1 I 70-9598 MAXCY, Jr., Horace P., 1939DIMENSIONS OF THE EDUCATIONAL PLANNING PROCESS: A STUDY OF EDUCATIONAL PLANNING PROCESSES IN SELECTED MICHIGAN SCHOOL DISTRICTS. Michigan State University, Ph.D., 1969 Education, administration University Microfilms, A XERQ\Company, Ann Arbor, Michigan (c) Horace P. Maxcy, Jr. 1970 ALL RIGHTS RESERVED DIMENSIONS OF THE EDUCATIONAL PLANNING PROCESS A STUDY OF EDUCATIONAL PLANNING PROCESSES IN SELECTED MICHIGAN SCHOOL DISTRICTS By Horace P. Maxcy, Jr. A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Co l l e g e of Education 1969 DIMENSIONS OF THE EDUCATIONAL PLANNING PROCESS A STUDY OF EDUCATIONAL PLANNING PROCESSES IN SELECTED MICHIGAN SCHOOL DISTRICTS By Horace P. Maxcy, Jr. AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1969 ABSTRACT DIMENSIONS OF THE EDUCATIONAL PLANNING PROCESS: A STUDY OF EDUCATIONAL PLANNING PROCESSES IN SELECTED MICHIGAN SCHOOL DISTRICTS . by Horace P. Maxcy, Jr. The purpose of this study was to explore the educa­ tional planning processes utilized by the local school dis­ tricts in renewing and giving direction to their educational program. Literature cited provided social, economic, and political perspectives of the educational planning process. It further was employed to define the four major variables of educational planning investigated: The extent of compre­ hensive planning, involvement in planning, the planning pro­ cess, and attitudes toward planning. The population consisted of nineteen superintendents of schools in Kent County, Michigan during the school year 1968-69. The population of school districts represented ranged from highly urban to rural in composition. The Educational Planning Interview was designed to elicit information concerning school district planning activities. An Educational Planning Inventory was used to » record responses to sixteen planning dimensions on five point ordinal scales. Horace P. Maxcy, Jr. Data analysis included a profile analysis to explain responses for the population to the dimensions of educational planning investigated. Two nonparametric statistical tests were used to explain the relationships among the sixteen planning dimensions under investigation. Findings of the Study 1. Comprehensive educational planning is not gener­ ally practiced in local school districts at the present time. 2. Those effected by the educational program are not adequately involved in the planning of programs. 3. Planning carried on by local school districts lacks systematic organization. 4. Superintendents were both supportive of planning and positive in their attitude toward planning. 5. The four major variables — the extent of com­ prehensive planning, the involvement in planning, the planning process, and the superintendents* attitudes toward planning -are positively correlated. 6. Ten of the sixteen planning dimensions were found to be significantly interrelated. 7. The other dimensions were found to be significantly related to each other in a definite pattern. ACKNOWLEDGEMENT The writer is appreciative of the support and assis­ tance of those who made this investigation possible. Dr. Carl L. Midjaas, committee chairman, and Dr. Samuel A. Moore, XX, Dr. Dale V. A lam, and Dr. Sheldon G. Lowry, committee members willingly gave their assistance and support in directing this study. Dr. Maryellen McSweeney and Dr. David E. Murphy pro­ vided direction and assistance in the design of the statis­ tical analysis for this study. Horace P. Maxcy, Sr., Superintendent of Schools, Principal, and teacher, whose work to improve the quality of education in the state of Maine, served as an impetus for my graduate study, My wife Marjorie's encouragement, understanding, and help made these years of graduate study an enjoyable and rewarding experience. ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS........................................ LIST OF T A B L E S ........................................ LIST OF APPENDICES ii v ..................................... vi Chapter I. INTRODUCTION ............................... The P r o b l e m ............................. The Purpose of the S t u d y ................. The Need for the S t u d y ................... Limitations of the Study ................. Definition of Terms ..................... Methods and Procedures Used ............. Organization ..................... . . . . II. EDUCATIONAL PLANNING: PERSPECTIVES AND P R O C E S S ............................. Perspectives on Educational Planning-Social, Economic, and Political . . . . Educational Planning: Process .......... Objective I ........................... Objective I I ........................... Objective I I I ......................... Objective IV . ....................... S u m m a r y .................................. III. THE M E T H O D O L O G Y ........................... Definition of the Po p u l a t i o n ............. P r o c e d u r e ............................... Pilot S t u d y ........................... Correspondence ......................... I n t e r v i e w s ............................. Description of the I n s t r u m e n t ........ R e l i a b i l i t y ............................. Statistical Analysis ..................... iii 1 1 5 5 6 7 8 9 10 13 17 18 21 24 29 31 32 32 33 33 33 33 34 35 36 TABLE OF CONTENTS CON'T. Chapter IV. V. Page ANALYSIS OF THE D A T A ........................ 38 Profile Analysis ......................... Multiple Correlations Analysis ........... Factor Analysis ......................... Summary ................................ 38 46 47 54 SUMMARY AND D I S C U S S I O N ...................... 55 S u m m a r y .................................. Purpose of the S t u d y ................... M e t h o d o l o g y ............................ Findings of the S t u d y ................. D i s c u s s i o n ................................ Implications for EducationalPlanning , . Suggestions for FurtherResearch .......... 55 55 56 57 60 66 67 B I B L I O G R A P H Y .......................................... 69 A P P E N D I C E S ............................................ 75 iv LIST OF TABLES Page RELIABILITY COEFFICIENT (W) BASED ON ............. AGREEMENT OF JUDGES' RATINGS 36 DISTRIBUTION OF RESPONSES TO THE DIMENSIONS: COMPREHENSIVE PLANNING ................... 39 DISTRIBUTION OF RESPONSES TO THE DIMENSIONS: INVOLVEMENT OF PLANNING ................... 41 DISTRIBUTION OF RESPONSES FOR THE DIMENSIONS: ORGANIZATION OF PLANNING ................. 43 DISTRIBUTION OF RESPONSES: ADMINISTRATOR DIMENSIONS OF PLANNING ................... 45 KENDALL COEFFICIENT OF CONCORDANCE FOR SIXTEEN PLANNING DIMENSIONS ............... 46 RELATIONSHIPS BETWEEN DIMENSIONS: EXTENT OF PLANNING AND IMPACT OF PLANNING . . . . 48 RELATIONSHIPS BETWEEN DIMENSIONS: CONCERN­ ING THE LEVEL AND NATURE OF INVOLVEMENT . . 50 RELATIONSHIPS BETWEEN DIMENSIONS: ING THE PLANNING PROCESS 52 CONCERN­ RELATIONSHIPS BETWEEN DIMENSIONS: SUPERIN­ TENDENTS* ATTITUDES TOWARD PLANNING . . . . v 54 LIST OF APPENDICES Appendix A Page SCHOOL DISTRICTS INCLUDED IN THE POPULATION S A M P L E ....................... 76 B LETTERS TO THE S A M P L E ...................... 77 C EDUCATIONAL PLANNING INTERVIEW ........... 78 D EDUCATIONAL PLANNING INVENTORY ........... 80 E SUMMARY OF THE SPEARMAN CORRELATIONS ... 83 F SUMMARY OF POSITIVE LEVELS OF SIGNIFICANCE ........................... 86 CHAPTER I INTRODUCTION The Problem Responsibility for education in the United States has been reserved to the individual states. The states have in turn delegated much of this responsibility to the local school districts. Traditionally the state governments have been involved in setting minimum educational standards and controlling subsidies to the local school districts. The past decade has been one in which the federal and state governments have begun to assume a leadership role in setting educational objectives. However, local school districts continue to maintain significant autonomy in the planning and developing of their educational program. Are the local school districts involved in educational planning beyond the day-to-day administration of the schools that will enable them to effectively rejuvenate the educational program? Today's high school seniors were in kindergarten when Sputnik went into orbit around the earth. Kindergarten students in 1969 have witnessed astronauts circling the moon. The advances in technological knowledge that have made these achievements possible are only a forerunner to what today's 1 2 school child will experience in his lifetime. The knowledge and skills acquired during formal schooling can serve only as a base for continued learning in the face of rapid techno­ logical and social change. The individual's failure to continually reeducate himself will result in his becoming a dysfunctional member of society. The extent to which schools renew their educational program will have a profound effect on the ability of society to cope with the technological and social changes presently taking place. Change in educational programs was encouraged with the advent of Sputnik; the results were new programs in the mathematics and the sciences. President Eisenhower, in a message to Congress in 1959, gave impetus to the development of new science programs. In the face of Soviet challenges, the security and continued well-being of the United States depends, as never before, on the extension of scientific knowledge. ...To this end 1 am re­ commending an expanded program for the National Science Foundation and a new program for the Department of Health, Education and Welfare. (14) A less immediate effect has been a movement on the part of concerned educators and citizens to develop and to implement new programs in the language arts and social sciences. This, too, is a reflection of a growing concern regarding man's ability to understand himself in relation to the changing technology of the world. Accompanying the new programs have been a number of innovative practices in organizing and presenting instruction. Programmed instruction, computer-assisted instruction, team 3 teaching, flexible modular scheduling, and continuous progress education are being incorporated into the school operation. A myriad of new electronic devices are being produced to aid the teacher in the presentation of material to the student. The quest to present the learner with the most effective means and materials is the foundation for the decades ahead. One would be in error to assume that new programs and innovative practices are common in all schools. Many schools have added new programs to already crowded curricula; others are going through the motions of attempting innovation; others have made little substantive change since the turn of the century. School systems have improved programs and added new programs in isolation without considering the effect upon the total educational program. The total educational program has a synergistic effect on the student. Emphasis or neglect of the educational program becomes an expression of value which is conveyed to the student. Gaining a total perspective of the educational pro­ gram is a complex and endless task, but in reality neither improvement nor new direction in the program can be achieved without undertaking this task. "The concept 'need1 has no meaning except in relation to goals or objectives, and this is no less true of education than any other category of needs." (41) One school district recently studied by Michigan State University's Educational Planning Services lacked any philosophy or objectives upon which to base the educational program. The same district spent less than 4 four days per year in which Che professional staff was in­ volved with in-service education activities that might clarify the ends and strengthen the means of the educational program. The school district just described, like others throughout the country, is pressed for solutions to social and economic problems and must cope with the explosion of knowledge which has taken place in the world. Today's educators have a formidable task in seeking to select what to teach, especially in cumulative fields such as natural science. If this accumulation is plotted on a time line, beginning with the birth of Christ, it is estimated that the first doubling of know­ ledge occurred in 1750, the second in 1900, the third in 1950, and the fourth in 1960. (19) Students and faculties are verbalizing a relevance which must be attained by the educational program. There is no innovational panacea which will assure relevance within the school organization. Schools have yet to unleash the human potential to search out that which is relevant in edu­ cation and to continue that never ending process of searching. The public agencies and associations, unlike business and industrial organizations, have perceived themselves as being so sacrocanct that they have refused to accept the premise of pending obsolescence even for examination and for experimental tests of updating kinds of innovations. (46) Making the assumption that the public schools of this country can or cannot revitalize their educational programs to meet the changes of the society would seem unwise. One must first investigate the extent to which schools are involved in activities designed to renew and change the educational program. 5 The Purpose of the Study The broad purpose of this study is to explore the educational planning processes utilized by the local school districts in renewing and giving direction to their educa­ tional program. In analyzing the educational planning activ­ ities, four specific areas are examined. The areas are studied to: 1. determine the extent to which school districts are engaged in comprehensive planning of the educational program; 2. determine the involvement of staff, teachers, students, and citizens in the educational planning efforts of the school district; 3. determine the organizational pattern of the planning processes as employed by the school district; and 4. identify the attitudes held by superintendents toward the planning process. The Need for the Study Schools are faced with the necessity of revitalizing the educational program to meet the needs of a changing society. For change to be effective, it must have direction. 1. Rapid changes in society make continual planning for renewal necessary. 2. The scope and direction of educational planning on the local level are not well defined. 6 3. Only limited data are available indicating edu­ cational planning activities within local school districts. 4. Research is needed to isolate the dimensions in educational planning that increase effective implementation of educational programs. This study is designed to supply agencies or indivi­ duals with diagnostic information concerning the educational planning processes employed by school administrators at the present time. "Once we have agreed upon the necessity for improving American education systematically, we are faced with the need for creating a 'system' for handling the task," (6) Before any individual or agency can provide leadership in the field of educational planning, it must have an information base from which it can effectively assist the administrator who is experiencing the planning problems. Limitations of the Study This study of educational planning practices is limited in the following manner, 1. The study is limited to nineteen superintendents of schools in Kent County, Michigan. 2. The study is limited in that information was obtained from only one source in each school district. 3. The study is limited in that information on planning practices was collected from a limited geographical region. 7 A. The study is limited in that information was collected from school districts varying in size, wealth, and social composition. 5. The study is Limited due to each superinten­ dent's individual perspective and problems at the time of the interview. Definition of Terms Comprehensive educational planning: Planning which encompasses the entire educational venture including educa­ tional programs, operations, and facilities. Educational planner: One who coordinates the educa­ tional planning process or who acts as a catalyst in the process of educational planning. Educational planning: The study of educational needs culminating in decisions which provide a basis for action that effects change in the educational program. Educational planning process: The future oriented, decision making procedure to achieve the goals of the edu­ cational program. Educational program or curriculum: Terms used inter­ changeably to refer to learning activities to which learners are exposed. Innovation: Making a change in an educational prac­ tice which is new or not in common use. In-service education program: A program of reeduca­ tion designed to inform teachers and staff of current methodology and techniques. 8 Positive change: A new direction taken or program implemented that will aid achievement of the institutional, goals. Methods and Procedures Used The following statements are an overview of the methods and procedures utilized in the study. 1. A population of superintendents of school was selected for the study of educational planning practices be­ cause of their responsibility for the total educational pro­ gram. The population included the nineteen superintendents of schools in Kent County, Michigan, who were responsible for administering school districts that ranged from highly urban to rural. 2. A structured interview was designed to elicit the data related to their educational planning practices. A thirty to forty minute personal interview was held with each of the nineteen superintendents. 3. An Educational Planning Inventory was designed to classify each interviewee's responses within the four areas of inquiry related to the purpose of the study. 4. purposes. A profile analysis was computed for comparative A nonparametric statistical test was used to show association among the variables. Additionally, a nonpara­ metric test was used to check the rater's reliability for consistency over time. 9 5. An interpretation was made of the statistical and descriptive data. Conclusions and recommendations were made on the basis of the data. Organization The study is organized into five chapters: Chapter JL: The problem, objectives of the study, scope and limitations, and technical terms are defined. Chapter II: Perspectives of educational planning are explored in relation to the four educational variables under investigation. Chapter III: The methodology includes a definition of the population, the design of the study, a description of the instruments, and a description of the techniques used in statistical analysis of the data. Chapter IV: The analysis of the data includes a profile analysis of responses and a factor analysis of the relationships existing between the planning variables. Chapter V: A summary of the findings, discussion of the findings, implications for educational planning, and suggestions for further research are presented. * CHAPTER II EDUCATIONAL PLANNING: PERSPECTIVES AND PROCESS The scope of educational planning is today largely undefined. Anderson and Bowman (1) affirm that most educa­ tors do agree that decisions regarding education should be made "planfully" rather than ad hoc. The Review of Educa­ tional Research (11) indicates that research into the defining of the scope and dimensions of educational planning are di­ verse probes. The research has explored the areas of curric­ ulum development, physical facility design, and the financing of education. In a statement applying to local school dis­ tricts, Lecht (29) defines educational planning as a means of stating the nation's (or state's) priorities in education and designing programs which could achieve them. Castetter and Burchell (9) define planning as a method of thinking out purposes or acts beforehand. According to Edgar Morphet: Planning is not a process of speculating on probable developments and preparing a theo­ retical blueprint for meeting needs. Rather it is a process of attempting to determine appropriate goals and objectives, obtaining and analyzing pertinent information that will bring into focus present and emerging pro­ blems and needs, and obtaining agreement on steps and procedures that are designed to meet those needs so the objectives can be attained, (AO) 10 11 Perhaps the most concise definition has been adopted by Anderson and Bowman (1) who define educational planning as the process of preparing a set of decisions for future action pertaining to education. The possible scope or direction of educational planning is not limited by its definition. Much of the expanding body of literature concerning educational planning has been fostered by the International Institute for Educational Planning founded in 1963. The IIEP is a semi-autonomus body created by UNESCO and financially supported by the World Bank; the aim of the institute is to increase knowledge and supply educational planning experts to assist in educational development on a national level. Social and economic development among the nations is the de­ sired end of the IIEP. (48) This literature has little direct relevance to the educational planning done by local school districts in the United States as it is concerned with the development of new educational programs in under­ developed nations. Additionally, the IIEP is concerned with developing educational programs at the national level. In the United States at the state level, a significant study in educational planning began in 1967. Designing Education for the Future (38, 39, 40) an eight-state project which includes Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, and Wyoming is a cooperative study to determine common problems relating to future change in education and its implications. The emphasis of the study has been on the responsibilities of the states in education. the study was: The purpose of 12 To assist each of the participating states to anticipate the changes that are likely to take place in this country, in the eight-state area, and within the state during the next ten to fifteen years, and to plan and implement changes and improvements that should be made in the educational organization and program during that period. (38) Such a planning effort should give impetus for change within the local school districts. Virtually no empirical data are available relating directly to educational planning efforts of local school districts to increase their effectiveness. After examining the comprehensive planning efforts of local school districts and the new programs that they have developed to improve their educational program, Chase (10) concludes that: Without an adequate understanding of the forces influencing change in education or the pro­ cesses through which the institutions of edu­ cation interact with the culture and society, it is difficult to predict the direction and amount of future change or to specify the fac­ tors which are likely to determine changes in the future. Consequently, attempts to inter­ vene in educational change processes are likely to be inept and ineffective, (10) Educational planning being largely undefined creates the need to examine its possible scope and direction from three perspectives as well as the need to explore the emerg­ ing thought in relation to the four areas of inquiry in the study. The three perspectives of educational planning ex­ amined are the social, the economic, and the political. The extent of comprehensive planning, the involvement in planning, the planning process, and the superintendent's attitudes are explored individually forming a basis upon which to inter­ pret the data involved in the study. 13 Perspectives on Educational Planning: Social. Economic, and Political Educational planning on the national and international level is described by some writers as an integral part of economic planning. Current literature is considering educa­ tional planning as a separate entity of which economic planning is only one element. Educational planning is becom­ ing as complex as the function education must perform in society. Anderson and Bowman (2) stress that the focus in education should be more on people and less on the production of ’’human resources." Extensive descriptions of the social, economic,and political forces which are influencing our educational system have been made. From selected descriptions of these inter­ related forces, a summation of the possible scope of educa­ tional planning is made. Gow, Holzner, and Pendleton (16), examining education from a social perspective, state that no realm of American society is more directly affected by recent social change than the educational system at all levels. They continue that only through the effective educational system can the maximum number of persons be incorporated into the mainstream of the modern society. The educational system remains a prime means for transmitting the social and cultural values 4 of the society. Miller (37), in examining factors that in­ fluence change, indicated that democracy as a process fosters vigorous ideas and competition in ideas to improve society. 14 Rudman (44) stresses the social challenge that is facing American education. The schools must make their students literate, productive citizens of the community and must instill in them an understanding not only of differences among Americans but also of those differences that distinguish the peoples of the rest of the world. ...the American citizen, regardless of his heritage, will have to become better. Upon the schools— more than any other social agency--rests the responsibility for bringing this about. (44) Our educational institutions are being asked to take a leadership role in the effort to eliminate poverty, to effect racial integration, and to ease the adjustment to metropolitanism. Spodek (47) speaks of the sixties as the decade in which society is concerned for the disadvantaged and the establishment of conditions which tend to perpetuate poverty. Educational planning faces the challenge of developing programs to break the pattern of continued poverty. The Coleman Report (12) on the Eaualitv of Educational i Opportunity sharply attacks the inequalities which exist within present educational opportunities for minority groups. Although in 1954 the Supreme Court stated that separate schools for Negro and white students were inherently unequal, American public education in all regions where Negroes are a significant portion of the population remain unequal. The social implication of integration extends deeper than the moving of attendance boundries. Educational planning faces the task of developing means for successful integration, Havighurst (23), focusing on the growing trend toward metropolitanism, outlines the role of the school in 15 familiarizing children with the concept of being citizens of a metropolitan area as opposed to only a small segment of it. Adjusting to the concept of metropolitan living has ramifi­ cations for all phases of life. Education should play a significant role in the adjustment process. Gow, Holzner, and Pendleton (16) sum up the influence of economics on our school systems as the only means of realizing the nation's full economic potential. Educational planning is concerned with the role education is to play in the developing economy of the nation. Education is viewed by the economist as the means for developing human resources to spur economic growth. Anderson and Bowman (1) maintain that educational planning is the scheduling of the flow of raw material through the educational agencies and into the economy as specified kinds of manpower. Parnes (41) points out that manpower development is one of the functions of an educational system and it must be able to meet this obligation. Additionally he notes the interrelation of economic needs and the cultural needs of the society, and the difficulty separ­ ating the two. Anderson, Bowman, Davis, and Parnes (1, 2, 15, 40) view manpower planning as a means of educational planning that can stifle creativity and innovation. There is a need to plan ...for flexibility, both in the human resources we create and in the scope for future revision of plans. It must be evident also that however skilled the planner-technicians, most important of all is men wise enough not only to plan for others but also to plan so as to encourage others to plan for themselves, whether in a socialist state or a welfare state. (2) 16 Educational planning on the state, regional, and local level will be affected by the economic projections and priorities on the national level but will also be affected by economic conditions that are peculiar in the regions. Colm (13) examines two economic factors brought about by the rapid advances in technology and which will have increas­ ing impact on the educational system of the future. Increas­ ing automation is reducing the manpower needed to maintain production and unemployment will result unless production is expanded. These technological advances are decreasing some need for unskilled labor while creating the need for a labor force that has basic skills and is easily adjustible to new working conditions. Colm (13) describes the implications for education as extending beyond the technical and utilitarian to the humanitarian. Without such knowledge the achievements of the technological age will be lost. The political influence (16) in the schools is in­ creasing as the schools have become the change agent for implementing public policy formulated by the government at various levels. The political forces are increasing thoir role in setting the direction for the schools. tions for educational planning are noted: Two implica­ first, the utili­ zation of the schools to achieve national, state, and local goals; second, current movement of centralization and de­ centralization of school districts. The increased role of the federal and state govern­ ments in formulating educational policy reflects a concern for the welfare and security of the country. 17 The new programs extend far beyond the earlier federal educational commitment in which the three largest federal programs were surplus property, school lunches and special milk-which are obviously only indirectly related to educational goals. The new programs include such basic educational components as programs for books and materials, student support, teaching equipment and provisions for training personnel. (33) New patterns of interrelationships are being formed between the various levels of governments which will affect educa­ tional planning on all levels. These policy changes are urban oriented and ...can be classified into several different patterns of inter-governmental involvement, including federal aids designed to strengthen state departments of education, aid to schools through state education departments, aids through other state agencies, and direct federal assistance to school systems to de­ velop innovative ways to meet pressing educa­ tion problems. (3) The total educational program as well as its segments has definite implications for the future social, economic, and political life in a community. Educational planning must consider these interrelated implications in the develop­ ment of new programs and in the renewal of existing programs. The ultimate measure of the school's success will be the num­ ber of its students who become functional and contributing members of this complex society. Educational Planning: Process The broad purpose of the study is to explore the educational planning practices of a population of Michigan school superintendents. The following section examines the 18 literature as it relates to the four specific areas of in­ quiry in the study. Objective I The first objective of this study is to determine the extent to which school districts are engaged in comprehensive planning of the educational program. John X. Goodlad (18), in speaking of the need for a continual process of curriculum revision, declares that ...curriculum, then, becomes a major focal point in determining the extent to which young per­ sons are being brought into possession of their culture, It is the curriculum that is most sus­ ceptible to ossification and it is the curriculum that must be continuously rejuvenated through innovation, now more urgently than yesterday. The literature generally indicates that educators have not accepted the need for comprehensive and long-range planning. Plans are made--but too frequently the plans for tomorrow in­ clude that which was completed yesterday. Jesser (26) accuses educators of not looking at future situations and designing the most reasonable approach to meeting these problems. Sower (46) explains that human service organizations such as the educational system are prohibited by their complexity from utilizing the body of new knowledge that would allow them to improve themselves. Industry and government have been involved in compre­ hensive and long-range planning for many years but, as the literature cited indicated, education is only starting to consider the planning process as a means of self-renewal. The local school districts in the United States are in a 19 unique position in the process of rejuvenation because of the autonomy for program change allowed by the federal and state government s . Goodlad (17) describes forces for reform movement in curriculum as primarily coming from outside the realm of edu­ cators. The movement is national in scope but is not under direct government control. Miles (34) emphasizes schools as social institutions which will change more rapidly during periods of general change. The impetus to change has come from an aroused awareness of the people of the need to improve and of the desire to meet national challenges. The challenge of the space race resulted in signifi­ cant content and organization changes within science and mathematics curricula. The National Science Foundation was founded in 1950 by an Act of Congress as scientists, educators, and politicians were becoming aware of the need for increas­ ing the interest and manpower in science. The NSF has been the major funding agent of research, development, and imple­ mentation of new science and math programs. The programs, initially focused on secondary education, have extended down­ ward to the elementary schools. Jacobson (25), in examining the evaluative procedures of the NSF, finds the information concerning the success of the efforts inadequate. Evaluation money has been spent on the improvement of the products rather than on determining the extent of success in student's learn­ ing. An awareness of the need for changes in the social studies and language arts is necessary to meet the challenges 20 of the move to metropolitanism. Metropolitanism is the result of a process of redistribution of people and jobs which has taken place during the present century. Since World War I, people have moved from the open country and the small towns and cities to the larger cities where the jobs were in a rapidly industrializing society. Then, from the cities, they streamed into the suburbs to live and often to work, as decentralization of industry and business took place after World War II. (23) . The fact of metropolitanism with its benefits and problems tends to clarify new challenges for youth in communications and human understanding. The need for change is evidenced in the literature but the extent of comprehensive planning for change has thus far been limited. It is within the scope of educational planning to exploit the human resources, social skills, and communica­ tiveness of the school organization in developing alternatives in meeting the challenge of a changing society. There is no clearly defined set of educational problems in any local school districts, so each district must develop an awareness of those unique problems facing it and plan for their solution. The complexity of planning the educational program has been reduced to capsule form. The task of putting the total educational program into perspective is the initial - function of educational planning. This process must be con­ tinuous if the educational system is to influence the solu­ tion of current and future problems facing society. If planning is to effectively renew the educational program, then it will have to be viewed as a process that explores the alternatives and results in rational decisions as to direction. 21 The direction must not be interpreted as an unalterable plan. Objective II The second objective of the study is to determine the level of involvement of staff, teachers, students, and citi­ zens in the educational planning efforts of the school dis­ tricts. Educational planning is carried on at different levels; national, state, regional, and local. The type and level of involvement in educational planning activities will differ at various levels. This study examines only the edu­ cational planning activities within the local school district. The most significant differences in educational planning may occur as the result of the type of theoretical organization of the school*s administration rather than as the result of the varying size of the school operation, 4 McGregor (8, 32) describes two contrasting theoretical concepts of organization; Theory X is the traditional concept of organization and Theory Y is the emerging, modern concept of organization. In a Theory X organization, management is responsible for and directs all facets of the operation of the organiza­ tion. The employees* efforts are directed, motivated, and controlled by the management. The management assumes that people are passive and resistant to change. Theory X would focus planning activities in a school district at the top of the hierarchy. The planning and decision-making process 22 would be located within the central office administrative staff. No involvement of the teaching staff would occur in the planning of new programs and communication concerning new programs would flow from the central office downward. In a Theory Y organization, management remains respon­ sible for all operational facets of the program. However, the employees are not assumed to be passive or resistant to change and are self-motivated, responsible members of the organization. It is management's responsibility to bring about these conditions. Participation or involvement in planning activities is maximized. Within the school organi­ zation, all persons touched by the educational program would be involved in the planning and decision-making process. Likert (30) defines a concept of organization similar to Theory X as Exploitive Authoritative or System 1 type of organization which allows no involvement in developing goals and objectives. Little influence, formal or informal, is exerted by those not in the organizations hierarchy. The Participation Group or System 4 concept is similar to Theory Y and employs group planning and decision-making with involve­ ment in the process widely diffused throughout the organiza­ tion. Both Likert (30) and McGregor (32) see organizations operating on a continuum moving toward the System 4 or Theory Y concept of organization. Likert (30) describes the intermediate systems of organization as Benevolent Authori­ tative and Consultative; each system is oriented toward greater roles in planning and decision making by the staff. 23 The Theory Y or System 4 of administration with its emphasis on utilizing the human resources or organizations in goal setting and decision making to achieve higher output seems to be indicative of the movement of present-day organ­ izations, Miles (35) cites the human resources approach as emerging from the human relations movement of the 1920's; the distinction being that the human relations model offers involvement as a means of improving morale as opposed to the human resource concept which involves staff as a means of utilizing their fullest potential in achieving higher output. Miles surveyed the beliefs and opinions of 215 middle- and upper-level managers of companies and 300 administrators from public agencies. His findings indicated that managers generally accept the concept of involvement or participation, but at the same time doubt their subordinates' ability to be self-directing and contributing members of the organization. Staff responsible for executing comprehensive plans should.be given responsibilities for the proposing of the plans. (24) Hartley (21) indicates that participatory planning involving those affected by the projected changes has a number of benefits. Such planning reduces the ambiguity of directions and dysfunctional policy as well as the aliena­ tion, apathy, dislike, and ambivalent feelings that result from noninvolvement in the development of new programs. Hartley cites six members of the school organization who should be involved in the planning process. 24 1. Students: the client served by 2. Teachers:the major element of fessional staff; the school; the pro­ 3. Building Administrators: supervisors; 4. Central Office Administrators: superinten­ dents and assistants; 5. Board of Education: and 6. Paraprofessionals and other employees: supporting and services. (21) This study is principals and representing the public; designed to determine the extent the groups mentioned above are included in the educational planning activities of the local school districts. Citizens were included in the study and are only represented indi­ rectly through the Board of Education in the listing above, Kimbrough (28) cites the involvement of citizen leadership within the community. He also noted that citizens often see the Board of Education as an interest group and are frequently suspicious of their decisions. Objective III The third objective of the study is to determine the organizational pattern of the planning process employed by the school district. The rapid growth of school systems and the increasing demands placed on the school systems to add to the educational program have fostered efforts to improve the planning methods used in education. The military and industry have long been involved in comprehensive short- and long-range planning on an 25 extensive scale but educators have been reticent to adopt their methods. The outputs in the educational enterprise are to a great extent less easily quantifiable and on the whole educators have not attempted to employ systematic and comprehensive processes to establish goals, priorities, and future direction. Hartley (21), in developing a systems approach to planning, defines planning as "a rational meansends assessment of resources and objectives by all interested parties, although some cynics contend that in education, there are only means, no ends." Bidwell (5) notes empirical literature concerning the organization of schools is fragmentary. Specific data relat­ ing to educational planning practices of local school dis­ tricts is not available. Studies relating to the long- and short-range planning of budgets and facilities are available but relate only indirectly to the concept of comprehensive planning for an educational program. These are, in fact, sub-units of planning done to establish goals and priorities for the total educational program. Huefner (24) sees good planning as a management tool to be used as a process in selecting courses of action for the achievement of goals. The aims of educational planning are to formu­ late a system-wide philosophy, general goals, and instructional objectives; determine per­ sonnel, space, and material requirements; examine alternative procedures and establish priorities; provide the communications and information retrieval for the system; analyze financial resources; evaluate how well objec­ tives are being met; look to the future; and review the system continually to ensure that objectives are being reformulated and that the system is dynamic and innovative rather than static and rigid. (21) 26 There are no procedures agreed on for carrying out the edu­ cational planning process; however, there are basic elements which are generally common to the various approaches. Planning is a future oriented decision-making pro­ cess so it cannot be divorced from the literature that has been written on the art of decision-making. According to Griffiths (20), decisions may adjust a present course of action, correct it, or permit a present course of action to continue. Adjusting the course of action infers the variable of planned change and a major portion of the literature deals with the planning as it relates to change and the process of change. Chirikos and Wheeler (11), in the Review of Educa­ tional Research 1968. state that planning is a technical process related to the decision-making process. Bhola and Blanke (6) cite the need for continuous educational improvement and pose the question of the nature of the organization needed. Systems planning for education is a concept that has been given impetus by the increasing complexity of demands on education and the limited human, financial, and physical resources available to carry out needed programs. Efforts toward more systematic planning processes seem to be evolving from a humanistic or behavioral viewpoint and from a mechanistic or rational viewpoint. These two views are not completely incompatible and in prac­ tice will probably become integrated. Behavioral scientists including Bennis, Chin (4), Lippitt (31), and Likert (30) are concerned with the effect of planned change on people, groups, and organizations. 27 The decision to make a change may be made by the system itself, after experiencing pain (malfunctioning) or discovering the possibility of improvement, or by an outside agent who observes the need for change in a particular system and takes the initiative in establishing a helping relationship with that system. (31) Lippitt (31) devised a system of planning for change that employed the conceptsbf a change agent who assisted a client system in the solution of problems. in seven phases. The system is described The client system sees need for assistance, sometimes with stimulation by the change agent. relationship is established and defined. problem is identified and clarified. A helping Then the change Several possibilities for change are examined and goals are established. "real" situation change efforts are attempted. In the The change is stabilized, and lastly, the helping relationship is ended or a different continuing relationship is established. This model is only one of many change models that have been pro­ posed. Eennis (4) points out that all change is not "planned change" as the term implies a mutual goal setting and delib­ erate effort to change. This would involve McGregor's (32) Theory Y type of involvement. Systems analysis is a tool for the educational planner or the school administrator allowing him to view parts of his school system as they relate to the total operation of the educational program. Systems analysis in education is an extension of man's ability to reason. ...As a rational framework for planning, it imposes no particular 28 dogma, educational philosophy, or curriculum. It offers a blueprint for planning, but there is no assurance that the pedagogue-architect's specifications will be followed in each system. (22) Jesser (26) simply describes the "systems11approach to planning as a way of insuring "good planning" by combining the neces­ sary ingredients and relationships systematically. down the process into three basic phases. He breaks The analysis phase includes defining the problem and interpretation of the data, and development of alternatives. Planning and designing phase includes collecting relevant information from the total environment affected, designing a model of the proposed change, and running of a pilot test on the model. Implemen­ tation and evaluation phase includes making the plan an integral and operational part of the program, and evaluation of the plan's degree of success in problem solution. Planning-programming-budgeting system (PP3S), one of several systems developed by the federal government and in­ dustry, is being adopted by public school systems. Hartley (22), warning of the limitations of this system, notes that the articles on the subject discuss details of implementation of the program but lack critical appraisal. Confusion over terminology, problems in adopting models, measurement of the unmeasureable, shortage of trained personnel, and resistance to planned change were among twenty-five limitations of the systems approach which were cited. The educational planning process is viewed as a future oriented, decision-making process. The increasing complexity 29 of the educational program and its operation is demanding the development of more precise and effective means of plan­ ning. The emerging process attacks the problem from human­ istic and mechanistic vantage points. Educational outputs are difficult to quantify and have caused school systems to avoid highly systematic planning procedures. Mew models for planning indicate a movement toward an integration of the two approaches to planning. The problem is not one of de­ veloping a particular model for education, but one of estab­ lishing a systematic and comprehensive planning process for educational change. Objective IV The fourth objective of the study is to identify the attitudes of superintendents toward the educational planning process. An attitude is a relatively enduring organization of beliefs around an object or situation predis­ posing one to respond in some preferential manner. (42) The superintendent, from his past experience with the organ­ izational management of the schools, has formed some enduring attitudes about the school's operation and particularly con­ cerning its future oriented planning. As the educational leader of the school district, one assumes that the superin­ tendent's attitudes influence the educational planning activities. The leadership style of the superintendent in planning will reflect his attitudes towards his staff. Miles (36) 30 related the attitudes leaders possess in terms of traditional and the human resources models of organizations. Traditional leadership attitudes assume people inherently dislike work, have little creativity, and have little self-direction. The emerging or human resources oriented leadership attitudes assume people want to contribute, are creative, and are self­ directed. Tiie attitudes concerning others will affect the extent to which a staff is involved in planning activities. According to Rokeach (43), attitudes represent a clustering of beliefs in relation to some object or situation. The content of these beliefs describes a situation as being either true or false and evaluates it in terms of being good or bad. These clustered beliefs in the form of attitudes will result in an action to be taken. Thus, a superintendent will evaluate the planning process in terms of being worthwhile or not, and consequently will act or fail to act in support of the planning process. Attitudes are ambiguous and often difficult to analyze. This is no less true when looking at the superintendent's func­ tion in the role of an educational leader. His attitudes are assumed to influence his behavior in being supportive of a planning program or rejecting it as unwise or unnecessary. His attitudes toward the planning program, positive or nega­ tive, will influence the extent of comprehensive planning and the effectiveness of the planning process. 31 Summary The literature has been explored as it relates to tlu* four variables in the study: the extent of comprehensive planning, the involvement in planning, the planning process, and the superintendent's attitudes toward planning. A com­ prehensive approach in educational planning is necessary if the educational program is to meet the priorities in the total societal need. A participative approach to planning involving those affected by the change seems essential to sound planning. A systematic planning process integrating the humanistic and the mechanistic orientations serves as a rational base from which future decisions can be made. A superintendent's attitudes toward planning will result in his promoting or stifling the planning program. CHAPTER III THE METHODOLOGY Definition of the Population The population was composed of the nineteen superin­ tendents of schools in Kent County, Michigan. There were two important considerations in the selection of the popu­ lation for this study. First, a population which provided a spectrum from urban to rural school districts was selected to maximize the usefulness of the study to various sized school districts. Second, a population of school districts which was small enough to allow the investigator to conduct a personal interview with each superintendent of schools. The superintendent was selected for the interview because of his responsibility for the total school program and to its future direction. Kent County, Michigan was selected because it con­ tains a large urban area with surrounding suburbs and an urban-rural fringe. The nineteen school districts range in size from 34,000 students to less than 1,500 students. The state equalized valuation per resident member ranged from less than $7,000 per pupil to over $24,000 per pupil. The range included a school district that ranks 509th in the state in level of local support to one that ranks 22nd in the state in level of local support (see Appendix A). 32 33 Procedure Pilot Study After initial design of the instruments to be used in the investigation, a pretest of the devices was made. The Educational Planning Interview was pre-tested with two super­ intendents of schools who have responsibilities similar to those in the population that would be interviewed. These respondents were rated on the Educational Planning Inventory that was developed for use in this study. A panel of three judges reviewed the second pre-test and rated the respondents on the inventory. On the basis of the two pre-tests, revi­ sions were made in both the interview questions and the inventory. Corres pondence A letter was sent to each of the nineteen superinten­ dents explaining the purpose of the study and asking for their cooperation (see Appendix B). Each superintendent was then contacted by phone and an interview appointment was scheduled. At the conclusion of the study a summary of the study find­ ings was sent to each superintendent. Interviews The nineteen superintendents were interviewed in their respective school districts. Each interview lasted thirty- five to forty minutes and was conducted on a day between April 9, 1969 and April 22, 1969. The interviews followed a 14 structured format and were tape recorded for later analysis. The superintendents were advised that the interview would be kept confidential and that reporting would be abstract statistical and descriptive data. They were also informed that the tape recording would be erased upon completion of the study. Description of the Instrument The instruments designed to explore educational planning on the local school district level were developed for the study by the investigator. Two instruments were developed; a structured interview to elicit information con­ cerning the educational planning activities, and an inventory to evaluate the educational planning activities using common criteria. The structured Educational Planning Interview was developed to explore four areas at the local level; the extent of planning activities, the level of human involvement in planning, the educational planning processes, and the atti­ tudes of the superintendents of schools toward planning (see Appendix C). The questions probed planning activities attempting to focus on the current year's activities. The administrators were aske,d to answer the questions extempor­ aneously within the context of their current planning for the total educational program. The Educational Planning Inventory was developed to provide a means for evaluating the information elicited in 35 the Educational Planning Interview. It reduced the four areas of inquiry sought in the interview to sixteen separate scales (see Appendix D). Each scale is based on a continuum from one to five and defines one dimension of educational planning. Each scale was rated by the investigator; descriptive and statistical data were abstracted. A reliability test was made on selected interview inventories to establish a consis­ tency of rating over time by the investigator. Reliability The reliability of the Educational Planning Inventory was determined by measuring the consistency of the judge's ratings. The Kendall Coefficient of Concordance was used for this purpose. (45) A coefficient of .70 was selected as the minimal level of acceptance. (7) Reliability coefficients for the four major variables ranged from .70 to .99. The over-all coefficient obtained for the total inven­ tory (.95) exceeded the .05 level of significance. Reliability coefficients for each of the sixteen dimensions ranged from .33 to .99. In four dimensions (administrator involvement level, citizen involvement level, cooperative planning, and range of planning), thi? r i<’n ificance level failed to equal or exceed the minimal accopi . >irt- level (refer to Table 1). The findings in i. ti!. l reveal an acceptance level of reliability for the major variables included in the Educational Planning Inventory. However, these dimensions are subject to potential inconsistency of measurement when treated separately: 36 administrator involvement level, citizen involvement level, cooperative planning, and range of planning. TABLE 1 RELIABILITY COEFFICIENT (W) BASED ON AGREEMENT OF JUDGES' RATINGS Dimensions The Extent of Comprehensive Planning I. 2, extent of planning impact of planning Involvement in Planning Coefficient + .70 .86 .70 + + .86 + .33 .81 .94 .54 + + Level of Involvement 3. 4. 5. 6. administrators teachers students citizens _ - Nature of Involvement .75 .95 .99 .70 .36 + + + + .93 + planning process range of planning planning assistance .80 .60 .71 + + Superintendent's Attitudes Toward Planning .99 + .95 .93 + + .95 + 7. 8. 9. 10. 11, administrators teachers students citizens cooperative planning The Planning Process 12. 13. 14. 15, 16. support of planning attitudes toward planning Total Inventory - - Statistical Analysis The statistical technique utilized in the analysis of the data was nonparametric. The rationale for the use of non- parametric statistical tests follows: 37 1. The population of nineteen school district super­ intendents did not have well-defined parameters. The assumption was made that the observations were independent and the variables under study were continuous. 2. The ratings of the variables studied were made on an ordinal scale of one to five rather than on an interval scale, 3. Nonparametric statistics provide a means of mak­ ing broad generalities from a small population. Hie distributions of responses pertaining to each rating scale are presented by number and percentage in order to profile the sixteen dimensions of planning. The Kendall Coefficient of Concordance (W) was used to determine the degree of association among the sixteen planning dimensions. A Spearman Rank Correlation was used to discern the various interrelationships among the sixteen planning variables. Tied scores were expected in computing the data; therefore, the form of the tests used was corrected for ties. CHAPTER IV ANALYSIS OF THE DATA Three modes of analysis were used Co examine the data. A profile analysis was made to determine the pattern of re­ sponses for each variable and dimension included in the inven­ tory. A multiple correlation analysis was conducted in order to discern the degree of association among the sixteen planning dimensions. Finally, a factor analysis was utilized to examine the pattern of interrelationships among the six­ teen dimensions. Profile Analysis The following profile analysis explains population responses as they pertain to the four major variables and the sixteen dimensions of educational planning. The data is sum­ marized by number and by the percent of responses at each level. The comprehensive planning variable involves two dimensions: extent of planning and impact of planning. The results in Table 2 indicate that the population of schools is not generally involved in comprehensive planning of the total educational program. Only one of the respondents was 38 TABLE 2 DISTRIBUTION OF RESPONSES TO THE DIMENSIONS': Rating Extent of Planning 1 No planning projects in the past year. 1 Impact of Planning ( 4.13%) i i 2 Limited planning pro­ jects in scope and number; no major pro­ jects. i 1i \ t 4 ( 4.13%) 1 (26.31%) 5 Limited impact on parts of the educational pro­ gram. (21.05%) 4 Moderate impact on parts of the educational program. (47.37%) 9 Significant impact on the total educational program. 0 Significant impact on the total educational program. j ii ! t 3 COMPREHENSIVE PLANNING 1 6 (31.69%) No significant impact on the educational program. i j I i ! f Moderate planning pro­ 1 jects in scope and number; one major planning project. 1 Continuous project and I j program planning; more 1 j than one j jproject. 6 (31.69%) ; ! 5 (26.31%) ; 1 ‘ ( 4.13%) ! major planning . i i 5 Continuous comprehen­ sive planning of total educational program. i ! j LJ O 40 rated as having continuous and comprehensive planning of the total educational program. Five or 26.31% of the respondents conducted continuous project and program planning and had more than one current major planning project; six or 31.69% conducted a moderate number of planning projects; six or 31.69% had limited planning projects in scope and number and had no major planning projects; and one or 4,13% had no planning projects during the year. In no instance was planning shown to have a significant impact on the total educational program. Nino or 47.377° of the respondents were evaluated as having planning programs that had significant impact on parts of the educational program; five or 25,317° of the respondents were evaluated as having planning programs which had limited impact on the educational program; and one or 4.13% of the respondents planning had no impact on the educational program. The involvement variable of planning includes nine dimensions. Four dimensions examine the involvement levels of administrators, teachers, students, and citizens; four dimen­ sions consider the manner in which administrators, teachers, students, and citizens participate in planning; and one dimension appraises the degree to which cooperative planning occurs between the school and other agencies. Table 3 shows inconsistent patterns of response to the level, nature, and cooperative involvement in educational planning. Administrators tend to be most extensively involved in the planning, decision-making, and implementing of TABLE 3 DISTRI3 UTION OF RESPONSES TO THE DIMENSIONS: INVOLVEMENT IN PLANNING 1 Rating Variable: 2 3 4 5 Level of Involvement Administrators Teachers Students Citizens No involve­ ment in planning Limited in­ volvement in planning 1 1 13 6 1 7 6 11 ( 4.13%) ( 4.13%) (68.42%) (31.69%) 1 ( 4.13%) (36.89%) (31.69%) (57.89%) Moderate in­ volvement in planning 5 7 0 2 (26.31%) (36.84%) (10.52%) High involve­ ment in planning 4 3 0 0 (21.05%) (15.79%) 3 4 Involved in planning of programs Involved in planning of programs St decision making 2 Extensive in^ volvement in planning 8 1 0 0 (42.11%) ( 4.13%) 5 Nature of Involvement Adminis trators Teachers Students Citizens Informed of decisions Involved in advisory role 1 1 15 6 0 3 3 11 ( 4.13%) ( 4.13%) (78.95%) (31.69%) (15.79%) (15.79%) (57.89%) 2 7 1 2 (10.52%) (36.84%) ( 4.13%) (10.52%) 7 5 0 0 (36.34%) (26.31%) Involved in planning of programs, de cision mak­ ing, and im­ plementation of programs 9 3 0 0 (47.37%) (15.79%) TA3LE 3 CON'T. Rating Variable: Cooperative Planning No coopera­ tive plan­ ning 1 ( 4.13%) Limited coop­ erative plan­ ning (1 or 2 isolated pro­ jects) 9 (47.37%) Moderate co­ operative planning (3 or more iso­ lated pro­ jects) 7 (36.84%) Extensive co­ operative planning on all projects 7 (36.84%) Very exten­ sive cooper­ ative plan­ ning of the total educa­ tional pro­ gram 2 (10.52%) 42 educational programs. Over 63% of the respondents indicate high administrator involvement in these tasks. Teacher involvement in planning related to educational programs tends to be moderate. The majority of teachers are not involved in the tasks of program decision-making and implementation. Student and citizen involvement tended to be either limited or non-existent. Involvement usually occurred in advisory roles. Cooperative planning with outside agencies was limited. Two or 10.52% of the respondents were found to have extensive cooperative seven or 36,84% of the planning on all projects; respondents were found to be moderately cooperative with out­ side agencies having three or more isolated areas of coopera­ tion in planning; nine or 47.37% of the respondents were cooperative in a limited way with no more than two isolated cooperative planning projects; one or 4.13% of the respondents did not cooperate with any outside agency in planning projects. The organizational variable involves three dimensions: process. range, and assistance. The results on Table 4 in­ dicate that planning tends to be moderately organized and systematic. Six or 31.84% of the respondents had organized and systematic approaches to planning problems; seven or 36.84% of the respondents were organized for planning but their program was weak and inconsistent; five or 26.34% of the respondents planned programs without any organized or TABLE 4 DISTRIBUTION OF RESPONSES FOR THE DIMENSIONS: ORGANIZATION OF PLANNING Rating Variable: The Planning Process No planning process 1 ( 4.13%) Unorganized; no systema­ tic process 5 (26.34%) Organized, but weak in­ consistent planning 7 (36.34%) Organized, systematic planning processes 6 Highly organ­ ized systema­ tic planning processes (31.69%) -£> Range of Planning LJ No planning of programs 2 (10.25%) Crisis to crisis plan­ ning of pro­ grams 4 (21.05%) Short-range planning (1-3 years in ad­ vance on pro­ grams 8 (42.11%) Long-range planning in isolated areas of ed­ ucational program (4 or more years in advance) 5 Long-range planning of the total educational program (26.31%) Planning Assistance from University or State t No assistance in planning programs 0 Limited assis- Moderate as­ tance (1 or 2 sistance (3 brief consul­ or more brief tations) or 1 extended consultation) 10 (52.63%) 4 (21.05%) Numerous brief or several ex­ tended con­ sultations) 5 (26.31%) Extended con­ sultations of several parts or a compre­ hensive study of the total educational program 0 44 systematic process; one or 4.13% of the respondents had no developed planning processes. Planning tended to be more immediate and problem oriented as opposed to long-range in nature. None of the nineteen respondents was engaged in comprehensive long-range planning of the educational program. Five or 26.31% of the respondents were engaged in long-range planning in isolated areas of the educational program; eight or 42.11% of the respondents were engaged in short-range planning (one to three years in advance) of programs; four or 21.05% of the respondents were planning on a crisis level; two or 10.52% of the respondents had no future orientated planning program. Outside assistance from the state department of edu­ cation or the universities in planning tended to be limited. None of the school districts indicated comprehensive planning assistance during the past year. Five or 26,31% of the respondents had received planning assistance on numerous occasions or for more than one extended period of assistance; four or 21.05% of the respondents had received moderate assis­ tance (three or more brief or one extended consultation) in planning; and ten or 52.63% of the respondents had only re­ ceived limited assistance (one or two brief consultations) in planning. The administrator variable indicates two dimensions: the degree to which the superintendent is supportive of the planning process and the degree to which the superintendent expresses a positive attitude toward planning. Table 5 reveals TABLE 5 DISTRIBUTION OF RESPONSES: ADMINISTRATOR DIMENSIONS OF PLANNING Rating Support of Planning 1 Not supportive of planning. 0 2 Limited support of planning. 4 Attitude Toward Planning (21.05%) ! ;i 0 Highly negative toward planning. 0 Negative attitude toward planning. 7 Nautral attitude toward planning. i 3 Moderately supportive of planning. 7 4 Very supportive of planning. 7 (36.84%) ! (57.89%) 11 5 Highly supportive of planning. 1 ( 4.13%) 1 l ( 4.13%) i I I i 1 (36.84%) ! (36.84%) i 1 Positive attitude toward planning. Highly positive atti­ tude toward planning. 46 superintendents are relatively positive Ln their attitudes toward and support of planning. More than 78% of the super­ intendents interviewed were at least moderately supportive of planning. Approximately 60% expressed positive attitudes towards planning; 37% were neutral. None of the superinten­ dents expressed « negative attitude toward planning. Multiple Correlation Analysis Results of the Kendall Coefficient, Table 6, revealed a W value of .4538. The corresponding chi square value, 136.45, with eighteen degrees of freedom exceeds the theore­ tical value of chi square at the .001 level of confidence. Thus, the obtained coefficient of concordance is significantly different from zero. The results in Table 7 indicate that a statistically significant relationship exists among the sixteen planning dimensions. These findings suggest that ratings pertaining to two or more of the sixteen planning dimensions do tend to vary according to a pattern of mutual agreement. TABLE 6 KENDALL COEFFICIENT OF CONCORDANCE FOR SIXTEEN PLANNING DIMENSIONS w X .4738 w x 2 2 136.45 df 18 = coefficient of concordance - chi square df - degrees of freedom significance level .001 . 47 Factor Analysis A factor analysis of the sixteen planning dimensions was made using the Spearman Rank Correlation Coefficient method. (45) Obtained rho values ranged from .14 to .99. Coefficients were subjected to the Kendall test of signifi­ cance for rank correlations. (27) A critical value of t=1.740 with seventeen degrees of freedom was selected as the critical value of rejection at the .05 level of signifi­ cance from the one-tailed test. Significant relationships were revealed for ninety-one of the one hundred twenty di­ mension sets. Tables 7, 8, 9^ and 10 present the obtained correla­ tion coefficients for each dimension set organized according to the four major variables in the study. for summary of the correlation matrix.) (See Appendix E Those correlation values enclosed in parentheses fail to equal or exceed the ,05 level of significance. The extent of planning dimension is significantly related to each of the other fifteen dimensions. Correlation values range from .54 to .92 with the dimensions; impact of planning, planning process. and teacher involvement being most highly correlated. Impact of planning is significantly re­ lated to all dimensions except cooperative planning which re­ vealed a value of .37. The impact of planning is correlated with the level of teacher involvement at ,87 (refer to Table 7). The high degree of relationship between the dimensions extent of planning and impact of planning. and the other dimensions AH Support of Planning in NO • • Planning Assistance 00 in • in • Range of Planning ON in • hin • Planning Process ON 00 ■ 00 ON in Co m « CM 00 * CM NO • * Citizens ON in • Mt NO * Students in • in NO • Teachers CM O' • C" • Administrators CO NO • O'-* NO • Impact of Planning O' CO • Administrators O' 00 * Extent of Planning Extent of Planning Impact of Planning H M of • • level m Teachers r. .05 o NO • o Students Nature of lvolvement o* m • cm Citizens or exceed ■ to equal m m significance • fails Cooperative Planning Level of Involvement RELATIONSHIPS BETWEEN DIMENSIONS: EXTENT OF PLANNING AND IMPACT OF PLANNIN Supt. Attitudes Positive or Negative i'<» • 49 indicates that the variable of comprehensive planning is re­ lated to the other variables in the study. Involvement was examined from two major dimensions: the level of involvement and the nature of involvement with administrators, teachers, students, and citizens each examined os an independent dimension. The level of administrator involvement is significantly correlated with twelve of the planning dimensions but does not relate significantly to the level of citizen involvement (.37), cooperative planning (.21), support of planning (.31), and attitude toward planning (.30). Teachers' level of involvement is significantly related to all dimensions with correlation values ranging from .49 to .92. The level of student involvement correlated significantly with all dimensions except cooperative planning (.31). Citizen level of involvement related to all except these dimensions: the level of involvement (.37), cooperative planning (.23), planning assistance (.30), support of planning (.36), and attitudes toward planning (.26) (refer to Table 8). The nature of administrator involvement is signifi­ cantly related to all but these dimensions: cooperative planning (.21), planning assistance (.35), support of planning (.14), and attitudes toward planning (.22). Teachers and students nature of involvement are significantly related to all dimensions except cooperative planning (.17 and .30), planning assistance (.26 and .36), and attitudes toward planning (.37 and .38). Citizens1 nature of involvement is significantly correlated to all dimensions except cooperative 50 o CO Ov rm VO St f-i o\ in st st VO CO CO co o in OV St co vD vo *A* ■?«r CO CO CM in 00 Ov Ov CM VO CO m Planning Assistance Range of Planning Planning Process in VO o st r-. st ov r vo r- Cooperative Planning cm st 00 i—I o m CM CO i s CM M Students sr r- i R vo o r-- st 00 vo VO vo oo o CO r-~ 00 in vO VO r st I St St « > Adminis trators p O <11 6 H 4) 0> >M OO w > c »w C CO Students m Teachers r- St St co Adminis trators oo Impact of Planning vo CO Extent of Planning vo ui cn •d p G o •rl p m u % p < vo r co r» .05 t" Citizens l". vo in r-~ CO m rrj VO St vo CM Ov St OV tn W) G O i/i G 0) N •H P •H O V) u (1) & in p O TJ n) P P o&; M l- l w oo S [14 go w w MW n Qg s K Fh W < w r S p wS w -3 ww ft w M > n: w w w FT. o t- l H Citizens significance (0 d) Postive or Negative •T) P P ftp PM W P p Support of Planning < 50a ; U D i 1---- 1 ^ CM CM • CO CO Ov CO » CO in » vO CO a CO a W Planning Assistance m cn • VO CM • VO CO « VO CO CO VO in CM . vy o Range of Planning OV CO « CO » uo a a o m 00 • o VO VO 00 a a Positive or Negative - /-s «-H • ... • 1 p r-l ♦J 0 > 7X C (0 r—4 VO CO CM a S-/ O CM • H H vO • vo # coa . #-H vO CO CM a a r v Students Teachers m CO m * a O CO f-H VO a a co 00 VO PH in a • VO f-H a a HH /-s 00 VO TABLE Administrators CO • . H voa CM a significance --- /'"•n* ■ - ' of Citizens co c* • r—4 Cooperative Planning a a level Support of Planning Planning Process 4J C O a a "VS • a . 5 8 a * a o c** •rl 60 itf Pi P i »H 0) a a Pi aueiueAiOAUj 30 oanneM o n) o •-< u {U exceed • or * • to equal CM fails Ov Ov ; CM VO Citizens in ro VO I '- Citizens .05 *> w ' Administrators 8 COK'T Ov rH 00 CO * W 3 3*H t/14J S u p p o r t of P l a n n i n g 4-1 o st • m o VO t" st • o m o vo • CM st « ••D • CM st ft < Planning Assistance • • t—i o vo ft VO R a n g e of P l a n n i n g ■ t— i VO • o in * 00 st « tH vO • CO vo ft Citizens vo VO • to in • Students Ov C"• o CO • v-/ VO CO ft W --' VO CO Teachers CO oo • in CM • S-/ Cooperative Planning --- 4-> C 0 0) 01 ® Si 4->O id > S G M o A d m i n is tra tor s * Citizens 4J •4-4G O 0) • A vo CM • -- A CT\ in CO CO ■ • VO VO • Ov st * o n • V-* r-H rH m 00• Students m • st• 00 St vo Ov O St m in• n* r-> a 01 o r- Te a c h e r s « G M vO Administrators • 00 • • I m p a c t of P l a n n i n g r-. ■ m E x t e n t of P l a n n i n g Ov 00• m n m Ov • 00 m * Range of Planning Planning Pr o c e s s | • 0) ci a Cl •iH •H G 00 •H n vw O o > o to o *0 ai 0) ci X ai Cl o # Planning Assistance H dl o> > >r-4 1 1 RELATIONSHIPS BETWEEN DIMENSIONS CONCERNING THE PLANNING PROCESS Planning Process to 3 cr 01 o 4-> W r-l »rl <0 •u 53 r- m • ■ o o vo• • ' .. . CO • W VO co 00 CO Ov CO • '^ i-H • r>. CO 4 V-J' < ■ -\ CM CM * vO m • vo CM 4 Students • n* in• Teachers Ov * Ov sf • i—• m S-/ o co * Teachers Administrators Citizens M Administrators ■ H in VO • • Positive or Negative Extent of Planning in• m Suppor­ tive of Planning Impact of Planning sepnqxm v •qdns of CO CO significance ON rH • CO in Students HZ p • -* o © > S G M CM • level G o a> E 4) * The multiple correlation of the four variables and the sixteen dimensions revealed a significant relationship among them. A further factor analysis described the rela­ tionships between sets of dimensions. Nine of the educational planning dimensions were positively interrelated and others were related in definite patterns. CHAPTEP V SUMMARY AND DISCUSSION Summary Purpose of the Study The broad purpose of this study is to explore the educational planning processes utilized by the local school districts in renewing and giving future direction to their educational program. In analyzing the educational planning activities, four specific areas were examined to: 1. Determine the extent to which school districts are engaged in comprehensive planning of the educational program. 2. Determine the involvement of administrators, teachers, students, and citizens in the educa­ tional planning efforts of the school district. 3. Determine the organizational pattern of the planning processes employed by the school dis­ tricts . 4. Identify the attitudes held by superintendents toward the planning process. 55 56 A. review of the literature revealed no studies directly relating to educational planning practices in the local school districts. Limited research and theoretical development has been done on a national and a state level. The emerging thought in organizational and behavioral sciences was examined for comparative purposes. Methodology The population selected for study was the nineteen superintendents of public schools in Kent County, Michigan. The superintendent was selected because of his responsibility for the development of the educational program. Kent County provided school districts ranging from highly urban to rural in composition. A structured interview was conducted with each of the superintendents. The Educational Planning Interview was then analyzed on the Educational Planning Inventory and the infor­ mation reported as statistical and descriptive data. Using a five point ordinal scale, the Educational Planning Inventory measured sixteen dimensions of the educa­ tional planning process which related to the extent of com­ prehensive planning, the level of human involvement in planning, the planning process, and the superintendents' attitudes toward planning. Data analysis included a profile analysis to explain the responses of the population to the dimensions of educa­ tional planning investigated and the nonparametric tests of 57 Kendall Coefficient of Concordance (W) and Spearman Rank Correlation Coefficient (r ) to explain the relationships s among the sixteen dimensions of educational planning. Findings of the Study The profile analysis of the responses to the four major variables and the sixteen dimensions in the investiga­ tion of educational planning revealed these findings, 1. School districts in the population studied are not conducting comprehensive planning for developing the edu­ cational program. However, school districts studied are in­ volved in planning new programs as over sixty percent of the districts were involved in one or more major planning projects. These projects did not have a significant impact on the total educational program but had moderate to significant impact on isolated parts of the educational program. 2, (Table 2) School districts in the population studied in­ volved administrators in planning activities to a^greater extent than other groups affected by the school organization. Teachers were moderately involved in planning activities while student and citizen involvement was very limited. Administrators were more often involved in all phases of the planning process (planning, decision making, implemen­ tation, and evaluation) than teachers. Citizens were involved in an advisory role in planning while students generally were informed of decisions. School districts engaged to only a limited extent in cooperative program planning with agencies outside the school organization. (Table 3) 58 3. The educational planning efforts of the school districts in the population studied were not highly organized or systematic in their approach. Over 60% of the school districts had an organized planning program but their attack on planning problems tended to be inconsistent. N o n e of the s c h o o l d i s t r i c t s w e r e e n g a g e d ra n g e c o m p r e h e n s i v e plan n i n g . districts were years) in long- The m a j o r i t y of the s c h o o l i n v o l v e d in s h o r t - r a n g e p l a n n i n g (one to three a n d c r i s i s - t o - c r i s i s p l a n n i n g as the n e e d a r o s e . Over 50% of the school districts studied received only limited planning assistance (one or two brief consulta­ tions) with persons representing the state department of education or universities. (Table 4) 4. Superintendents questioned in the study were at least moderately supportive of educational planning and ex­ pressed a positive attitude toward planning processes. (Table 5) A factor analysis of the four major variables and the sixteen dimensions of educational planning revealed these relationships (see Appendix F for summary). 1. The four major variables--the extent of comprehen­ sive planning, the involvement in planning, the planning process. and the superintendents * attitudes toward planning--are positively correlated. 2. The extent of educational planning activities is positively correlated with the other fifteen dimensions examined. 59 3. The Impact of educational planning on the educa­ tional program is related to all dimensions examined except cooperative planning. 4. The level of administrator involvement in planning is related to all dimensions examined except the level of citizen involvement, cooperative planning. and the adminis­ trator dimensions of support of planning and attitudes toward planning. 5. The level of involvement of teachers in educational planning is positively correlated with all of the dimensions of planning investigated, 6. The level of Involvement of students in educational planning is positively correlated to all the dimensions inves­ tigated except cooperative planning. 7. The level of citizen involvement in educational planning is positively correlated to all except these dimensions the level of administrator involvement. cooperative planning, and the administrator dimensions of support of planning and attitudes toward planning. 8. The nature of involvement in educational planning for administrators, teachers, students, and citizens correlated positively with all except these dimensions: cooperative planning, planning assistance, range of planning, and superin­ tendents 1 attitudes. The administrator involvement does relate to the range of planning. 60 9. Cooperative planning only correlated positively with the dimensions of extent of planning, level of teacher involvement. the planning process. and the range of planning. 10. The planning process correlated positively with all of the dimensions of educational planning investigated. 11. The range of involvement in planning correlated positively with all dimensions except the nature of teacher and student involvement. 12. Assistance in planning is positively correlated with all the dimensions except the level of citizen involve­ ment and the dimensions included in the nature of involvement. 13. The superintendent's support of planning is positively correlated to all except the level and nature of administrator and citizen involvement, and cooperative planning. 14. The superintendent1s attitudes toward planning correlated positively with all the dimensions except the level of involvement of administrators and citizens. the four dimensions relating to the nature of involvement. and cooper­ ative planning. Discussion Within the scope of this study on educational planning the following is of value in the effort to improve the educa­ tional planning processes as they are practiced in local school districts. 1. Comprehensive educational planning is not gen­ erally practiced in local school districts at the present time. 61 Planning seems to effect only isolated parts of the educational program* The nature of new programs tends to add to the pre­ sent program rather than to bring about structural change which might lead to increased efficiency in the achievement of goals. If school districts are to improve the educational program, they must view it as an entity. This infers movement to a systematic approach for planning and change. 2. Those effected by the educational program are not adequately involved in the planning of programs. The human resources available to the school are not utilized in meeting the increasing social, economic, and political challenges which mean continual change and revitalization of the educa­ tional program. If schools are to cope with these challenges effectively, a human resource approach to planning is necessary. 3. It is evident that the planning carried on by school districts lacks systematic organization. There is little evidence of systematic planning, implementing, or evalu­ ating of new or restructured programs. Planning tended to be short-range; superintendents attempting longer range planning indicated that they were often caught in crisis-to-crisis planning. If school districts are to plan more effectively, procedures allowing efficient handling of data, analysis, decision making, implementation, and evaluation must be adopted. A. financial commitment to research and development is needed to develop sound planning processes. 4. Superintendents were both supportive of planning and positive in their attitudes toward the planning process. 62 One can conclude that administrators, if trained in specific planning skills, might increase their efforts in directing the planning process. Achieving a reduction in the resis- tence of administrators to change may be accomplished by increasing their effectiveness in planning. The positive relationships existing among the four major variables and the sixteen dimensions of those variables begin to define the factors essential to the productive educational planning program.* 1. School districts actively engaged in planning activities will score high in all variables; conversely dis­ tricts with little planning activity will score low in all categories. School districts attempting to continually renew their educational program will tend to engage in comprehensive planning, have a high degree of meaningful involvement in planning, have a systematic planning procedure, and be posi­ tively influenced by the superintendent's attitudes. 2. Most of the sixteen dimensions examined were positively related. The extent of planning activities is positively related to all dimensions investigated inferring that in order to maintain an active planning program all the dimensions investigated are needed either to support it or are a result of it. 3. The dimension of impact on the planning effort is positively related to all dimensions except cooperative However, it should be noted that these generaliza­ tions are made on the basis of data collected from a limited population. 63 planning. Those districts actively planning are likely to make more significant content and structural changes in their educational program. The dimension of cooperative planning is not related to the impact dimension as schools have tended to plan independently of agencies outside the school organi­ zation. 4. The level and nature of involvement in educational planning are related to most of the planning dimensions in­ vestigated. Administrator involvement is not significantly related to the level of citizen involvement. possibly reflect­ ing the administrator's role of direct involvement as opposed to the citizen's role as a volunteer. The lack of a signifi­ cant relationship between administrator involvement and cooperative planning indicated that administrators tend to close the system to outside resources in the planning process. The lack of relationship existing between administrator in­ volvement and the superintendent1s support of and attitude toward planning may be the result of administrators' banding together to cope with the shifting of power from administra­ tors to teachers within the organization. 5. The level of teacher involvement is significantly related to all dimensions and the nature of their involvement is related to twelve of the dimensions. This suggests that increased responsibility in planning would enhance the pro­ ductivity of the planning efforts and upholds the value of the participative concept. The relationship of teachers' involvement to cooperative planning indicates that teachers 64 are likely to seek out resources in the community. The level of teacher involvement related to the superintendents * attitudes does not apply to the nature of their involvement indicating that the superintendents1 attitudes become less influential after involvement in the planning process has been initiated. 6. The relationship of the level and nature of stu­ dent involvement to other dimensions indicates that student involvement would strengthen the planning process. Districts engaged in extensive planning are most likely to involve students but few districts have utilized this potentially productive resource in their planning processes. 7. The involvement of citizens in planning activities is positively related to all of the planning dimensions except the administrator dimensions, administrator involvement. and cooperative planning. Although citizen involvement could be beneficial to planning efforts, they are utilized only to a limited extent. Citizen involvement seems to be unrelated to superintendents * attitudes perhaps reflecting the voluntary nature of their participation. For similar reasons, signifi­ cant relationships do not exist with assistance in planning and cooperative planning. 8. Cooperative planning with outside agencies has significant relationships with those dimensions not related to the level and nature of involvement. Those districts extensively engaged in planning also engage in cooperative planning: yet, few districts involve other service agencies 65 in cooperative planning for the solution of common problems. Superintendents indicated that such cooperation was informal and intermittent. 9. The planning process dimension is positively correlated with all the dimensions studied. Those districts active in planning tend to be more systematic in their ap­ proach to it. The procedure formulated for planning is the controlling factor in the development of an effective plan­ ning program. The extent and impact of planning are highly related to the planning process indicating the merit of a well conceived procedure for planning. Systems approaches to educational planning are providing districts with the frame­ work for effective planning. 10. The range of planning is significantly related to all dimensions except those concerned with involvement and attitudes of the superintendent. Again those more actively planning tend to be engaged in a sound planning program en­ compassing both short- and long-range planning. Those less actively involved plan only for short periods of time and extend little effort toward long-range planning. 11. Dimensions of planning assistance from the uni­ versities and the state department of education relate significantly to all dimensions not concerned with involve­ ment in planning. Consultants tend to be utilized by those districts already engaged in extensive planning. The data indicates districts needing planning assistance neither seek it nor are given any assistance regardless of their needs. 66 Superintendents conveyed that university assistance was too expensive. They were either unaware of any available state department assistance or felt their own staff was as compe­ tent as the state department personnel. In no case did they indicate that a consultant was operating in a manner that would strengthen their planning program. 12. The relationship of the administrator dimensions to the extent school districts participate in planning acti­ vities is significant. Other factors including the nature of involvement are less related to these dimensions. Beyond initiating and being supportive of planning, the superinten­ dent's influence in effecting the planning process becomes diffused. Further examination of the leadership role of the superintendent is needed. Implications for Educational Planning These implications for the future direction of educa­ tional planning are drawn from the data presented. 1. The present level of educational planning in school districts is inadequate to keep school systems attuned to the changing needs of their community and the nation. Adoption of comprehensive planning procedures is necessary to revitalize and continue to maintain an educational program. 2. It is evident that administrators lack the skills to initiate a systematic program of educational planning. Means must be devised to communicate these skills to admin­ istrators if the adequacy level of educational planning is to be improved. 67 3. The human resources of the school districts are not being utilized to their fullest potential in the educa­ tional planning effort. The movement toward a participative type of planning process which fosters the creative talents of teachers, students, and citizens in solving educational problems is necessary. 4. The cooperative efforts of service and other agencies are virtually excluded from planning to meet common problems facing the school and the community. The school should take a leadership role in coordinating planning efforts to meet community needs, 5. The role of educational consultants and planners has little effect upon the school districts beyond the solu­ tion of immediate problems under its present mode of opera­ tion. Beyond the immediate task facing the consultant or planner is the necessity to develop the skills necessary to permit the school district to continue solving its future problems independently. This involves the adoption of a concept of planning with school districts instead of for them. Suggestions for Further Research The findings of this study indicate inadequacy in the educational planning practices of local school districts. The study revealed that relationships do exist among and between the variables explored in educational planning. From these findings it is evident that further research is needed 68 to define and improve educational planning practices at the local school district level. 1. Further studies, similar to this one, should examine the educational planning processes of local school districts of like size and composition. The educational planning activities should be studied from the differing perspectives of administrators, teachers, students, and citizens. 2. The procedural inadequacies of educational plan­ ning should be studied to devise means of facilitating effec­ tive planning processes. Planning models implemented experimentally by school districts could be analyzed for efficiency and effectiveness in achieving desired planning goals. As an integral part of this, patterns of involvement could be examined to determine effective utilization of human resources in planning tasks. 3. Simulations of planning problems could be utilized in determining where administrators commonly fail to employ adequate planning procedures. This type of research could be used to further define the parameters of educational planning. 4. The role of the consultant in effectively assist­ ing the school district in developing skills for continuous planning should be carefully examined. B I B L I O G R A P H Y 69 BIBLIOGRAPHY 1. Anderson, Arnold and Bowman, Mary Jean. "Theoretical Considerations in Educational Planning," Educational Planning, ed. Don Adams. 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No. 3 (June,1968), 2 6 4 -2 6 *.--------------- 12. Coleman, James S. Equality of Educational Opportunity. Washington: U.S. Government Printing Office, 1966, 3. 13. Colm, Gerhard. "Prospective Economic Developments," Designing Education for the Future No. 1. Prospective Changes in Society by 1980. Edited by Edgar L. Morphet and Charles 0. Ryan. New York: Citation Press, 1967, 81-92. 14. Eisenhower, Dwight D, "Text of Budget Message to Congress for 1959 Fiscall Year," The New York Times. Vol. CVIII, No. 36 (January 14, 1958), 19. 15. Davis, Russell C. Planning Human Resource Development: Educational Models and Schemata. Chicago: Rrnd McNally and Co., 1966, 1-65. 16. Gow, J. Steele, Holzner, Berkart, and Pendleton, William C. "Economic, Social, and Political Forces," The Changing American School. The Sixth-fifth Year­ book of the National Society for the Study of Education, Part II. Edited by John I. Goodlad. Chicago: The University of Chicago Press, 1966, 159-199. 17. Goodlad, John I. "The Curriculum," The Changing Ameri­ can School. The Sixty-fifth Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press, 1966, 32. 18. Goodlad, John I. "Innovations in Education," Forum. XXXI (March, 1967), 276. 19. Goodlad, John I. School. Curriculum, and the Individual. Waltham, Massachusetts: Blaisdell Publishing Co., 1966, 148, 162. Educational 20. Griffiths, Dannie1 E. Administrative Theory. New York: Appleton-Century-Crofts, Inc., 1959, 76, 94. 21. Hartley,Harry J. Educationa1 Planning--Programming— Budgeting: A Systems Approach. New Jersey: PrenticeHall, Inc., 1968, 11, 2, 3, Chapter 2. 72 22. Hartley, Harry J. "Limitations of Systems Analysis," Phi Delta Kappan. Vol. 1, No. 9 (May, 1969), 519. 23. Havighurst, Robert J. "Introduction," Metrooolitanism Its Challenge To Education. The Sixty-seventh Year­ book of the National Society for the Study of Education, Part I. Chicago: The University of Chicago Press, 1968, 3-13. 24. Huefner, Robert P. "Strategies and Procedures in State and Local Planning," Designing Education for the Future No. 3. Planning and Effecting Needed Changes in Education. Edited by Edgar L. Morphet and Charles 0. Ryan. New York: Citation Press, 1967, 21. 25. Jacobson, Willard J. "U.S.A.: Post-Sputnik Science Curricula," Strategies for Curriculum Change: Cases From 13 Nations. Edited by R. M. Thomas, L, D. Sands, and D. L. Brubaker. Scranton, Penn,: The Interna­ tional Textbook Co., 1968, 116-135. 26. Jesser, David L. "Systematic Planning: An Answer to Educational Dilemmas," The Science Teacher. XXXVI, No. 5 (May, 1969), 32-35. 27. Kendall, M. G. Rank Correlation Methods. Griffin and Co., 1948, 47-48. 28. Kimbrough, Ralph B. "Power Structures and Educational Change," Designing Education for the Future No. 3. Planning and Effecting Needed Changes in Education. Edited by Edgar L. Morphet and Charles 0. Ryan. New York: Citation Press, 1967, 134. 29. Lecht, Leonard A. "Strategic Variables in Planning," Designing Education for the Future No. 3. Planning and Effecting Needed Changes in Education. Edited by Edgar L, Morphet and Charles 0. Ryan. New York: Citation Press, 1-16, 30. Likert, Rensis. The Human Organization: Its Management and Value. New York: McGraw Hill Co., 1967. 31. Lippitt, Ronald, Watson, Jeanne, and Westley, Bruce. The Dynamics of Planned Change. New York: Harcourt, Brace & World, Inc., 1958, 10, 123. 32. McGregor, Douglas. "The Human Side of Enterprise," Management of Human Resources. Edited by Paul Pigors, C. A. Myers, and F. T. Malm. New York: McGraw-Hill Co., 1969, 5-14. London: 73 33. Masters, Nicholas A. "Political Problems Involved in Educational Planning," Designing Education for the Future No. 3. Planning and Effecting Needed Changes in Education. Edited by Edgar L, Morphet and Charles 0. Ryan. New York: Citation Press, 1967, 145. 34. Miles, Matthew B. Innovation in Education. Columbia University Press, 1964, 1-48. 35. Miles, Raymond E. "Human Relations or Human Resources?" Harvard Business Review. XXXXIII, No. 4 (July-August, 1965), 148-163. 36. MileB, Raymond, Porter, Lyman W . , and Craft, James A. "Three Models of Leadership Attitudes," Management of Human Resources. 2nd ed., Edited by Paul Pigors, Charles A, Myers, and F. T. Malm. New York: McGraw-Hill Co., 1969, 45-50. 37. Miller, Richard I. Prospectives on Educational Change. New York: Appleton-Century-Crofts, 1967, 3. 38. Morphet, Edgar L. and Ryan, Charles 0. (ed.) Designing Education for the Future No. 1. Prospective Changes in Society by 1980. New York: Citation Press, 1967. 39. Morphet, Edgar L. and Ryan, Charles 0. (ed.) Designing Education for the Future No. 2. Implications for Education of Prospective Changes in Society. New York: Citation Press, 1967. 40. Morphet, Edgar L. and Ryan Charles 0. (ed.) Designing Education for the Future No. 3. 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A P P E N D I C E S 75 APPENDIX A The following school districts are included in the sample population: Membership Grand Rapids City School District 34,656 Goodwin Heights Public Schools 3,300 Northview Public Schools 3,373 Wyoming Public Schools 7,850 Byron Community Schools 1,536 Caledonia Community Schools 2,085 Cedar Springs Public Schools 2,150 Comstock Park School District 2,043 East Grand Rapids Public Schools 3,841 Forest Hills Public Schools 3,845 Godfrey Lee Public School District 1,417 Grandville Public Schools 4,227 Kellogsville Public Schools 2,595 Kenowa Hills Public Schools 3,356 Kent City Community Schools 1,418 Kentwood Public Schools 5,207 Lowell Area Schools 2,569 Rockford Public Schools 3,567 Sparta Area Schools 2,900 76 APPENDIX B M IC H IG A N STATE U N I V E R S I T Y r a s t lansim o • M ichigan COLLEGE OF EDUCATION * DEPARTMENT 111' ADMINISTRATION A NO HIGHER EDUCATION erickso n hall 424 (517) 355-2395 March 14, 1969 Dear Mr. ____________ The Department of Administration and Higher Education at Michigan State University is undertaking a study of current administrative practices of superintendents of schools. Data obtained in this study will be utilized by the department in improving its services to practicing administrators in Michigan. The changing role of the superintendent requires new insights if it is to be maintained as a viable and effective segment of the school operation. Kent County was selected for this study because of the variety of school districts it contains. A 30 to 40 minute personal inter, view is desired with each superintendent in the county. The data will be analyzed and categorized to establish relationships and divergencies in administrative practices. The information re­ ceived from each respondent will be kept confidential and will appear only as statistical and abstract descriptive data. Your openness in responding to the questions will determine the success of this study. Mr. Horace P. Maxcy will be conducting this study for the Depart­ ment of Administration and Higher Education. He will contact you by phone within the next week to arrange for a personal interview. Your cooperation in this study is appreciated. Sincerely, Carl L. Midjaas, Director Educational Planning Services CLM: ag 77 APPENDIX C STRUCTURED INTERVIEW EDUCATIONAL PLANNING 1. 2. The extent of involvement in planning: A. Would you describe briefly the new programs in curri­ culum or in some phase of your school operation that have the most impact on your educational program? (These may already be implemented or may still be in the development stages.) B. Have you undertaken a comprehensive study of your school system or any part of it? When? (Would you describe the study?) The level of involvement of staff and others: A. 3. In your ___________________ study, who was involved? 1. Did they initiate the program? initiated?) (Where was it 2. How were the people involved or utilized in carrying out the study? (Describe how they func­ tioned.) 3. Did they make the final decisions to implement the program? 4. Were the recommendations from the study group carried out? If they were changed, why? B. Do you plan programs cooperatively with other agencies? (Local, state, and national.) C. How do your in-service education programs relate to the implementation of new programs? (What kind of in-service education programs do you provide?) The planning process: A. Who is responsible for the planning activities in your organization? (Is the position formally defined?) 78 79 4. B. Would you describe the organizational structure of ____________ study that you described the earlier? (Committees, chairman, coordination, etc.) C. What procedures were employed in carrying out the study? (Data collection, analysis, interpretation, etc.) D. To what extent do you engage in long-range planning? E. What assistance in planning new programs do you re­ ceive from the State Department of Education or the universities? Superintendent's attitude toward planning: A. What percentage of your time is spent planning for future programs? B. What percentage of your operation funds are allocated for planning projects? C. What do you think your role should be in the planning of new programs? APPENDIX D EDUCATIONAL PLANNING INVENTORY Directions: Circle the number which best describes the interviewee's responses. Objective #1: Determine the extent to which school districts are committed to and involved in comprehensive planning of the total educational program. Extent of Planning No planning projects in the past year. Limited planning projects in scope and number; no major projects. Moderate planning projects in scope and number; one major planning project, Continuous project and program planning; more than one major planning project. Continuous comprehensive plan­ ning of total educational program. Moderate impact on parts of the educational pro­ gram. Significant im­ pact on parts of the educational program. Significant im­ pact on the total educational program. Impact of Planning No significant impact on the educational pro­ gram. Objective #2: Limited impact on parts of the edu­ cational program. Determine the level of involvement of staff, teachers, and lay citizens in the planning efforts of the school district. Level of Involvement Adminis­ trators ■ Teachers^ Students, CitizensNo involvement in planning. Limited involve- Moderate involvement in planning, ment in planning. High involvement in planning. Extensive involvement in. planning. APPENDIX D CON'T. Objective #2 Con't. Nature of Involvement Adminis­ trators ^ Teachers^ Students^ Citizensj Informed of decisions. 2 3 4 5 2 3 4 5 2 3 4 5 2 3 4 Involved in plan­ ning of programs. Involved in plan­ ning of programs and decision making. Involved in an advisory role. 5 Involved in plan­ ning of programs, decision making, St implementation of programs. Cooperative Planning with Agencies Outside the School 1 No cooperative planning. Objective #3: 2 Limited coopera­ tive planning (1 or 2 isolated projects). 3 Moderate coopera­ tive planning (3 or more iso­ lated projects). 4 Extensive coopertive planning on all projects. 5 Very extensive cooperative plan­ ning of the total educational pro­ gram. Determine the organizational pattern of the planning process employed by the school districts. The Planning Process 1 No planning process. 2 Unorganized; no systematic process. 3 Organized, but weak inconsistent planning. 5 4 Organized, system- Highly organized atic planning systematic planprocesses. ning processes. APPENDIX D CON'T. Objective #3 Con't. Range of Planning No planning of programs. Crisis-to-crisis planning of pro­ grams . Short-range plan­ ning (1-3 years in advance) on programs. Long-range plan­ ning in isolated areas of educa­ tional program (4 or more years in advance). Long-range plan­ ning of the total educational pro­ gram. Planning Assistance from University or State _____________ 2 3 1 No assistance in Limited assistance Moderate assisplanning pro­ (1 or 2 brief con- tance (3 or more grams . sultations). brief or 1 ex­ tended consulta­ tion) . Objective #4: Numerous brief or several extended consultations. Extended consulta­ tions of several parts or a compre­ hensive study of the total educa­ tional program. Identify the attitudes held by superintendents toward the planning process. Superintendent1s Attitude 1___________________ 2___________________ 3___________________ 4__________________5 Not supportive of Limited support of Moderately suppor- Very supportive of Highly supportive planning. planning. tive of planning, planning. of planning. 1 Highly negative attitude toward planning. Negative attitude toward planning. Neutral attitude toward planning. Positive attitude toward planning. Highly positive attitude toward planning. APPENDIX E SUMMARY OF THE SPEARMAN CORRELATIONS .87 .65 .64 .74 .82 .40 .72 (.36) .73 .57 (.37) .86 .70 .74 .61 .70 .61 Positive or Negative .68 .59 Planning .59 of .60 Sup t. :udes A t t x t Support .75 Assistance .62 Planning .59 of Planning .54 Range .92 Process .63 Planning Planning Citizens Students Teachers Administrators Citizens Students Teachers Cooperative Nature of involvement 1 of Planning Administrators Impact of Planning .89 .89 .59 .58 .65 .47 .78 .57 .57 .41 .54 .47 .42 (.27) .69 .40 .55 (.31) (.30) .84 .74 .61 .87 .47 .63 .59 .49 .83 .64 .67 .58 (.31) .81 .51 .43 .44 .57 .57 .64 .62 .99 (.23) .66 - Impact of Planning 11 Extent Extent of Planning Level of Involvement Adminis­ trators ' C 0 0) E Teachers Students c .50 M Citizens ( ) = fails to equal or exceed .05 level of significance t .49 (.30) (.36) (.26) r(O • /“N 00 CO • (.33) 84 • Ov CO ■ CO in • Planning Assistance in CO • VO CM • /*">■ VO CO • vO co • V-/ A VO CO • Range of Planning ov co • in CM • CO • o Planning Process rv • m d> CM CM • Positive or Negative rs c -- H Cooperative Planning CM • w CO • CO 00 • o VO vO • V r*> rH • o VO • CO CO in • v£> • o f-H VO • f-4 vO a VO • o in • co in • • VJ • co voa o CO « CO CM • co • r—1 VO • H Citizens • o of significance 5 8 Support of Planning Ov jj 0 0 w > s c M APPENDIX .05 Adminis trators exceed Citizens 4-> or °§ 01 > a> 0 ►-i> c Students Teachers to equal C M Administrators fails Impact of Planning ♦ 5 J-> 6 0 (0 G ^ *rl 0) G 6 G O O (0 rH O 04 Planning Process aueuieAtOAUx jo Citizens ! \ Students j Teachers 1 I Extent of Planning Adminis­ trators 1 i i i E CON'T C °g m Positive or Negativ* Support of Planning CM <3* • r>* . CM • o r-~ * i Supt. Attitudes 85 Planning Assistance o VO • Range of Planning Planning Process significance Cooperative Planning of Students Teachers level Nature of Involvement APPENDIX .05 Administrators or exceed Students Teachers co equal Level of Involvement Citizens Administrators fails Impact of Planning Positive or Negative Support of Planning Planning Assistance Extent of Planning Range of Planning E CON*T Citizens sepnq-faav *adns APPENDIX F SUMMARY OF POSITIVE LEVELS OF SIGNIFICANCE *TJ Supt. Attitudes of Planning Positive or Negative Support Assistance Process Planning of Planning Lanning Range M ’lanning n (operative Citizens Students — Teachers + “ Adminis trator s Citizens a + + + + + + + + + + + + + + + + + + + + + + - + + + + + + + - + + + + - + + '+ - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + - - Teachers Students Nature of Involvement Citizens Students Teachers Administrators c t— s > of Planning Adminis­ trators ® mpact + Impact of Planning c o © of Planning Extent of Planning M Ktent m Level of Involvement ✓ - relationships exceed .05 level of significance. relationships fail to exceed .05 level of significance. APPENDIX F CON'T. + positive or Negative + Supt. Attitudes Support of Planning + Assistance + Planning + of Planning + Range + Process Citizens Planning Students + Planning Teachers Administrators Citizens Cooperative Nature of Involvement Students of Planning Teachers Impact of Planning Adminis trators Extent Level of Involvement 1 Adminis­ trators v-i a O 0) E Teachers © © u > 3 «-• •U o V > Students z c | ! i i j Citizens - a* Cooperative Planning + + -------- = 1_____ relationships exceed .05 level of significance. relationships fail to exceed .05 level of significance. - - - + + T Planning Process + - + - - - + + T + i APPENDIX F CON'T w X rt © 3 rt O m» *v M ft s 3 P* 3 09 M 3 ■o ft O rt o Ml *v t-1 ft 3 3 H* 3 09 Nature of Involvement Level of Involvement O o o © ti *a > 3 H* 3 P* ft rt h ft rt o ft o ft o 3* © ►1 01 CO rt £ 5. © 3 rt ft O P* rt P* N © 3 ft > o. 3 H* 3 P* ft rt H ft rt O a i-3 © ft o 3* © H ft CO rt Du © 3 rt ft C O P* rt P* N © 3 n ft rt P© hft 3 3 P3 09 Renge of Planning ft 3 3 P* 3 09 *T) M o O © ft ft so 3 09 © o Ml TJ P* & 3 3 P* 3 09 ft tl P ft 3 3 P* 3 09 > ft ft P* ft rt ft 3 O © J*. Planning Ass istance a « Support of •*o Planning 3 A l 3-rl Positive CO 4-1 or 4-1 < Negative = = Supt. Attitudes CO n P* *0 rt o P* 3 rt < © O o Mi rt • # ►3 Z © 09 8 3 ft rt 3 P* P* 3 < 09 © c o t-* xi 4J- -f + + \ + - >i-t relationships exceed .05 level of significance. relationships fail to exceed .05 level of significance