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I

I

I

I

75-20,813
BLOMQUIST, David Mathews, 1939A DESCRIPTION OF THE ROLE, TERRITORIALITY
AND DEFENSE OF THE INTERMEDIATE SCHOOL
DISTRICT SUPERINTENDENT IN MICHIGAN.
Michigan State University, Ph.D., 1975
Education, administration

Xerox University Microfilms t Ann Arbor, M ichigan 48106

A DESCRIPTION OF THE ROLE, T E R R I TO RIA LIT Y
AND DEFENSE OF THE INTERMEDIATE SCHOOL
DISTRICT SUPERINTENDENT IN MI CHIGAN
By
David M . Blo mqu ist

A DISSERTATION
Su bmitted to
Michigan State U niversity
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of A dmi ni s t r a t i o n
and Higher Education
1975

A BST R A C T
A DESCRIP TIO N OF THE ROLE, T E R R I T O R I A L I T Y
A N D DEFENSE OF THE INTERMEDIATE SCHOOL
DI STR ICT SUPE RI N T E N D E N T IN M ICH I G A N
By
David M. Bl omq uis t

Purpose of the Study
This study has three purposes:

one,

to determine

wh et h e r the Intermediate School D ist r i c t Su per int end ent
possesses and will defend a territory;
that territory will be defended;

two,

and three,

to analyze how
to determine

wh ether patterns of behavior de signed to de fen d that t e r r i ­
tory will be revealed.
P rocedures
A p reliminary investigation of the role and fun c­
tions of the Intermediate School Dis trict and its S u p e r i n ­
tendent was c ond ucted by the researcher.

This in vestigation

revealed that c ertain basic functions could be agreed upon
by practitioners and theoreticians.

Simul ate d threat s i t u ­

ations were w r i t t e n for each function -th rea t agency c o m b i n a ­
tion.

The fifty-e igh t Interme dia te School District

Superintendents in M ichigan w e r e asked to respond to the
instrument.

Each was asked to respond a cco rding to the

David M. Blo m q u i s t
d egree of de fense he thought he w o u l d exert and according
to the m anner in w h i c h he p erc eiv ed he would act.

Th ese

data were then analyzed pur sua nt to the r esearch questions.
Since a 100 percent response rate was achieved,

sampling

techniques were not used.
Conclusions
1.

The Intermediate School Dis tri ct Sup eri nte nde nt

possesses and will defend a terri tor y w h i c h includes,

but

is not necessa ril y limited to, the five functions tested
in this research.
2.

Those functions conside red by the Intermediate

School District Superintendents

to be m o s t important to

their role, pos ition and au tho rit y can not be identified by
strength of defense alone.

Str ength of de fense is situation

specific and requires analysis of the interaction between
function and threat agency.
3.

Identification of the m o s t influential threat

agencies requires an analysis of functio n-t hre at agency
combinations in order to o btain m e a n i n g f u l results.
4.

Identifiable response patterns do reveal b e h a ­

vi or patterns de signed to pr otect the role and function of
the Intermediate School Di str ict Superintendent.

The

responses were more random than uni f o r m with regard to any
specific function-threat combination.
5.

The results of this study provide valuable

insights into the pe rceived role of the Intermediate School

David M. Blomquist
District Superintendent.

These insights help to describe

the role as perceived by the population,

and to further

clarify the function of the organization.
Implications
First,

any group or agency w h i c h tries to eliminate

any portion of the perceived role of the Intermediate School
Di strict Superintendent in Mi chi g a n should e xpect to mee t
with r e s i s t a n c e .
Second,

the pattern of behavior ex hibited in defense

of their role is not likely to be one of open aggression.
Deflection,

cooptation,

or m a n i p ul atio n are more likely to

be the overt response than open confrontation.
Third,

the behavior p attern w h i c h resulted from

reaction to the simulations implies that Intermediate School
District Superintendents are "action" people.

They are

unlikel y to remain n e u t r a l — they are m o r e likely to make
things happen.
Fourth,

Intermediate School Di strict Superintendents

in Mi chi gan perceived that the most effective response to
threatened loss of the service function from the State Board
of Ed ucation is to wait and let the pr oblem resolve itself.
Fifth,

if the State Board of Educa tio n desires c o o p ­

eration from Intermediate School District Superi nte nde nts in
program evaluation,

they m u s t not try to w r e s t control over

procedure from the Intermediate School Districts.

David M . Blomquist
Sixth, while input from constituent superintendents
is desirable,

it m a y be stifled at times be cause of the

strong need for leadership on the part of the Intermediate
School Distr ict Superintendent.
Seventh,

to co nfront c itizen groups is a mistake;

good public relations are vital to a successful Intermediate
School District Superintendent.
Eighth,

Intermediate School D ist r i c t S upe rintendents

should be aware of their aggressive feelings toward state
legislators.
Ninth,

Intermediate School Distric t Superintendents

should be aware of their sensitivity to cr iti c i s m regarding
their performance.

In memory of:
Pauline D . Blomquist
"Mom,

a ?aint"

ii

DEDICATION

To Dad, Marylou, Michael and Mary Beth.
Dad has been the inspiration and the model for
my life;
Ma r y l o u fills m y life, believes in me, motivates
m e , t o g e t h e r , we a r e ;
Michael and M a r y Beth bring today's happiness and
dreams of tomorrow.

AC K N O W L E D G M E N T S

A number of people have pr ov i d e d assista nce and
support throughout this re search project.
wo n d e r about whether I remembered,

In case you

I thank you now:

Dr. E dward K eller and Dr. Sally J. Bell,

for use of

their prior works in territo ria lit y and for their e n c o u r a g e ­
ment to continue this research.
Robert Carr for your patience in guiding me in this
study.
Harry Mo u l t o n and Dr. W i l l i a m Emerson for your
support.
The M i c h i g a n Intermediate School Distri ct S u p e r i n ­
tendents,

all of w h o m responded to m y request to complete

the survey instrument.
John Suehr and Sam Moore for encouragement,
lenge, understanding,

chal­

and advice.

Dr. E rnest Melby for serving as a member of my
doctoral committee.
Dr. Keith A nde r s o n and Dr. James C ostar for serving
on m y committee as well as for periodic re action to the
research during its formative s t a g e s .

Dr. Louis Romano for serving as a co mmittee member,
for help in course work,

and for the extra lift d uring

"down

p e r i o d s ."
Thanks to Bill V esc o l a n i for early help in d e v e l o p ­
ing the topic and for always b eing there.
W a l l y Piper,
Dominic Marino;

Dave Morton,

Don Robson,

T o m Osier,

good me mor i e s will sustain our friendship.

Dr. Ale xa n d e r J. Kloster,

to you goes m u c h of the

credit-fault for m y being here at all.

There were times I

cursed you for it, but m o s t l y I thanked you,
being chairman of my committee,

as I do now for

my adviser, m y friend,

and

Dan, you arranged for m y 100 percent response,

and

for being from the U.P.

have always responded 100 percent to me;
Marylou,

thanks.

it took b o t h of us, Mike and Mary Beth,

and strength from God and a lot of dear friends.
made it!

v

But we

TABLE OF CONTENTS
Page
LIST OF T A B L E S ..........................................

ix

Chapter
I.

II.

III.

STATEMENT OF THE P R O B L E M .....................

1

Purpose of the S t u d y .......................
Need for the S t u d y ..........................
Importance of the Study to Education
. . .
Theoret ica l Foundations of the Study
. . .
Definit ion of Terms ..........................
Deliminations of the S t u d y ................
..............
Review of Related Lit era t u r e
Research Questions to Be Ana lyzed .........
Procedures for Ana lysis of D a t a ............

1
1
5
6
7
11
11
12
12

REVIEW OF THE L I T E R A T U R E .....................

16

Introduction
.................................
Territo ria lit y
..............................
T e r r it ori ali ty in A nimals ................
Territo ria lity and M a n ...................
Territo ria lity and School Administrators.
History of Intermediate School Districts
in M i c h i g a n .................................
The C hanging Role of the Intermediate
School District ............................
Ma nag e m e n t of C onflict
.....................

16
16
16
18
21
22
26
30

DESIGN AND M E T H O D O L O G Y .......................

37

Selection of Measures .......................
Selection of Threat Ag encies
..............
Populat ion vs. Sample .......................
Instrumentation ..............................
P r o c e d u r e .....................................
A n a l y s i s .....................................

38
39
40
41
44
45

Ch apter
IV.

V.

Page
FINDINGS AND C O N C L U S I O N S .....................

47

Research Qu estion O n e — Do the Mi chi gan
Intermediate Distri ct Su per intendents
Perceive the Five Functions T ested to
Be Part of Their T e r r i t o r y ? ..............
Research Qu est ion T w o — Can Ce rtain F u n c ­
tions Be Identified as Most Important
to the Role, Position, and A u t h o r i t y of
the Intermediate School Distr ict S u p e r ­
intendent According to the Strength of
Defense Exhibited in Response to T h r e a t ­
ened Loss of the F u n c t i o n ? ..............
Research Q ues tio n T h r e e — Can the Th rea t
Ag encies W hic h the Intermediate School
District Superint end ent Considers Most
Influential Be Identified by the
Strengt h of Defense Exhibited Toward
Perceived Threats From the Agencies
Included in This S t u d y ? ...................
E v a l u a t i o n .................................
R e g u l a t i o n .................................
S e r v i c e ......................................
P l a n n i n g ...................................
L e a d e r s h i p .................................
Research Q ue stion F o u r — Will An alysis of
the Ma n n e r in Whic h Intermediate School
District Superintendents Responded
Reveal Be havior Patterns Designed to
Protect Their Role? .......................
Prelimin ary Conclusions ...................
Behavior Patterns ..........................
Research Que stion F o u r — Conclusi ons . . . .
Research Qu estion F i v e — Will the Results
of the Study Help to Describe and Clarify
the Role of the Intermediate School D i s ­
trict Sup erintendent as He Perceives
It?.
R e g u l a t i o n .................................
S e r v i c e ......................................
P l a n n i n g ...................................
E v a l u a t i o n .................................
L e a d e r s h i p .................................
Summary of the Findings and Conclus ion s . .

80
80
81
81
81
82
82

IMPLICATIONS, VALUE JUDGMENTS, AND
RECOMMENDATIONS ...............................

84

.................................
Implications
General Implications
.....................
Specific Implications .....................

85
85
86

vii

48

51

59
64
64
65
65
66

67
70
73
78

C hapter

Page
V a l u e J u d g m e n t s ...............................
Recommendations for Further Study .........

89
90

A P P E N D I C E S ...............................................

93

A.

L E T T E R ...........................................

94

B.

DIRECTIONS AND INFORMATION

...................

96

C . EVALUATION SIMULATIONS

........................

99

D . REGULATION SIMULATIONS

........................

106

.............................

113

E.

SERVICE SIMULATIONS

F . P LANNING SIMULATIONS
G.

..........................

120

........................

127

............................................

134

LEADERSHIP SIMULATIONS

BIBLIOGRAPHY

vixi

LIST OF TABLES

Table

Page

1.

Mean Scores by F u n c t i o n ........................

49

2.

Functio n-T hre at A g e n c y Mean Scores

............

52

3.

St rength of Defense as Indicated by Responses
of 4 and 5 .....................................

54

Strength of Defense as Indicated by a
Response of 3
.................................

55

Strength of Defense as Indicated by a
Response of 1 or 2 ............................

55

Ten Highest Functio n-T hre at Age ncy
Combinations by M e a n ..........................

58

7.

Mean Scores by Threat A g e n c y ...................

59

8.

Rank of Strength of Defense by FunctionThreat Age ncy Combi nat ion
...................

63

9.

N umber of "1"R e s p o n s e s .........................

68

10.

Number of " 2"R e s p o n s e s .........................

68

11.

Number of "3"R e s p o n s e s .........................

69

12.

Number of "4"R e s p o n s e s .........................

69

13.

Number of " 5"R e s p o n s e s .........................

70

14.

Number of Respondents Indicating
Aggress ive Behavior by Selecting a
"4" or "5" R e s p o n s e ..........................

74

4.
5.
6.

ix

CHAPTER I
STATEMENT OF THE P RO B L E M
Purpose of the Study
The purpose of this study is to determine first,
w hether certain functions are a part of the pe rceived t e r ­
ritory of the Intermediate School Dis tr i c t Superintendent.
A second purpose is to determi ne wh ether those functions and
threat agencies which are m o s t important and influential can
be identified by the strength of d efense exhibited in response
to the survey instrument.

The third ma j o r pur pose is to

analyze w hether the m a n n e r in which they respond will reveal
behavior patterns desig ned to d efend their p erc eived role,
position,

and authority.
Need for the Study

The Educational Resources Information Center

(ERIC)

lists over four hundred studies and articles on the role of
the Superintendent of Schools.

The number of entries r e l a t ­

ing to Intermediate Admini str ati ve Units* in public education
is only fifty-five.
the following phrase,

W h e n these two terms are com bined in
"Intermediate A d m i n i s t r a t i v e Unit

*ERIC descriptor for Intermediate School District,
Regional Service Unit, Board of C o o p e ra tiv e Educational
Services, and seven other related terms.
1

2
Superintendent," a search of the files concludes that there
have been no such studies.

A similar search of the University

of M ich i g a n Xerox M i c r o f i l m file of doc toral d i s s e r t a t i o n s
yi elded the same results.
Boss

(1963)

is the only study about the role of

the Intermediate School D ist r i c t S u p e r in ten den t since 1960.
It provided valua ble infor mat ion about the conflic tin g
expectations held for the Intermediate School Dis tri ct
Superintendent.

Yet,

there has been no re se a r c h regarding

this role since the school code revision of 1965 provided
the vehicle w h i c h changed the Intermediate School D i s t r i c t
boundaries and expec tat ion s of the office.
Discussions w i t h Public School Superintendents,
Intermediate School Di strict Superintendents and M ich iga n
Department of Edu cat ion personnel revealed that co nsiderable
conflict exists as to the defini tio n of the role of the
Intermediate School D ist r i c t Superintendent.
reasonable,

therefore,

It seems

to study the role as per ce i v e d by

the people who currently serve in that capacity.

The results

should provide practical information for local school d i s ­
tricts as well as v aluable insights for I nte rme dia te School
District Superintendents.
Changes in the statutes of M ich i g a n have had c o n s i d ­
erable effect on the role of the Intermediate School D i s ­
trict.
unit,

It no longer represents a specific co unty go ver nme nta l
but may represent a group of contiguous school di str ict s

3
wi th o u t regard to their county.

A d e f i n i t i o n of the I n t e r ­

me diate School District is given in a p aper by W i l l i a m J.
Emerson,

S upe rin ten den t of the Oak l a n d Interme dia te School

District,

Pontiac, Michigan.

He d efines the Intermediate

School D i s t r i c t as follows;
The Intermediate School Dis t r i c t is the mi d d l e echelon
on a state system of schools m a d e up of a State E d u c a ­
tion Office, numerous local school districts (public
c o r p o r a t i o n s ) , and less numerous Intermediate School
Districts (also public c o r p o r a t i o n s ) . O n e ec helon is
not over another, either command- wis e or status-wise.
Each performs its o wn logically assign ed and assumed
tasks in an ex ce llent manner.
The statute is ov er each
and all of them (Emerson, 1966: 1).
This d efi ni t i o n provides the co nc e p t under w h i c h the
Intermediate School District now operates, w h i c h is opposite
of that w h i c h Boss'

study describes as being over the local

districts and under the M ichi gan D epa rt m e n t of Education.
Em erson's defini tio n opens the w a y for the new role
for the Intermediate School Di strict to emerge.

The con cep t

becomes one of a regional educat ion al service a gency whi ch
fulfills its regula tor y function as an a r m of the State
Departm ent of Educat ion and a service organi zat ion for the
local school districts.

It is from this p oint in state law

and time that the literature in the field is barren and where
the need for further study regarding role de fin i t i o n becomes
apparent.
Governor W i l l i a m G. M ill ike n

(1972)

pro posed a

reducti on in the number of Intermediate School Districts
from sixty to fifteen,

and the addit ion of greater

4
respons ibi lit y for carrying out state-sp ons ore d programs
in Special Education,
business functions.

C areer Education,

and compute r-b ase d

This is yet a nother v i e w of the role

of the Intermediate School District, w i t h a m u c h heavier
emphasis upon serving in a regulato ry function for the
State Board of Education.
The above information has pr esented three examples
of conflict in def ini t i o n of the role of the Intermediate
School District Superin ten den t in Mi ch i g a n and provides
evidence of a need to further define that role.

Also

presented is evidence of a void in the literature in this
area.
The following is intended to show further that c o n ­
flict abounds r ega rding the role of the Superin ten den t of
Schools.

This can be generalized to the Superi nte nde nt of

the Intermediate School Dis trict as well,
similar:

since the role is

Both are e xec utive off icers of a Board of E d u ­

cation.
Gross et al.

(1964) point up the incongruence between

the superintendent's view of his role and others' view of it.
Lee

(1968)

intendents'

found consid era ble dev iation between the s u p e r ­
concept of their roles and that of me mbers of

their Boards of Education;

and Shanks

(1966)

ferences in his study of role expectations.

found like d i f ­
Such studies

support the as sertion of a need for further definitive
studies regarding that role.

5
Ke ller

(1972)

and Bell

(1974)

both pr esent excellent

background informat ion on the t err itoriality of animals and
of human beings.

The two studies indicate that territory

is defined as that which is defended.

The studies also

establish that school administrators are territorial beings
as well.

This study will examine the question,

"How will

the Intermediate School D istrict S u p e r int end ent defend his
territory and how will he respond to threatening conditions
in an effort to retain and main t a i n c ertain functions w hic h
are important to him?
Importance of the Study to Education
The Intermediate School Dis t r i c t is a traditional
part of the public school system in Michigan.

It has become

one of the three important school o r g a n iza tio ns wh ich pr ovide
de livery systems for mee t i n g student needs in this state.
It is also cast in the role of "arm of the state" as it
fulfills its regulatory functions in the constituent school
districts.
The concept has become the ac cepted m o d e l by ma ny
states,

the m o s t recent being W i s c o n s i n and N e w York.
The Intermediate School Distric t is serving as a

vital link between the State D epa rt m e n t of Ed ucation and
local school districts.

The r ese arc her felt that the lack

of information in the field was limiting the potential
effectiveness of the agency.

This re sea r c h will provide

6
information which will help the Intermediate School District
become more effective as well as provide added information
about the services o ffered to local districts.
Theoretical Foundations of the Study
First,

it is necessary to p rovide some background

about the theoretical foundations of territoriality.
(1974)

Bell

takes the definit ion of ethology from A r d r e y .

Et hology is de fined as the study of innate, g e n e t i c ­
ally determined behavior p a t t e r n s . A primary i ngr e­
dient of ethology is the study of territoriality, the
disposit ion to possess and to d efend a territory,
physical or psychological, whose boundari es are learned
and for w h i c h methods of defense are also learned
(Ardrey, 1966: 24).
The essential ele ment of territoriality is defense.
ogy as a whole asks one questi on of a territory:
defended?

Defense defines it"

Second,

(Ardrey,

1966:

"Bi ol­

is it

210).

the questio n of territoriality and conflict

should be brought to light.
"With a little imagination,

Bru mbaugh

(1970)

proposes that,

further linkage m i g h t be forged

between territorial concepts and such organiz ati ona l conflict
theories as those of Argyris,
to point out Argyris'

Corwin and Gross."

He goes on

theory that organizations tend to

violate the integrity of the individual, Corwin's theory of
professi ona lis m versus b ureaucratization

(where w orker p r o ­

fessionalization functions to wrest control from m a n a g e m e n t ) ,
and Gross'

finding that superintendents and board mem bers

tended to assign m o r e responsibility to their own positions

7
than to the p osition of the other:

All are examples of

territoriality coming into conflict w i t h the organization.
Third, m ana ge m e n t of conflict,
this study,

how do Intermediate School Dis trict S u p e r i n ­

tendents defend their territory,
(1967)

or in the case of

presents.

can be based on what P ond y

He discusses the five stages of role c o n ­

flict and proposes a model for dealing with such conflict.
If an Intermediate School Di strict S u p e r in ten den t is to
function effectively,

he m u s t have an understanding of the

effect role conflict has on the o r g a n iz ati on he heads.
This research will help to clarify that co ncept and his
ability to m anage inner conflict as it pertains to his role.
Definiti on of Terms
Intermediate School D i s t r i c t :

A corporate body

established by statute which serves a regulatory function
as an agency of the State Board of Education,
tion to local school districts,

a service f u n c ­

a pla nning and e valuating

function for providing the best programs for c onstituent
districts,

and provides leadership for the dir ection of

education w ithin the district.
Local School D i s t r i c t :

A corporate body es tablished

by statute whose purpose is to provide for the educational
needs of all students wi t h i n that school d istrict at levels
Kindergarten through Grade 12.
Superintendent:
school district,

The chief executive officer of a

either local or Intermediate School District.

Function:
ally fitted;

An action for w h i c h a person is s pec i f i c ­

in this case,

an action,

the performance of

which is a por tion of the Intermediate School District
Superintendent's perceived role.
Functions of Intermediate School District S u p e r ­
intendent:
a.

Regulatory.

Those activities which involve the

enforcement of M i c h i g a n School Law.
not limited to:

c ert ification of local school district

enrollment figures,
dures,

T hes e include, but are

tax levies,

teachers,

election p r o c e ­

days and clock hours of instruction,

and health and

safety standards.
b.

Service.

Those activities which lead to p r o v i d ­

ing services to local districts wh i c h they can not or choose
not to implement independently.
limited to:

These include,

Instructional Media Centers,

Career Education,

Vocatio nal Education,

but are not

Special Education,

Data Processing,

and

In-Service Edu cation for teachers and other employees.
c-

Planning.

Those activities which lead to action.

Planning in this context is performance-oriented, making
right decisions which tend to improve the condition and
performance of the organization.
d.

Evaluation.

progress toward goals.

Those activities designed to ass

Determining the congruence be twe en

performance and organiza tio nal goals and objectives.

9
e.

Leadership.

Those activities w h i c h guide th

Intermediate School Di st r i c t Board of Ed uca tio n and local
di st r i c t personnel toward ma k i n g effective d e c i s i o n s , and
seeking more effective performance.
Th reat A g e n c y :

Any individual or group having the

potential or perce ive d to have the potential to inflict
damage upon another or to engage in activities which tend
to erode aut hority and power.
Threat A gencies Included for Purposes of This
Research:
a.

State Board of E d u c a t i o n .

That b o d y constituted

to provide leadership and general supervision over all public
education,

including adult education and instructional p r o ­

grams in state institutions,

e xcept as to institutions of

higher edu cation granting baccalaureate degrees.

It serves

as the general planning and coordinating body for all public
education,

including higher education,

and advises the

legislature as to the financial requirements

in connection

therewith.
b.

E mployee Labor O r g a n i z a t i o n s .

Any group of

employees of the Intermediate School Dis trict who have
joined together for mutual aid and protection, or to n e g o ­
tiate or bargain collect ive ly w i t h their employer.
c.
tendents .

O rg a n i z a t i o n of C o n s t itu ent D istrict S u p e r i n ­
An informally orga nized g roup made up of the

superintendents from school dis tricts wi t h i n and including

10
the Intermediate School District.

M e m b e r s h i p varies, b ut

u s ually includes all central office admin ist rat ive personnel
from those districts.
d.

Ci tizen G r o u p s .

Ad hoc committees of citizens

formed to promote a special interest in edu cation in the
state of Michigan.
e.

State L e g i s l a t u r e .

g overnment in Michigan,

The legislative b ranch of

the branch of governme nt in w h i c h

legislative power is vested.
f.
tions,

News M e d i a .

Radio stations,

television st a­

newspapers and other publications,

any of w h i c h p r o ­

vide coverage or have general c i r c u l ati on in a given
Intermediate School Dis trict in Mi chi gan
Defense:

The response to a perceived threat.

In

this study the following levels of de fense will be c o n s i d ­
ered:

No d e f e n s e — will not exert any defense;

S o m e — will

protect but not defend; M o d e r a t e — will defend mildly;
A c t i v e — will defend in a determined manner; V i g o r o u s — will
defend to the full limit of all ava ilable resources.
Territory:

A defended area marked by vi sible or

invisible b o u n d a r i e s .
Territoriality:
territory,

The need to possess and d efend a

physical or psychological,

w h o s e boundaries are

learned and for which me thods of defense are also learned.
Role C o n f l i c t :

As s u m e d tasks or functions whi ch

vary and are incompatible with each other.

11
Delimitations of the Study
This study will analyze how v igo rou sly the I n t e r ­
m e d i a t e School District Superint end ent in M i c h i g a n will
d efend certain functions and the ways in which he will
respond to perceived threats to those functions.

There

will be no a ttempt to generalize beyond the Intermediate
School Dis trict Superi nte nde nt in Michigan.
Functions other than the five to be analyzed in
this study do exist;

however,

this study will be limited

to the five listed on pages 8-9.
Other agencies w h i c h threaten Intermediate School
District Superintendents in the fulfillment of their role
exist,

but will not be of concern to this study.
The nature of the local environment in wh i c h these

responses are created will not be studied.

The i n t e r p r e t a ­

tion of the data will be confined to those functions and
threat agencies s u r v e y e d .
R eview of Related Literature
A r e v i e w of the related literature will include the
following;
1.

A r eview of previous studies related to t e r r i ­
toriality in nonhumans,

humans,

and in school

administrators.
2.

Studies relating to the role of the Intermediate
School District Superintendent and the legal

ma nd a t e s which,

in part,

pro scribe the I n t e r ­

me di a t e School Distr ict Superintendent's role.
3.

The changing role of the Intermediate School
District.

4.

Studies de aling with conflict management.
Research Questions to Be Analyzed

1.

Do the Mi chigan Intermediate School District
Superintendents perceive the five functions
tested to be part of their territory?

2.

Can those functions considered by the Intermediate
School District Superint end ent to be m o s t i m p o r ­
tant to his role, position and au thority be
identified by the strength of d ef e n s e exhibited
in response to threat?

3.

Can the threat agencies considered by the I n t e r ­
me d i a t e School Di strict Superintendent to be
most influential upon his role, position and
authority be identified by the strength of
defense exhibited in response to threat posed
by them?

4.

Will an analysis of the manner in which the
Intermediate School District Superintendents
responded reveal behavior patterns designed to
protect their role?

5.

Will the results of the study help to describe
anc clarify the role of the Intermediate School
District Superintendent as he perceives it?
Procedures for Analysis of Data

Two problems had to be resolved in order to deal wi th
the questions under consideration.

First,

an instrument wi th

which to identify and m easure the functions which the I nte r­
mediate School Dis trict Superintendents will defend against
was constructed

(see Appendices C through G ) .

Second,

a

13
means for analyzing the data,

using appropr iat e statistical

techniques, was developed.
Reviewing available literature,

interviews wit h

Intermediate School Dis t r i c t Superintendents,

and d i s c u s ­

sions with recognized educational experts yie lde d a g r e e ­
ment about the functions w h i c h all Intermediate School
District Superintendents perform in their position.
Those functions,

listed below, w e r e agreed upon

and were used for purposes of this study.

Tha t they are

of equal specificity and relative importance to the Int er­
mediate School Di strict S upe rintendent was assumed.
have been de fined in the previous
terms.

They

section on d efinition of

They are:
1.

Regulatory

2.

Service

3.

Planning

4.

Evaluation

5.

Leadership

These functions served as m easures of the I nte r m e ­
diate School Distric t Superintendent's territory to be
tested.

Defense of territory results from threat.

Agen­

cies of threat were determined by asking a panel of I nte r­
mediate School District Admini str ato rs to corroborate the
authenticity of the list of such agencies determi ned by
the researcher.

The development of a list of such threat

14
agencies was mo d e l e d after Kel ler's concept.

Those

included in this study follow:
1.

State Board of Ed uca tio n

2.

Employee Labor Organiz ati ons

3.

O r g a n i z a t i o n of S u p e r i nte nde nts of Co nst itu ent
Districts

4.

Ci ti zen P res sur e Groups
(Special Education, Career Education,

5.

State Legislature

6.

News M edi a

etc.)

Since the p opu la t i o n studied consists of fiftyeight Intermediate School Districts,
was surveyed.

the entire po pul ati on

The study was limited to superintendents of

Intermediate School Districts

in the state of Mi chi g a n as

found in the 1974-75 M ichigan D epa rt m e n t of Education
official D ire ctory of Intermediate School District S u p e r ­
intendents .
Based upon the functions and threat agencies above,
a simulated situation was dev eloped for each functionthreat agency combinat ion wh i c h threatens the Intermediate
School District Superintendent's d e c i s i on- mak ing role in
any of the selected functions.

Each of the simulations was

assumed to have equal value for purposes of this study.
Each subject was given the o p p o r tun ity to respond
on a scale of one to five indicating the strength of defense
he would exert to retain current d e c i s ion -ma kin g roles
regarding that function.

A "one" res ponse indicated "no

15
defense,"

and at the other end of the scale a "five"

response indicated "vigorous defense."

The range assumes

equal distance between numbers.
Partici pan ts were asked to re s p o n d to the question,
"How would you react?" by selecting one of five examples of
behavior listed.

These behaviors r e p r e sen ted a scale

ranging from o vert aggressive b e h a v i o r to "taking flight"
from the action.
reported.

Responses w e r e then analyzed and results

CH A P T E R II
RE VIEW OF THE L I T E R A T U R E
Introduction
This r evi ew of literature centers on four basic
areas of this research.
(1) territoriality,

It can be o utlined as follows:

as it pertains to n o n h u m a n s , humans,

and school administrators;

(2) history of the Intermediate

School Distr ict and Mi chi gan school laws w h i c h a ffect its
operation;

(3) the changing role of the Intermediate

School District;

and

(4) m a n a g e m e n t of conflict.
Territo ria lit y

A logical beginning for this r eview of the l i t e r a ­
ture is a brief d isc us s i o n of "territoriality."
section will be di vided into two parts,

This

territ ori ali ty in

animals and territoriality in humans.
Territo ria lit y in Animals
The concept of animal territor ial ity has occupied
researchers for m a n y years.

E liot Howard is generally

credited with d e v e lo pme nt of the con c e p t be cause of his
studies of birds in the early 1900s and his influential
book, T err itory and Bird Life

(Diamond,

16

1970) .

The concept,

17
however, was explicit in earlier w rit ing s da t i n g back to
John K a y in the seventeenth c entury

(Klopfer,

1969).

Te r r i t ori ali ty has been shown to exist in both the
physical and the psychol ogi cal sense in the animal kingdom.
The w ritings of Lorenz
Ca rrighar

(1963) , E i b l - E i b e s f e l d t

(1965), Eliot

(1969), Wynne- Edw ard s

(1964), T inb e r g e n

(1962),

(1970) ,

(1965), Klopfer

and m a n y others provide

examples of animals' defense of their physical territory.
This de fense is demons tra ted by m a n y actions such as
aggression,

ol factory marking,

and audito ry or visual

clues.
The work of F. Fraser Darling w i t h red deer p r o ­
vides interesting examples of the psychol ogi cal aspects of
animal territoriality.

Darling concluded that territory

was deter min ed psychologically as much as, or more than,
physiologically;

and fulfilled needs for identity,

lation, and security

(Darling,

stimu­

1937).

Hediger has found that animals ex hibit a form of
social distance and individual distance, m u c h as humans do
(Hediger,

1961).

This is exampli fie d by the animal's

recognition of an invisible territory w h i c h is fixed in the
mind of the animal and varies among species.
Diamond

(1970), A r d r e y

(1966), and Hall

(1966)

are

among the others who have exp anded the co ncept of animal
territoriality into the psychological realm.

18
T e r r it ori ali ty in the animal kin gdo m is thought
to be

f.z.
f

ntial for the following reasons:
Preservation of the species

2.

E f f i cie nt u t i l i za tio n of food supply

3.

Enhancing family life

4.

Reducing predation

5.

Regulating pop ula t i o n density

6.

A v o i d i n g o v e r s tim ula tio n of the nervous system
(Lorenz,

1963;

Klopfer,

1969;

Diamond,

1970)

Having established that animal territoriality does
exist, we now move to a brief d i s c u s s i o n of m a n as a t er­
ritorial species.
Territor ia lit y and Man
Many scientists believe that m a n will exhibit t en­
dencies wh ich can be characte riz ed as territorial.

The

literature provides extensive m ate r i a l regarding the t e r r i ­
torial aspects of m a n ’s behavior,
psychologically,

both physic all y and

and now studies are being underta ken each

y e a r .*
The controversy surrounding the subject centers not
on whether territorial beh avior exists in man,

but whether

such behavior is instinctive or learned.

*See, for example, Delong (1973), Becker (1973),
Knowles (1973), E n g e b r ets on (1973) , Efron and Cheyne (1973) ,
and Esser (1973).

19
Robert A r d r e y exemplifies those who favor the
instincts hypothesis.

His book. The T e r r i tor ial I m p e r a t i v e ,

attempts to d e m o n s tra te that
M a n is as much a territorial animal as a m o c k i n g ­
bird singing in the clear Califo rni a night. . . .
If we defend the title to our land or the sovereignty
or our country, we do it for reasons no different, no
less innate, no less ineradicable than do lower a n i ­
mals (Ardrey, 1970: 3).
Distinguished scientists in the field of et hology such as
Lorenz

(1963), T inb ergen

(1969), Barnett

(1951), Car righar

(1973), Diamond

(1965), Jones

(1970), and Hediger

(1961)

lend support to Ardrey's contenti on that territorial b e h a ­
vior in both m a n and animals is innate,

that is, d ete rmi ned

by the genes.
Some scientists disagree w i t h Ardrey's thesis,
stressing instead the environmental aspects of ter rit ori ­
ality.

Included in this group are:

Proshansky

(1970);

Chamberlain,
(1973);

Stea

(1970);

Chappie and Kline

Becker

(1973)

Hall

Montagu e

(1968);

(1966); Esser,

(1970); Efron and Cheyne

and many others.

A l t h o u g h each has

studied territoriality from a slightly d iff erent p e r s p e c ­
tive,

they all emphasize the social,

interactional, or

physical aspects of human territoriality.

In essence,

claim that human territorial behavior is learned,
the environment,

they

shaped by

and changes as the individual's social

setting is altered.
Unfortunately,

most studies of human territoriality

have been done in institutionalized settings since it is

20
nearly impossible to conduct b ehavior studies in a free,
uncontrolled enviro nme nt

(Esser,

1970).

Therefore,

mo st

of w h a t we know about h uman territorial be havior has been
the re sult of work done in prisons,

reform schools,

naval

ships, and hospitals or other therapeutic settings.

The

student of human territoriality is,

faced

wi th a dilemma.

to some extent,

He m u s t either g e n e ral ize the findings of

studies using what may be atypical subjects to "normal"
human situations,

or rely on studies done with animals as

the basis for human territorial behavior.
research is evident,

a lthough Becker

and Efron and C heyne

(1973)

A lag in

(1973), Stea

(1970),

are among those who have studied

i n d i v i d u a l s ’ territorial behavior in no nin sti tut ion ali zed
settings.

The applicability of studies done in i nst itu ­

tionalized settings is quite evident,

however.

One need

only observe his neighbor's reaction to an unw anted intruder
on his property to see,

first hand,

that territorial b e h a ­

vior is exhibited by the "normal" population.
In summary,

there appears to be little question of

the existence of territoriality in animals and man.
Al tho ugh the nat ure-nurture question will be argued for
some time to come,

it is not relevant to this study.

Based on the premise that territoriality exists in
human beings,

Keller

(1972)

and Bell

(1974)

have applied

the concept to a particular group of human b e i n g s — school

21
administrators.

It is to this topic that the next section

of this rev iew of the literature is devoted.
Territo ria lit y and
School A dmi nistrators
Keller studied territor ial ity among elementary
school principals in Michigan.

He defined territory as

"that which will be defended," and concluded that e l e m e n ­
tary principals do possess and will d efend a territory.

He

implied that those areas of m o s t importance to the p r i n c i ­
pal,

thus defining his territory,

have to do wi th those

activities w hic h di rectly affect students.
Te acher selection,
strongly defended.

assignment,

and evaluat ion wer e

C urr icu lum planning and ass ign men t of

students to programs and teachers ranked with the teacher
variables and, between them, m a d e up w h a t principals p e r ­
ceived as their five m ost important functions.
Bell was interested in wh ether school s u p e r i n t e n ­
dents perceived a territory,

and if so, w h a t it included.

Her conclusions contained the following statements:
The [Michigan] public school superin ten den t possesses
and will defend a territory . . . it includes, but
is not limited to, the nine functions tested. . . .
The type or size of the school dis t r i c t makes no s i g ­
nificant d ifference in his level of d efe nse of his
territory.
The w ork of Keller and Bell provides reasonable
data for the p resumption of the first part of this research,
that the Intermediate School Distric t S upe rintendent

22
possesses and will d efend a territory.

The next p ort ion

of this rev i e w will pr esent a historic survey of the e v o ­
lution of the Intermediate School Di strict and its f u n c ­
tions.

As the role of the Intermediate School D istrict is

revealed,

the functions of the Intermediate School District

Superintendent will become apparent.
Hi story of Intermediate School
Districts in M ich iga n
The "County Board of Education,"
and "County Office"

"County Board,"

are familiar synonyms to anyone who

was associated w i t h public school education in M ich iga n
prior to the 1960s.
habit,

M any of those people still, o u t of

refer to the Intermediate School Dis tri ct as the

"County B o a r d ."
E v idence can be found in the School Code, Act No. 269
of the Public Acts of 1955, State of Michigan,

that the

terms "Intermediate Unit" and "County Superintendent" were
used interchangeably

(School Code,

1955).

A study of the Intermediate School Di str ict S u p e r ­
intendent provided the following backgrou nd information:
The o ffice came into being in Mi ch i g a n by passage
of A c t 55 in 18 67.
As you trace the de vel opm ent of
this office, which found its expression in l e g i s l a ­
tion in 1867, it is necessa ry to go back to the first
of the territorial laws dealing with o rganization of
common schools.
An act for the establishment of c o m ­
mon schools adopted by this territorial government in
Michigan, April 12, 187 2, provided for the e s t a b l i s h ­
ment of schools in townships containing fifty or more
families or householders. . . . As the township office

23
failed to exercise its school functions properly,
the new office of C o u n t y S u p e r i n t e n d e n t of Schools
was created (Boss, 1963).
The first county board of ed ucation had its roots
in early territorial laws whi ch gave authority to five
people to d irect the activities of the county commissioner,
who was formerly referred to as the County Superintendent.
What in M ich i g a n is now c alled the Intermediate
School District emerged for the purp ose of helping state
officials o perate a system of schools whose role was to
provide element ar y instruction to ch ildren in the state.
The State Superint end ent of Public Instruction needed s o m e ­
one who lived near local districts to de termine whether
they were following the School Code.
office,
1966:

"He needed a regional

some eyes and ears w ith a horse and buggy"

(Emerson,

3) .
Public Act 217,

as passed by the legislature in 1949,

provided for a County Su perintendent of Schools and a board
of education.

All educational functions formerly performed

by the township officials now became those of the county
board.

The law upgraded the requirements for the Co unt y

Superintendent by requiring at least a Bachelor of Science
degree from a college or university,

a teaching certificate,

and teaching experience in the public schools for a m i n i ­
mu m of forty-five months.

24
A descriptive study of the intermediate office in
M i chigan was done by Co lon Shaibly

(1956).

Some of his

conclusions were:
1.
2.
3.

Th e intermediate o ffi ce should seek to reduce
inequities in educational opportunity.
Direct control of the intermediate u nit should be
vested in its board of education.
The D epa rtm ent of Public I nstruction should p r o ­
vide leadership in the further d e v e lo pme nt of
the intermediate units.
T h ere were ei ghty-three c ounty units in M ich i g a n in

1963,

all of w hic h op era ted w i t h a chief school officer and

a board of education.

A c t 269, Public Acts of 1955, had

provided permission for counties to consolidate,
this time,

none of them had don e so.

but until

It took further l e g i s ­

lation, A c t 190 of the Public Acts of 1962,

to bring about

significant reo rganization of intermediate units into the
fifty-eight Intermediate School Districts w h i c h now exist.
The nature of the Intermediate School Districts has
changed significantly since the 1962 legislation and so has
the law regarding its functions.

The following information

is intended to summarize the current laws under which
Intermediate School Districts operate.
officer of the board of education,

As the executive

the Intermediate School

District Superintendent's role is as follows
1955;

Revised,

(School Code,

1973):

The Intermediate School Dis tri ct Board s h a l l :
-Perform such duties as required by law and by the
Superintendent of Public Instruction, but shall not
supersede nor replace the board of education in any
constituent school district, nor shall it control or

25
otherwise interfere w i t h the rights of constit uen t
districts except as provided in this chapter.
-Employ a superintendent and such assistants as it
deems necessary for the best interests of the d i s ­
trict.
-Prepare an annual general budget.
-Certify tax rates for school mi l l a g e levies.
-Levy and collect taxes for Intermediate School D i s ­
trict operating purposes.
-Certify delinquent taxes and notify local districts
of the amount.
-Prepare and properly di str ibu te official maps of the
Intermediate School District.
-Furnish services on a consul tan t or supervisory basis
to school districts upon request.
-Employ teachers for all special education programs
required by law.
-Establish schools for school-aged persons who are in
children's homes op erated by juvenile courts where
necessary.
-Purchase sites, build, lease or rent facilities required
to provide necessary s e r v i c e s .
-Administer oaths to board members.
-Appoint members to the Board of Canvassers.
-Borrow funds, subject to law, as it deems n ece ssary to
provide s e r v i c e s .
-Develop, establish and continually evaluate and modify,
in cooperation with constituent districts, appropriate
special education programs and make certain that all
aspects of the law are implemented.
-May operate an education recrea tio n program with a u t h o r ­
ity of local districts.
-Establish salaries, fringe benefits and sabbatical
leaves for Intermediate School Dis trict employees.
-Prepare a special education budget, levy appropriate
taxes and collect them for use for special education.
-May place the que stion of financing v ocational-technical
education programs on the ballot, operate vocationaltechnical programs, make grants to local districts for
such programs and make such other decisions as required
to fulfill the state laws wh ich pertain.
Board of Education; Superintendent, deputy;
duties and r e s p o n s i b i l i t i e s :

powers,

-The superintendent shall in all respects be the legal
successor to the powers, duties, and responsibilities
of the County Superintendent and county board of e d u ­
cation .
-The superintendent shall be the executive officer of
the board and shall:

26
a.
b.
c.
d.

e.
f.
g.

h.
i.

Put into practice policies of the State Board of
Education.
Recommend all employees and suspend any employee
for cause until the board considers the suspension.
Supervise and direct the w o r k of assistants and
other employees.
Recommend employees, suspend employees, classify
and control promotion of pupils and supervise and
d i re ct employees in districts not employing a
superintendent.
Receive the institute fee p rovided by law, if
approved by the board, and pay the same to the
treasurer.
Examine and audit books and records if asked to
do so by the State Sup erintendent of Public I n s t r u c ­
tion.
Pe rform such duties as the Superi nte nde nt of Public
Instruction or board prescribes, e.g. receive forms
and communications, dispose of same, make reports
as required, deliver all records, books and papers
to his successor.
E xamine statements of moneys proposed to be raised
by constituent districts.
Make reports in wr iting to the boards of education
of local districts in regard to all matters p e r ­
taining to the educational interests of the local
districts.
This historical perspective sets the stage for a

further look at how and why the role of the Intermediate
Unit is changing.
The Changing Role of the Intermediate
School District
Wh at began as regional "eyes and ears with a horse
and buggy"

for purposes of enforcem ent of school law,

moved to a meager,

but well-intentioned,

cooperative

attempt to provide special services to rural schools.
This,

in turn,

paved the way for people with vision to see

the potential which Intermediate School Districts had for

27
providing service to children and youth of the entire state
of Michigan.
The U nit ed States Office of Edu cat ion became an
important source of funds for experimental programs in e d u ­
cation.

Congress,

through a series of Acts in the 1960s,

made money available for studies in education at an u n p r e c e ­
dented rate.

M a n y of these do llars found their way into

efforts to study regional e ducational units,
service agencies,
atives,

intermediate units,

regional

educational c o o p e r ­

and a host of o ther titles all referring to w h a t we

in Michig an call the Intermediate School District.
Studies by Stephens
(1970), Hughes
Commission
tion

(1971),

(1973),

Brewin

Inman

(1968), Kralik

(1968), A p p a l a c h i a n Regional

(1968) , Pennsylvania State De par tme nt of E d u c a ­

(1970),

and others all grappled with the role and

definition of the Intermediate Unit.

Inman saw a need for

providing effective services in the areas of data p r o c e s s ­
ing,

special education,

and vocational education.

Kralik

pursued a project w h i c h dem onstrated the leadership role
of the intermediate unit, while Hughes viewed these e d u c a ­
tional cooperatives as providing flexibility and service
formerly associated only with larger districts while a l l o w ­
ing all local districts to m ain t a i n local autonomy.
The above studies all basically agree w i t h a d e f i ­
ni tion of the Intermediate Unit as an "in between" o r g a n i ­
zation which maintains

its old functions of en forcement of

28
school laws and wh i c h provides services,
uation and planning for local districts.

leadership,

eval­

The literature

is also consistent in terms of the n e c e ss ity of local
districts to remain autonomous from,

not subordinate to,

the intermediate unit.
Stephens'

study on the emerg enc e of the regional

service concept summed up the trends nationwide.
such agencies

He called

"those offices sandwiched be tw e e n the state

and local districts."

His study enumera ted the various

kinds of legislation under w h i c h regional agencies are
formed in this country.
regional networks,

Some states have m a n d a t o r y

some permiss ive l e g i s lat ion w hic h

enables cooperation.

Others have m er e l y strengthened

existing m iddle echelon units,

and finally,

there are those

wh o encourage the d e v e l opme nt of educational cooperatives
(Stephens,

1973).

While these studies were being undertaken,

adminis­

trator groups were me eting throughout the country to learn
more about this movement.
the "case for change"

C. C. T r i l l i n g h a m spoke about

in Pittsbur gh

John H. Messe rli dev eloped a model
gramming in Linn County,
Washington,

Iowa

(Trillingham

(1961).

for coopera tiv e p r o ­

(Messerli,

1967).

Olympia,

was the site of the confere nce on the I nt e r m e ­

diate Unit in which Ch ester Babcock labelled the leadership
and service functions as important aspects of the role of
the Intermediate Unit,

yet did not el iminate the traditional

29
role of serving as an arm of the D e p a r t m e n t of Edu cat ion
(Babcock,
County,

1965).

Iowa

(Cooper,

Confe ren ces were also held in Polk

(Polk C ounty P ublic Schools,

1960),

San Francisco

(Kelly and Homan,

1967),

(Stout,

1967), Lo u i s v i l l e

1973), A l b u q u e r q u e

and Sacramento

(Trillingham,

for the pur pose of studying the nebulous,

19 65)

but evolving,

role of the Intermediate Unit.
Robert M.

Isenberg provides an exc el l e n t source for

students of the Intermed iat e Unit.

He d i s c uss es the t rad i­

tional concept of the Co u n t y Superintendent,
ing as a regulatory a r m of the state;

that of s e r v ­

and the n e w concept,

that of pr oviding leadership and improved service to local
districts.

He reminds the reader that these new units must

have au tonomy from both local districts and the State D e p a r t ­
ment of E du cation

(Isenberg,

1966).

One of the outstand ing spokesmen for the I n t e r m e ­
diate School D istrict in Mi chigan is W i l l i a m Emerson,
S u per intendent of O ak l a n d Schools in Pontiac.
paper,

His position

"The Intermediate School D i s t r i c t — M i d d l e Ech elo n of

Michigan's Three Echelon S y s t e m of Schools,"
detailed picture of its past,
(Emerson,

present,

provides a

and future role

1966).

Public school personnel hold d iff ering opinions
about the value of the Intermediate School Di str i c t S u p e r ­
intendent and his organization.

M a n y first- yea r local

superintendents camp on the Intermediate School District

30
d oorstep in a search for help.

M a n y u rban distri cts feel

that the Intermediate School Di st r i c t fails to provide
m u c h service for them.

M o s t rural di stricts find man y

advantages to having an Intermediate School Di strict from
w h i c h to get mu ch- nee ded services.

It is ob vious that the

role of the Intermediate School Dis trict S upe r i n t e n d e n t
has not yet been clearly defined;
ations arise,

consequ ent ly m a n y s i t u ­

because of lack of role definition, w hic h

result in conflict.

Because this condition exists,

it ma y

be reasonable to expect that territoriality will be very
ev ident in the actions of the Intermediate School D ist ric t
Superintendent and that it m a y vary substa nti all y among the
va rious individuals currently holding these positions.
Such conflict is the topic to w hic h the atten tio n of this
r e v i e w is now turned.
M a nag e m e n t of Conflict
Many de finitions of the term " c o n f l i c t ” are a v a i l ­
able in the literature.
the descriptions of Pondy
Boulding

(1963)

For purposes of this research,
(1967), Priess

will be used.

(1966),

and

Pondy provides this wo rki ng

definition:
The term "conflict" has been used at one time or
another to describe:
antecede nt conditions of c o n ­
flictful behavior, affective states of the individuals
involved, cognitive states of individuals, and c o n ­
flictful behavior ra nging from passive resista nce to
overt aggression (Pondy, 1967: 298).

31
C onf l i c t can be considered a d ynamic process,
beginni ng w i t h ce rtain conditions w h i c h may or may not
result in o v e r t aggression.
Priess

(1966)

defines conflict as a "situation in

w h i c h role expectations are inconsistent,
or contradictory."

Boulding

(1963)

incompatible

describes a conflict

situation as one in which two organiz ati ons w a n t the same
thing b ut only one can have it.
Co nfl ict does exist over the role of the I n t e r ­
me di a t e School District Superin ten den t in Michigan.

Fol­

lowing are examples of three conflicting views of the
Intermediate School Dis trict and its Superintendent.
(1963)

concludes,

"There is no agr eement as to the role of

the Intermediate School Dis tri ct Superintendent."
does however,

Boss

describe the role as being

"over"

He

the local

districts and "un der ” the Mic hig an De par t m e n t of E d u c a ­
tion.

Emerson's m o r e r ecent definition places

the I nte r­

me d i a t e School District in the "middle echelon of a three
echelon state system of schools,

neither being subordinate

to, or superordinate of the other"

(Emerson,

1966) .

The proposal of Governor W i l l i a m G. M i l l i k e n w o u l d
have brought the Intermediate School Di strict nearer to
Department of E duc ation control in certain service areas
and especially in terms of its regulatory functions;

thus,

a third pe rce pti on of the Intermediate School District
function is expressed.

32
Gross et a l . (1958)

d efine role c onflict as "any

situation in w h i c h the incumbent of a focal p osi tio n p e r ­
ceives that he is confronted w i t h incompatible ex p e c t a ­
tions."

Priess

(1966)

suggests that role conflicts arise

from "basic disagreements over organiza tio nal goals or
out of discrepancies in group perceptions of those goals."
Kahn et al.

(1964)

refer to role c onflict as "being caught

in the m iddle between two conflict ing persons or factions."
Each of these definitions describes

the dilemma in whi ch

the Intermediate School Di str ict Superi nte nde nt may be found.
He is confronted with incompatible expectations almost daily
as his service function comes in conflict w i t h his r e g u l a ­
tory function.

Disagreements over organizational goals are

a way of life when dealing with both teacher org anizations
and administrator groups.

Defined as the m iddle echelon

of a three e chelon system by one of its most notable l e a d ­
ers indicates inherent c onflict in the terms used by Kahn.
There are many ways in w hic h people or org anizations
m a y react when they find themselves in c onflict situations.
Manifes ted behavior can range from open aggression,
ing violence,

to retreat, or taking flight.

includ­

Pondy*s

(1967)

treatment of the issue lists five stages of conflict:
1.
2.

Latent conflict exists as a result of scarce
resources and/or drives for autonomy.
Perceived conflict covers for those conflicts wh ich
do not really exist and can be resolved w ith m utu al
understanding, mild conflicts which can be blocked
easily and strongly p erc eived persona lit y threats
wh i c h m ust be met.

33
3.

4.
5.

Felt conflict u sually comes from external sources
[such as the threat agencies selected for this
study! and must be vented in a ma n n e r w h i c h is
m o s t beneficial to the person involved.
Ma ni f e s t conflict frustrates the goals of the
participants and is usually met w i t h aggression.
Conflict aftermath can be a period of peace and
tranquility if the conflict is truly resolved and
bring continued pressure if it is not.
Pondy also enumerates a number of defense m e c h a n ­

isms w h i c h can be employed in order to deal with conflict.
His list forms a c on tin uum from flight to aggression,
which also includes denial,

repression,

displacement,

and

sublimation.
In his analysis of productive and destru cti ve c o n ­
flict, De uts ch

(1969)

points out the effect of relative

strength or power enjoyed by those who are in conflict.
Those in high power positions can coerce and intimidate,
while those in lower power positions use attention,
hension,

compre­

and acceptance as means to deal with conflict.

Where power is equal, genuine c ooperation is likely to be
the most successful means to encourage productive r e s o l u ­
tion of conflict.
Any effort to research co nflict leads to conflict
between countries.

C onflict can be dis cussed in terms of

diplomatic relations as well as active war bet wee n c o n ­
flicting countries.

Similarity is found between the way

individuals respond to conflict and the way nations respond.
The differences between brute force and coercion
and between compulsion and brinkma nsh ip are dis cussed by

34
Schelling

(1966).

He also defines

risk" in international affairs.
ing with restraint,
cussed.

"the m a n i p u l a t i o n of

Strategic retreat,

f ight­

and negotia ted wa rf a r e are also d i s ­

He analyzes the rea ction countries have to c o n ­

flict which ranges from open aggres sio n or wa rfare to
coercion,

to conformance,

Jervis

(1970)

and to retreat.

relates the importance placed upon

the interpretation of "indices"

in international relations.

Imagery is important in all conflict situations.
tion, manipulation,

restraint,

Decep­

and ope n hostility all play

important roles in d ealing w i t h conflict on an int ern a­
tional l e v e l .
Polit

(1966)

implies that the best w a y for armies

to deal with c onflict is to "prevent wars,
Getzels and Guba

(1954)

resolve a conflict,

not fight them."

postu lat e that an individual may

assuming that he can change the s itu a­

tion, or completely w i t h d r a w from it by either compromise
or exclusion;

whi le Gross

sible avenues,
the parties;
three,

"one,

(1958)

claims one of three p o s ­

conform to the expectations of one of

two, perform some compro mis e behavior;

or

attempt to avoid conforming to either expectation."
Inherent in all of the above discu ssi on of behavior

manifest ed as a result of conflict is a natural hierarchy
of responses.

For purposes of this study these responses

will be placed in five categories as follows:
cooptation,

neutrality,

cooperation,

aggression,

and retreat.

The

35
literature,

as it pertains to the rea ction to conflict,

supports the pos i t i o n that beh avior ex hibited by those who
experience con fl i c t can be c a t e g ori zed along the five-point
co ntinuum p roposed a b o v e .
In summary,

this chapter has laid the groundwork

for the entire research.

It has m a d e the case for the

existence of territor ial ity in nonhumans and humans.

It

has reviewed the studies w h i c h have shown that elementary
school principals and superintendents of schools in Michigan
exhibit territoriality in the performance of their jobs.
This chapter has d e a l t with the questio n of whether
heredity or environ men t is responsible for territoriality.
This was done by presen tin g both views through citing l ead ­
ing proponents of each position,

and by poi nting out that

the question of whether terri tor ial ity is innate or learned
is of no consequence to this study.

That territoriality

exists is sufficient information for purposes of this
research.
The historical r eview of school law relating to
Intermediate School Districts was done to help clarify the
role of the Intermediate School Di strict Superin ten den t and
to serve to highlight the conflicting beliefs commonly held
by people not connected with the Intermediate School D i s ­
trict .
The fact that conflic t exists about the role of the
Intermediate School District Superintendent was presented.

36
The fact h aving been established,

it became n ece s s a r y to

de velop a background w h i c h w o u l d a l l o w con sid era tio n of a
means to deal w i t h conflict.
The m a n a g e m e n t of c onflict was a key area of this
review.

It has shown m a n y theories held by pro minent

sociologists about how to deal with conflic t and provides
the rationale for the met h o d s em ployed in this study.
Ch apter III will discuss
this research.

the m e t h o d o l o g y used in

C H A P T E R III
DESIGN A N D ME T H O D O L O G Y

Br iefly stated,

this study has three purposes:

to

de termine w hether the Interm edi ate School Di str ict S u p e r i n ­
tendent possesses and will def e n d a territory,
how it will be defended,

to analyze

and to de ter m i n e whe t h e r patterns

of behavior de signed to defend that territory will be
revealed.

This chapter will pr e s e n t the procedures used to

de ve l o p and implement the re search d e s i g n for this study.
A prelimi nar y investig ati on of the role and f u n c ­
tions of the Intermediate School Distri ct and its S u p e r ­
intendent was done by the researcher.

The investigation

revealed that ce rtain basic functions could be agreed upon
by practiti one rs and theoreticians.

A simulated threat

situation was w rit ten for each f u n c t ion- thr eat agency
combinat ion

(see Append ice s C through G ) .

The fifty-eight

Intermediate School Dis trict Super int end ent s in Michigan
were ma i l e d copies of the instrument.

Each was asked to

respond according to the d egree of defense he thought he
would exert and according to the m a n n e r in w h i c h he p e r ­
ceived he would act.

Re sults w e r e then analyzed pursuant

to the research questions det a i l e d on pages 45-46.

37

38
S e l e ct ion of Measures
A po rtion of Cha p t e r II of this study embodies a
review of the literature as it pertains to the functions
of the Intermediate School District and its S u p e r i n t e n d e n t .
Po sition papers and present ati ons m a d e at selected c o n f e r ­
ences and other studies about the Intermediate Unit in the
United States helped to identify its functions.

A his­

toric review of the State School Code in M ich i g a n and i n t e r ­
views with current Intermediate School Distr ict Su pe r i n ­
tendents also aided the researcher in determi nin g the f u n c ­
tions to be tested.
At at tempt was m a d e to reduce to a min i m u m the fu nc­
tions to be m eas ure d while m a i n t ai nin g the authenti cit y of
the functions.

Discussions with Intermediate School D i s ­

trict Superintendents,
tration,

profes sor s of E d u c a ti ona l A d m i n i s ­

and Mic higan Departme nt of Ed ucation affiliates

led to the selection of the following five functions as
representative of those of the Intermediate School District
Superintendent:
(4) evaluation,

(1) regulatory,
and

These terms

(2) service,

(3) planning,

(5) leadership.
are defined in Ch apter I and

are i n c l u ­

sive of the great maj or i t y of the tasks fulfilled by the
Intermediate School

District.

is not of concern.

For purposes of this study,

listed were agreed upon.
for each of t h e m .

That there may be

others
the five

Equal specificity is assumed

39
The five functions were chosen as the mea s u r e s to
be tested as a part of the territory of the Intermediate
School Dis trict Superintendent.

To determ ine whe the r

these five functions are p erc eived by the Intermediate
School District Superin ten den t as his territory,

agencies

w e r e selected w h i c h are capable of obstru cti ng and/or
encroaching upon the ca pab i l i t y and authority of the S u p e r ­
intendent in determi nin g his role.
Selection of Thr eat Agencies
The need to provide agencies w h i c h have the p o t e n ­
tial to threaten the functioning of the Intermediate School
District Superint end ent became apparent.

H aving defined

territory as that w h i c h will be defended,

it was necessary

to find agencies w hich the Intermediate School District
Superintendent believed capable of exerting sufficient
pr essure to affect the b ehavior of the Superintendent.
Intermediate School Di strict Superintendents,
Superintendents and Directors,
District personnel,

Assistant

former Intermediate School

Mi chigan Department of Education

employees with Intermediate School District responsibilities,
and professors of Educational A dmi nis tra tio n were consulted.
They were asked individually and in groups to identify
those agencies which m o s t influenced them in the exercise
of their role.
After each discussion,

the participants were asked

to rank those agencies from most to least influential.

These

40
rankings were then co mbined w i t h the above ratings

into a

list from which the following six agencies w e r e selected:
(1) State Board of Education,
zations,

(2) employee labor o r g a n i ­

(3) organizations of constituent Superintendents,

(4) ad hoc citizen groups,

(5) State Legislature,

media.

(6) news
»

The potential threat posed by each of the a g e n ­
cies selected was assumed to be equal for purposes of
this study.
Selection of functions to be tested and agencies
of threat paved the w a y for the next phase of the study,
choosing the s u b j e c t s .
P o p u la tio n v s . Sample
The population of Intermediate School District
Superintendents in Mic h i g a n is fifty-eight.

The de cis ion

wh ether to sample or study the entire populat ion became
necessary.

They could have b e e n grouped g eog raphically or

by size and sampled accordingly.

They could have been

studied according to characteristics of the S u p e r i n t e n ­
dents.

They could have been clustered by Mi chi g a n A s s o ­

ciation of School A d m i n ist rat or regions.
possibilities existed.

A number of

The list of Intermediate School

Distric t Superintendents and their addresses was made
available by the Mi ch i g a n A s s o c i ati on of Intermediate School
Distric t Superintendents President,

Harry Moulton.

He also

invited the researcher to attend their annual fall conference,

41
which provided personal contact with a m ajo rit y of the
participants.

The support given and the a c c e s s ibi lit y of

the m em ber s h i p were key factors in the de cision to study
the entire population.
this research,

It w a s determined,

for purposes of

that the information d esired could best be

gathered by surveying the entire population.
The next step was the task of constructing an
instrument with which to gather data.
Instrumentation
A number of decisions had to be made about data
collection.

A basic pr oblem was wh et h e r an instrument

existed w h i c h could provide answers to the questions of
concern for this research.
existed,

Since no such instrument

it became necessary to construct one.

(The entire

instrument can be found in Appendices C through G.)
Other questions were apparent.
Op penheim

(1966)

surveyed?
once?

and Babbie

(1973) were:

Some posed by
Who is to be

Will the respondents be approa che d more than

How m u c h cooperation can be expected?

Many decisions

had to be made before attempting to construct the q u e s t i o n ­
naire.

Again,

Op penheim

(1966) was helpful.

He c a t e g o r ­

ized decisions which had to be made prior to beginning to
formulate the questionnaire.
collection,

m ethod of data

methods of a pproaching respondents,

of questions,
questions.

They were:

sequence

and whether to use pre-coded or free-response

j
42
It was det erm ined the method to be use d for data
collection would be the ma i l e d questionnaire.

Time,

dis­

tance, and cost were factors which m a d e personal interviews
impossible.

Since the entire populat ion was being surveyed,

the decision to seek the help of the exe cutive officers and
certain other selected m emb e r s of the State A s s o c i a t i o n of
Intermediate School D i s t r i c t Superintendents was made.
The mem ber s h i p was asked to cooperate with the researcher
in a letter from the Pr esi d e n t of their State Association.
The need for r esearch about the Intermediate School D i s ­
trict in M ich i g a n was also stressed by him as being vital
to the organization.
Keller
(1974)

(1972)

developed a survey format which Bell

adapted to her study.

Analysis of b o t h instruments

revealed that with appropr iat e alteration,

the format could

serve as a model

for the data collection device required

for this study.

C l o s ed -en ded questions were used to p r o ­

vide uniformity and for ease of handling the data.
A simulated situation was d eve loped for each
function-threat agency combination.

Re spo nde nts wer e asked

to circle the degree of defense they wo u l d e xert to m a i n ­
tain their performance of the function d esc r i b e d in the
simulation.

The strength of defense w a s me as u r e d on a

scale from one,

no defense,

to five, v igo r o u s defense.

The

respondents w e r e then asked to circle one of five responses
w h i c h best represented the w ay in whi ch they p erc eived that

43
they would react to the situation.

T h e s e responses r e p r e ­

sented a range from aggressive b eha v i o r to r etr ea t i n g from
the situation.

A n effort was m a d e to avoid habitual selec­

tion by continua lly changing the order of the responses.
For purposes of this study,

equal di stance was assumed

be twe en each choice for bo th the d e f e n s e and aggression
scales.
A d i s c uss ion w i t h Dr. Ph illip Marcus,
Sociology,

Mic hi g a n State University,

Professor of

con vinced the

researcher that descri bin g po ssible responses would serve
as a better me asure of h o w the respondents wo u l d react
than would simply listing terms,

such as aggression,

tation,

and retreat.

neutrality,

cooperation,

The instrument having been constructed,
necessary to pre-test it.
tested in three ways.

coop­

it be cam e

The entire instru men t was p r e ­

First,

the researcher m e t with

personnel from Intermediate School Districts and a d m i n i s ­
tered the entire instrument on an interview basis.
activity helped to d etect poor phrasing,
statements,

and avoid confus ing phrases.

This

identify ambiguous
Modifica tio ns

were made, and the second pre-te st phase was implemented.
This procedure consisted of asking six colleagues to selfadminister the question nair e and react to it in writing.
Phase three consisted of ma i l i n g the entire sur ­
vey package to selected Intermediate School D ist ric t a d m i n ­
istrators,

other than Superintendents,

in the exact ma nne r

44
as would be followed in the actual, survey process.

Care

was taken not to involve any of the pop ula t i o n to be s ur­
veyed in the pre-test activity.
Procedure
Following the develo pme nt of the instrument,

it

became necessary to determine wh e t h e r to ask each p a r t i c i ­
p a n t to respond to all thirty simulations.

The co ope rat ive

spirit which the researcher found in the mem b e r s of the
A s s o c iat ion was responsible for the decision to send the
entire instrument to all fifty-eight Intermediate School
District S u p e r i n t e n d e n t s .
The instrument was m a i l e d to each participant.
Included in the mailing was a return envelope and a p o s t ­
card addressed to the researcher.

Each respondent was

asked to sign his name on the card,

date it, and return it.

This allowed the researcher to d ete rmine who had completed
and returned the instrument, while allowing for complete
anonymity on the part of the respondents.
This initial mailing resulted in forty-one of the
instruments being returned.

A telephone contact was ma de

with each of the nonrespondents,
surveys being returned.

resulting in nine more

Personal co ntact and additional

telephone calls resulted in the final eight being returned
for a 100 percent response.

45
Information from the responses was then keypun che d
on data cards so that appropriate computer p ro g r a m a n a l y ­
sis could be done.
Analysis
Analysis of the data was accompl ish ed by using
descrip tiv e measure s such as the mean,
frequency distributions,

scatter plots,

standard deviation,
and correlations.

It was expected that patterns of response could be d e t e r ­
mined and appropri ate ly analyzed through this procedure.
The purpose of such analysis is to det ermine mea nin gfu l
differences among the responses and to report them a c c o r d ­
ing to how these differ enc es pertain to the following
r e search questions:
1.

Do the Mi ch i g a n Intermediate School District
Superintendents perceive the five functions
tested to be part of their territory?

2.

Can those functions conside red by the I n t e r m e d i ­
ate School District S u p e rin ten den t to be m o s t
important to his role, position and aut ho r i t y be
identified by the strength of d efense exhibited
in response to threat?

3.

Can the threat agencies conside red by the
Intermediate School D istrict Su per int end ent
to be most influential upon his role, p osi tio n
and authority be identified by the strength of
defense exhibited in response to threat posed
by them?

4.

Will an analysis of the ma nner in which the
Intermediate School District Superintendents
responded reveal behavior patterns des igned to
pr otect their role?

46
5.

Will the results of the study hel p to d e s ­
cribe and cl arify the role of the In termediate
School D istrict S u p e r int end ent as he p e r ­
ceives it?

An alysis of the data will be m a d e in C ha p t e r V and
will be restricted to the population surveyed.
previously,

As stated

on page 11, no attempt to generalize beyond the

populati on will be made.

The out come will describe on ly

the data collected and represe nt the ma n n e r in w hic h
respondents perceived they would react to the simulations
included in the instrument.
Interpretations of results will be limited to those
functions and threat agencies tested.

This analysis will

provide the data w h i c h make up Ch apter IV,

Findings.

CH A P T E R IV
FINDINGS AND CONCLUSIONS

This chapter will pr esent the data as they p ert ain
to the research questions,
each,

relate the findings regarding

and d r a w conclusions related to these findings.

Chapter V will consist of a discuss ion of the implications
of the conclusions and certain value judgments regarding
the implications,

as well as recommendations for further

research.
Inferential statistics are inappropriate w h e n d e a l ­
ing w i t h the total population,
This analysis,

therefore,

descrip tiv e statistics,
distributions.

as is done in this study.

is based upon conside rat ion of

such as m e a n scores and frequency

Grand means such as those p res ented in

Table 1 r epr esent the central tendency,
do not portray

an

but in many cases

adequate descri pti on of the population.

An examination of Table 2 helps to m a k e the point.
tion 3, Service,

Func­

has a marginal mean of 3.64 w h i c h does not

fairly represent the mean of 2.41 in T^, C o n s t itu ent S u p e r ­
intendents.

Neither does it represe nt T g , News Media,

had a m e a n of 4.47.
analysis,

Marginal means are helpful

which

in m acr o

but clarity and precision are provide d by e x a m i n a ­

tion of the means of individual cells.
47

48
O t h e r d e s c r ipt ive data w h i c h w e r e found to be
particularly helpful in analysis are the frequency d i s t r i ­
butions presented in Tables 1, 2, and 3.

E x a m i n a t i o n of

individual functi on- thr eat agency combina tio ns reveals
meaningful data for purposes of this research.
Re search Qu es t i o n O n e — Do the M i c h i g a n
Intermediate Distr ict Superintendents
Pe rceive the Five Functi ons T est ed
to Be Part of Their Territory?
Had the answer to this qu es t i o n been negative,
there would have been no need for further analysis.

T he

review of the literature provided evidence of territorial
behavior in all forms of animal life.
the studies of Keller

(1972)

and Bell

M o r e specifically,
(1974)

concluded that

Elementary Principals and Public School Superin ten den ts in
Michigan would defend certain functions as part of their
perceived territory.

Since Intermediate School District

S u p e r i n t e n d e n t s ' experiential and academic backgrounds are
similar to those of E leme n t a r y Principals and Local School
District Superintendents,

it was expected that they,

too,

would defend ce rtain functions.
Determination of what results w e r e meaningf ul was
made on the basis of the scale of strength of defense as
defined in Cha pter I and in the survey instrument.

A

response of "I ” indicates no d e f e n s e , "2" will p rotect but
not defend,

"3" m o d e r a t e — will defend mildly,

will defend in a determ ine d manner,

"4“ active—

and "5" v i g o r o u s — will

49
d efend to the full limit of all available resources.
d e fin iti on a response of "3,"
levels of defense.

Therefore,

"4," or "5"

By

indicated various

a m e a n score of 3.0 or

above was determined to m e a n i n g f u l l y re present a function
w h i c h the M ichigan Intermediate School Distri ct S u p e r i n ­
tendent perceived to be within his territory.
The following table indicates

the m e a n score for

functions within all threat agencies in descend ing order.

Table 1 .— Mean scores by function.
M e an

Function
1.

Service

3 .82

2.

Ev alu at ion

3.80

3.

Regulation

3.68

4.

Planning

3 .64

5.

L ead er ship

3.59

Each of the functions exceeds

the threshold criteria

for inclusion in the per ceived territory.

A n y mean of 3.50

or above indicates active defense of these functions.

The

variation in strength of d efense among the individual threat
agencies will be p res ented in a later section of this c h a p ­
ter .
It might be concluded that pr oviding service to the
constituent districts and the evalua tio n of services and

50
programs sponsored by the Intermediate School Districts
are seen by the Intermed iat e Superintendents as the mos t
important part of their job.
C l ustered very closely are the other three functions
— regulation,
able,

then,

planning,

and leadership.

It seems r e a s o n ­

to conclude that the five functions tested

are a part of the territory of the M ich iga n I ntermediate
School D ist r i c t Superintendent.

Given a choice of d e f e n d ­

ing their c o n t i nu ati on of these functions,

or not defending,

the Intermediate School D istrict Sup eri nte nde nt in M i c h i g a n
will defend each of them.
Further substantiation of this conclusi on can be
found by analysis of Table 2.

Every function was d efe nde d

when its loss was threatened by any of the six threat
agencies,

with one exception.

threatened by

T^t

When F ^ , Planning, was

C o n s t it uen t Di strict Superintendents,

its

m e a n w a s 2.41, w h i c h is below the threshold criteria of
3.00.

However,

a look at Tables 3 and 4 reveals that

a l th o u g h the m e a n does not indicate strong defense,

forty-

three of fifty -ei ght Intermediate School Distri ct S u p e r i n ­
tendents w ould strongly defend their right to this planning
function.

These data support the conclusion that the

Mi ch i g a n Intermediate School Dis trict Superi nte nde nt p o s ­
sesses and will defend a territory.

Further,

functions tested are a part of that territory.

the five

51
Re search Qu est i o n T w o — Can C er t a i n Functions
Be Identified as M o s t Imp ortant to the Role,
Position, and A u t h o r i t y of the Intermediate
School Distri ct S u p e rin ten den t A c c o rdi ng
to the Streng th of Defense Exh ibi ted in
Re sponse to T hre at e n e d Loss
of the Function?
Is there any di f f e r e n t i a t i o n of strength of defense
among functions?

Will c ert ain functions be defend ed m ore

vigorou sly than others?

Can those functions w h i c h are

m o s t important to the Interm edi ate School D ist r i c t S u p e r ­
intendent be identified?
Answers to these questions are p rovided by p r e s e n ­
tation of the F u n c t io n-T hre at A g e n c y M atr ix di splayed in
Table 2.

The m e a n scores re present the average of all

choices from 1 to 5 on the defense scale.

The threat a g e n ­

cies are identified as:
T1 —

State Board of Education

T2 —

E mployee La bor Organiza tio ns

T^ —

C o n s t it uent School District Sup eri ntendents

T^ —

Ad Hoc Citizen Groups

Tg —

State L egi sla tur e

Tg —

News Media

The functions a r e :
F1 —

Eva lua tio n

F2 —

R egulatory

F3 —

Service

F^ —

Planning

F5 —

Leadership

52
Table 2.— Fu nct ion -th rea t agency m e a n scores.
T

T

2

3

T4

T5

T6

Me an

F *
r1

3.85

4.23

3.20

4.16

3.79

3 .56

3 .80

*1
to

T l*

3.36

4.16

3.22

3.98

3.36

4 .07

3.68

3.45

4.47

3.02

4.04

4.00

3.96

3.82

4.23

3.69

2.41

3.14

3.52

4 .47

3.64

3.02

4.23

3.36

3.14

4.00

3 .83

3.59

3.58

4.15

3.04

3.69

3.73

3.98

P3

P4
P5
Mean

*See page 51 for an explanation of the abbreviations.

The data would have been mor e explicit had the
means been consis ten t i
a cross <all threat a g e n c i e s .
was not the case.

It <
a ppears that,

This

in some instances,

the

stems provided for the respondents w e r e situation specific
and did not command equal importance to the Intermediate
School District Superintendents across all threat agencies.
Examination of the relative positions will help
to clarify this point.
est m e a n score,

Function 3, Service,

had the h i g h ­

3.82, wi t h i n all threat agencies.

Yet its

position within the different threat agencies ranged from
one to four.

This function

State Board of Education,
and F ^ , Evaluation.

(F3) had a m e a n of 3.45 for

,

falling b e l o w both F ^ , Planning,

When the threat came from the Emp loy ee

53
Group,

as w a s the case in the F g - T 2 combination,

its m e a n

was 4.47, which tied F^-Tg as the m o s t v i g o ro usl y def end ed
combination.
An other example of the inconsistent reaction to
threat on the part of the respon den ts is seen in F 2 ,
Regulation,

scores.

The me an for this function was 4.16

when the threat came from the Em pl o y e e G roup

(T2 ) •

This

was only fourth place in the T 2 group yet F 2 , Regulation,
had a mean score of 4.07 w h i c h ranked second highest in the
Tg, News Media, group.

The F 2 m e a n of 3.37 in response to

threat from the State Legislat ure

(Tg) was the lowest mea n

score in that group.
The conclusion w h i c h can be drawn from these data
is that all five functions are important to the Int e r m e ­
diate School District Superintendent.
important to his role,
tified is not clear,

position,

tions,

3.59.

and authority can be i d e n ­

except w h e n related to a particular

threat agency that is known.
Fg, Leadership,

W hether those m o s t

An example m i g h t be found in

which had the lowest m e a n of all five func­

Its mean score for T^, State Board of E d u ­

cation, was 3.02 and for T^, Cit izens Groups,

it was 3.14,

both of w h i c h were lowest m e a n scores for their respective
threat agency.

The mean score of 4.23 ranked second among

all T 2 scores, while the means of T^, Constitu ent District
Superintendents,

and Tg, State Legislature,

were 3.36 and

54
4.00,

respectively,

which were the highest m e a n scores for

any of the functions.
Examina tio n of the data in Table 2 indicates that
the Intermediate School D istrict Su per int end ent s are not as
defensive about a threatened loss of the leadership f u n c ­
tion

(Fj.) as they would be w h e n faced w i t h the loss of the

other four functions.
dents

Yet, when constituent s u p e r i n t e n ­

(T^) , state legislators

{T2 ) ate involved,

(T,-) , and employee groups

they want a p osition of leadership.

An analysis of the following frequency distributions
may help to determine wh ether the functions m o s t important
to the role,

position,

and authority of the Intermediate

School District Superintendent can be identified.

Table 3.— St rength of defense as indicated by responses of
4 and 5.
(Total number of responses = 58) .
fp *

V
F2
F3
F4
F5
Mean

T

2

T3

T4

T5

T6

M ean

42

48

26

46

41

32

39 .5

27

42

23

41

27

44

34 .0

32

50

20

43

42

44

38.5

46

36

12

26

32

51

33.8

22

47

30

20

38

40

32.8

33.8

44 .6

22.2

35. 2

36.0

42.6

L1

*See page 51 for an explanation of the a bbr e v i a ­
tions .

55

Table 4. — Streng th of defense as indicated b y a r esponse
of 3.
(Total number of responses = 58.)

V
P2
P3
P4
F

5

Me an

T2

T3

T4

5

3

15

14

9

9

T

5

T6

M ean

5

8

17

8.8

22

10

16

8

13.0

4

17

6

8

6

9.5

6

7

31

20

15

4

13.8

19

4

11

14

6

7

10.1

13.8

5.0

17.8

10.0

10.2

6.0

* See page 51 for an explanation of the abbreviations.

Table 5.- -Strength of defense as indicated by a response
of 1 or 2.
(Total number of responses = 58.)
rri *
■*■1
F i*
P2
P3
P4
P5
Mean

T2

T3

T4

T5

T6

Mean

11

6

17

4

9

7

9.0

17

4

13

6

15

6

10.1

16

4

17

6

8

6

9.5

6

7

31

20

15

4

13.8

19

4

11

14

6

7

10.1

13 .8

5.0

17.8

10. 0

10.2

6.0

*See page 51 for an explanation of the a b b r e v i a ­
tions .

56
C a l c u lat ing an average of the number of r espondents
w h o selected either a four or five re sponse places the
functions in the following o rde r
1.

Evaluation

2.

Se rvice

3.

Regulatory

4.

Planning

5.

L e a d ers hip

(F^) —

(F3 )

(see Table 3):

39.5

—

38.5

(F2 > —

34.0

(F^)

—

33.8

(E*5 ) —

32.8

This ord er i n g is the same as was prese nte d in
Table 1, except that the E v a l u a t i o n and Service functions
are reversed.

Whe n analyzing the numbers of respondents

across threat agencies, one finds that the m e a n is not r e p ­
resentative of individual responses
A n example of this

in any of the groups.

is the case of F^, Evaluation.

Sixty-nine per cent of all responde nts indicated active to
vigorous defense.

Onl y 44 percent,

or twenty-six,

chose to

respond with a 4 or 5 whe n the function pertained to T ^ ,
Local Superintendents.

The m e a n of 39.5 for functions

wi thi n all threat agencies does not me a n i n g f u l l y represent
the responses to Tj.
To further illustrate this de viation from the mean,
F 4 , Planning,

while it ranked only fourth in importance

w i t h an overall m e a n of 33.8, was very important in r e l a ­
tion to Tg, News Media.

A ppro x i m a t e l y 90 percent,

or fifty-

one of fifty-eight respondents, pe rce i v e d that they wou ld

57
ac tively or v i g o r o u s l y de f e n d the p lanning function aga ins t
encroach men t by the media.
An al y s i s of T a b l e 5 reveals further inconsistencies.
The mean for F^, Planning,

in T able 3 was 33.8, w h i c h in di­

cates that over half of the Intermediate School District
Su per intendents de fended that function activel y to vigorously.
Yet,

thirty-one chose a "1" or "2" res ponse

(Table 5) — no

d e f e n s e — w hen the function w a s re lated to T ^ , C o n s t i t u e n t
Di strict Superintendents.

Th irt y - o n e of the fi fty-eight

respondents w a n t the Local S u p e r int end ent s involved in
Intermediate School D i s t ric t-w ide planning.
The above analysis supports the earlier conclusion
that additional information is needed in order to d e t e r ­
mine the importance attached to each function.
Table 6 is presen ted to further illustrate this
point.
The pl anning function ranks first and third among
the ten highest m e a n scores for functions.

In the two

previous rankings,

however,

Here,

previous analyses,

the influence of the threat agency is

it was fourth.

as in

apparent.
The data support the conclu sio n that the answer to
research qu estion number two is no, because there is an
interaction b etw een the variables,

function and threat

agency, w h i c h affects the outcome.

The extent of this

58
influence is predic ate d upon w h i c h c ombination of function
and threat agency is oper a t i n g in the co nflict situation
in question.

Table 6.— T e n hi ghest fun cti on-threat agency co mbinations
by mean.
F u nct io n-T hre at A g e n c y C ombi nat ion

Me an

V

Planning

—

T g , News Media

4 .47

Service

—

T 2 , Emplo yee Groups

4.46

Planning

—

T ^ r State Board of Education

4.28

Evaluat ion —

T 2 , Em ployee Groups

4 .23

F 5 ' Leadersh ip —

T 2 , Em plo yee Groups

4.23

Evaluation —

T^, Ci tizen Groups

4 .16

Regulatory —

T g , News Media

4 .06

Service

—

T ^ , C itizen Groups

4 .05

Service

—

T gf State Legisla tur e

4.00

Leadership —

T g , State Legislature

4 .00

F 3'
F4'

V
F l'
P2 .

F 3'
P 3'
F S'

59

Re search Qu est i o n T h r e e — Can the Threat Ag enc ies
W h i c h the Intermediate School Dis trict S u p e r ­
intendent Considers M o s t Influential Be
Identified by the St rength of Defense
Ex hibited Toward Perceiv ed Threats
From the Agencies Included in
This Study?
The m e a n scores for the six threat agencies are
as follows:

Table 7.— Mean scores by threat agency.
Threat Agency

M ean

1.

Employee Labor Groups

4 .15

2.

News Media

3.98

3.

Legislature

3.73

4.

Ci t i z e n Groups

3. 69

5.

State Board of Education

3. 58

6.

Constitu ent Superintendents

3 .04

As was the case in res earch question number three#
the means do not p resent adequate information from whi ch
to draw conclusions.

The relative positions of the threat

agencies on each of the functions m ust be considered.
An excellent example of the possible m i s c o n c e p t i o n
of the importance of m e a n scores is illustrated by a n a l y z ­
ing T^, State Board of Education.

The mean for T^ across

all functions was 3.58, which ranked as fifth most t h r e a t ­
ening of the six threat agencies.

The mean of 3.02, for T^

60
on the Fj-, Leadership,
group.

function was the lowest m e a n of the

Intermediate School D istrict Superi nte nde nts are

not as d efe nsive whe n faced w i t h threatened loss of their
leadership function to the State Department of Edu cat ion
as they are w i t h any of the other four functions.
Considering this relatively low score in isolation
m i g h t lead one to conclude that the State Board of E d u c a ­
tion is not considered a significant threat a gency by the
Intermediate School District Superintendent.

Conversely,

failing to realize that the 3.02 m e a n for T^ pulls the grand
m e a n for

down m ay cause the reader to overlook the i nfl u­

ence this agency is actually perceived to have upon the
function of the Intermediate School District Sup eri nte nde nt
in Michigan.
Reference to Table 3, Strength of Defense,
reinforces the conclusion that the threat agencies,
true w i t h functions,

are situation specific.

further
as was

Broad g e n ­

eralizations as to level of influence upon the Intermediate
School District Superintendent are not wa rranted based on
these findings.
The mea n of the number of respondents who selected
either 4 or 5 and their rank is as follows
1.

Employee Group

—

2.

News Media

— 4 2.6

3.

Legisla tur e

(Tg)
(T,-)

4 4.6

-- 36.0

(see Table 3):

61
4.

C itizen Groups

(T^)

5.

State Board

6.

C o n s t i tue nt Superintendents (T^)

(T-^)

—

35.2

—

33.8

-- 22.2

This ranking is identical to that of the me an
scores w ithin all functions as d isp layed in Table 2.
There is some risk in making inferences based upon
these data alone in that a lth o u g h T^/ Local S u p e r i n t e n ­
dents,

ranked lowest with a m e a n of 22.2,

thirty of fifty-

eight Intermediate School Distri ct Superintendents selected
4 or 5 for F 5 , Leadership.

The mean,

22.2, does not r e p r e ­

sent the ma jority of the respondents.

Over half of them

would actively or vig oro u s l y defend the leadership function
when its loss was threatened by c o n s t it uen t superintendents.
It is important to keep in mind that the mean me rel y
represents the average of the scores of all r e s p o n d e n t s — it
does not represent any one of them.
Board of Education,
33.8,

The case of T ^ , State

is a good example.

The mean score,

ranked second lowest of all threat agency responses

of 4 or 5.

Dropping the lowest function s c o r e — F^, L e a d e r ­

ship— increases the m e a n to 38.9, w h i c h ranks third highest,
A final example of the problem which m a y be created
by reliance upon m e a n scores across threat agencies

is that,

while 33.8 is the m e a n for the number of Intermediate School
District Su per intendents who selected either 4 or 5 for
F ^ , Planning,

it is also true that twenty individuals

ind i­

cated that they would not defend this function at all wh en

62
the threat came from T^, Ci tizen Group.

A nalysis of the

frequency distributions for strength of defense. Ta ble s 3,
4, and 5, further supports the previously stated conclusion
that the influence felt by the Intermediate School District
Superint end ent upon his role,

position,

and autho rit y can

not be determined by strength of d ef e n s e across threat
agencies alone.

A function-threat agency interaction mu st

be present in order to identify those functions perceived
as being m o s t important.
It becomes apparent that in order to identify wh ich
functions or threat agencies are consid ere d m o s t important
or influential, one must know which combinat ion of f unc ­
tion and threat agency is being analyzed.
sis will not yield meaning ful

information.

Sep ara te a n a l y ­
Therefore,

it

is concluded that the t erritory of the Intermediate School
Di strict Superint end ent in Mi chigan can not be determined
by analysis of either function or threat agency as separate
statistics.

Both m u s t be present and treated together.

Reference to Tables 3, 4, and 5, Fr equency D i s t r i ­
butions of responses to F u n c t i on- Thr eat Agency Combinations,
provides information for the following analysis.
The most influential function-threat agency c o m ­
bi nation is F 4 , P l a n n i n g — T g , News Media.

Fifty-one of

fifty-eight respondents selected either 4 or 5 to represent
the strength of de fense they would exert when loss of the
planning function was threatened by the news media.

63
Second in influence was the F 3 , S e r v i c e — T 2 ,
Em ployee Group combination.

F ifty of fifty-ei ght c hose the

"active" or "vigorous" response wh en the service function
was threatened by the employee group.
Forty-e igh t felt they w o u l d actively or v i g o r o u s l y
d efend the evaluati on function
employee groups

(T2 ) *

when leadership

( >

(F^) w h e n threatened by

Fo rty -se ven chose a 4 or 5 res pon se

was threatened by employee groups

W h e n ana lyzed together,

(T2 ) .

the functio n-t hre at agency

combina tio ns w h i c h are most important to the Intermediate
School Di strict S upe rintendent can be identified in the
following manner:

Table 8.— Rank of strength of de fense by fu nct ion-threat
agency combination.
(Data taken from Table 3.)
T l*
F l*
F2
F3
F4
F

5

T

2

T

3

4

5

T6

3

1

6

2

4

5

5

2

6

3

4

1

5

1

6

3

4

2

2

3

6

5

4

1

6

1

4

5

3

2

*See page 51 for an e x p l an ati on of the abbreviations.

64
Ev alu ati on
Th rea t e n e d loss of F^, Evaluation,
and vigorous res ponses

raised active

(4 or 5) from 70 to 80 pe rcent of

the respondents in four of the f unc tion-threat agency
situations.

T 2 , Em ployee Groups,

ra nked first w i t h forty-

eight of fifty- eig ht in the 4 or 5 response category.
T ^ f

Ci tizen Groups,

lowed by T^,

was next hi ghest with forty-six,

State Board of Education,

T^, State Legislature,

w i t h forty-one.

Distric t Superintendents,

fol­

w i t h forty-two,

and

T^, C o n s t i tue nt

had fewest high defense responses

for the evaluati on funct ion
tions in the T g , News Media,

( t w e nt y-s ix) .
category,

Of the five fun c­

F 1 had the lowest

number of highly d e f e nsi ve choices.
R egulation
Three of the

Regulation,

nations indicated strong defense.

threat agency c o m b i ­

Tg, News Media,

was

highest with forty-four responses of 4 or 5; T 2 , Employee
Groups,

had forty-two and T ^ , Citizen Groups,

forty-one.

Intermediate School Di strict Superi nte nde nts are less
likely to defend in the F 2 , Regulatory,
Tg,

State Leg isl atu re

function against

(twenty-seven 4 or 5 responses);

T ^ , State Board of E duc a t i o n

(twenty-seven);

stituent Distric t Superintendents

(t wen ty) .

and T^, C o n ­

65
Service
Pour of the F^,

Service,

threat agency combinations

p r odu ce d high levels of defense.

TEmployee

hi ghest w i t h fifty 4 or 5 responses;
forty-four;

T ^ , C it i z e n Groups,
and T^,

Groups, was

Tg, News Media,

forty-three;

had

T<-, State

Legislature,

forty-two;

State Board of Education,

thirty-two.

C o n s t itu ent Di str ict Superi nte nde nts

(T^J were

again lowest with twenty of fifty-e igh t respons es in the
"active"

to "vigorous" category.

Planning
F 4 , Planning,

had the largest number of 4 and 5

responses of any of the functions tested.
Media,

In the Tg, News

category fifty-one respondents chose 4 or 5.

State Board of Education,
defensi ve responses,

T^,

also had a large number of highly

forty-six.

This function had the

smallest number of "active" or " v i g o r o u s ” responses of any
functions across T 2 , Emp loyee Groups

(thirty-six),

indicat­

ing that the I ntermediate School D istrict Superin ten den ts
are less defensive a bout losing some authority over the
planning function to employee groups than any of the other
functions studied.

It should be noted that thirty-six

represents nearly 60 percent of the Intermediate School
Di strict Superintendents in Mi chi gan and is still a c o n s i d ­
erable po rtion of the population.
six)

Less than half

(twenty-

selected the most def en s i v e responses for T^, C i t i z e n

66

Groups;

and for the fourth time/

defensi ve responses was for
Superintendents.

the lowest number of
C o n s tit uen t Di str ict

Only twelve of fifty- eig ht w o u l d act ive ly

or vi g o r o u s l y defend the pl anning function a gainst t h r e a t ­
ened loss to local D ist r i c t Superintendents.
Leaders hip
Fj-, Leadership,

p rod uce d the only ex ception to the

response pa ttern for T^, Consti tue nt Dis trict S u p e r i n t e n ­
dents.

It should be recalled that for the Evaluation,

Regulation,

Service,

and Planning functions,

this threat

agency received the lowest number of highly d efe n s i v e
responses.
half

For the Lea der s h i p function,

(thirty of fifty-eight)

however,

over

of the respondents perceived

that they would actively or vig oro u s l y defend a gainst

-

The C o n s t itu ent D istrict Superint end ent s were not the group
mo st v igo ro u s l y def en d e d against for this function,
ever, ranking fourth behind
nine);

T c , News Media
b

(t hir ty- eig ht) .

(forty); and T_,
b

(forty-

State Leg isl atu re

Those threat agencies least d efe nde d

against were T^, Cit i z e n Groups,
Education,

Em plo yee Groups

how­

indicating,

perhaps,

and T^,

State Board of

that the Intermediate School

Di strict Superintendents look to them for leadership.

67
Research Qu est i o n F o u r — Will A n a l y s i s of the
Ma nner in W h i c h Intermediate School District
Superintendents Res ponded Reveal Behavior
Patterns Designed to P ro t e c t Their Role?
This section includes p r e l i m i n a r y conclusions wh ich
are general

in nature and rep resent certain con sis ten cie s

and inconsistencies indicated by the data.

It will be f o l ­

lowed by an analysis of re sponses w h i c h form pa tterns of
behavior of interest in answering this research question.
Tables 9, 10,

11,

12, and 13 present frequency d i s ­

tributions of responses to the survey instrument.

The

Intermediate School Di strict Superin ten den ts were asked
to respond in the ma n n e r in w h i c h they p erc eived they would
defend their territory in each simulated situation.

Respon­

dents were asked to select one of five responses r e p r e s e n t ­
ing behavior descri bed as follows:
A response of "1" represents retreat,
avoidance,

flight,

behavior which implies moving away from c o n ­

frontation .
A "2" response implies cooperation,

av oidance of

co nfrontation through cooperation.
A response of "3"
temporization;

indicates neutrality,

wa iting before acting,

holding or

some moving away from

conflict.
A "4" represents c ooptive or deflecti ve behavior
de signed to ma in t a i n control.
toward the conflict,

It also indicates m o v e m e n t

an inclination toward confrontation.

68
A response of "5" indicates aggressive,

confron tin g

behavior intended to exert control as a means of resolving
conflict.
Table 9.— Number of "1" responses.

*

T l*

F2
F3
F4
F5
Total
Mean

T

T3

T4

T5

T6

Total

5

2

1

6

2

1

11

9

2

0

2

8

3

24

0

0

5

1

1

1

8

2

1

2

5

5

1

16

4

1

3

0

0

3

11

20

6

11

8

16

9

70

4.0

1.2

2.1

1.6

3.1

1.8

* See page 51 for an explanation of the abbreviations.

Table 10. — Number of 112 " r e s p o n s e s .
T x*

P1 *
F2
F
3
F<
F5
Total
Mean

T

2

T3

T4

T5

T6

Total

4

19

21

47

38

35

164

5

14

22

20

16

16

93

12

15

12

43

11

9

103

27

35

47

40

24

35

208

20

17

10

17

25

10

99

68

100

112

167

114

105

666

20.0

22.4

33.4

22.8

21.0

13. 6

*See page 51 for an explana tio n of the a b b r e v i a ­
tions.

69
Table 11. — Nu m b e r of "3" responses.
m +
1
V
F2

F3
P4

F

5
Total
Mean

T

2

T

3

T4

T5

T6

Total

6

0

5

2

5

10

28

15

11

2

7

0

2

37

31

9

39

2

12

3

95

6

1

0

4

0

12

23

4

4

1

8

1

2

20

62

25

47

23

18

29

204

12.4

5.0

9.4

4.6

3 .6

5.8

* See page 51 for an ex pla nat ion of the abbreviations.

Table 12. — Number of "4" r e s p o n s e s .
T x*

F l*
F2

F3
F4
F
5
Total
Mean

T

l2

T3

T4

T5

T6

36

7

30

5

10

8

96

5

15

32

24

20

33

129

13

14

0

5

7

43

82

6

20

8

3

14

2

53

30

23

39

33

21

41

187

90

79

109

70

72

127

547

18. 0

15.8

14.0

14.4

21.8

Total

25.4

*See page 51 for an explanati on of the a b b r e v i a ­
tions .

70
Table 13 .— Nu m b e r of "5" responses.

F l*
F2
F3
F4
F5
Total
Mean

rp *
A1

T2

T3

T4

T5

T6

7

29

1

4

3

4

48

24

14

2

5

13

4

57

2

1

1

6

25

1

53

17

1

1

6

15

8

48

0

12

5

0

10

1

28

50

57

27

21

76

18

249

10 .0

11.4

5.4

5.2

15 .2

Total

3 .6

*See page 51 for an exp lana tio n of the abbreviations.

Preliminary Conclusions
Table 9 shows the number who perceived they would
re treat or relinq uis h control of fu nction w hen threatened.
Very few Intermediate School Di strict S upe rintendents i n d i ­
cated they w o u l d w ill ingly give up any of the functions
tested.

F 2 , Regulation,

had only nine responses of retreat

or flight to threatened loss of the regulato ry function from
the State Board of E d u c a t i o n

(T^.

E i g h t such responses

occurred in that same function for T 5 , State Legislature.
One m i g h t conclude that those respon den ts would like the
Department of Educat ion or the legisl atu re to con tract some
other a gency to implement the State School Code.

71
Table 13 represents the number of In termediate
School D istrict Superintendents who said they w o u l d beh ave
in a confronting m anner to threatened loss of functions.
There is no general p attern of e xtreme aggressiveness.
notable exception is found in

Evaluation.

A

E xa c t l y half

of the populat ion said they w o u l d respond in an ope nly
aggressive manner w h e n their regulatory f unction was thr eat ­
ened by T 2 > Employee Groups.
The result of the F R e g u l a t i o n — T 1 , State Board
of Education,

combination,

w i t h twenty-four selecting

the

most aggress ive action, was unexpec ted by the resear che r in
light of the number

(nine)

choice for that c o m b i nat ion

who chose the least a ggr ess ive
(Table 9).

The F 3 , Service,

function also had one threat a gency for which open c o n f r o n ­
tation was indicated by a large number of the population.
This was the F 3 , S e r v i c e — T 3 , Co n s t i t u e n t Di strict S u p e r i n ­
tendents,

combination.

Twenty-f ive Intermediate School

District Superintendents chose the m o s t aggres siv e behavior
in this c a s e .
The other exception to the pattern of relative ly few
op enly aggressive choices was the F 4 , P l a n n i n g — T^, State
Board of Education,

interaction.

Sev enteen people chose the

m o s t aggressive response for this combination.

Nea r l y one-

third of the pop ula t i o n will react aggressively to perceived
State Board intrusion into their pl anning function.

72
A look at Table 11 immediately gives the impression
that the Intermediate School Dis tri ct Superint end ent s are
not likely to "wait and see" or "avoid confrontation" w hen
their role,
eroded.

position, or au thority is in danger of being

The area of service was the one exception.

Service, when threatened by T^,

F^,

State Board of Education,

had a "wait and see" response from thirty-one persons,
55 p ercent of the population.

The same function

yielded thirty-nine such choices,
ulation,

nearly

(F^)

or 67 pe rcent of the p o p ­

for T ^ , Constitue nt Di strict Superintendents.

The

researcher proposes that the Intermediate School District
Superintendents have w orked cl osely w i t h both groups and
have decided that waiting and watching,

or "holding,"

such conflict situations usu ally results

in

in favorable r e s o ­

lutions to the problems.
Fifteen of the fifty-eight Intermediate School D i s ­
trict Superintendents indicated a "do nothing" be havior for
the F 2 / R egu la tio n— T^, State Board of Education,
tion.

combina­

This is more akin to the pa ttern in Table 9, where

nine said they would avoid the issue.

T ogether the total

of twenty-four represents over 4 0 percent of the population
and reveals a large group who will express little opp osi t i o n
to encroachment by the State Board in the regulatory fu nc­
tion .
Further inconsistencies in response are identified
in the data shown in Table 10.

While thirty-five to forty

73
respondents would cooperate in an effort to m a i n t a i n F^,
Evaluation,

in interactions with T ^ , Ci tizen Groups; T g ,

State Legislature;

and Tg, News Media;

only four w o u l d behave

in a cooperative manner when threat came from

, State

Board of Education.
F^i Service,
of response.

also manifests an interesting pattern

Very few

(nine to fifteen)

Intermediate School

District Superintendents would cooperate when loss of F^,
Service, was threatened by five of the six threat agencies
tested.
Groups,

W h e n this function was threatened by T ^ , Citizen
however,

cooperate.

forty-three stated their willingn ess to

The data seem to suggest that Intermediate

School District Superintendents seek input from patrons and
parents when determining services to be provided.
F 3 , Service,

seems to be the function which manifests

the most inconsistent response patterns.

Table 12 reveals

that, while not a single Intermediate School Dis trict S u p e r ­
intendent chose to respond in a deflecting or cooptive m a n ­
ner to the F^
tendents,

t

Ser v i c e — T^, Constitu ent Distri ct S u p e r i n ­

interaction,

forty-three w o u l d do so when the

situation involved T r , News Media.
6
Behavior Patterns
The frequency distributions
and 13)

(Tables 9, 10,

11,

12,

and the combined "4" and "5" responses represented

in Table 14 provide data w h i c h suggest that patterns of

74
behavior w h i c h are d esigned to protect the role,

position,

and authority of the Intermediate School Dis trict S u p e r ­
intendent do exist.

Table 14 .— N umber of respondents indicating aggre ssi ve b e h a ­
vior by selecting a "4" or "5" response.

Fl*

F2
F3

F4
FS

rp *
11

T

43

T

3

T4

T5

T6

36

31

14

13

12

29

29

34

29

33

37

15

15

1

11

32

44

23

21

9

9

29

10

30

35

44

33

31

42

*See page

2

51 for an explanation of the a b b r e v i a ­

tions .

, Planning,

appears to be a function for w h i c h the

participants felt a strong need to cooperate.

Between

twenty-four and forty-seven respondents chose activities
defined as those leading to cooperation

(Table 10).

two lowest totals occurred in T c , State Legislature,
D

T^, State Board of Education.

The
and

This may be indicative of a

less cooperative attitude toward those agencies.
Threatened loss of the leadership function brought
the m o s t aggressive reaction.

Well over half

(between

75
and forty-four of the fifty-eight respondents)

said they use

confronting or coopting behaviors to m a i n t a i n control of
F_, Leadership.

They perceive themselves as educational

leaders and will exert considerable effort to retain that
function against all of the threat agencies studied.
A pattern of particular interest to the researcher
is found in the regulatory function responses.
was one of the least defended,

While it

it is the function whi ch

reveals the second highest level of aggression.
tent pattern of between twenty-nine
ulation)

and thirty-seven

deflective,

A consis­

(50 p ercent of the p o p ­

(64 percent)

indicated aggressive,

or controlling behavior for all threat agencies

when F 2 , Regulation,

is threatened

(Table 14).

The service function demonst rat ed a d iverse pattern
of response.

Forty-four

(76 percent of the population)

they would confront the news media
the loss of F^,

Service,

(Tg) when threatened with

by that group, while only one

respondent expressed aggressive behavior toward
district superintendents
percent,

(T^).

A low number,

the local

less than 25

responded in a confronting manner toward T^,

Board of Education,

said

State

and T 2 , Employee Groups.

Two patterns emerged from the responses relative to
the evaluation function.
employee groups

The State Board of E d u c ati on

(T2 ) and local superintendents

(T^)

elicited

similar responses

from the Intermediate School D istrict

Superintendents.

Forty-three,

thirty-six,

(T^),

and thirty-one

76

participants,

respectively,

de fense of P 1# Evaluation,
these three groups.
zen Groups

perceived their b ehavior in
to be very aggressive toward

For the other threat agencies,

(T^), State L e g i s la tur e

Citi­

(T,.), and News Media

(Tg), less than 25 percent res ponded aggressively.

This

gives some index of the convictions held by Int ermediate
School District Superintendents.

They will react a g g r e s ­

sively to ma in t a i n their right to fulfill the evaluation
function when

, T^, and T^ are involved.

Other patterns of interest can be identified.
Constit uen t District Superintendents,
distinc t trends.

scores reveal two

Where the evaluation,

leadership functions are concerned,

T^,

regulation,

and

the participants will

behave in very aggressive and controlling manners.

They

will, on the other hand, be cooperative or remain neutral
when the situation per tains to the service and planning
functions.

These data strongly suggest that the In ter ­

me dia te School District Superi nte nde nt wants dir ection and
cooperat ion from the local di strict superintendents in p l a n ­
ning for the needs of the d ist ricts and determining which
services should be offered.
The news media
terns of response.

(Tr) also yielded two d istinct patD

When threatened loss of the evaluation

and planning functions came from the news media,
20 pe rcent responded aggressively,

less than

thirty-five respondents

chose a cooperative form of behavior,

and ten said they

77
would

"wait and see."

However, w h e n their ability to p e r ­

form their regulato ry function was in question,

two-thirds

of the Intermediate School Distr ict Superint end ent s responded
aggressively.
Generally,

the citizen groups did not evoke a g g r e s ­

sive responses from the participants in this study.
case of the regula tor y and leadership functions,

In the

however,

over half of them chose responses of high aggression.
Apparently,

a need is felt to let citizens know that the

Intermediate School Distr ict does possess authori ty as it
pertains to the State School Code.
A p p r ox ima tel y half r esp onded in a confronting m ann er
to the State Legislature's threat to the regulatory,
planning,

and leadership functions.

service,

Only thirteen p a r t i c i ­

pants said they would react aggress ive ly to loss of the
evaluation function to this threat agency.
a rather coopera tiv e spirit,

with thirty-eight responses

the F . , E v a l u a t i o n — T c , Legislative,
X

Table 10 implies

D

in

cell.

Behaviors in response to threat from Employee
Groups

(T2 ) illustrate an interesting dichotomy.

this g roup yielded the highest d efense scores,

Although

there were

very few who perceived they w o u l d respond aggressively.
appears that input from such groups is desirable
the planning and service functions.

It

in terms of

Only half of the r e s p o n ­

dents would confron t this group over loss of the evaluation,
regulatory,

or leaders hip functions.

78
The State Board of Educat ion scores showed co n s i d ­
erable diversity.

W h i l e loss of the regulato ry function to

this threat agency

(T-^) yielded the second h ighest number

of ext remely aggressive reactions

(twenty-four),

it also had

the highest number of those who would retreat from any c o n ­
flict for that function.

The indication,

to this researcher,

is that there are a number of Intermediate School District
Superintendents who see a place for State Board of E d u c a ­
tion involvement in evalua tion of programs in the I n t e r m e ­
diate School District,
them

{State Board)

and a larger number who do not want

to become overtly involved in this

activity.
Research Question F o u r — C onclusions
Analysis of the data regarding the m anner in w hic h
the participants in this research p roject responded s ug­
gests the following conclusions regarding behavior patterns
designed to protect the role of the Intermediate School
District Superintendent.
1.

Very few Intermediate School Distri ct S u p e r i n ­

tendents will retreat or take flight in a conflict situation
involving any of the function-threat agency combinations
tested

(see Table 9).
2.

Intermediate School Distric t Superintendents are

ge nerally not openly aggressive in their efforts to m a i n t a i n
their territory.

They tend to use defle cti on or other b e h a ­

vior patterns intended to m ain t a i n control w ithout c o n f r o n t a t i o n .

79
3.

The Intermediate School D istrict Superintendents

are not likely to remain neutral w h e n faced w i t h conflict.
Ex cept in cases wh e r e it seems wise to w a i t and see how
things develop,
4.

they will take a position.

Intermediate School Distric t Superintendents

will not act a g g r ess ive ly to defend their planning and s er­
vice roles against encroac hme nt by the State Board of E d u ­
cation .
5.

The Intermediate School District Superintendents

will seek input from citizens and constituent school di str ict
superintendents to help det er m i n e needed services within the
Intermediate School District.
6.

Intermediate School Di str i c t Superintendents

will behave in a cooperative m a n n e r in an effort to retain
their planning function.
7.

When any threat of loss of the leadership fun c­

tion is perceived,

Intermediate School District S u p e r i n ­

tendents will defend with aggressive behavior.
8.

Intermediate School Di strict Superintendents

will act aggressively w h e n defending their regulatory fu nc­
tion.
9.

Mi ch i g a n Intermediate School District S u p e r i n ­

tendents will cooperate,

or w a i t for further developments

before acting, when their service or planning functions are
threatened by constituent d istrict superintendents.
will,

however,

They

react very aggressively toward that group

80
when c o n t i nu ati on of the re g u l a t i o n or leadership functions
is threatened by them
10.

(see Table 13).

W h e n citizen groups threaten the regulatory or

leadership function,

the Intermediate School Distri ct S u p e r ­

intendent will react aggressively.
11.

Generally,

the Intermediate School District

Superintendents will not behave as a ggressively toward
threat from employee groups as they will from others.
Research Question F i v e — Will the Results of
the Study Help to Describe and Clarify the
Role of the Intermediate School District
Superintendent as He Perceives It?
The answer to this research question is positive.
The data support the conclusion that the five functions
tested in this research are a part of the perceived role of
the Intermediate School District Superintendent in Michigan.
The following helps to further clarify that role.
Regulation
This function can be d escribed as "providing a s s u r ­
ance to all concerned parties that students

in the district

are receiving the services prescribed by the State School
Code."

Although this was not one of the most strongly

defende d functions,

it is considered important and any

attempt to remove it from the Intermediate School District
Superintendent's responsibility would be met w i t h aggressive
behavior.

81
Service
The

"service organization"

image is pe rceived as an

important part of the role of the Intermediate School D i s ­
trict Superintendent.
defended,

This was the function m o s t strongly

indicating that it is considered to be the mos t

important part of the role of the Intermediate School D i s ­
trict Superintendent.
Planning
Planning in order to m a k e the right decisions whi ch
improve organizational performance is an important element
of the role.

The data imply that, more than any of the

functions tested,

planning was considered a responsibility

to be shared with the constitu ent di strict superintendents
and citizens of the district.

Intermediate School District

Superintendents perceive their role to include assessing
the needs of the district through involvement of the r e c i p i ­
ents of their services.
Evaluation
Evaluati on nearly equaled service as the m ost
important function tested.

Intermediate School District

Superintendents do not randomly implement new programs;
neither do they abide continuation of old programs simply
because they are currently operative.

A sse ssing progress

toward goals and determining congruence between performance

82
and objectiv es is perce ive d as one of the most important
aspects of the Intermediate School D ist r i c t S upe rin tendent's
role.
Leadership
The Intermediate School D istrict Superintendents see
themselves as the educational leaders of their districts.
This is especially true as it relates to the co nstituent
d i strict superintendents,

employee groups,

and news media.

They perceive their role to include activities w hich will
help others m a k e m o r e eff ective decisions.
Summary of the Findings and C onclusions
1.

The Intermediate School District Sup eri nte nde nt

possesses and will d efend a territory which includes,

but is

not necessarily limited to, the five functions tested in
this research.
2.

Those functions considered by the Intermediate

School D istrict Superintendents to be most important to
their role,

position,

and authority can not be identified

by strength of defense alone.

Strength of defense is sit­

uation specific and requires analysis of the interaction
between function and threat agency.
3.

I den tification of the most influential threat

agencies requires an analysis of function-threat agency
combinations in order to o b t a i n meaningful results.

83
4.

Identifiable response patterns do reveal b e h a ­

vior patterns designed to p rotect the role and function of
the Intermediate School D istrict Superintendent.
5.

The results of this study provide valuable

insights into the p erc eived role of the Intermed iat e School
Di strict Superintendent.

These insights h elp to describe

the role as perceived by the population,

and to further

clarify the function of the organization.
Ch apter V will discuss the implications and c o n c l u ­
sions drawn from the data and m a k e recomm end ati ons for
further study.

CHAPTER V
IMPLICATIONS, VALUE JUDGMENTS, AND
RE COM MENDATIONS

Chapter IV provided the findings and c onclusions
wh i c h form the basis for the implications and r e c o m m e n d a ­
tions in the chapter.
An interest in the role of the Intermediate School
D i strict and its Superintendent pro mpted this study.
researcher takes the license,

therefore,

The

to p re s e n t some

insights regarding the conclu sio ns reached.
It was expected that the answer to the first research
questio n would be positive.

Keller

(1972)

and Bell

(1974)

both concluded that the school administrators they studied
did possess and would defend a territory.

A n y observer of

human nature would expect the same to be true of the I n t e r ­
me d i a t e School District Superintendent.

The toothbrush is

identified by color as a me a n s of protecting loss of its
exclusive use.
intruders.

M a n also fences his property to keep out

Examples of territo ria lit y are all about us.

The q uestion of w h i c h functions and threat agencies
would elicit the strongest man i f e s t a t i o n of te rri tor ial ity
was of interest,

and has implications for students of e d u ­

cation .
84

85
The next q ue stion wh ich seemed obvious and was of
interest to the research er was,

"How will they defend?"

Will patterns of be havior bec o m e ap par ent w h e n certain f u n c ­
tions are threatened,
involved?

or w h e n a particular threat agency is

The answer to these que stions was not a n t i c i ­

pated by the researcher.

It does,

however,

have i mpl ica ­

tions for the Intermediate School Di str ict Su per intendents
and for the various threat agencies included in this study.
It is not implied that the populat ion studied r e p r e ­
sents a par tic ula rly threatened group of people.

The use of

thecombination of function and threat was found to be the
ve h i c l e by w h i c h the resear che r felt role identification
could best be done.
It seems reasonable to e xamine the implications as
they pertain to the six threat agencies studied.
Implications
General Implications
First,

any group or agency that tries to eliminate

any p ortion of the p erc eived role of the Intermediate School
Di strict Superin ten den t in Mi chigan should expect to m eet
w i t h resistance.
Second,

the pattern of beh avi or exhibited in def ense

of their role is not likely to be one of open aggression.
Deflection,

cooptation,

or m a n i p u l a t i o n are m o r e likely to

be the overt response than open confrontation.

86
Third,

the b eha vio r pattern w h i c h res ulted from

reactio n to the simulations implies that the Intermediate
School Di strict Superintendents are "action" people.

T hey

are u nlikely to r emain n e u t r a l — they are m o r e likely to
make things happen.
Specific Implications
Studying the data as they pertain to individual
threat agencies reveals several implications of interest to
this researcher.
The State Board of Edu cation would not generate
aggressi ve behavior from the Intermediate School District
Superintendents,

should it threaten their pl anning or s e r ­

vice functions.

This implies that they perceive the best

results to come from cooperat ion as o pposed to c o n f r o n t a ­
tion.

The State Board of Education as a threat agency p r o ­

vided one of the two highly unusual patterns of response for
the service function.

Thirt y-o ne respondents selected the

"wait and watch" behavior.

It occurs to the researcher that

the Intermediate School D istrict Superintendents do not
ov erreact to threats from the State Board,
being that if one waits,
itself.

the implication

the problem has a way of resolving

Many experts p roclaim new answers to old problems;

yet the nearer one is to the situation,

the better seem the

solutions.
When the State Board threatens to remove evaluation
from the role of the Intermediate School Di str ict

87
Superintendent,
result.

considerable aggress ive be havior will

If the State Board de sires cooper ati on in the area

of e valuation of programs,

they must allow control of this

function to remain w i t h the Intermediate School District.
The strength of def ense exhibited toward employee
groups was the strongest of any of the threat agencies.

The

small amount of aggres sio n in the response to them led the
researcher to conclude that Intermediate School District
Superintendents will not behave as aggress ive ly toward them
as they will toward others.

The implication is that, while

they are very defensive toward this group,

the m o s t e f f e c ­

tive way to deal with them m a y be to cooperate and avoid
confrontation.
When threatened loss of function comes from the c o n ­
stituent d istrict superintendents,

the strength of defense

was the lowest of all threat agencies tested.
leadership function was involved,

however,

When the

the Intermediate

School D istrict Superintendents became openly aggressive.
Planning and service functions reveal a high level of c o o p ­
eration.

It appears that input from local superintendents

is desirable,

but may often be stifled because of the I n t e r ­

me dia te School Di strict S u p e r i n t e n d e n t ’s strong need to be
the educational leader in his district.
Pa rent groups elicited defensive reactions,
aggressive behavior patterns,

from the respondents.

was also the case for employee groups.

but not
This

Intermediate School

88
Di str ict Superin ten den ts app are n t l y feel that to confront
ci tizen groups is a m is t a k e and that p ublic relations are
an important part of their role.
The pat tern of be ha v i o r most often o ccu rring when
d e aling wit h the State L e g i s l atu re m a y be de scribed as
confronting,

yet cooptive.

The legislature evoked a c o n ­

siderable de fen s i v e reaction and also brought about more
aggressive responses than m o s t of the threat agencies.

The

Intermediate School D istrict Superintendents should be aware
of their pe rceived aggressi ve feelings toward State L e g i s ­
lators,

and react accordingly.
When the leadership and service functions are

threatened by the news media,
by most respondents.

open aggres sio n was selected

C o n f r ont ati on was the behavior

expected w h e n the regulat ory function was threatened by the
news media.

O ver 70 p ercent of the p opu lat ion would use

cooptive or aggres siv e behavior to protect these three
functions when threatened by this group.

M o s t Intermediate

School District Su per int end ent s are sensitive to media
criticism and efforts should be made to establi sh good w o r k ­
ing relationships with the press in their respect ive d i s ­
tricts .
Finally,

it is of interest to note that, while it was

concluded that functions could not be determin ed by strength
of defense wit h o u t c o n s ide rat ion of the threat agency
involved,

two functions elicited confronting and aggressive

89
respons es from over half of the Interm edi ate School District
Superintendents for all threat agencies.

Regulat ion and

leadership, w h e n defended, will be def e n d e d aggres siv ely
regardless of the threat agency.
tion and leadership)

These functions

(regula­

are viewed by Interme dia te School

Di strict S uperintendents as an important part of their role
and probably occupy m u c h of their time.

They need to be

aware of any sensitivity to c r i t i cis m regarding their p e r ­
formance of these functions,

and not allow this to interfere

with their jobs.
V a l u e Judgments
This researcher believes that,
tive,

in order to be e f f e c ­

Intermediate School District Superi nte nde nts m ust

think of themselves as leaders.

They m u s t be risk takers.

This is not to imply that they m u s t be aggressive at all
times,

but rather be able to admit we akn e s s e s and accept

suggestions and direction from wh at e v e r source will best
provide for the needs of the students

in their intermediate

districts.
The Intermediate School D ist r i c t Superintendent,
perhaps more than any other school administrator, m u s t be
service o riented and sensitive to those students whose needs
are not being met in their local districts.

They are in a

position to make decisions w h i c h affect far more students
than m o s t school administrators.

90
Intermediate School Dis t r i c t Su per int end ent s have to
be flexible e nough to deal w i t h p res sures from the State
Board of E d u c ati on and the State Leg isl atu re on the one hand,
and the consti tue nt di stricts on the other,

w h i l e keeping

their o r g a n iz ati on m ov i n g in a ma n n e r w h i c h provides the
b e s t service for their students.
The resear che r regrests having to emp l o y concepts
such as defense,
tation.

threat,

However,

aggression,

conflict,

and co nfr on-

these are i nst itu tionalized terms in the

field of sociology w h i c h are used in the study of behavior,
and provide the de s i r e d information.

The framework of the

re search was not intended to be negative,

but rather the

m o s t scientific method of studying the role and function,
as well as a d e s c r i pti on of beh avior patterns exhibited
maintai nin g the perceived role,

position,

in

and a uth ority of

the Intermediate School Distric t Superintendent.
Recommendations

for Further Study

There co ntinues to be a place for additional study
regarding the effects of territoriality on school a d m i n i s ­
trators.

Re view of the literature reveals man y implications

for education.

Keller

(1972)

and Bell

further examination of this topic.

(1974)

encourage

That r e c o m m end ati on is

applauded and reinfo rce d here.
The following recommendations are a product of the
implications of this research:

91
1.

An investigation of the relationships between

the State Board of Education and the Intermediate School
District in an effort to further define roles,

thereby

reducing conflict.
2.

Study to determine the number of programs p r o ­

posed by the Michigan Department of Education which have
been implemented in Intermediate School Districts in any
given year.
3.

Study to determine whether management-employee

relations are more positive in Intermediate School Districts
than in local public schools.
4.

Investigation of the reasons for the relatively

high strength of defense which the Intermediate School
District Superintendents exhibited toward employees while,
at the same time,

perceiving their own behavior patterns to

be c o o p e r a t i v e .
5.

Study of the expectations the public school

superintendents have for the Intermediate School District
Su per int end ent .
6.

Study of public awareness of the role of the

Intermediate School District Superintendent.
7.

Investigation of the interpretation of the role

of the Intermediate School District Superintendent by State
Legislators.
8.

Study to identify public relations programs

being conducted in Intermediate School Districts and K-12

92
school districts in Michigan,

or nationally,

to improve

public awareness of the functions p erf ormed by the I n t e r ­
m e d i a t e School District.
9.

Compar ing the p erc eived be havior of local

d i strict superintendents to that of secondary school p r i n ­
cipals regarding their reaction to threatened loss of f u n c ­
tion from various threat agencies.
10.

Study of the charact eri sti cs of a successful

Intermediate School Dis t r i c t S u p e r i n t e n d e n t — a successful
local distri ct superintendent.
11.

Longitu din al study co mpa rin g Intermediate School

District Superintendents'

pe rceived reaction to threat and

actual behavior in that situation.

APPENDICES

APP ENDIX A
L E TTE R

94

APP END IX A
LETTER

September 20, 1974

Dear Colleague;
Many times the question "What do they do anyway? is directed toward
Intermediate School Districts by other educators and by the general
public. Mr. David M. Blomquist is trying to answer this question
by first trying to determine which functions now fulfilled by the
Intermediate School District Superintendent are most important to
him, and secondly by trying to determine how he will react to agen­
cies which threaten those functions.
The enclosed questionnaire poses hypothetical situations similar to
those you may be facing daily. The instrument is made up of thirty
simulations and should take about forty-five minutes of your time to
complete.
Your response is vital since we are including in the study
all Intermediate School Districts in the State of Michigan.
Research­
ing the total population requires a complete return.
Mr. Harry Moulton, President of the M.A.I.S.A., has given his approval
of the project and has been very helpful in its development.
He has
asked for, and will receive, a copy of the completed doctoral dis­
sertation for the M.A.I.S.A. files.
The data will be handled in a professional manner, and you can be
assured that no individual will be identified or quoted in any way.
If there are any questions you wish to ask about this project, please
call me.

Sincerely,

Alexander J. Kloster
Associate Professor
AJK/lh

95

AP PEN DIX B
DIRECTIONS AND INFORMATION

96

APPENDIX B
DIRECTIONS A ND INFORMATION

PLEASE READ THIS CAREFULLY BEFORE RESPONDING TO THIS INSTRUMENT.

This study seeks to do two things:

(1) Identify the importance

Intermediate School District Superintendents attach to each of five
basic functions which they perform by the level of strength they would
exert to defend continuation of that function, and (2) To identify the
way in which the Intermediate School District Superintendents will
respond to the possibility of losing their decision-making role with
respect to certain functions.
Please note that you are not to sign you name on the survey.
It is not coded in any way which would permit your identification.

In

order to preserve its anonymity, yet enabling us to follow up with a
reminder to nonrespondents, we have enclosed a stamped postcard to
identify superintendents who have completed and returned the survey.
Follow-up reminders are costly, but necessary because every individual
response is very important to insure validity and accuracy of our
results.

An addressed and stamped return envelope is included for your

convenience.
Enclosed is a series of thirty simulated situations, each based
on one of the Intermediate School District Superintendents' major job
responsibilities.

Each situation is meant to represent a threat to

your continued decision-making role regarding that function.
You are asked, first, to circle the one number which best
represents the strength you would exert to retain your present role

97

98
in regard to that function:
1 —

No defense, will not defend at all.

2 —

Some, will protest slightly.

3 —

Moderate, mild defense.

4 —

Active, will defend in a determined manner.

5 —

Vigorous, will defend to full limit of resources.

Secondly, you are asked to circle the one number representing the
statement which more nearly represents the manner in which you would
react to that simulated situation.

Please try to respond as though

these simulations were actually occurring in your district.
The following definitions will be used for purposes of this study:
1.

Regulatory function. Those activities of the Intermediate School
District Superintendent which involve the enforcement of Michigan
School Law.

2.

Service function. Those activities of the Intermediate School
District Superintendent which lead to providing services to local
districts which they cannot, or choose not to, implement inde­
pendently.

3.

Planning function. Those activities of the Intermediate School
District Superintendent which lead to action.
Planning in this
context is performance oriented, making right decisions which
tend to improve the condition and performance of the organization.

4.

Evaluative function. Those activities of the Intermediate School
District Superintendent which assess progress toward goals.
Determining congruence between performance and organizational
goals and objectives.

5.

Leadership function. Those activities of the Intermediate School
District Superintendent which guide the Intermediate School Dis­
trict Board of Education and lead local district personnel toward
making effective decisions and seeking more effective performance.
Please complete this questionnaire as soon as possible.

to have it returned by October 4, 1974, if at all possible.

We need

APP E N D I X C
EVALUATION SIMULATIONS

I
II
III
IV
V
VI

State Board
Employee Groups
Co nst itu ent School Distri ct Su per int end ent s
C itizen Groups
State Legislature
News Media

99

APPENDIX C
EVALUATION SIMULATIONS
EVALUATION OP SERVICES AND PROGRAMS WITHIN THE INTERMEDIATE SCHOOL
DISTRICT IS ONE OF YOUR IMPORTANT FUNCTIONS. THE ACTIONS DESCRIBED
BELOW COULD AFFECT YOUR FUTURE INVOLVEMENT WITH THIS FUNCTION. PLEASE
RESPOND TO THE FOLLOWING HYPOTHETICAL SITUATIONS INVOLVING EVALUATION.

I.

"A recommendation by one State Board of Education member is to

assign a Department of Education staff person to each Intermediate
School District.

His job would be to evaluate Programs and Services

to local districts.

This recommendation is gathering support in the

State Board Office.

The feeling among the State Board staff is that

they should take this over since many Intermediate School Districts
would prefer this to hiring or training their own evaluation staff."

A.

Please CIRCLE the one number below which indicates the

degree to which you will defend the retention of your evaluatory func­
tion in this case.

Defense:
B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement below

which most nearly reflects the manner in which you would respond.
1.

Call them and point out concerns of the Intermediate School
District.

2.

Call them and tell them they are "going too far."

3.

Agree with the essence of the premise.

4.

Offer support to the idea.

5.

Wait and watch; it will probably die for lack of interest.

100

101
II.

"The teacher association representatives are dissatisfied with

current methods of evaluating Intermediate School District itinerant
teachers.

They want financial support, in the form of released time,

for members of the Association to evaluate its members.

This written

evaluation would become part of the teachers' personnel file with the
Intermediate School District."

A.

Please CIRCLE the one number below which indicates the

degree to which you will defend the retention of your evaluatory func­
tion in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Tell them evaluation is our job and we will do itl

2.

Comply; it seems reasonable.

3.

Ignore it; wait for it to "blow over."

4.

Offer to have them help set up future evaluation procedures.

5.

Agree to study the proposal.

102

III.

"The organization of constituent school district superintendents

has informed you that they are dissatisfied with certain programs
sponsored by the Intermediate School District.

They believe that poor

evaluation techniques have resulted in continued funding of ineffec­
tive programs.

Their concern over this weakness in your organization

has prompted them to pressure you to perform your evaluation of such
programs according to a method they are designing."

A.

Please CIRCLE the one number below which indicates the

degree to which you will defend the retention of your evaluatory func­
tion in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Tell them to run their own shop and stay out of yours 1

2.

Accept their plan as a good solution.

3.

Work with them in implementing their program.

4.

Offer to listen to advice, but retain the function.

5.

Determine the issues and wait for the right time

to react.

103
IV.

"The State Association for Parents of Handicapped Children passed

a resolution which criticizes teacher evaluation methods used in Inter­
mediate School Districts throughout the state of Michigan.
states,

It further

'Members are urged to inform their Intermediate School District

Superintendent about the organization's intent to institute a classroom
teacher evaluation system for all Special Education programs in the
Intermediate School District.'"

A.

Please CIRCLE the one number below which indicates the

degree to which you will defend the retention of your evaluatory func­
tion in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Meet with them to try to head it off.

2.

Assign staff to study the situation.

3.

Let them do what they want to.

4.

Invite representatives to discuss evaluation.

5.

Inform them that they have no business

in the classroom.

104
V.

”A bill before the House would bring an outside firm into the

process of evaluation of Intermediate School District programs.
Floor debate indicates a concern on the part of legislators that
ineffective programs continue to operate/ thereby wasting tax dollars."

A.

Please CIRCLE the one number below which indicates the

degree to which you will defend the retention of your evaluatory func­
tion in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Wait on this; "Measure water depth before diving in."

2.

Get on it; this is one more attempt at "Statetake-over."

3.

Let them do it; we can use the help.

4.

Invite legislators to review current evaluation

5.

Get with colleagues to formulate a plan.

processes.

105

VI.

"The television station with widest coverage in your area editor­

ially supports the position the teachers have taken on evaluation.
The exact quote was,

'Teachers have the right to fair evaluation

reports which are not generated out of an attempt to discredit their
teaching, which is our assessment of current evaluation techniques.'"

A.

Please CIRCLE the one number below which indicates the

degree to which you will defend the retention of your evaluatory func­
tion in this case.

Defense:

B.
below which

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement
most nearly reflects the manner in which you would respond.

1.

Call the station and demand equal time.

2.

It is ridiculous; ignore itt

3.

Wait for public reaction before doing anything.

4.

Call the station to arrange to meet with

5.

Let it pass and hope nothing comes of it!

the station manager.

APPENDIX D
REGULATI ON SIMULATIONS
I
II
III
IV
V
VI

State Board
Em ployee Groups
Constit uen t School District Superi nte nde nts
Ci tizen Groups
State Legisla tur e
News Media

106

APPENDIX D
REGULATION SIMULATIONS
ONE OF YOUR FUNCTIONS IS ENFORCEMENT OF SCHOOL LAW AS AN AGENT OF
THE STATE BOARD OF EDUCATION. THE ACTIONS DESCRIBED BELOW COULD AFFECT
YOUR FUTURE INVOLVEMENT WITH THIS FUNCTION. PLEASE RESPOND TO THE
FOLLOWING HYPOTHETICAL SITUATIONS REGARDING THE REGULATORY FUNCTION.

I.

"The State Board of Education announced their intention to relieve

the Intermediate School District of its role in enforcement of the
State School Code.

The plan includes expanding their staff to accom­

modate this change in their role."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your regulatory
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Wait and watch for further developments.

2.

If they want this one, it's O.K. with me.

3.

Contact them to try to head it off.

4.

Get Intermediate School Districts organized to stop them.

5.

Offer help to get it going.

107

108

II.

"The daily newspaper with widest circulation in your district

editorialized about the 'relaxed* manner with which you audit school
enrollments.

The article hinted that you may by playing 1footsie'

with certain constituent districts.

It stated further that a private

auditing firm should be hired to handle this task."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your regulatory
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Write a rebuttal for immediate publication.

2.

Call the editor and arrange a meeting to visit about the
article.

3.

Ignore it; it probably won't be a problem.

4.

Wait for public reaction before doing anything.

5.

Publish an article outlining all such audit procedures.

109
III.

"A Bill before the Senate would remove the regulatory function

from your office.”

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your regulatory
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Work hard at defeating the BillI

2.

Assume its passage to be best for everyone.

3.

Meet with a group of Senators to explain procedures.

4.

Wait for actionf if it passes the Senate, try to defeat
it in the House.

5.

Contact colleagues to formulate a plan of action.

110

IV.

"The organization of constituent school district superintendents

voiced their dissatisfaction with the manner in which your regula­
tory function is being performed.

They are investigating alternate

methods of satisfying this requirement of State law."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your regulatory
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Investigate their reasons for dissatisfaction and change
accordingly.

2.

Get on their next agenda and tell them to do their own job.

3.

Assume that it is too late to do anything.

4.

Wait and watch; it will probably "fizzle out."

5.

Offer help to study alternatives.

Ill
V.

"The recently formed statewide Committee for Career Education

doubts the attendance figures reported by your staff in certain of the
constituent districts.

Implications are that padded records may yield

more services to some areas."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your regulatory
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Call their president and tell him you want to be on their
next agenda to explain your position.

2.

Ignore the charge; let someone else worry about it.

3.

Tell them they had better be able to support such allega­
tions, or keep quietI

4.

Immediately institute an "inhouse" investigation.

5.

Wait for further developments before reacting.

112
VI.

"Representatives of the Intermediate School Districts teachers'

organization are critical of the effectiveness of the regulatory func­
tion you perform and are demanding involvement in audits of con­
stituent district enrollment figures and days and clock hour reports*

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your regulatory
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you will respond.
1.

Invite representatives to help you.

2.

Ignore it as a ridiculous demand; don't even honor it by
reacting.

3.

Wait and see how serious they are.

4.

Appoint a joint committee to study thematter.

5.

Accept their demand as reasonable.

AP PE N D I X E
SERVICE SIMULATIONS
I
II
III
IV
V
VI

State Board
Employee Groups
C o n s t itue nt School District Superintendents
Cit i z e n Groups
State Legislature
News Media

113

AP PE N D I X E
SERVICE SIMULATIONS

SERVICE TO LOCAL DISTRICTS IS A FUNCTION OF THE INTERMEDIATE SCHOOL
DISTRICT.
THE ACTIONS DESCRIBED BELOW COULD AFFECT YOUR FUTURE
INVOLVEMENT WITH THIS FUNCTION. PLEASE RESPOND TO THE FOLLOWING
HYPOTHETICAL SITUATIONS REGARDING SERVICE.

I.

"The State Superintendent of Public Instruction announced that

a discussion held at a recent State Board of Education meeting indi­
cated strong support for his recommendation that mandatory In-Service
Education be provided through 'Teacher Centers' located in Inter­
mediate School Districts under the direction of the Department of
Education."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your service
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Instruct lobbyists to get on this one!

2.

Study the situation and wait for further developments.

3.

Assume that it's too late to do anything.

4.

Call Porter and tell him to back offl

5.

Call Porter and offer staff to help get it going.

114

115
II.

"You did not attend a recent meeting of the constituent local

superintendents where they decided to contract with personnel from
the local university to provide In-Service Education for mathematics
instruction in the local districts.

The reasons for this decision

included their dissatisfaction with programs you have sponsored in
the past."

A.

Please CIRCLE the one number below which

best indicates

the degree to which you will defend the retention of your service
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Meet with the president of the organization to offer help
with arrangements.

2.

Assume it was their right to do this and

let it pass.

3.

Call a special meeting to head this off.

4.

Study reasons for dissatisfaction to prevent future failures.

5.

Try to get on the planning committee.

116
III.

"The State Association of Parents of Handicapped Children

voted to encourage legislation which would require Association
approval before any Special Education programs could be implemented
within any Intermediate School District."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your service
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one statement below which most nearly

reflects the manner in which you would respond.
1.

Invite local representatives of the organization to
attend your meetings on Special Education programming.

2.

Pressure legislators to ignore them.

3.

Wait for further developments.

4.

Don't worry about it; parents should beinvolved.

5.

Appoint a committee to determine our best

move.

117
IV.

"Negotiators for the Intermediate School District teachers'

association are demanding that their union have a majority repre­
sentation in any group which contemplates decision about services
to local districts.

They feel your decisions have not brought about

programs which meet the needs of their membership or those of the local
districts."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend retention of your service function
in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Counter with an offer to "ask the union for

2.

Accept their demand; it does affect them.

3.

Appoint a joint committee to study this proposal.

4 . Refuse to consider such an absurd proposal.
5.

Agree to consider the proposal.

suggestions."

118

V.

"A Bill which just passed the House is now being debated in the

Senate which says, in essence. Career Education services shall be
provided for all local districts in Michigan; Intermediate School
District participation in such programs would be terminated."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your service
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Assume that it is too late to do anything.

2.

Call Senators to fight passage of the Bill.

3.

Point out high cost to Senators and try to delay action.

4.

Contact colleagues to plan for this change.

5.

Try to get on the committee planning implementation of
the program.

119
VI.

"The daily newspaper with widest circulation in your district

ran a severe front-page criticism of the Career Education services
offered by the Intermediate School District and suggested that you
have neither the resources nor the desire to improve such programs."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the

retention of your service

function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would
respond.
1.

Call the editor and demand a

retraction.

2.

Call the editor and arrange a meeting to discuss the
article.

3.

Wait for public reaction and then plan action.

4.

Let is pass; don't get into a fight.

5.

Publish an article about plans to organize a committee to
study improving Career Education services.

APPENDIX F
PLANNING SIMULATIONS
I
II
III
IV
V
VI

State Board
Employee Groups
C o n s t ituent School District Superintendents
Citi z e n Groups
State Legislature
News Media

120

APPENDIX F
PLANNING SIMULATIONS
PLANNING IS ONE OF YOUR MAIN FUNCTIONS AS THE EXECUTIVE OFFICER OF THE
INTERMEDIATE SCHOOL DISTRICT. THE ACTIONS DESCRIBED BELOW COULD AFFECT
YOUR FUTURE INVOLVEMENT WITH THIS FUNCTION.
PLEASE RESPOND TO THE FOL­
LOWING HYPOTHETICAL SITUATIONS REGARDING PLANNING.

I.

"The State Board of Education announced a plan to assign a staff

person to each Intermediate School District to direct planning of
services for local districts.

Efforts to secure legal authority for

this plan are underway."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your planning
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Tell them to stick to their own jobl

2.

If they want to do this, it's O.K. with me.

3.

Ask to meet with them to discuss other ways

4.

Determine ways to best use this person.

5.

Wait and watch for further developments before acting.

121

to help.

122

II.

"The association representatives of the itinerant staff in your

district have stated publicly that they do not believe current planning
techniques in this Intermediate School District are as effective as
they might be.

They are demanding representation in all planning

sessions of the administration as a result."

A.
the degree

Please CIRCLE the one number below which best indicates
to which you will defend the retention of your planning

function in this case.

Defense;

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Ignore it as idle chatter.

2.

Investigate the charge and prepare a defense.

3.

Invite a representative to join your planning sessions.

4.

Take immediate steps to discredit the charge.

5.

Attempt to avoid a problem by acceding

to

their demands.

123
III.

"The organization of constituent superintendents is not satis­

fied

with programs emanating from

and have announced

the Intermediate School District

the appointment of a committee for long-range

planning to work in cooperation with you in determining the services
needed within the Intermediate School District."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your planning
function in this case.
1

2

3

Defense:

None

B.

CIRCLE the one

Please

Little

4
Mild

5
Active

Vigorous

number representing the statement

below which most nearly reflects the manner in which you would respond,
1.

Call the president and volunteer to help set it up.

2.

Get on the next agenda, and "Tell them to do their own
job, not mine."

3.

Why fight it; it makes my job easier.

4.

Probe the problem with them; head committee off by taking
corrective action.

5.

Wait and watch; it will probably "fizzle out."

124
IV.

"Representatives of the State Association for Parents of Handi­

capped Children have requested time on the agenda of your next Inter­
mediate School District board meeting.

They are dissatisfied with the

progress made toward implementing the laws as they pertain to Special
Education.

They will propose a program of involvement with planning

which includes inviting their Board of Directors to monthly planning
meetings with the Intermediate School District administrative staff."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your planning
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Wait for further developments before reacting.

2.

If Board approves of it, fine with mel

3.

Contact their president, explain that this is out of bounds.

4.

Invite a representative to attend all relevant meetings.

5.

Advise Board to reject such a proposal.

125

V.

"The House of Representatives is debating a bill which would create

a state agency to coordinate planning for Intermediate School Districts.
Proponents of the bill claim wide discrepancies in Intermediate School
District Services and believe this committee would equalize the quality
of programs and services throughout the state."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your planning
function in this case.

Defense:

B.
below which

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement
most nearly reflects the manner in which you would respond.

1.

Work hard at defeating the billl

2.

Find out who is supporting it and study

3.

Meet with Representatives; bring them up
grams and services statewide.

4.

Assume that if it passes, it will be best for everyone.

5.

Wait for action; if it passes the House, try to defeat it
in the Senate.

their reasons.
to date on pro­

126
VI.

"A statewide telecast of a prominent talk show resulted in charges

by the host that Intermediate School District Superintendents are not
effective planners.

’They apparently blow with the wind, being pushed

here and there by changing pressures,' was one of the comments.

His

final statement advocated the elimination of the Intermediate School
District by

A.

making it a branch of the Michigan Department of Education."

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your planning
function in this case.

Defense:

B.
below which

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement
most nearly reflects the manner in which you would respond.

1.

Demand equal time on the program!

2.

Let it pass; he is too big to fight.

3.

Wait for reaction, then plan your move.

4.

Arrange to meet with him to inform him of your efforts in
this area.

5.

Ignore it; it's a lot of "baloney."

APPE N D I X G
LEADERSHIP SIMULATIONS
I
II
III
IV
V
VI

State Board
Employee Groups
C o n s t ituent School District Superintendents
Citizen Groups
State Legislature
News Media

127

APPENDIX G
LEADERSHIP SIMULATIONS
PROVIDING LEADERSHIP TO YOUR BOARD OP EDUCATION AND TO CONSTITUENT
DISTRICTS IS ONE OF YOUR FUNCTIONS.
THE ACTIONS DESCRIBED BELOW COULD
AFFECT YOUR FUTURE INVOLVEMENT WITH THIS FUNCTION. PLEASE RESPOND TO
THE FOLLOWING HYPOTHETICAL SITUATIONS REGARDING LEADERSHIP.

I.

"A recent report of the State Board of Education activities included

a reference to the leadership role of the Intermediate School District
Superintendent.

It was implied that they are so preoccupied with pro­

tecting certain functions now performed that they are becoming ineffec­
tive as leaders.

The State Board of Education is considering the pos­

sibility of promoting a statewide survey which would identify such a
weakness in the Intermediate School District.”

A.
the degree

Please CIRCLE the one number below which best indicates
to which you will defend the retention of your leadership

function in this case.

Defense:

B.

Please

1

2

None

Little Mild

CIRCLE

3

4

Active

5
Vigorous

the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Call the State Superintendent and tell him he is going too far!

2.

Perhaps they are right; we have no such legal base.

3.

Wait for developments before reacting.

4.

Ask for a meeting of Intermediate School District Superin­
tendents and State Board of Education representatives to
discuss the matter.

5.

Such a survey may strengthen our position.

128

129
II.

"The Teachers' Association representatives have charged you with

'sitting on your hands,* and letting the local districts run the Inter­
mediate School District.

They say you are weak and incapable of pro­

viding leadership to the constituent districts.

In fact, they say you

are afraid to confront them out of fear of losing your job.

They want

you firedI"

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your leadership
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

which most nearly reflects the manner in which you would respond.
1.

Call them in and seek their advice.

2.

Tell them to do their own job and you will do yours!

3.

Let it pass;

4.

Arrange a meeting to straighten them outl

5.

Wait for the

don't challenge them on this one.

reaction of others before doing anything.

130
III.

"The constituent district superintendents* group has challenged

your right to 'ramrod* your programs through.

They feel that you

should be less aggressive in your efforts in program development.
They say you have no legal authority for your forcefulness.

They see

you as their employee, a service agent, not their leader."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your leadership
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Meet with their leaders to resolve this conflict.

2.

Tell them it's the only way you can get them off "dead
center."

3.

Why fight it?

4.

Ask them to help you change to their satisfaction.

5.

Wait for further developments before reacting.

They are right!

131

IV.

"The recently organized State Association of Parents for Sex

Education in the Schools has openly accused you of dodging this con­
troversial issue as you work with schools.

They claim that your

reluctance to provide leadership in this area is typical of your
behavior.

They want you to take a stand so that they can move ahead

with their plans accordingly."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your leadership
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Tell them to "back off," they are going overboard.

2.

Meet with their leaders to enlighten them.

3.

Wait for further developments before reacting.

4.

Ask if you can enlighten them regarding "local control."

5.

Hope they don't pursue this one I

132
V.

"A

bill before the legislature would place the

District under the State

Board ofEducation.

Intermediate

School

They feel that stronger

leadership is required to bring the local districts' programming along
more rapidly.

They do not feel that you can lead effectively without

legal authority; they want to put some 'teeth' into your position."

A.

Please CIRCLE the one number below which best indicates the

degree to which you will defend the retention of your leadership func­
tion in this case.
1
Defense:

B.

None

2
Little

3
Mild

4

5

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Get on this one fasti

More State takeover1

2.

Meet with legislators and offer alternatives.

3.

Wait it out.

4.

Meet with colleagues to prepare for action.

5.

Let it happen 1

Why fight it?

133

VI-

"The newspaper with widest circulation in the Intermediate School

District ran an article which stated,

'In his effort to increase the

scope of his operation, the Intermediate School District Superintendent
continues to propose programs which are a duplication of services
already being offered from other sources.
not services to students.'

Power seems to be the goal,

The article proposed a change in state

school code which would clearly define your role regarding your
leadership function."

A.

Please CIRCLE the one number below which best indicates

the degree to which you will defend the retention of your leadership
function in this case.

Defense:

B.

1

2

3

4

5

None

Little

Mild

Active

Vigorous

Please CIRCLE the one number representing the statement

below which most nearly reflects the manner in which you would respond.
1.

Call the editor and demand an opposing article be published.

2.

Meet with the editor to inform him of your role.

3.

Wait for developments before reacting.

4.

Ask for a meeting with the editor to find out his views.

5.

Let it pass and hope nothing comes of it.

BIBLIOGRAPHY

134

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