administrative details Involved In the success­ ful operation of an attendance unit. He has become an educational statesman in his community, charged with r e sponsibility for the improvement of instruc­ tion for the boys and girls in his school. Graff states the awareness of the Importance of admin­ istrators In somewhat different t e r m s : "Administration became a necessity only when men learned the advantages of sharing their we a l t h of specialized c o m p e t e n c e . 3 stoops Goldman, Samuel, The School P r i n c i p a l , New York: The Center for Applied Research in Education, Inc., 1966, p. 1. 2 * Misner, Paul J., Schneider, Frederick W., and Keith, Lowell G ., Elementary School A d m i n i s t r a t i o n . C o l u m b u s : Charles E. M e r rill Books, Inc., 19b3, p. 12* 3* Graff, Orin B . , Street, Calvin N., Kimbrough, Ralph B., and D y k e s , Archie R ., Philosophic Theory and Practice In Educational A d m i n i s t r a t i o n , Belmont! Wadsworth Publishing Co., Inc., 19b6, p. 1. Page 12 and Johnson have described five stages of the elementary school principalship Indicating the advancing awareness of the "specialized competencies." These stages are:1* Stage Chief Duty 1. One teacher teaching 2. Head teacher teaching (plus discipline) 3* Teaching principal (part time) teaching (plus reports) 4. Building principal (full time) office management 5. Supervising principal (full time) supervision of Instruction Stoops and Johnson, however, continue their chart to a sixth stage wh e n they relate: "Some schools are already experiencing a ne e d for a sixth stage, one that Is a combi­ n ation of stages four and five."5 with the idea of a sixth stage. Graff would also agree He states, "educational administration must become an Instrument for the continuous re-development of educational purposes sb well as for management In the realization of these purposes In this milieu of dynamic change. The task of the administrator clearly is a changing one. Hanlon states the task of the administrator in **• Stoops, Emery and Johnson, Russell E. Elementary School Administration, New York: McGraw-Hill Book Company, 1*67, P. 4.----------5 * Ibid, p. H. Graff, 0£. c i t ., p. 3. Page 13 education today in the following manner: The administrator is faced with the task of bringing forth from the subordinates who constitute the group u n d e r his orders that energy and enthusiasm which spur t h e m on to greater effort and better work. The climate created by the administrator must stimu­ late the release of that energy. Furthermore, the released energy must not be dissipated on useless tasks. It mu s t be concentrated on the goals of organizational self-actualization. The climate must, therefore, facilitate the chanelin; of the released energy into proper directions.' However, it must be recognized that the principal does not operate in a vacuum. "It may be said that a principal's potential for leadership is greatly enhanced when the superintendent provides dynamic leadership, the board of education and the community are highly supportive, the facilities are modern, and the teachers well trained."® Neither can principals exist separately from other principals. Communication with and support from other principals enhances the opportunities for success. This is especially true w i t h principals of different levels, i.e. elementary, J u n i o r high, and senior high. As Goldman has stated: This Insularity (separation of principals at different levels) has led to several rather narrow and constricting milieus within which school principals tend to move. The principals at each level hold common professional cause with their fellow principals In the same level, Belmont: Q Hanlon, James M. Administration and E d u c a t i o n . W a d s w o r t h Publishing Company, 196b, p. 59. Goldman, ojk c i t ., p. 2. Page 14 at the cost, often, of communication with princi­ pals at other l e v e l s . The emphasis on differences among the various principalship levels that may be more apparent than real makes it difficult to focus on the principalBhip as a singular entity.9 In recent years there has been some discussion relating to the development of a model of administration. Inherent in theBe discussions have been serious questions relating to the terms leadership and administration. That these questions have not been solved is illustrated by Lane: In the last fifty years or so, a great deal of scholarly and professional interest has been devoted to the science of administration. But unless one is willing to accept some particular administrative view, the term science is still premature; there is still a considerable body of expert opinion which maintains that much of the activity which characterizes administration is as much art as it is science.10 Lane further s t a t e s : The rational model maintains that adminis­ tration in an organization is composed of a number of rational functions— for example, p l a n ­ ning, organizing, coordinating, evaluating, delegating, controlling, and so on. These functions are usually considered synonymous with leadership, and posed upon the organiza­ tion in such a way that organizational goals are more effectively pursued.11 Lipham, writing in the sixty-third yearbook of the National Society for the Study of Education attempted to Ibid, p. 9. 1 0 • Lane, Willard R., Corwin, Ronald G., and Monahan, William G. Foundations of Educational Administration: A Behavioral A n a l y s i s , New York: The Macmillan Co., 1967* p. 31 1 • Ibid, p. 6. Page 15 differentiate between administration and leadership. "We may define leadership as the Initiation of a new structure of procedure for accomplishing an organization's goals and objectives or for changing an organization's goals and objectives."^-2 Kimbrough notes that: "the person who was at the center of communication was always rated as a leader."13 Hanlon defines leadership in the following manner: The leader of any group will be that person who fits very closely the ideal pattern of that g r o u p , has a high level of aspiration toward the goals (ideals) which the group Is seeking at the moment, and has demonstrated either actual success or high potential for success In attaining those goals (i d e a l s ). Lipham characterizes the administrator as t h e : "Individual who utilizes existing structures or procedures to achieve an organizational goal or o b j e c t i v e .ul5 Hanlon sees the administrator as being "faced with the task of bringing forth from the subordinates who constitute the group under his orders that energy and enthusiasm which spur them on to greater effort and better work . " 1^ 1 2 * Griffiths, Daniel E. (Editor) Behavioral Science and Administration. Chicago: The University of Chicago t>ress, 1954, Part II, Sixty-third Yearbook, NSSE, p. 122. *3* Kimbrough, Ralph B. Administering Elementary S c h o o l s » New York: The Macmillan Company, 1<)6 8, p. 9o. 111 • Hanlon, o£. c i t ., p. 88. 1 5 * Griffith, 0 £. cit., p. 122. * Hanlon, oja. c i t .. p. 59* Page 16 Thus, the terms administration and leadership are still with us and in many cases are used Interchangeably. One term Is designated as an Important component with respect to both leadership and administration— communication. The relationship between the communication system and leadership is emphasized as a result of communication research. The teacher or p r i n ­ cipal, for example, who is perceived as a leader on the faculty tends to be at focal points In the communication system. Thus, the principal who Is outside the communication structure will suffer loss of leadership in the s ystem.1 ' That communication is an important factor in effecting leadership has been stated by others in the fields of both public school administration and communication research. The final portion of this chapter will be directly con­ cerned with the literature related to communication. Communication As a system it (the organization) is held together by some common purpose, by the w illing­ ness of certain people to contribute to the operation of the organization and by the abilityof these people to communicate with each other.10 The American Association of School Administrators has stated that "studies of the administrator's Job show repeat edly that 90 per cent or more of his time is spent in talk­ ing, listening, writing, or reading— all involving people 1? f Kimbrough, o£. c i t ., p. 98. National Society for the Study of Education, Behayloral Science, and Educational Admi n i s t r a t i o n , Chicago: The University of Chicago Press, 19£**> Part II, p. 58. Page 17 In some way.1^ Hanlon carries the process of communi­ cation even further— "So all behavior communicates and everyone is communicating through the clothes that he wears, the things that he does, and the places he fre­ quents, regardless of his awareness."2® The point to be made is that communication is an inherent part of the role of the administrator. A more difficult point to understand centers around the question of, what is the process of communication? As suggested in Chapter I communication is a process in which a communicator attempts to convey an Image to a communicatee. That the process of communication Is an important dimension is attested to by Loomis when he states: Unquestionably the Incredible network of social systems ranging from the two-person collectivity to the political state numbering in the millions Is dependent upon the persistence of communication; without It the life-line of Interaction would be lost and the systems would quickly c o l l a p s e .2 1 Etzioni states the Importance of the study of communi­ cation in the following manner: 1 9* A.A.S.A., Educational Administration in a Changing C o m m u n i t y , Washington: The Association, 1959, p. 159. 20 • Hanlon, ojs. eft., p. 6 8 . 21 * Loomis, Charles P. Social S y s t e m s . Princeton: D. Van Nostrand Company, Inc., I960, p. 31. Page 18 The study of communication In organizations is of special Importance because the large size, high degree of complexity, strain toward effec­ tiveness, and elaborate control structure of organizations all require extensive communication networks and roles and mechanisms especially de­ voted to the flow of communication .2 2 One might begin a discussion of the process of communi­ cation with Lasswell's popular paradigm which is a question of, "Who says What In Which Channel to W h o m with What E f f ect.1'2 ^ Redfield continues this definition with the introduction of positional communication. Since communication is the vehicle for carrying on relationships between positions, we find, in any formal organization a phenomenon which can be designated as positional communi­ cation. 2 ** With the introduction of positional communication Redfield is also able to identify the flow of communication downward and upward. "The downward flow is dominated by orders, of which the greatest number deal with policy and p r o c e d u r e .,l25 statistics: "Plowing upward are reports dealing with units produced or distributed: periods or distances operated and materials and man-hours consumed; 22. Etzioni, Amltoi. A Comparative Analysis of Complex Organizations, New York: The Free Press, 1961, p. 23* Redfield, Charles E. Communication in M a n a g e m e n t : The Theory and Practice of Administrative Communication, Chicago: The University of Chicago Press, 1958, P* 5. 2iK Ibid, p. 8. 2 5 * Ibid, p. 19. Page 19 personnel newly employed, discharged, currently employed, and turnover."2^ Simon discusses the communication process in terms of decision making as well as being an upward and downward flow of information. Communication may be formally defined as any process whereby decisional premises are transmitted from one member of an organization to another. It's obvious that without communi­ cation there can be no organization, for there is no possibility then of the group influencing the behavior of the individual.2 ' While Simon introduces the concept of decision making as an inherent part of the process of communi­ cation, he also mentions behavior. Berio has suggested that the purpose of communication Is to affect. More specifically, our basic purpose is to reduce the probability that we are solely a target of external forces, and increase the probability that we exert force ourselves. Our basic purpose in communication is to become an affecting agent, to affect others, our physical environment, and ourselves, to become a determining agent, to have a vote in how things are. In short, we communicate to in­ fluence to affect with Intent.20 2 6 * Ibid, p. 23. 2 ^* Simon, Herbert A. Administrative Behavior: A Study of Decision Making Process in Administrative Organization, New York: The Free Press, 1 9 5 7 > P» 15**. 2 ®* Berio, David K. The Process of Communicatio n: An Introduction to Theory and P r a ctice, New York: Holt, Rinehart and WInBton, Inc., I960, pp. 11-12. Page 20 Gerbner places the context of communication In a social-cultural setting when he states; Let me define communication as social Interaction performed through m e s s a g e s . Messages may be defined as formally coded or symbolic or representational events which are of some shared significance in a culture, and which are produced for the purpose of* evoking significance .2 ° Finally, Hanlon sums up by saying "the process of communication itself is something like an electrical circuit. The problem is to complete a circuit between two perceptual f i e l d s ." 30 There appear to be many different opinions as to what elements are important or should be considered when attempting to describe what takes place in the process of communicating. As previously stated Laswell described a relatively simple paradigm. these words, Hanlon stated the problem in "The first point to be made about communication is that it is something like an iceberg, because nine-tenths of it lies beneath the surface."31 Redfield describes the related elements in the following manner: Administrative communication can best be regarded as a form of social or human communi­ cation in which there are these five e l e m e n t s : 29. Gerbner, George, "A Theory of Communication and Its Implications for Teaching", T e a c h i n g . Ronald T. Human, Ed., New York: J. B. Lippincott Company, 1968, p. 18. 30* Hanlong, 0 £. c i t ., p. 69. 31, Ibid, p. 66. Page 21 a Communicator (a speaker, sender, Issuer) who transmits (says, sends, Issues) Messages (orders, reports, suggestions) to a Communicatee (addressee, respondent, audience) to Influence the Response (reply, reaction).32 Hanlon, In referring to the elements In the process of communication, says, "four operations exist, then, in the process of communication: reception, and reaction."33 selection, transmission, Berio's model of the process of communication includes the following six elements: (1 ) source (person or persons), set of symbols), ( 3 ) encoder (translation or expression of the purpose into a message), messages), (2 ) message (a systematic (4) channel (a carrier of (5 ) communication receiver (the target of communication), and (6 ) decoder (decode the message so that the receiver can use it. 3** Communication cannot be considered a one-way process. "The communication process involves both a source which transmits and a feedback to that s o u r c e . "35 arise at either end of this simple continuum. Problems can "It has been pointed out that the attention that will be given a communication and the way in which it is presented will 32. Redfield, o£. c i t ., p. 5. 33* Hanlon, o£. cit., p. 69. 3li * Berio, 0 £. c i t .. p. 30-31. 35* Hanlon, oj>. c i t ., p. 70. Page 22 determine for Its recipient how much consideration he will give i t . 36 According to Redfield, "the goal In administrative communication is to insure an optimum flow of information— neither too little nor too much— enough to cover but not so much as to smo t h e r."37 Summary To summarize the related literature, as well as many aspects of modern society, change seems to be a very appar­ ent theme. The elementary prlncipalship is Involved in a metamo r p h a s i s , which has seen the position evolve from the Initial part-time reporting (administrative) duties, to the beginnings of a dynamic leadership position. That a relationship exists between the process of administration and communications is supported by the lit e r a t u r e . The lack of research relating the principles of communication to the process of educational administration became appar­ ent during the literature search. Communication has been recognized as an important and necessary Instrument for the survival of Institutions in society. Since elementary school principals operate as part of an institution in our society a study of their communications patterns would appear to be needed. 36* Simon, oj). c i t ., p. 164. 3^* Redfield, 0 £. c i t ., p. 3 6 . CHAPTER III DESIGN OP THE STUDY The basic purpose of this study was centered around the Identification and description of formal communications that are originated by the elementary principal or received by h i m from other positions In the school system. That the study of communications in the school system Is important was alluded to in Chapter II and can be summarized by Ralph Kimbrough's statement: The relationship between the communication system and leadership is emphasized as a result of communication research. The teacher or principal, for example, who is perceived as a leader on the faculty tends to be at focal points in the communication system. Thus, the principal who is outside the communication structure will suffer loss of leadership in the system.^ Source of Data The source of data used in this study consisted of communications "flowing" from the elementary school principal's office and "flowing" in to his office. This communication flow was recorded by the respondent on the 1 • K i m b r o u g h , Ralph B ., Administering Elementary S c h o o l s , New York: The Macmillan Company7 I960, p. 98. 23 Page 24 dally Inventory of communications during the period of the study. This does not represent all of the communi­ cations occurring during this study, only the formal communications. In other words, informal communications such as social conversation, is not reported In the inventory. Formal communications were recorded during any ten days of normal work days from February 1, 1968 to March 31* 1968. Each participant in the study was asked to record communications on those days he felt were to be considered as "typical work d a y s ." The participants were further asked to record only those formal communications which occurred between 8:00 A.M. and 5:00 P.M. with Saturdays, Sundays, and holidays excluded. Secondary sources of communication were obtained by personal interviews with the principals. Instruments Employed Three major Instruments were used in this study: 1) Personal Interview Guide, 2) Daily Inventory Guide, and 3) Positional Relationship Check List. Personal Interview G u i d e . This guide was developed primarily to gain controlled data from all of the elementary principals. There were two forms of this guide— a communicator interview guide (CR) (See appen­ dix A) and a communicatee interview guide (CE) appendix A ) . (see Page 25 The purpose of the communicatee guide, form CE, was to obtain data relating to the types of Information the elementary principal receives pertaining to: 2 ) building and grounds, 1 ) finance, 3 ) school board matters, 4) instructional matters, 5 ) pupil personnel, 6 ) certified personnel, and 7) non-certlfled personnel. This guide was structured to elicit responses relating to whether the individual respondent received Information relating to the above areas, did not receive information, or had no need to receive information. For information received, each respondent was asked to estimate the degree of need of the Information, quantity of Information received, and quality of Information received. Each respondent was further asked to state who (position) he received this Information from and if thlB was the Individual (position) from whom he should receive this information. If the r e ­ spondent did not receive information relating to a specific area he was again asked his degree of need for this Infor­ mation and who (position) should be the primary source of this Information. The communicator guide, form CR, was designed to obtain Information from each elementary school principal relating to that communication he Initiated relating to the areas of: 1 ) finance, 3 ) pupil personnel, 2 ) building and grounds, A) certified personnel, 5 ) non- certlfled personnel, 6 ) school board matters, and Page 26 7) Instructional matters. Each respondent was asked whether or hot he Initiated communications In these areas. If communications were Initiated, which person (position) was most frequently contacted, reason for contacting this position and months In which the re­ spondent most frequently contacts this position with regard to the specific area. Dally Inventory of C ommunication. This Instrument listed formal communications received and sent during the ten day recording period. Each elementary principal was Instructed to record only those communications that were pertinent to the performance of his official duties. Formal In this context Is defined to mean those communi­ cations sent or received as the respondent Is engaged in carrying out official school related responsibilities. This does not Include social conversations or chit-chat. A communicator (CR form) inventory and a communicatee (CE form) Inventory constituted the two forms for the daily Inventory of communications, (see Appendix A). The CR form was designed to record the communications Initi­ ated by the respondent and the CE form to compile the communications received* the same and Included: catee, 2 ) media used, The contents of the forms were 1 ) name and position of communi­ 3 ) Importance of contact, of time, 5 ) subject of message, 4) length 6 ) administrative process involved, and 7 ) initial use or action resulting from the Page 27 contact. It should be pointed out that the "adminis­ trative process" category was UBed only with the CR form. On the CE form (receiving message) the respondent utilized not only the administrative process, if any, but the disposition of the message received. Positional Relationship Check L i s t . Each respondent was asked to indicate his perception of a number of positions within the school system. The respondent was aBked to indicate whether this position was superordinate, coordinate o r subordinate with respect to his position as an elementary school principal. Each response was to be made without regard to salary or personal prestige. Other Data Collected. Each elementary school principal was asked to submit his Job descriptions. Where formal Job descriptions had not been established by board policy the respondent was a sked to write In hiB own words a statement which would indicate his job responsibilities. Along with the Job descriptions each elementary school principal was asked to complete a personal data sheet. (See Appendix B) E ach principal was also asked to in­ clude a copy of the organizational chart for his school system along with selected data concerning that system, (copies of the organizational charts may be found In Appendix B) Page 28 Procedures A personal letter was written to each prospective participant explaining the proposed project and assuring anonymous analysis of the results. Each letter contained a self addressed post card (See Appendix C) permitting the respondent to Indicate his willingness to participate In the study. Upon Indicating their willingness to participate In the study, a personal letter was 3ent to each super­ intendent In the selected school systems which indicated the nature of the study, the participants from that school district and permission to utilize the particular school in that district. (See Appendix C). Each participant was subsequently requested to meet for a personal Interview. During thiB Interview each in­ strument was explained in detail and several hours were spent Instructing the participants In the proper methods to be used In completing the Instruments. Subsequent follow up conversations were held to ascertain and solve any difficulties experienced by him. In view of the large quantity of data collected, a general classification for analysis was made. For "In school contacts" contacts were classified in terms of the organization chart for each school studied. Since v a r i ­ ations existed with respect to differing job titles from one system to another, these differences were resolved Page 29 and the final classification of contacts is displayed in Appendix C. ' "Outside c ontacts", i.e. contacts made with individuals not associated with schools in a contractual sense, were divided into 1 ) parents and 2 ) outside-others. Limitations on recording data from meetings and conferences were due to the mechanics Involved. There­ fore, the only reference In the analysis of data that relates to meetings is the total time the respondents were involved in such meetings. As a guide for the respondents in using the dally Inventory of communications, definitions accompanied the administrative processes. (See Appendix C) Thus, the basic techniques used in obtaining the data for this study were the Interview, questionnaire, and self-recording Instruments. Treatment of Data The data collected for this study was classified and categorized according to the nine subordinate questions raised in Chapter I. The tabulation of the data was con­ fined to simple per cents and median per cents. Characteristics of the Sample The sample utilized in this study consisted of three selected school systems and a total of four elementary Page 30 schools within these systems. The school districts ranged in pupil population from a low of 4,550 to a high of 16,765 for the 1 9 6 7 - 6 8 school year. fessional (certified) to a high of 6 8 3 . The pro­ staff ranged from a low of 224 N o n - c e r t i f i e d staff ranged from a low of 84 to a high of 349. All school systems reported operating on a 6 - 3 - 3 organizational basis. Table I contains the summarized data pertaining to the selected school districts. The schools participating in this study were selected on the basis of their willing­ ness to cooperate and accessibility. Table II contains the summarized data relating to the selected characteristics of the four participating elementary principals. Ab can be noted in Table II, two of the principals were twenty-eight years of age and two were forty-one years of age. The mean age for the prin­ cipals in this study was 3 6 . 5 years of age and the mean years of experience was 10.75 years. The mean years of experience within the system was 8 . 2 5 years or more than three-fourths of the mean years of total experience. of the principals hold at least a masters degree. All While these data in and of itself are not significant, it does Indicate that the participants were experienced and professionally trained. TABLE I SELECTED CHARACTERISTICS OP SCHOOL SYSTEMS INCLUDED IN THE STUDY System Total School Enrollment Professional Staff Non-Certifled Staff Types of Organizations 1. 11,380 544 241 6-3-3 11. 4,550 224 84 6-3-3 111. 16,765 684 349 6-3-3 Page 31 TABLE 11 SELECTED CHARACTERISTICS OF PARTICIPATING PRINCIPALS , System Age of Principal Total Experience in Education Experience in System Experience in Present Position Training in Terms of Academic Degree 1, 28 6 6 2 M.A. 11. 41 15 11 9 M.A. (a) 41 15 9 5 M.A. (b) 28 7 7 2 M.A. 111. Page w Page 33 Summary In collecting data which would Identify the patterns of communication flowing "from" and "to" the elementary p r i n c i p a l s ' office a dally inventory of communications Instrument was developed. Each participant was Inter­ viewed and instructed In the use of the daily inventory. Participants were assured of anonymity in the tabulations of the results as were the individual school districts. Each of the participating principals completed personal data s h e e t s . The tabulated data indicated that they were professionally trained and experienced in their p o s i t i o n s . CHAPTER IV PRESENTATION OF DATA The specific purpose of this study as stated earlier was concerned with Identifying and describing formal communications that are originated by the elementary school principal or received by him from other positions In selected public schools. The data presented in thi3 chapter were compiled from the com­ municatory activities, as reported, by the four e l e ­ mentary school principals who participated In this study. Tabulation of the data were confined to simple per cents and median per cents. Each instrument was analyzed separately and the data were presented under individual sub-headings in this chapter. Where possible the data were presented for each participating principal as well as a composite of all principals. Status of Individuals Who Contacted Or Were Contacted By The Elementary Principal The data in Table III Indicate the status of those Individuals who were Involved in communicatory activities with the elementary principals during the period of this 34 Page 35 TABLE III COMMUNICATION CONTACTS INITIATED OR RECEIVED BY ELEMENTARY SCHOOL PRINCIPALS AND THE STATUS OP THOSE INDIVIDUALS CONTACTED Principal 1 Principal 2 Principal ; STATUS Na Per Cent 0 N Per Cent N Per Cent Superint endent Assistant Superintendent 1 6 .5 3.0 , 4 1 3.4 .9 0 5 0 4.2 TOTAL SUPERORDINATE 7 7 3.5 3.6 5 5 4.3 4.2 4.3 5 13 10.7 6 3.0 5 4.3 15 ] 2 .3 9 2 4.5 2.4 C C —— 12 5 9.9 4.2 2 2.4 C . .^ 1 .8 9 4.5 C 2 1.7 .5 — 1 4 4 1 2 .9 3.4 3.4 .9 1.7 C ------ 1 c c c c Business Manager Director of Pupil Personnel Director of Buildings and Grounds Personnel Director Director of Special Services Director of Elementary Education Director of Special Education Elementary Principals Junior High Principals Senior High Principals Learning Center Director School Social Worker 1 C C C C C - ---------------- — C .8 ---------------- . TOTAL COORDINATE 36 18.2 22 18.9 49 40.4 Teacher Non-Certifled Director of Transportation Director of Community Schools TOTAL SUBORDINATE 52 8 26.1 4.3 38 5 32.8 4.3 45 7 37.3 5.7 1 .5 4 3.4 3 2.4 — 40.5 63.7 20.6 15.6 36.2 c 55 109 9 3 12 121 C Parents Others TOTAL OUTSIDE 61 104 66 27 93 GRAND TOTAL 197 TOTAL WITHIN a ■ Number of Contacts b ** Per Cent of Contacts C 30.9 52.7 33.5 13.6 47.1 99.8 47 74 24 18 42 116 99.9 45.4 90.0 7.5 2.4 9.9 99.9 c ® Position not in System or no Contact Made d » Composite Based on Median Per Cent of All Principals Page 36 TABLE III (Cont.) COMMUNICATION CONTACTS INITIATED OR RECEIVED B Y ELEMENTARY SCHOOL PRINCIPALS' AND THE STATUS OP THOSE INDIVIDUALS CONTACTED STATUS Principal 4 N Per Cent Superintendent Assistant Superintendent 0 1 TOTAL SUPERORDINATE 5, Business Manager Director of Pupil Personnel Director of Buildings and Grounds Personnel Director Director of Special Services Director of Elementary Education Director of Special Education Elementary Principals Junior High Principals Senior High Principals School Social Worker Learning Center Director TOTAL COORDINATE Teacher Non-Certlfled Director of Transportation Director of Community Schools ------- Median Per Cent 1.7 Range o f Per Cents .5 .4 - 3.4 4.2 .4 2.1 1.8 3-4 1.8 - 6 2.1 5.1 2.1 -.10.7 3 1.0 5.1 1.0 - 12.3 1 6 .4 2.1 4.7 2.9 2.1 . C 1.6 5 1.8 2.6 C 4 C C ------- .7 2.7 3.4 .9 .4 1.7 1 C 3.9 — — .4 .•*» t m 4.3 .4 - 9.9 4.2 .8 - 2.4 1.7 - 4.5 .5 .9 3.9 .8 - 3.4 .9 .4 1.7 11.7 - 40.4 2 6 . 1 - 54.6 4.2 - 5.7 22.3 12 11.7 54.6 4.2 2 .9 1.7 2 .9 .9 TOTAL SUBORDINATE 171 60.6 44.3 30.9 - 6 0 . 6 TOTAL WITHIN 209 74.1 70.1 52.7 - 9 0 . 0 Parents Others 55 20.2 18 19.5 6.3 9.4 7.5 - 33.5 2.4 - 1 5 . 6 TOTAL OUTSIDE 73 25.8 29.7 9-9 - 47.1 282 99.9 GRAND TOTAL 33 155 37.7 4.6 .5 - 3.4 .9 Page 37 study. These data were compiled from the Daily Inventory of Communications, Forms CE and CR. The total number of contacts are presented for the individual with whom the contact was initiated or from w h o m it was received. These positions are arranged from superordinate; i.e., super­ intendent, to subordinate; i.e., teacher, as perceived by the elementary school principals Involved in this study. The three classifications of superordinate, coordinate, and subordinate are combined to present the total number of communications contacts from within the system. The two categories of parents and others are combined to present the total number of contacts from outside the school system— i.e., individuals not directly under con­ tract to the school system. The two classifications of "within" and "outside" are then combined to provide a grand total— the total number of formal communication contact reported by the elementary principals over the ten day period. Principal 1 reported a total of 197 total contacts over the ten day period with 104 of the 1 9 7 contacts classified as being within the system and 93 contacts classified as being outside the system. Principal 2 reported a total of 1 1 6 contacts with 74 contacts classified as within the system and 42 contacts classi­ fied as outside the system. Principal 3 reported 121 Page 38 total contacts with 109 contacts classified as within the system and 12 contacts classified as outside of the system. Principal A reported 282 total contacts with 209 contacts classified as within the system and 73 contacts classified as outside the system. Principal 1 reported 3.5 per cent of his communi­ cation contacts were with positions classified as superordinate; principal 2 reported 4.3 per cent for the same level, principal 3 reported 4.2 per cent, and principal 4 reported 1.8 per cent. Communication contacts within the system and p e r ­ ceived as positions coordinate to that of the elementary principal accounted for 18.2 per cent of the contacts for principal 1, 18.9 per cent for principal 2, 40.4 per cent for principal 3 and 1 1 .7 per cent for principal 4. This data shows a range of per cents from 11.7 to 40.4. The principal at the high end, 40.4 per cent, was in the process of building-wide pupil tests and communicated frequently with the Director of Pupil Personnel. Communication contacts with persons in positions perceived as subordinate ranged from a high of 60.6 per cent of the total contacts to a low of 30.9 per cent of the total contacts. Principal 1 reported 30.9 per cent of his communication contacts were with positions classified as subordinate, principal 2— 40.5 per cent, principal 3— 45.4 per cent, principal 4— 60.6 per cent. Page 39 In each case the elementary principals classified teachers as Individuals In subordinate positions and subsequently they accounted for the largest number of contacts in the classification of subordinate ranging from a low of 26.1 per cent of the total contacts to a high of 5*1-6 per cent. In all cases the teacher was most frequently Involved in communicatory activities with the elementary principal. In terms of the number of contacts In a ten day period, the range was from a low of 38 contacts to a high of 155 contacts. Elementary principals were contacted more frequently than either Junior high or senior high principals, although one participant reported no c o n t a c t s , other than in formal meetings, with any other principals in the system. Communication Within the School System By Positional Relationship An analysis of the status (as perceived by the elementary principal) of who was Involved In communicatory activities with the elementary principal is presented in Table IV. The data were tabulated and analyzed in terms of the hierarchy relationships of the many positions in the school system. In Table III it was noted that there were only two positions perceived to exist in the superordinate classification— superintendent and assistant TABLIE IV COMMUNICATION WITHIN THE SCHOOL HIERARCHY Principal 2 Principal 1 Principal 3 STATUS Per Cent N N1 Per Cent 2 N 7 6.7 5 6.4 5 4.5 Coordinate 36 34.6 22 29.7 49 44.9 Subordinate 61 58.6 47 63.5 55 50.4 104 99.9 74 99.6 109 99.8 Superordinate Total Total^ Principal 4 STATUS . RANGE OF PER CENTS MEDIAN** N Superordinate Per Cent Per Cent N Per Cent 5 2.3 22 4.4 4.9 33 15.7 140 28.0 31 . 2 15.7 - 44.9 Subordinate 171 81. 8 334 67.3 63.5 50.4 - 8 1 . 8 Total 209 99.8 496 99.7 Coordinate 2.3 - Page 40 1 = Number of Contacts 3 * Composite of All Principals 2 * Per Cent of Contacts if a COBinQfiltP 6.7 hnoorf nn oil D-P.4 — Page 4l superintendent. Most llne-staff charts would indicate that other central office personnel are in staff relation­ ships to the elementary principals. In the case of the four participants in this study, they accepted this rela­ tionship and placed most central office personnel in coordinate relationships with their positions.’1' It can be noted in Table IV that the participants had the largest number of contacts with individuals in subordinate positions. The range was from a low of 50.4 i per cent of the contacts to a high of 81.8 per cent of the contacts. The median per cent for contacts with subordinates was 63.5• Communication contacts with Individuals in coordinate positions resulted in a 31.2 median per cent with a range of 15*7 per cent to 44.9 per cent. It can be noted also the similarity in both the number and per cent of contacts with positions perceived as superordinate. The range of per cents was 2.3 to 6 . 7 with a median per cent of 4.9. The extensive communication contacts with Individuals in subordinate positions is not overly surprising. The great contrast between coordinate and superordinate is somewhat surprising. Weston writing in the Saturday See Appendix B for complete details. Page 42 Review stated: I have yet to see an organization chart that shows- how a corporation gets Its job done. Most charts show only that people are surrounded by protective boxes— and also show who approves whose expense accounts. They don't indicate the significance of the white spaces between the boxes; they don't Imply lateral c o m m u n ications. They give the Impression that an organization Is a non-changing t h i n g .2 It has been stated that: "size becomes a factor when an organization becomes so large that any given member does not have face-to-face contact with most other m e m b e r s " .3 Flow of Communication Within the School Hierarchy and Its Estimate Of Importance Table V will present the tabulated data with regard to the directional flow of communication. That Is to say, If a communication was Initiated by a coordinate to a subordinate position, Its movement was to the subordinate position. Furthermore, the estimate of Importance of each communicatory activity as perceived by the elementary school principal was tabulated. The data was compiled from the reported data on the Daily Inventory of Communi­ cation form CE. There were a total of 274 communicatory 2 * Weston, Robert J. "Management's Next Generation", Saturday R e v i e w . January 13, 1968, p. 32. 3* National Society for the Study of Education, Behavioral Science, and Educational Administrations, op. c l t .. p. 114. Page 43 activities reported with the largest number of activities initiated to subordinates, 192 or 70.0 per cent. Second were communications initiated to coordinates, 69 or 2 5 . 1 per cent and third were those communications initiated to superordinates, 13 or 4.7 p e r cent. In terms of the estimate of importance of those communications initiated the two largest categories were "Great" and "Some". The former with 132 responses was the largest category and the latter with 10 5 responses was second. The categories of "Utmost" and 'Little" were about equal with 18 and 19 respectively. It may be more interesting than significant to note that in communications initiated to coordinate positions the category of "Some" exceeded the category of "Great". On the other hand, when communications were initiated to subordinates the category of "Great" exceeded the category of "Some." The number of communications initiated to superordinate positions was very small, 13, and their estimate of Importance was about equally divided on the scale ranging from "Little" to "Great". Table IV presents the data regarding data received from other positions, in terms of status, in the school system. This data was compiled from the reported com­ munications on the Dally Inventory of Communications from CR. Page 44 TABLE V (1) FLOW OF COMMUNICATION WITHIN THE SCHOOL HIERARCHY FOR ALL PRINCIPALS RECEIVED (CR) N from Superordinate from Coordinate from Subordinate Total Per Cent 9 4.0 71 31.9 142 63.9 222 99.8 (2 ) ESTIMATE OF IMPORTANCE OF INITIATED COMMUNICATION WITHIN THE SCHOOL HIERARCHY Great Utmost RECEIVED (CR) Some Little Total N Per Cent N Per Cent N Per Cent N Per Cent from Superordinate 1 ,4 3 1.3 4 1.8 1 .4 9 from Coordinate 3 1.3 24 10.8 35 15.7 9 4.0 71 from Subordinate 2 .9 63 28.3 67 30.1 10 4.5 142 Total 6 90 106 20 222 Page 45 It Is readily apparent that there Is a great deal of similiarlty between Table IV and Table V. The largest number of communications received were from subordinate positions— 142 or 63.9 per cent. Second were communi­ cations received from coordinate positions— 71 or 31.9 per cent, and lastly communications received from superordinate positions— 9 or 4,0 per cent. There were a total of 222 communications received which Is almost equal to the 274 communications Initiated. In terms of the estimate of Importance, the same general pattern appears In Table V as In Table IV. The two largest categories are "great11 and "some" with 90 and 106 responses respectively. One difference does appear in the estimate of importance In Table V — in all cases the category of "some" exceeds the category of "great". The category of "utmost" was the lowest with only 6 responses and the category of "little" had 20 respo n s e s . Media Used by Eleme.itary Principals to Initiate Communications and Media Used to Contact the Elementary Principal One of the subordinate questions was concerned with the media most frequently used in communicatory activities relating to the elementary school principals position. The data for Table VI were compiled from the Daily Inven­ tory of Communications form CE; i.e., communications received by the elementary principal. Page 46 It can be noted In Table VI that the most frequently used media in contacting the elementary principal was the telephone. Phone calls accounted for 47*9 per cent of all contacts. The second largest category was face-to- face contacts which accounted for 33.7 per cent of the total contacts. TABLE VI MEDIA USED TO CONTACT THE ELEMENTARY SCHOOL PRINCIPAL MEDIA 1 Principals 2 3 TotalB 4 Per Cent of Total11 Formal Report (Written) 0 3 3 2 8 1.3 Formal Report (O r a l ) 0 3 1 1 5 .8 Qeneral Bulletin (Written) 2 4 18 1 25 4.1 Qeneral Bulletin (Oral) 0 3 2 0 6 .9 1st Class Letters and Memos 6 12 3 11 32 5.2 Face-to-Face Contacts 47 32 16 109 204 33.7 Phone Calls 23 43 23 201 290 47.9 7 7 3 18 35 5.7 85 108 69 343 605 99.6 Other TotalB * Per cents will not equal 100 as they were only carried out three decimal places. Page 47 Table VII Is compiled from the data reported In the Dally Inventory of Communications form CR; I.e., communi­ cations Initiated by the elementary principal. It can be noted that there were a total of 542 contacts Initiated by the elementary principals during the ten day recording period. The most frequently used media was face-to-face contacts which accounted for 234 or 43.1 per cent of the total contacts. Second, In terms of frequency of use, was phone calls with a total of 135 contacts or 24.9 per cent of the total contacts. (1) 1st The three media listed as class letters and memos, and announcements announcements (2) general bulletins (oral), and (3) general bulletins and (written) accounted for 91 contacts or about 16 % of the total contacts. Time Expended by Elementary Principals In Communication Activities Another subordinate question ralaed was: "What proportion of the elementary school principal's day is spent In communications and what media are most frequently used?" Table VIII Is a compilation of data relating to that question. Each principal was asked to record communications pertaining to his job that occurred between 8 A.M. and 5 P.M. (excluding a one hour lunch period) for ten working days. This would then amount to an eight hour working day. Page 48 TABLE VII MEDIA USED BY THE ELEMENTARY PRINCIPAL TO INITIATE CONTACTS MEDIA 1 Principals 2 3 4 Totals Pt Cfn J of rm Total Formal Report (Written) 0 3 2 1 6 1.1 Formal Report (Oral) 0 3 4 0 7 1.2 General Bulletin (Written) 11 4 3 4 22 4.0 General Bulletin (Oral) 0 4 10 18 32 5.9 1st. Class Letters Memos 13 12 2 10 37 6.7 Face-to-face Contacts 31 32 21 150 234 43.1 Phone Calls 28 43 22 42 135 24.9 Other 46 7 0 16 69 12.7 Total 129 108 64 241 542 99.6 Page 49 The total number of consumable working minutes per day would then equal 480— 8 hours times 6 0 minutes per hour. In a ten day period the total number of consumable minutes would equal 4800— 480 minutes per day times ten days. As can be seen Table VIII presents the data for each elementary principal In the study as well as a composite median per cent, and range of per cents. It can be noted that In every case the participants spent the largest percentage of his communication time in face-to-face c o n ­ tacts. The percentage for this median ranged from 31.0 to 44.0 with a median per cent of 37.8. In two cases the second largest percentage of com­ munication time was expended In the use of the phone or messages. In these cases the percentages were 28.7 and 23.1 per cent. In the other two cases, principals 1 and 3, the second largest percentage of their communications time was expended in meetings or conferences— 20.0 and 24.7 per cent respectively. In all cases the two previous m e dia— "Phone calls or messages" and "meetings or confer­ ences", were either Becond or third in percentage of communication time expended. In all cases but one— Principal 3— the least amount of time expended occurred in the area of "formal reports". All principals but one, Principal 3* reported over 2000 minutes of time expended in communication activities. TABLE V U I PER CENT OP TIME (BASED ON 4800 MINUTES) PRINCIPALS SPENT CCMflJNICATTNG THROUGH VARIOUS MEDIA MEETINGS AND CONFERENCES INCLUDED MEDIA Principal 1 N3- Per Cent13 Principal 2 N Per Cent Principal 3 N Per Cent Principal 4 N Per- Cent Total0 N Per Cent Median Per Centd Range of Per Cent •S3- OO O 0 ---- 188 8.4 53 2.1 323 4.0 5.6 General Bulletins 227 11.0 127 5.7 130 10.0 72 2.9 556 7.0 7.6 2.9 - 11.0 Letters, Memos 246 11.9 280 12.6 28 2.1 164 6.7 718 8.9 8.3 2.1 - 12.6 Face-to-Face 905 44.0 689 31.0 492 38.1 934 38.3 3020 37.9 37.8 31.0 - 44.0 Phone Calls, Messages 265 12.8 514 23.1 239 18.5 700 28.7 1718 21.4 20.7 12.8 - 28.7 Meetings or Conferences 412 20.0 420 18.9 320 24.7 510 20.9 1662 20.7 21.1 18.9 - 24.7 2055 99.7 2218 99-7 1291 99.7 2433 99.6 7997 Totals b = per cent of minutes in each mediun for ten-day period c = cccposite per cent based on all principals d = median per cent based on four principals for each medium Page 50 a = total number of minutes In each media for ten-day period a ---- 1 0 Formal Reports Page 51 As was stated earlier In this chapter the Importance of the face-to-face or one-to-one relationship In communi­ cation activities cannot be overlooked. In all cases the principals reported spending more than fifty (50) per cent of their communication time utilizing "face-to-face" or "phone calls" media. Communication and Administrative Processes As part of the basic design of this study a question was naturally raised as to the relationships that exist between communication and administrative processes. Table IX is a compilation of the data taken from the Inventory o f Daily Communications relating to the admin­ istrative processes used in this study.2 The data in Table IX is presented by individual principal as well as a composite of all principals, medium per cent, and range of per c e n t s . The first three processes listed; planning, request for information, and orders and instructions accounted for more than 60 per cent of the total responses. Of these three categories, orders and instructions accounted for a total of 143 responses or 25.9 per cent. Request for Information had a total of 122 responses— 22.7 per cent, and planning had a total of 90 responses or 15.6 per cent. 2 * For complete definitions of the seven adminis­ trative processes see Chapter III. Page 52 TABLE IX TOTAL ADMINISTRATIVE PROCESSES INVOLVED IN COMMUNICATION WITHIN THE SCHOOL HIERARCHY FOR ALL PRINCIPALS Administrative Process Principal 1 N 1 Per Cent2 Planning 30 13.6 24 23.0 9 14.5 Request for Information 37 16.8 29 27.7 16 25.8 Orders and Instructions 51 23.2 14 13.4 25 40.3 Organizing 8 3.6 10 9.6 1 1.6 Staffing 4 1.7 1 .9 2 3.2 Coordinating 11 5.0 15 14.4 5 8.0 Appraisal and Evaluation 16 7.3 10 9.6 2 3.2 Other 62 28.3 1 .9 2 3.2 Total 219 99.5 104 99.5 62 99.8 Principal 2 N Per Cent Principal 3 N Per Cent ( 1 = Number of responses 2 ■ Per cent of contacts Page 53 TABLE IX Con't. TOTAL ADMINISTRATIVE PROCESSES INVOLVED IN COMMUNICATION WITHIN THE SCHOOL HIERARCHY FOR ALL PRINCIPALS Administrative Process Principal 4 N Per Cent N Total Per Cent Median Per Cent Range of Per Cent Planning 27 14.0 90 15.6 16.2 13.6-23.0 Request for Information 40 20.8 122 21.0 22.7 16.8-27.7 Orders and Instructions 52 27.0 143 24.8 25.9 13..4-40.3 Organizing 25 13.0 44 7.6 6.9 1.6-13.0 9 4.6 16 2.9 2.6 .9- 4.6 27 14.0 58 10.0 10.3 5.0-14.4 Appraisal and Evaluation 9 4.6 37 6.4 6.1 3 .2 - 9 . 6 Other 2 1.0 67 11.6 8.3 .9-28.3 Total 192 99.0 576 99.9 Staffing Coordinating In rank order the next three most frequently reported processes were co-ordinating, 10.0 per cent; organizing, 7.6 per cent, and staffing, 2.9 per cent. That the process of staffing was not reported more often may well be due to the time of year when the study was conducted— February and March. Full staffs were In evidence, teacher negotiations had not begun, new staff recruiting was just beginning and tenure evaluations were not due for another two months. Page 54 It is somewhat less easy to explain the number of responses and percentages— 37 and 6.4 per cent— which corresponded with the process of "appraisal and evalu­ ation" . Table X is a presentation of the reported data relating to the use made of communications. may be more interesting than significant. This data Since each principal did not indicate the initial use made of the communication for each communication received the totals here do not correspond to those found in Table I under total. It Is interesting to note that approximately 45 per cent of the responses either "resulted in immediate action" or "prompted further communication." In only 13 per cent of the cases did the communication bring "no action". An Appraisal of the Communications Received by Elementary Principals The data presented in this section deals with the elementary school principal's perception of the communi­ cations he received from within the school system. The data was gathered from the Personal Interview Guide— Form CE. As a general summary it can be noted that there were 57 separate categories to which the participants could respond. There were twenty-four (24) categories in which the participants indicated that the quantity of TABLE X TOTAL NUMBER AND PER CENT OF USE MADE OF COMMUNICATIONS BY PRINCIPALS WITHIN THE SCHOOL HIERARCHY Initial Use Principal 1 N* N Principal 2 Per h Cent Principal 3 N Per Cent N neiV Cent Principal 4 N Per Cent Total Median Range of N lBV. Cent Per Cent . Per Cent 9.6 32 32.0 13 20.3 8 8.3 65 19.9 17.5 8.3-32.0 Filed for Future Action 17 13.7 17 17.0 7 10.9 4 4.1 45 11.6 11.4 4.1-17.0 Referred to Another for Action 25 20.1 3 3.0 8 12.5 5 5.2 41 10.6 10.2 3.0-20.1 Resulted in Immediate Action 28 22.5 20 20.0 20 31.2 17 17.7 85 22.1 22.8 17.7-31.2 Prompted Further Communi­ cation 25 20.1 6 6.0 7 10.9 50 52.0 88 22.8 22.2 6.0-52.0 No Action 17 13.7 22 22.0 9 14.0 12 12.5 60 15.9 13.0 12.5-22.0 124 99.7 100 100.0 64 99.8 96 99.8 384 99.9 Total a » number of responses b = per cent of responses 55 12 Page Filed for Future Reference communication received was adequate. In twenty-three of the 57 categories three or more elementary principals indicated that the quality of the communication received was satisfactory. In general the participants felt that they were receiving information from the position in which it should emanate. Following is a brief summary of each of sub-areas included on the interview guide. Area of Finance There were seven areas of finance listed on the interview guide. Only two participants indicated that they did not receive communication but felt they had a need for communication. The two areas were those of "Budget Development" and "Taxes and Other Income". There were a total of seven responses indicating "no need" for communications in five areas of finance. A majority of the responses indicated a "moderate" to "great" need for communication in the area of f i n a n c e . All but five of the responses Indicated that the communication now r e ­ ceived was adequate, five felt it was less than adequate. In a like manner all but three responses Indicated that the quality of communication was "satisfactory" or "excellent". Area of Building and Grounds There were six separate areas included in the area of building and grounds. There were fifteen responses indicating that communications were received; six Page 57 Indicated a need to receive communications but did not, and three indicated no need to receive communications. The last three were in the area of general maintenance, operation, and rental. All but one response indicated the need to receive communications in this area was moder­ ate or great. One response indicated little need for communication in this area. Twelve responses indicated the quantity of communications received was adequate; five responses indicated that quantity was Inadequate. There were ten responses indicating quality was satisfac­ tory while six responses indicated unsatisfactory quality. Area of Pupil Personnel There were ten separate areas listed under the heading of Pupil Personnel. There were thirty responses indicating communications were received in this area; three responses, in the areas of marking, discipline and records, indicated no communication received but a need existed. The need to receive communications in this area was evenly divided be­ tween moderate and great with one response in the "little need" classification. One response indicated that the quantity of communication received was inadequate. The remaining responses Indicated that the quantity was ade­ quate. All responses but one Indicated that the quality of communication received was satisfactory. Page 58 Area of Certified Personnel Ten separate areas were listed under Certified Personnel. In five of these areas all responses indi­ cated they received communication— (a) promotion, salary, (c) substitutes, (e) contracts. (b) (d) in-service program, and In all there were thirty-nine responses indicating receiving communications In this area. All responses indicated that the degree of need was either great or moderate with the vast majority Indicating a great need— 27 to 5 for moderate. All but four re­ sponses Indicated the quantity received was adequate. Five responses Indicated unsatisfactory quality while the remainder, a vast majority, Indicated either satis­ factory or excellent. Area of Non-Certlfled Personnel There were ten separate areas listed under the gen­ eral heading of "non-certlfled p e rsonnel". There were thirty responses indicating that they received communi­ cations in this area; three responses indicated a need to receive communications in the area, and seven responses indicated no need to receive communications. There were sixteen responses indicating a great need to receive com­ munications in this area, nine indicated a moderate need and one indicated little need. Twenty-three responses indicated that quality of the communications received was satisfactory or excellent while seven indicated unsatis­ factory q u a l i t y . Page 59 Area of School-Board Matters There were five separate areas listed under the general heading of "School Board Matters"— (a) policy, (b) agenda, (c) notice of meeting, (d) request for attendance at meeting, and (e) board action. In two of these areas, policy and notice of meeting, all responses indicated receiving communications. There were 18 re­ sponses indicating communication was received, four responses indicated a need but no communication while two responses indicated no need. All responses indicated a great or moderate need to receive communication in this area. All but one response Indicated that quantity of communication received wsb adequate or more than adequate while all responses indicated the quality was satisfactory or excellent. Area of Instructional Matters The area of instructional matters was divided into two sub-classifications (a) curricular and (b) co-curricular. In the curricular area there were four separate listings and all responses indicated receiving communication. The re­ sponses Indicated the degree of need for receiving communi­ cation In this area was great or moderate. Eight responses indicated adequate or above in terms of quantity of communi­ cations and four termed the quantity Inadequate. Thirteen established the quality of communications received as satisfactory or excellent while three indicated unsatisfactory. Page 60 In the area of co-curricular there were five separate listings. There were thirteen responses indicating receiv­ ing communications in this area, three responses indicated that they did not receive communications but had a need for communications and four responses Indicated no need. Twelve responses considered the degree of need to be mo d ­ erate or great while two responses indicated little need. There were seven responses which termed the quantity of communication adequate or more than adequate while four responses indicated Inadequate quantity. There were ten responses Indicating the quality of communications was either satisfactory or excellent and five responses stating that the quality was unsatisfactory. An Appraisal of the Communications Initiated by Elementary Principals The data presented in this section deals with the elementary Bchool principal's perception of the communi­ cations he initiated. The data was gathered from the Personal Interview Quide— Form CE. Tables XI through XVII present a brief summary of each major area Included in the Interview G u i d e . Area of Finance In the area of finance there were seven sub-areas. Table XI Indicates that in two sub-areas— (a) purchasing of supplies and (b) request for supplies, all responses Page 61 TABLE XI FREQUENCY OF RESPONSE TO THE INITIATION OF COMMUNICATIONS REOARDINQ THE AREA OF FINANCE AREA YES NO POSITION CONTACTED Budget Development 3 1 Business Manager Budget Control 2 2 Business Manager Purchasing of Supplies and Equipment H 0 Business Manager Request for Supplies and Equipment H 0 Business Manager Tution and/or Transportation 2 2 Business Manager (1) Bus Garage (1) Distribution of Supplies and Equipment 2 1 Business Manager (1) Stock Clerk (1) Taxes and other Income 0 14 Total 17 10 Page 62 Indicated that communications were Initiated by the elementary principals. All four principals indicated no need to Initiate communications regarding the category of "taxes and other income’*. The most popular position to whom communications were initiated in the general area of finance was the business manager. Area of Building and Grounds There were six sub-areas included in the general h e a d ­ ing of "Building and Grounds". In three of these area, as presented in Table XII, three of more responses indicated a need to initiated communications. (a) remodeling or m ajor repairs, (c) safety. These three areas w e r e : (b) general maintenance, In one area, rental, three responses indicated no need to initiate communications. The position of Director of Buildings and Grounds and Business Manager was indicated as the two most frequent positions contacted. Area of Pupil Personnel Table XIII presents the data relating to the general area of Pupil Personnel. sub-areas included, It can be noted that of the ten in five sub-areas it was indicated with three or more responses, that the elementary principal needed to initiate communications. In only one sub-area, marking, was there three or more responses indicating no need to initiate communications. The position of Director of Pupil Personnel or Pupil Services seemed to be the most frequently contacted position. Page 63 TABLE XII FREQUENCY OF RESPONSE TO THE INITIATION OF COMMUNICATIONS REGARDING THE AREA OF BUILDING AND GROUNDS AREA YES NO POSITION CONTACTED New Construction 1 1 Business Manager Remodeling or Major Repairs 4 0 Business Manager (3) Director of Buildings and Groudns (1) General Maintenance 3 0 Director of Buildings and Grounds (2) Director of Maintenance (1) Operation 2 1 Director of Building and Grounds (1) Director of Maintenance (1) Rental 1 3 Director of Buildings and Grounds Safety 3 1 Superintendent (1) Local Police (1) Business Manager (1) 16 6 Total Page 6i| TABLE XIII FREQUENCY O F RESPONSE TO THE INITIATION OF COMMUNICATIONS REGARDING THE AREA OF PUPIL PERSONNEL AREA YES NO POSITION CONTACTED Qeneral Admission 3 0 Director of Pupil Personnel Room or Building Assignment 2 2 Director of Pupil Services 0 Director of Pupil Services Attendance Promotion 2 0 Director of Pupil Services (1) Assistant Superintendent (1) Marking 1 3 Assistant Superintendent Scheduling 2 2 Director of Pupil Services Director of Elementary Education (1) Discipline 2 1 Superintendent (1) Assistant Superintendent (1) Transfers 3 1 Director of Pupil Personnel (2) Assistant Superintendent (1) Records 3 1 Director of Pupil Personnel (2) Director of Special Services (1) Transportation 3 1 Director of Pupil Personnel (1) Bus Oarage (1) Business Manager (1) 25 11 Total (1) Page 65 Area of Certified Personnel Table XIV presents the d&ta pertaining to the general area of Certified Personnel. There were ten sub-areas i n ­ cluded in this general classification. There were two areas in which three or more responses Indicated no need to initiate communication: and associations. (a) salary, and (b) organizations There were three areas in which there were three or more responses indicating a need to initiate communications: assignment. (a) absences, (b) substitutes and (c) Job There were two areas in which the responses were evenly divided: service programs. (a) procurement/promotion and (b) in- The position of Director of Personnel was Indicated as the most frequently contacted position. Area of Non-Certifiea Personnel The data concerning Non-Certlfled Personnel is presented in Table XV. There were ten sub-areas Included under this general classification. It is interesting to note that this was the only general area in which the total responses in the "no" column exceeded the total responses in the "yes" column. There were eight sub-areas in which there were three or more responses indicating no need to initiate communications: (a) procurement, (b) promotion, (e) in-service program, (c) salary, (f) job assignments, and (h) organizations and associations. (d) substitutes, (g) contracts, The two categories in which there were three or more responses indicating a need Page 66 TABLE XIV FREQUENCY OF RESPONSE TO THE INITIATION OF COMMUNICATIONS REGARDING THE AREA OF CERTIFIED PERSONNEL AREA YES ProourementPromotJon 2 Salary 0 Absences NO POSITION CONTACTED 2 Director of Personnel 4 0 Director of Personnel Substitutes 3 1 Director of Personnel In-Service Programs 2 2 Assistant Superintendent Supervision 2 1 Director of Elementary Education Job Assignment 3 1 Assistant Superintendent Contracts 1 0 Director of Personnel Organizations and Associations 1 3 Director of Elementary Education Total 18 M Page 67 TABLE XV FREQUENCY OF RESPONSE TO THE INITIATION OF COMMUNICATIONS REGARDING THE AREA OF NON-CERTIFIED PERSONNEL AREA YES NO POSITION CONTACTED Procurement 1 3 Promotion 0 3 Salary 1 3 Director of Personnel Absences 3 1 Director of Personnel Substitutes 1 3 Director of Personnel Supervision 4 0 Director of Buildings and Grounds In-Service Program 0 4 Job Assignments 1 3 Contracts 0 4 Organizations and Associations 0 4 II 28 Tptal Director of Buildings and Grounds Director of Buildings and Grounds Page 68 to initiate communications were absenses and supervision. When Initiating communications, the positions of Director of Building and Grounds and Director of Personnel were the most frequently contacted. Area of School-Board Matters Table XVI presents the data relating to the general area of School Board m a t t e r s . Of the five sub-areas i n ­ cluded, two areas had three or more responses Indicating a need to initiate communications, agenda and board actions. The two areas indicated had three or more responses indi­ cating no need to initiate communications, notice of meeting and request for attendance at meetings. The remaining area, policy, was evenly divided with two responses in each cate­ gory. The position most frequently contacted in all cases was the s u perintendent. Area of Instructional Matters Table XVII presents the data relating to the general area of instructional matters. This general area was divided into two p a rts— curricular and co-curricular. There were four sub-areas under the heading of curricular— (a) curricular development, (b) instructional materials, and (d) articulation. (c) testing programs, In the first three areas all four r e ­ sponses indicated a need to initiate communication. In the area of articulation two responses indicated a need to initi­ ate communication and one response indicated no need. .Page 69 TABLE XVI FREQUENCY OF RESPONSE TO THE INITIATION OF COMMUNICATIONS REGARDING THE AREA OF SCHOOL-BOARD MATTERS AREA YES NO POSITION CONTACTED Policy 2 2 Superintendent Agenda 3 1 Superintendent Notice of Meeting 1 3 Superintendent Request for Attendance at Meeting 1 3 Superintendent Board Action 3 1 Superintendent 10 10 Total Page 70 TABLE XVII FREQUENCY OF RESPONSE TO THE INITIATION OF COMMUNICATIONS REGARDING THE AREA OF INSTRUCTIONAL MATTERS AREA YES NO POSITION CONTACTED (CURRICULAR) Curriculum Development 0 Director of Elementary Education Instructional Materials 4 0 Director of Elementary Education Testing Program 4 0 Director of Pupil Personnel Articulation 2 1 Assistant Superintendent Student Organizations 2 2 Superintendent Intra-School Activity 2 2 Director of Elementary Education School Publications 2 2 Teacher Activities Fund Accounting 3 1 Business Manager School Assemblies 3 1 Teacher 26 9 (CO-CURRICULAR) Total Page 71 In part two, co-currlcular, there were five subareas included. divided: In three the responses were evenly (a) student organization, (b) intra-school activity and (c) school publications. In two areas, activity fund accounting and school assemblies, there were three responses indicating a need to initiate c ommunications. The positions contacted were numerous and varied with no single position having a majority. It is inter­ esting to note that this was the only general area where the position of teacher was indicated. Summary In this chapter the data collected from the four participating elementary principals has been presented. The data has been presented in a very simple statistical form— per cents and medium per cents. It is evident that most of the communicatory activities were carried on with those Individuals the elementary prin­ cipal perceived to occupy a subordinate position within the school hierarchy. The two most frequently used media in both initiating and receiving communications were face-to-face and phone calls. This appears in both number of contacts by each media as well as in the amount of time spent utilizing each media. Page 72 The two most frequently reported administrative processes utilized by the elementary school principal were "request for information" and "orders and instruc­ tion". It also became apparent that almost fifty per cent of the communications received by the elementary principal either resulted In Immediate action or prompted further communication. In terms of the elementary school principal's per­ ception of the communications they received from within the school system most agreed they received the necessary Information. The majority also agreed that the quantity and quality of communications received was above average. In terms of the need to Initiate communications the elementary principals generally agreed on the need to initiate communications regarding almost all phases In the operation of their school. There was one area, non- certlfied personnel, where most agreed they had little or no need to initiate communications. In the following chapter an attempt will be made to draw some conclusions from the data presented in this chapter. CHAPTER V CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS FOR FURTHER STUDY, AND SUMMARY In summarizing this study It appears wise to re-examine the major purpose. In Chapter I it was suggested that all social organizations have at least one common thread— communication. It was this particular thread that came under investigation in one social organization— the e l e ­ mentary school. The specific purpose of the study, as previously stated, waB concerned with identifying and d e ­ scribing formal communications that are originated by the elementary school principal or received by him from other positions in selected public schools. In order to make the study more manageable, as well as simplifying the process of data collection, the specific problem was divided into several subordinate questions. It should be remembered that the sample used in this study was small— four elementary principals— and the q u a n ­ tity of data collected was large. We cannot, therefore, generalize any conclusions beyond this specific population. All data was reported during the period covering February 1, 1968 to March 31, 1968. 73 Each participant was Page 74 asked to record data for ten typical working days, be­ tween the hours of 8:00 A.M. to 5:00 P.M. during this period. Conclusions Related To Subordinate Questions The first question raised was: "What is the organi­ zational status of those individuals who communicate with or are contacted by the elementary school principal?" The data collected and tabulated indicated that elementary principals in this study communicated with Individuals in subordinate positions more frequently, any group o f individuals. 44.3 per cent, than Teachers were in this group and constituted 37-7 per cent of the total contacts. cendlng rank order other groups were, In de- "outside" contacts 29.7 per cent, coordinate positions 22.3 per cent, and superordlhate positions 3.4 per cent. "What proportion of the elementary school principal's day is spent In communications and what media are most frequently used?" Elementary school principals partici­ pating in this study reported spending somewhat over forty (40) per cent of their time in formal communications activ­ ities. The media most frequently used were "face-to-face", "phone calls", and meetings or conferences. "Does the largest quantity of communication flow from superordinate to subordinate or from subordinate to Page 75 superordinate?" The results of this study Indicated the greatest amount of communications Initiated went to positions perceived as subordinate by the elementary school principal. The data also Indicated that the great­ est amount of communications received came from subordinate positions. The fourth subordinate question was: "Which adminis­ trative process is most frequently used In communication activity by the respondent?" The results of this study indicated that the most frequently used administrative process was "Orders and Instructions" followed by "Request for Information". "Appraisal and Evaluation" as an admin­ istrative process was involved in only 6.1 per cent of the total communicatory activities reported by the elementary principals. "Does the importance of communication received, as Judged by the incumbent vary in relation to the apparent status of the communicatee?" The data reported that the importance of the message was Judged to be "some" or "great" in a majority of the cases without regard for positional status. "How are communications received by the elementary principal initially disposed of?" was the sixth question. The data indicates that most communications resulted in one of two actions— (a) they resulted in immediate action or (b) they prompted further communication. Page 76 The seventh question w a s : "What Is the elementary principal's perception of the quantity and quality of communications In relation to need? Is there a need for more communications from certain Individuals Involving specific areas?" The participating principals agreed In a vast majority of the cases that the communications they received were adequate in terms of quantity and satis­ factory in terms of quality. The principals also felt there was little need, if any, for more communications from specific individuals regarding any specific area. "Are communication contacts initiated by the principal prompted by the position or special knowledge, personality, or experience of the person being contacted?" In a large majority of the cases the communication contacts are initiated to a position, rather than a person. The final question w a s : "Does the line-staff concept of organization influence the communication patterns of the principal?" It would appear from the data collected that communications are not greatly influenced by the mere existence of a line-staff chart. Rather, communications are influenced by the title of the position. It Is inter­ esting to note here that all of the participants indicated that central office personnel were in coordinate positions with the exception of the superintendent and assistant super­ intendent. This might be interpreted as a positive assessment of the line-staff relationships. Page 77 Educational Implications In any effort to assess the educational implications of this study one must evaluate the Importance of the Instruments utilized In the study. As one of the partici­ pants remarked In a letter to the writer— "Until now I didn't know where I wasted my time." It seems clear that the Dally Inventory of Communications could become a valuable tool to all elementary school principals in terms of evaluating their own communications pattern. In the case of this study it was apparent that the participants were not spending a great deal of time appraising or evaluating their programs or staffs while a great percent­ age of their communication time was spent issuing or re­ ceiving orders and instructions as in requesting information. The individual interview guide might be utilized on a school-wide basis to evaluate the importance of existing communication networks as well as appraising the need for new patterns, media, or techniques of transferring infor­ mation f r o m one p osition to another. Within the limitations prescribed for this study we can now turn our attention to drawing some conclusions relating to the principals involved in this s t u d y . Writing in the Phi Delta Kappan, John H. Langer stated: It is my personal theory that the principalshlp will become more a policy making and administrative role, with the curriculum role devolving upon Page 78 consultants, paid t e a c h e r s ’ committees, curriculum supervisors, and others who have more time to spend on thinking about educational Improvements.1 That Mr. Langer's theory is now a reality can neither be conclusively supported nor denied from the data collected In this study. However, the administra­ tive processes utilized may well be a key to future developments. It can be noted that the three adminis­ trative processes of planning, organizing, and appraisal . and evaluation were utilized in approximately only twentyfive per cent of the cases reported. Most responses in­ dicated that the quantity and quality of communications received were acceptable for the performance of the current duties of the participants. There wa3 an indication on the part of the participants that a great need existed to re­ ceive information regarding curriculum. However, the parti­ cipants indicated this information should come from central office personnel— i.e., curriculum consultants and directors of elementary curriculum. One of the educational implications of this study could center upon Job descriptions of elementary school principals. The literature, experts and even the practicing principals indicate that the major role of principal should be that of an instructional leader. The results of this study would 1 * Langer, John H. "The Emerging Elementary Principalship in Michigan," Phi Delta K a p p a n , December, 1966, No. 4, p. 161. Page 79 appear to Illustrate that exactly the opposite role Is played by the principal— a clerical administrator. It would appear wise to separate the position of instruc­ tional leader from administrator. These two positions could function In a school more effectively than the single position as Is Indicated from the data presented in this study. The instructional leader would not be responsible for hiring, firing or salary considerations. This position would call for a master teacher and an Innovator. This person would be responsible for the development of new programs and the evaluation and appraisal of existing programs. Since a large proportion of the communication Initiated and received concerned people In positions subordinate to the elementary principal it would appear that the channels of communication are open between the two levels in all of the participating schools. One possible reason for the open channels would appear to center around the fact that when communications were received by the elementary principal they either resulted in immediate action or prompted further communication. It would appear that a possible contribution to the field of educational administration would be evidenced through a more systematic use and development of the study of communication patterns of those involved in adminis­ trative p o s i t i o n s . Page 80 Recommendations for Further Study 1. If the same Instruments are to be utilized In future studies of this nature they need to be redesigned to allow for machine scoring* This would allow the re­ searcher to perform two much needed functions: 1) In­ crease the sample and 2) design computer programs to analyze the mass amount of data which would be collected. In gaining a larger sample the research data could be generalized to a larger population and thereby p r o ­ vide some guidelines for the preparation of future a d ministrators. 2. In future studies the ten typical days need to be spread out throughout the entire school year. These days could be selected on a random basis and all partici­ pants would provide data for the same d a y s . In this study it was necessary to allow the subjects to choose their own days within prescribed limitations (60 days). It may have been that the participants choose the days when they were the least busy due to the cumbersome nature of the Daily Inventory. 3. It would appear desirable to gather data for all elementary principals in a given school system to see If norms could be established. However, this study could not be performed In a very large system without first Implementing recommendation #1. Page 81 4. A possible study would be the analysis of com­ munication patterns In and between elementary school principals In the three classifications of urban, sub­ urban and rural. This type of study would also Include the variable of size of the school population. 5. If John Langer's premise is accepted as p r e ­ sented earlier— elementary principals will become policy makers and curriculum decisions will be made by others— then it would seem imperative to conduct a communications study utilizing the office/position of the curriculum coordinator or director. ThlB might enable curriculum people to learn where their channels of communication are strong and where more work is needed to open new channels of communication. 6. To be of most benefit to school systems all administrative positions in each system should be analyzed together. This would require a team approach which may result in a different way of perceiving the effectiveness of administrators in terms of their goals and objectives as prescribed in their Job descriptions. In Conclusion In discussing the relationships which exist between communications and man Bereday and Lawerys stated: The history of communication is as long as that of homo sapiens himself. The unique Page 82 characteristic of our species lies In our ability to talk, make meaningful signs and draw pictures. Man has never been able to do all these things equally well; nor has the rate of progress been exactly the same throughout the world.2 The amount of literature relating to administration and the process of communication is very small indeed. It may well be that elementary principals have not been able to do "all things equally well," and further they are unaware of where their communication strengths exist. In the opening pages of this study it was suggested that a common thread of social organizations was com­ munication and that elementary schools were social organi­ zations . It would then seem important to be able to analyze this thread. George Gerbner has stated that there 1 b and should be a distinction between a communication approach and other approaches to the study of human behavior: My distinction between the communication approach and other approaches to human behavior rests, therefore, on the extend to which (1) messages are germane to the process, studies, and (2) con­ cern with the productions, nature, and uses of messages is central to the approach employed. If there is a "communication approach" or theory or discipline, it can be distinguished from others 1r ■’t. makes the nature and role of messages in life and society ltB central organizing concern.3 z. F. 2 * Bereday, George and Lawerys, Joseph A., Communication Media and tne S c h o o l . Yearbook of Education, New York: World Book Company, I960, p. 3* 3* Qerbner, George, "A Theory of Communication and Its Implications for Teaching," T e a c h i n g . Ronald T. Hyman, editor, Hew York: J. B. Lippincott Company, 1968, p. 18. Page 83 There is an Implication here that we can analyze the behavior of educational administrators via the communication approach. If this is in fact true, then this study is but one link in an attempt to help these administ r a t o r s . APPENDIX A D A I CR F o r m (Communicator) Name_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date — ® © © I Formal Report Oral W ritten II G en.B ulletinsor Anncts. Oral Written 1111s t Cl ass L e tte rs .Memos IV Face to Face Contacts «-» cQt I0 a> > £ S o301 3 u u c 1o— « E L a car■ ■ai 0c a1t Taxes and Other Income 1 New Construction Es1t1ina te ol Imt>0!r t an ce o f Cian ta ct Estimated Length of Time In Minutes Utmost I Great Some L ittle None Outside System Names o f Contact & Media Used Within System P o sitio n o r S tatus of Communicator Budget Control Purchasing Requests for Supplies ana Equipment Distribution of Supplies and Equipment 1 © Finance 0 a T13 *r +J c ia co" taa T - 1/1 4•r-* ia C 3 J— U © 0 o(T> o ** M ST® °> ® Buildings & Grounds ©o < 3 z o m r* to -l o 70 © Pupil Personnel < to o •n to in in 0 to to o o 2 to o 7T •o o1/1 z © In st Certified (C) & School Board Non Cert(N) Personnel M atters Currici © and Equipment D istribution of Supplies and Equipment Tuition and-or Transportation Taxes and Other Income New Construction Remodeling or Major Repair General Maintenance Operation Rental Safety Others General Acfcnisslon Rm. or Bldg. A ssign't Attendance Promotion Markina Scheduling Discipline Transfers Records Transportation Others Procurement Promotion Salary Absence S ubstitute Supervision In Service Proaram Job Assignment Contracts Orgs. & Associations Others Policy Agenda Notice of meetlna Request fo r attendance a t meeting Board Action Others Curr. Development Instructional M aterials Testing Program —J» 0 Ct ft IS 0 ■o *o CO ^ CO © © tn © © Use Made of Communication Orders or Instructions Coordinating Request fo r information Appraisal or Evaluations Other Filed fo r future reference (Information) Filed fo r future, action Referred to another person fo r handling Resulted 1n Immediate, action Prompted Further Communication None Admin. Processes Involved in the communication Planning Organizing Staffing System or Building © School Assemblies 10 In stru cl t1on Matters chool Board M atters C urricular Co-Curr1cular urgs. a associations Others Policy Agenda Notice of meetlna Request fo r attendance a t meeting Board Action Others Curr. Development Instructional M aterials Testing Program A rticulation Others in te rsch o la stic Act. Student Organizations Intra-School A ctiv itie s School Publications A ctivity Fund Acctg. I l l 1 st Class L e tte rs .Memos IV Face to Face Contacts V Phone C alls or Messages VI M eet1nqs-conf'ces a ttd (U more then 2 per.on. present, list u m a of chairmen and number of people representing different position* preient.) VII Others - PI ease S p ed fy Name Date ® 01rtnta ct I § o£ < >D S M > Admin. Processes Instrucl tion M atters Involved 1n Others the communication C o-C urricular 3' tr (C) & School Board ’ersonnel M atters ' ... • » • • • » . ■“S. W" Job Assignment Contracts Oras. & Associations Others Policy Agenda Notice o f meetlna Request fo r attendance a t meeting Board Action Others Curr. Development In stru ctio n al M aterials Testing .Program A rticulation Others in te rsch o la stic Act. Student Organizations Intra-School A ctiv ities School Publications A ctivity Fund Acctg. . I l l 1 s t Cl ass L e tte rs .Memos IV Face to Face Contacts V Phone Cal 1s or Messages VI M eetings-con f'c e s a ttd (U more than 2 persons present, list u m i of chairmen and number of people repreaentlng different poeltlons present.) VII Others - Please Specify APPENDIX B Page 86 SCHOOL DISTRICT DATA Name of District__________________________________ Pupil Enrollment A. K-6 ______________________ B. 7-12 ______________________ C. Total ______________________ Number of Professional Staff __________________ Number of Elementary School Professional Staff Number of Non-Professional Staff INDIVIDUAL SCHOOL BUILDING DATA Name ___________________________________ P o s l t i o n _ ___________________________________ Building____________________________________ System______________________________________ Years Experience: A. Teaching_______________ B. Administrative______________ Total years in this system ________________ Years In Present position ________________ Highest Educational Degree Held B.A./B.S. ____ M.A./M.S. ____ Ed.S. Ph.D. Age_______ ' Mailing A d d r e s s : _________ Zip Code Phone Number__________________ Do you have or does there exist written Job specifications for your position which outlines your prescribed duties, responsibilities, and/or authority relationship with other personnel? Yes No If a Job description exists would you please enclose one in with the packet of other materials. If no Job description exists would y o u pleaBe describe in your own words your position aB best as you can. SCHOOL I Board of Education Superintendent Director Non-Teaching Personnel Director Federal Programs Director of Maintenance Director of Bus Garage Director of Director of Special Services Business Office Director of Pupil Personnel Assistant Superintendent Director of Secondary Curriculum Director of Special Education Director of Psychological Services Elementary Principals Secondary Principals Specialized Consultants oo Director of Vocational Education I Director of Pupil Services 1 Director of Special Services Director of Community Education s (D ct tjt? Is §> a a Director of Finance Director of Building and Grounds Director of Transportation Director of Food Services 88 p H SCHOOL H I Board of Education Director of Pood Services Director of Pupil Services Assistant Superintendent For Curriculum and Instruction Junior High Principals Director of Buildings High School Principals Teachers Page Teachers Director of Transportation 89 APPENDIX C Page 90 Dear ______________ : This letter Is being sent to you In behalf of one of my doctoral students, Mr. Roland Frank, who Is embark­ ing upon his dissertation. The general topic of this dissertation concerns Itself with the formal communication patterns of the elementary school principal. At this time we are simply exploring your feelings relative to your participation In this project. The data would be collected over a two week period of time and would require a minimal amount of effort on your part* All data collected, as well as all schools and Individuals involved, would be held in the strlctist of confidence. In the writing of the dissertation no mention would be made of names of schools or Individuals. If you decide to participate In this study you will be furnished a copy of the results. Upon Initial acceptance of your interest of this project Mr. Frank will contact your superintendent In order to gain his approval of the project in your school district. Wo uld you kindly Indicate your response on the enclosed postcard and return it to me at your earliest convenience. Educationally yours, Page 91 1. Are y o u interested in the Circle one yes project? no 2. What is the enrollment of your school? 3. Do y o u have an assistant principal? Circle one yes A Postcard no Dear (Superintendent): This is a brief letter of introduction of myself to you a n d your staff. Under the guidance of Dr. Louis Romano at Michigan State University, I am attempting to complete my doctoral dissertation. The subject under consideration is "Communication Patterns of Elementary School Principals." Mr. __________________ , Mr. ________ _________ , and M r . _____________________ of your staff have tentatively agreed to complete the necessary survey forms for this study. However, prior to beginning this study, I Indicated to each principal that I would contact their superintendent and Inform hi m of this study. This project will renuire a minimum amount of time on the part of the principal and every response will be held in strict confidence. No individuals nor school districts will be identified at any time. A complete copy o f this study will be sent to each participant as well as to each superintendent. The survey will take place some ilme in February or March of this year. I would be more than happy to meet with y o u per­ sonally at your convlence to discuss this project if you feel it is necessary. Thank you for your time and attention in this matter. Educationally yours, Page 93 GUIDE TO DAILY INVENTORY 1. Record only those communications you send or receive that are directly related to your duties and respon­ sibilities In your school position. This will Include contacts with parents, salesmen, etc., as well as school personnel. Do not Include casual conversations, social visits, etc. 2. Record contacts made through your secretary in the form of letters dictated directly to her or recorded on a dictaphone as contacts made by y o u . Specific directives that you give her to call someone to request information or to give instructions in your behalf should be recorded by you as if you contacted the person person­ ally . 3. Consider yourself the communicator In all situations where you instigate the c o n t a c t . For example, you might call someone and during the course of the conver­ sation the person with whom you are talking may introduce another topic, in which case the situation switches and he would technically become the communicator. In such cases record your main subject— the purpose which motivated you to make the contact. 4. Under column ^ (A-G) you are asked to classify the con­ tent or subject of the message. Use your best Judgment as to classification. If the message deals with several subjects you may check more than one column. If you feel that none bf the classifications are appropriate check the "other" column. 5. Under the heading "administrative process involved" (Number 5) again use your best Judgment. It is possible that you may need to check more than one column here, also. 6. In the last column (Number 6) where you are asked to note the use made of the communication, we are interested only in your initial action as a result of the communication. What did you do as a result of it? You need to respond to this column only when you are the communicatee. 7. There will be situations in which the pressure of daily events will prevent youjfrom immediately noting more than the name of the contacts Make every effort to do this at the time of the contacts Later in the day when you have time, please recall the communication and supply the rest of the data requested. i Page 9** In order to facilitate continuity in the use of the daily inventory of communications— "administrative process", each respondent will be asked to follow the list of defi­ nitions below: 1. Planning — that is working out in broad outline the things that need to be done and the methods for doing them to accom­ plish the purpose set for the enterprise. 2. Organizing — that is the establishment of the formal structure of authority through which work subdivisions are arranged, defined, and co-ordinated for the defined objective. 3. Staffing — that is the whole personnel function of bringing and training the staff and maintaining favorable conditions of work. 4. Directing — that is the continuous task of making decisions and embodying them in specific and general orders and instruc­ tions and serving as the leader of the enterprise. 5. Co-ordinating — that is the all important duty of inter-relating the various parts of the work. 6. Appraisal or Evaluation — that is the continuous examination of the effects produced by the ways in which the other functions listed here are performed. Page 95 Note: Although It Is imperative to the success of the study that all communications be reported accu­ rately, it is recognized that some will be difficult to classify. Only your best Judgment is sought so it is suggested that you do not labor over making a decision when attempting to record that content of the message, administrative processes i n v o l v e d , or use made of the communica­ tion. Your first impression will be entirely satisfactory. To The Elementary School Principal: Please consider each of the below listed positions in your school organization as each relates to your own position as an Elementary School P r i n c i p a l . Do you perceive your posi­ tion to be s u p e r o r d i n ate, c o o r d i n a t e , or subordinate in rela­ tion to each of the positions listed below in most of the situations in which you might have occasion to communicate with an Incumbent of that position in your school system? Please consider only those communications which would normally and logically result as you each perform your normal and rou­ tine school-related duties. Salary or personal prestige are not to be c o n s i d e r e d . We are concerned only with your per-ception of your position within the organizational hierarchy as it relates to each of the others as you deal with the respective position holder on an individual basis (one-toone). We are concerned only with positional relationships rather than with individual personalities so please react with complete candor. POSITION SUPERORDINATE COORDINATE SUBORDINATE Page 97 PRINCIPAL I His Superordinates Assistant Superintendent Dir. Elementary Curriculum Board of Education His Coordinates Superintendent Dir. Non-Teaching Personnel Dir. Special Services Dir. Business Office Dir. of Maintenance Dir. Pupil Personnel Dir. Special Education Dir. Secondary Curriculum Elementary Principals Junior High Principals High School Principals His Subordinates Dir . of Bus Garage Dir. of Psychological Services Teachers PRINCIPAL II Superintendent Assistant Superintendent Board of Education Dir. of Purchasing Dir. of Pupil Services Elementary Principal Junior High Principal Senior High Principal Teachers PRINCIPAL III Superintendent Board of Education Dir, of SchoolCommunity Relations Assistant Superintendent Dir. Secondary Education Dir. Elementary Education Personnel Director Dir. Pupil Services Dir. Special Services Dir. Finance Dir. Buildings and Grounds Elementary Principals Junior High Principals Senior High Principals Dir, of Community Education Dir. of T r a n s ­ portation Dir. of Food Services Teachers Page 98 PRINCIPAL III His Superordinates Superintendent Board o f Education His Coordinates Dir. SchoolCommunity Relations Assistant Superintendent Dir. Secondary Education D i r . Elementary Education Personnel Director Elementary Principals Junior High Principals Senior High Principals His Subordinates Dir. Buildings and Grounds Dir. Transportation Dir. Food Services Teachers Dir. Vocational Education Dir. Pupil Services Dir. Special Services D i r . Community Education D i r . Finance mami? -----------------------------SCHOOL PERSONAL INTERVIEW GUIDE Form Ce POSITION ___ DATE You may or may not have need to receive communications related to any of the following areas or functions listed below. If you do receive any which are or would be useful to you in order that you can carry out your duties and responsibilities to your personal satisfaction, please so indicate. (1) Please rate those you do receive as to your degree of need and your degree of satisfaction in regard to quantity and quality. We would also like to know: (a) from whom you receive most of the communications in the given area, and (b) if this is the person from whom you feel you should get it. (2) For those areas or functions for which you indicate you do not receive communications but for which you feel you have need, please indicate: (a) the degree of need, and (b) from whom the contact should came. A. Finance 1. Budget Development 2. 3. 4. 5. Budget Control Purchasing of supplies Requests of supplies Distribution of supplies 6. Tuition and/or Transportation 7- Taxes and other incane B. Building and Grounds 1. New Construction 2. Remodeling or major repairs 3. General Maintenance 4. Operation 5. Rental 6. Safety Satis­ factory Unsatis­ factory Quality Excellent Quantity More Than Adequate Adequate Inade­ quate Little Need (la, 2a) Degree of Need Not Yes— Rec'd No Rec'd but have Need need Great Need Moderate Need Do you or should you receive comnunications related to the following? (la) Who is your primary source? (lb) Who should be your primary source? (2b) Who should be your primary source? No Need C. Pupil Personnel 1. General Admission 2. Roan or building assignment 3. Attendance 4. Promotion 5. Marking 6. Scheduling 7. Discipline 8. Transfers 9. Records 10. Transportation D. Certified Personnel 1. Procurement 2. Promotion 3. Salary 4. Absences 5. Substitutes 6. Supervision 7- In-service Program 8. Job Assignment 9. Contracts 10. Organizations & Assoc. E. Non-Certified Personnel 1. Procurement 2. Promotion 3. Salary '■ Quantity Quality (la) Who is your primary source? Excellent Satis­ factory Unsatis­ factory (la, 2a) Degree of Need More Than Adequate Adequate Inade­ quate Not Rec'd Yes— Rec'd but have need Great Need Moderate Need Little Need Do you or should you receive comnunications related to the following? (lb) Who should be your primary source? (2b) Who should be your primary source? *f. Absences 5. Substitutes 6. Supervision 7. In-service Program 8. Job Assignment 9. Contracts 10. Organizations & Assoc. F. School Board Matters 1. Policy 2. Agenda 3. Notice of Meeting 4. Request for Attendance at Meeting 5. Board Action G. Instructional Matters (Curricular) 1. Curriculum Development 2. Instructional Materials 3. Testing Program 4. Articulation (Grade Level or subject matter) (Co-Curricular) 1. Student Organizations 2. Intre-School Activities 3- School Publications 4. Activities Fluid Accounting 5. School Assemblies • Satis­ factory Unsatis­ factory Quality Excellent Quantity More Than Adequate Adequate Inade­ quate Great Need Moderate Need Little Need Do you or should you receive cannunications related to the following? (la, 2a) Degree of Need Not No Rec’d 5fes— lec’d but have Neec need (la) Who is your primary source (lb) Who should be your primary source? (2b) Who should be your primary source? .. .. I________L, jlL J SE2335H3EE3 PERSONAL INTERVIEW GUIDE Cr Form NAME posrrroN SCHOOL_ DATE You may or may not have need to initiate comnunications related to any of the following areas or functions listed below. If you do Initiate any coranunications in order to carry out your duties and responsibilities relative to any of the areas or functions listed below, please so indicate. Do you initiate communications related to the following? A. Finance 1. Budget development 2. Budget control 3. Purchasing of sup­ plies and equipment B. 4. Requests for sup­ plies and equipment 5. Tuition and/or transportation 6. Distribution of sup­ plies and equipment 7. Taxes and other income Building and Grounds 1. New construction 2. Remodeling or major repair 3. General Maintenance 4. Operation 5. Rental 6. Safety Yes No Give the name and position of the person(s) whom you contact most frequently. Indicate whether you contact this What month(s) do person strictly because of the nature of his position in the organi­ you initiate the most comnunication zation or for seme other reason(s) in the following such as: his knowledge in the area, areas? personality, experience, etc. Do you Initiate can-, munications related to the following? C. Yes No Give the name and position of the person(s) whom you contact most frequently. Indicate whether you contact this person strictly because of the na­ ture of his position in the organi­ zation or for sane other reason(s) such as: his knowledge in the area, personality, experience, acquired status Pupil Personnel 1. General admission 2. Room or building assignment 3. Attendance 4. Promotion 5. Marking 6. Scheduling 7. Discipline 8. Transfers 9* Records * 10. Transportation D. Certified Personnel 1. Procurement 2. Promotion 3. Salary 4. Absences 5. Substitutes 6. Supervision 7. In-service program 8. Job assignment 9. Contracts 10. Organizations and associations ---------------------------------- What month(s) do you initiate the most cannunieation in the following areas? Do you initiate com­ munications related to the following? E. Yes No Give the name and position of the person(s) whom you contact most frequently. Non-Certified Personnel 1. Procurement Indicate whether you contact this person strictly because of the nature of his position in the organization or for sane other reason(s) such as: his knowledge in the area, personality, experi­ ence, acquired status, etc. VIhat month(s) do you initiate the most cannunication in the following areas? • 2. Promotion 3. Salary 4. Absences 5- Substitutes 6. Supervision 7- In-service program . 8. Job assignment .. 9. Contracts 1 10. Organizations and associations F. School-Board Matters 1. Policy 2. Agenda 3. Notice of meeting 4. Request for attend­ ance at meeting 5. Board action ' H O Do you initiate com­ munications related to the following? G. Yes No Give the name and position of the person(s) whom you contact most frequently. Indicate whether you contact this person strictly because of the nature of his position in the organization or for seme other reason(s) such as: his knowledge in the area, personality, experi­ ence, acquired status, etc. What month(s) do you initiate the most caimunication in the following areas? Instructional Matters (Curricular) 1. Curriculum development 2. Instructional materials 3. Testing program 4. Articulation (Grade level or subject matter) (Co-curricular) 1. Student organization - 2. Intra-school activities 3* School publications 4. Activities fund Accounting 3. School assemblies H O vn BIBLIOGRAPHY BIBLIOGRAPHY 1. American Association of School Administrators, Educational Administration In a Changing C ommunity. Washington: The Association, 1959. 2.' Barnard, Chester, The Function of The E x e c u t i v e , Ca m b r i d g e : Harvard University Pres3, 195b. 3. Bereday, George Z. P. and Lawerys, Joseph A., Communication Media and the S c h o o l , The Yearbook of Education, New York: The World Book Company, I960. 4. Berio, David K., The Process of Communication. New York: Holt, Rinehart and Winston, Inc., I960. 5. Campbell, Roald, et. al., Introduction to Educational Administration. Boston: Allyn and Bacon, Inc., 1962. 6. Condon, John C. Jr., Semantics and Communication. New York: The Macmillan Company, 1965. 7. Etzloni, Anitai, A Comparative Analysis of Complex Organizations, New York: The Pree Press, 1961. 6. Gerbner, George, "A Theory of Communication and Its Implications for Teaching," Teaching, Ronald T. Hyman, ed., New York: J. B. Lippincott Company, 1968. 9. Goldman, Samuel, The School Principal, New York: The Center for Applied Research in Education, Inc., 1966. 10. Groff, Orin B., Calvin M. Street, Ralph B. Kimbrough, and Archie R. Dykes., Philosophic Theory and Practice in Educational Administration, Belmont, California: Wadsworth Publishing Company, Inc., 1966. 11. Griffiths, Daniel E., Administrative T h e o r y . New York: Appleton-Century Crofts, Inc., 1959. 12. Griffiths, Daniel E. ed., Behavioral Science and Educational A d m i n istration, Chicago: The University of Chicago Press, 63rd Yearbook, National Society for the Study of Education, 196*J, Part II. 106 Page 107 13. Hanlon, James M . , Administration and E d u c a t i o n . Belmont, California: Wadsworth Publishing Company, 1968 . 14. 15. 16. Heald, James E. and Samuel A. Moore II., The Teacher and Administrative Relationships In School S y s t e m s , New York: The Macmillan Company, 1968. Homans, George C., The Human G r o u p , New York: Harcourt-Brace, 1950. Kimbrough, Ralph B., Administering Elementary S c h o o l s . New York: The Macmillan Company, 1968. 17. Klahn, Richard P., An Analysis of Patterns of Communications of High School Principals In Selected School S y s t e m s , Unpublished Ph. D. dissertation, State University of Iowa, 1 9 6 2 . 18. Knezevlch, S. J., Administration of Public E d u c a t i o n . New York: Harper & Brothers, 1961. 19. Lambert, Hazel M., Elementary E d u c a t i o n , New York: The Center for Applied Research in Education, Inc., 1963. 20. Lane, Willard R., Corwin, Ronald G., and Manahan, William G., Foundations of Educational Administration: A Behavioral A n a l y s i s , New York: The Macmillan Company, Iw r, 21. Langer, John H., "The Emerging Elementary Prlncipalship in Michigan," Phi Delta Kappan, December, 1966, pp. 160161 Vol XLVIII, No. 4. 22. Loomis, Charles P., Social Systems, Princeton: Nostrand Company, Inc., I960. D. Van 23. Misner, Paul J., Schneider, Frederick, W. and Keith, Lowell G., Elementary School Administration. Columbus: Charles E. Meirill Book, Inc., 1 9 6 3 . 24. Redfield, Charles E., Communication in M a n a g e m e n t : The Theory and Practice of Administrative Communication, C h i c a g o : The University of Chicago Press1, 1956. 25. Schramm, Wilbur, "Educators and Communication Research," Strategies and Tactics In Secondary School Teaching by i.eonard H. Clark, The Macmillan Company, 1968. Page 108 26. Simon, Herbert A., Administrative Behavior: A Study of Decision-Making Process In Administrative Organization. New York: The Free Press, 1957. 27. Weeks, Francis W., Readings In Communication, New York Holt, Rinehart & Winston, Inc., 1961. 28. Weston, Robert J., "Management's Next Generation," Saturday R e v i e w , January 13, 1968.