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F o r illustrations th a t c a n n o t be satisfactorily rep roduced by xerographic means, p h o to g ra p h ic prints can be purchased at additional cost and inserted into y o u r xerographic copy. These p rin ts are available u p o n request from the Dissertations C u sto m e r Services D e p a rtm en t. 5. Some pages in any d o c u m e n t m ay have indistinct print. In all cases the best available co p y has been filmed. Uni International 300 N. Z eeb Road Ann Arbor, Ml 48106 8308919 Davenport, Chris Gordon TH E PERCEIVED ROLES A N D JOB SATISFACTION O F ADULT BASIC EDUCATION DIRECTORS IN MICHIGAN SCHOOL DISTRICTS Michigan Stale University University Microfilms International Ph.D. 300 N . Zeeb Road, Ann Arbor, Ml 48106 1982 THE PERCEIVED ROLES AND JOB SATISFACTION OF ADULT BASIC EDUCATION DIRECTORS IN MICHIGAN SCHOOL DISTRICTS by Chris Gordon Davenport A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Administration and Curriculum 1982 ABSTRACT THE PERCEIVED ROLES AND JOB SATISFACTION OF ADULT BASIC EDUCATION DIRECTORS IN MICHIGAN SCHOOL DISTRICTS by Chris Gordon Davenport The purpose of the researcher was to determine whether or not the job satisfaction of adult basic education direc­ tors in Michigan school districts was influenced by such variables as (1) the racial make-up of the adult student population; (2) the ethnic ratios found within the adult student population; and (3) any differences between the di­ rectors' perceptions of their actual and professional roles. The researcher also examined whether or not measured role perceptions of adult basic education directors in Michigan school districts differed significantly. Study Design The adult basic education directors completed three written research instruments, including a survey of bio­ graphical data; Job Description Questionnaires I and II to measure their actual and perceived roles; and a Job Satis­ faction Inventory disclosing their levels of job satisfac­ Chris Gordon Davenport tion. The data were anlyzed to determine differences and relationships. Chi-square and dependent and independent t- tests were the analytical methods used in testing three of the four hypotheses. Population The 107 adult basic education directors represented in the Michigan Department of Education's 1981-1982 Contact List of adult education and community education directors were asked to complete the research questionnaire. Of these 107 adult basic education directors, 61 responded to the questionnaire, representing 57 percent of the total popula­ tion. Conclusions The findings of this study made some implications about the role and job satisfaction of adult basic educa­ tion directors in Michigan. 1. The job satisfaction of adult basic education directors in the 61 school districts studied bore no relationship to the racial make-up of the adult student population in these school districts. 2. The job satisfaction of adult basic education Chris Gordon Davenport directors in the 61 school districts studied bore no relationship to the ethnic ratios found within their adult student populations. There were no demonstrated differences between Michigan adult basic education directors' per­ ceptions of their actual roles and what they regarded as their ideal professional roles. The measured role perceptions of the adult basic education directors in the 61 school districts studied did not differ signifi­ cantly. This dissertation is dedicated to Pearlene,Marcus and Chris Jr. ACKNOWLEDGEMENTS This research project was a cooperative venture and I wish to express my gratitude to those persons who gave their full measure of moral support, understanding and for­ bearance over the last three years. First of all, I would like to thank God for letting me live and enjoy this life. To my dear wife, Pearlene, and my children, Marcus and Chris J r . , my sincere thanks for your encouragement and presence. I wish to thank my mother and father, Theodore and Bernice Davenport, for their support. To my doctoral committee, Dr. Robert J. Rentschler, chairman and advisor; Dr. Kenneth L. Harding; Dr. James Bristor; and Dr. Richard Gardner, I thank you for your guid­ ance and encouragement during my doctoral program. TABLE OF CONTENTS Page LIST OF TABLES AND F I G U R E ..................... vi Chapter I. INTRODUCTION OF THE PROBLEM ......... 1 Need for the S t u d y ................. 5 The Problem ........................ 6 Purpose of the S t u d y ............... 7 .......................... 7 Hypotheses Definition of Terms ............... Statement of Limitations Plan of Presentation II. . t . . . . 10 ............. 10 REVIEW OF L I T E R A T U R E ................. 12 The Actual Role and Responsibil­ ities of Adult Basic Education Directors .......................... 12 The Status of Adult Basic Educa­ tion D i r e c t o r s ..................... 16 The Perceived Roles of Adult Basic Education Directors ......... 18 Job S a t i s f a c t i o n ................... 26 Organization Variables ........... 31 ......... 32 ............................ 33 Psychological Variables Summary III. 8 DESIGN OF THE STUDY iii ................. 34 Chapter Page Restatement of Research Hypotheses IV. ... 34 The P o p u l a t i o n .......................... 35 Construction of Questionnaire 35 P r o c e d u r e ................................ 40 Analysis of D a t a ........................ 40 S u m m a r y .................................. 42 PRESENTATION OF F I N D I N G S ............... 43 Biographical Data of Research Subjects .............................. 43 Educational Level and Academic Major of Adult Basic Education Directors ... 44 Teaching Experience in Adult Basic .............................. Education 45 Total Years of Experience as an Adult Basic Education Director ............. 46 Total Years of Administrative Experience as Adult Basic Education Directors . . . 47 Findings about Hypotheses ............. 47 .......................... 47 Hypothesis II ........................ 56 Hypothesis III . . . . ............... 58 Hypothesis I Hypothesis IV . . V. ......... ................... 59 .............................. 61 ................................ 61 Purpose of the S t u d y ................. 61 Study Design and P r o c e d u r e s ........... 62 Review of Literature ................. 63 Study P o p u l a t i o n ..................... 63 Instruments .......................... 63 H y p o t h e s e s ............................ 64 Data A n a l y s i s .......................... 65 CONCLUSIONS Summary Analysis and Discussion ............... Recommendations for further Research iv . . 65 68 Chapter Page ....................................... 70 APPENDIX A ......................................... 73 APPENDIX B ......................................... 75 BIBLIOGRAPHY v LIST OF TABLES Table 3.1 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 Page Herzberg's Motivator-Hygiene Factors within the Minnesota Satisfaction Ques­ tionnaire and the Number of Questions Used to Collect Data on Job Satis­ faction .................................. . 39 Number and Percentage of Adult Basic Education Directors in Michigan by Race ............................ and Sex (N=61) 44 Educational Level and Academic Major of Basic Education Directors ............. 45 Total Years of Teaching Experience in Adult E d u c a t i o n ............................ 46 Total Years of Experience as Adult Basic Education Directors ................. 46 Years of Administrative Experience as Adult Basic Education Directors ........... 47 Total of Adult Student Populations by Race and Ethnic R a t i o s ................... 48 Total Scores of Adult Basic Education Directors on tl>e Job Satisfaction In­ ventory Questionnaire ................... 49 Frederick Herzberg's Motivator-Hygiene Factors as Rank-Ordered by Adult Basic Education Directors in Michigan ........... 50 Summary of the Racial Make-up of the Adult Student Population vs. Total Scores on the Job Satisfaction In­ ventory ..................................... 51 Absolute Numbers of Blacks in Adult Student Populations vs. Job Satisfaction of Adult Basic Education Directors . . . . 52 vi Table 4.11 4.12 4.13 4.14 4.15 4.16 4.17 Page Absolute Numbers of Whites in the Adult Student Population vs. Total Job Satis­ faction of Adult Basic Education D i r e c t o r s ................................ . 53 Absolute Numbers of American Indians in the Adult Student Population v s . Total Job Satisfaction of Adult Basic Educa­ tion D i r e c t o r s ............................ 54 Absolute Numbers of Asians in the Adult Student Population vs. Total Job Satis­ faction of Adult Basic Education .......................... Directors 55 Absolute Numbers of Mexican-Americans in the Adult Student Population v s . Total Job Satisfaction of Adult Basic Education Directors ........................ 56 Summary of Ethnic Ratios Found within the Adult Student Population vs. Total Scores on the Job Satisfaction In­ ventory .................................... 57 t-Values Obtained for Scores on Job Des­ cription Questionnaires I and II for Adult Basic Education Directors ........... 59 Mean and Variance of Adult Basic Educa­ tion Directors Total Scores on the Job Description Questionnaire II ............. 60 FIGURE 1 Hygiene Factors and Motivators vii ........... 27 CHAPTER I INTRODUCTION OF THE PROBLEM Adult basic education has experienced rapid growth over the past decade. With decreasing elementary and secon­ dary school enrollments, the impact and influence of adult basic education on individual citizens and society continues to increase in scope and depth. As additional state and federal resources have become available, adult learners, typ­ ically excluded by elementary and secondary schools, have become the new target of educational programs. K. Patricia Cross stated that "adult learners con­ stituted the most rapidly growing segment of American educa­ tion." From 1969 to 1975 the numbers of adults in organized learning activities increased 30.8 percent, more than double their increase in the population. At the same time, educa­ tional institutions faced with a decline in the number of traditional elementary and secondary school students found that adult students, both full-time and part-time, helped fill their classrooms.’1' ^K. Patricia Cross, "Adult Learners: Characteristics, Needs, and Interests." In R. E. Peterson and Associates (eds.) Lifelong Learning in America: An Overview of Current Practices, Available Resources and Future Prospects. San Francisco, Jossey-Bass, 1979, p. 75. 1 2 Although the United States was considered to be one of the most literate countries in the world, some 26 million American adults, 16 years of age and older, had less than a high school education and are not currently enrolled in school. Fifty percent of these individuals had an annual income of less than $4,999 per year. These people were fre­ quently unemployed or underemployed and were the first to 2 be replaced by automation and technical advances. There are 1.4 million unemployed adults in the United States who have not completed high achool. They had the highest inci­ dence of disease and poor health, the lowest level of nutri3 txon, the largest families, and the lowest incomes. These findings suggested a need for the initiation of different education efforts, designed to meet the needs of society and the increasing number of adult learners. A compelling argu­ ment could be made for reordering educational priorities so that additional staff could be trained to teach and admin­ ister adult basic education programs. People employed as adult basic education directors have traditionally become employed in adult education be­ cause of their expertise in a specific vocational/avocational 2 National Advisory Council on Adult Education, 1974 Annual Report, Washington, D.C., March, 1974. 3 U.S. Department of Health, Education and Welfare, "U.S. Department of Labor and Health, Education and Welfare Appropriations for 1969," part 3, p. 902. 3 field, rather than expertise in working with and understand­ ing adults. Thus, many adult basic education directors lacked fundamental training in adult education. Another concern was the lack of a sequential system of continuous learning for adult basic education directors. The tradi­ tional image of the adult basic education director, held by many people, was not consistent with the kind of professional training needed by persons who aspire to the position of adult basic education director. A major goal of adult basic education was to give adult students opportunities to advance as maturing indiv­ iduals, and to help them learn how to contribute to so­ ciety. This goal required the adult learner and the adult basic education director to think of adult students as un­ ique human beings with possibilities and limitations. They had constructive and destuctive tendencies, capacities for socially acceptable and anti-social acts, and abilities to 4 become independent or dependent persons. Adult basic education directors were trained to de­ velop and administer adult basic education programs for the communities in which they lived. However, an examina­ tion of adult basic education programs in the United States York: ^Paul Bergevin, A Philosophy for Adult Education (New Seabury Press, 1967), pp. 4-5. 4 revealed that most directors of adult basic education pro­ grams were not formally prepared in adult education. In­ deed, adult basic education proponents have been struggling to develop an identity for the field which suggested to prospective adult basic educators that a valid career choice as adult basic education directors even existed. 5 Turning from job preparation to satisfaction, a vast amount of -research has been conducted on job satisfaction. Edwin Locke reports that approximately 4,000 articles have been published on the subject. g But, despite a great deal of interest in the area of job satisfaction, under­ standing of the phenomenon had not advanced at a pace com­ mensurate with research efforts. One possible reason for this lack of progress was that scholars have neglected to provide a theoretical basis for understanding satisfaction. Studies on job satisfaction have substituted a policy of "correlation without explanation" for more adequate compre7 hensign of the topic. Instead of identifying independent "causal" factors, past research had generally only distin- 5 George Spear, Project Director, Adult Basic Educa­ tion National Teachers Training Study (Kansas City, Missouri: University of Missouri-Kansas City, 1972), p. 26. C Edwin Locke, What is Job Satisfaction (Washington, D.C., Final Report, American Institute for Research, Nov., 1968), p. 1. 7 Edwin Locke, op. cit., pp. 2-6. 5 guished between important and not-so-important aspects of work that lead to satisfaction. Need for the Study Adult basic education directors in many school dis­ tricts perceived their roles becoming progressively more com­ plex. Adult basic education rapidly became recognized as a field of academic interest. Those who aspired to provide learning opportunities for adults can now gain specialized knowledge, skills, and attitudes through graduate programs offered in a number of colleges and universities in this country and abroad. Practitioners no longer had to rely on intuition concerned with how to plan, develop, and evaluate programs for adults, because there was a specialized body of knowledge based on empirical findings that undergirded adult education practice. Those working full-time or part- time in adult basic education programs, as well as newcomers to the field, were enrolling in greater numbers in profes­ sional courses in education. Although the position of adult basic education direc­ tor have been generally outlined in a job description, in the directors' actual roles the disparity of duties across different districts might have rendered the title "adult basic education director" indeterminate and not very 6 meaningful. However, it was possible that the tendency toward increased professional training in adult basic edu­ cation at the university level served to provide guidelines for continued expansion and growth of the profession that might have helped to bring the role within clearly defined limits. There was a need to look more closely at the roles and functions of adult basic education directors that have never been studied in any great detail. The Problem The problem of the researcher can be structured rather clearly by the following questions: (1) Did job satisfaction of adult basic education directors differ with respect to the following variables: racial make-up of the adult student population and ethnic ratios found within the adult student population? (2) To what extent was there agreement between the jobs that adult basic education directors actu­ ally performed and their perceptions of what their roles ought to have been? Does the differ­ ences between perception and actual performance serve as a useful measure of job satisfaction? (3) What contrasts, if any, clearly emerged from the data to indicate that the roles of adult basic education directors in Michigan school districts were not comparable? Purpose of the Study The purpose of the researcher was to develop informa­ tion helpful in more clearly defining the job of adult basic education director and to assist in increasing the level of performance of those who hold the position of adult basic education director in Michigan. The author examined the role and functions, job satis­ faction and self-perceptions of adult basic education direc­ tors. More specifically, the author examined selected Mich­ igan school districts' adult basic education directors1 per­ ceptions of their roles and how these perceptions and roles differed among adult basic education directors. Hypotheses Hypotheses statistically tested were derived from the previous questions and were stated using the null form: Hypothesis # 1 : There were no significant differences between the job satisfaction of adult basic education direc­ tors and the racial make-up of their respective adult stu­ dent populations. Hypothesis #2: There were no significant relationships between the job satisfaction of adult basic education direc­ tors and the ethnic ratios found in their respective adult student populations. Hypothesis #3: There were no significant differences between the adult basic education directors1 perceptions of their actual professional roles and what they regard as their ideal professional roles. Hypothesis #4: There were no significant differences in role perceptions among adult basic education directors in Michigan school districts. Definition of Terms In this study the terms below were defined as follows: (1) Adult Basic Education Director - a person who was responsible for directing and supervising all phases of the adult basic education program. (2) Job Satisfaction - an employee's need for self­ esteem, autonomy and self-actualization in the work place. (3) Principal - the chief executive officer of a given school. (4) Superintendent of Schools - the chief executive officer of a given school district. 9 (5) Mexican American (Hispanic) - the Michigan De­ partment of Education defines Mexican Americans (Hispanic) as comprising all persons of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race. (6) Black (not of Hispanic origin) - the Michigan Department of Education defines Blacks as all persons hav­ ing origins in any of the black racial groups. (7) Caucasian (White) - the Michigan Department of Education defines as Caucasian, persons having their origins in any of the original countries ofEurope, North Africa, or the Middle East. (8) American Indian or Alaskan Native - the Michigan Department of Education defines American Indians or Alaskan natives as persons having their origins in any of the ori­ ginal peoples of North America, and who maintain cultural identification through tribal affiliation or community recog­ nition. (9) Asian or Pacific Islanders - the Michigan Depart­ ment of Education defines Asian or Pacific Islanders as per­ sons having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, such as the Pacific Islands. This area includes, China, Japan, Korea, the Philippine for example, Islands, and Samoa. (10) School District-a legal area, which may encom­ pass a city, county, or township, or a combination of all three, which is governed by a given school board. (11) School Board - a legislative body which governs and administers a given school district. Statement of Limitations In this study the researcher did not aim at providing broad generalizations because of certain limitations. 1. Only adult basic education directors in Michigan school districts on salary in August 1982 were used in the study. 2. The school districts may have manifested racial tension which could possibly change the results of the Job Satisfaction Inventory and Job Des­ cription Questionnaires I and II. 3. The items on Questionnaires I and II were limited to what the adult basic education directors were expected to do in Michigan school districts. 4. The limitation of this research was governed by the level of sincerity of the respondents. Plan of Presentation In Chapter I the problem was defined, its significance 11 discussed and its limitations noted. In Chapter II the re­ view of relevant literature was presented. the design of the study was described. In Chapter III In Chapter IV the results of the study findings were presented. In Chapter V the summary of the findings, implications and recommenda­ tions which were derived from the study were discussed. CHAPTER II REVIEW OF LITERATURE The role of adult basic education directors has not been studied or researched as extensively as other facets of school administration. The search and review of per­ tinent literature revealed several dissertations that deal with the adult basic education director on various levels. Analyses have been concerned with the uniqueness of the pos­ ition of adult basic education director. Related studies have tended to compare the job func­ tions of adult basic education directors and adult basic education teachers. The researcher in this study sought to determine whether there was a discrepancy between the actual duties and the perceived administrative roles of adult basic education directors in Michigan school districts. It examined whether adult basic education directors conducted their duties differently from other adult basic education directors because of such factors as school district local­ ity and racial make-up of the adult student population. The Actual Role and Responsibilities of Adult Basic Education Directors Drs. George F. Aker and Toni Powell (1970)/ at Florida State University, concerned themselves with an investigation 12 of the executive role of the director in adult basic educag tion programs. The problem was to determine whether or not the executive director has responsibility for planning, or­ ganizing and evaluating the overall adult basic education programs to the same degree as the adult basic education teacher has responsibility for planning, organizing, imple­ menting and evaluating classroom learning experience. It was found that, although the emphasis was primarily on his ad­ ministrative or managerial capacity, the executive director must assume some functions which were quite similar to the instructional role of the teacher. The areas in which the executive director and the instructional staff shared sim­ ilar responsibilities were- (a) the role of the teacher or educator; (b) the role of the planner; (c) the role of the evaluator; and (d) the role of the action researcher. The research of Aker and Powell was similar to the study at hand in that both are concerned with the perceived job roles and responsibilities of the adult basic education director. This study was different from the Aker and Powell research in that it went beyond the relationship between the adult basic education teacher and the adult basic education director to investigate the impact of the racial make-up of 8 George F. Aker and Toni Powell, Developing and Man­ aging Adult Basic Education Programs, (Florida State Uni­ versity, 1970) . the adult student population on the job-satisfaction of adult basic education directors. This study provided the researcher with additional insights into the roles and responsibilities of adult basic education directors. Dr. Douglas H. Smith of Drake University did a study in 19 76 concerned with Iowa adult basic education directors and instructors, in an attempt to determine general educa­ tional competencies, roles and responsibilities among these personnel. 9 The research endeavored (a) to identify the actual job-tasks and responsibilities of adult basic educa­ tion directors and instructors; (b) to determine duties and responsibilities as conceptualized by adult basic education directors and instructors; (d) to identify and analyze educa­ tional competencies needed to meet the role expectations de­ fined by adult basic education directors and instructors; and (e) to determine duties and responsibilities as concep­ tualized by adult basic education directors and instructors in Iowa. The research was similar to this study in that it was concerned with what adult basic education directors and instructors actually do and what they perceive they should do. The Smith research and this study differed in that this study deals only with the perceptions of adult basic education g Douglas H. Smith, "The Determinatxon of Necessary Competencies of Adult Education Directors and ABE Instructors in the State of Iowa" (Drake University, 19 76). director was influenced by much more than educational com­ petencies. The Smith research revealed the actual roles of the adult basic education directors which this research studies in depth. A 1968-69 statewide survey of adult basic education in the state of Ohio concluded that adult basic education directors, in general, had common r o l e s . O f 69 directors in the survey, 54 stated that a major portion of the adult basic education' directors' time was devoted to program and curriculum planning, supervision of teachers and student attendance, recruitment of qualified teachers, retention of students in the program, helping students resolve personal scheduling conflicts and solving funding problems. Special qualities that directors sought when employ­ ing adult basic education teachers varied considerably. Major considerations appeared to be: disadvantaged adults; teaching adults; (1 ) the ability to relate to (2 ) experience in understanding and (3) personality factors; and (4) flexi­ bility and versatility. Nearly three-fourths of the program directors reported a preference for teachers with experience in elementary edu­ cation. Teachers with a background in special education ■^A Statewide Profile of Adult Basic Education, State of Ohio, 1968-69. Conducted by the Department of Evalua­ tion and Research of the Columbus City Schools. were preferred by twenty-eight percent of the directors. A preference for teachers in the 30 to 39 age range was also indicated. No clear preference was expressed for male or female teachers. The Status of Adult Basic Education Directors The status and duties of adult basic education direc­ tors in Nebraska was explored by the faculty of the Depart­ ment of Adult and Continuing Education, University of Nebraska at Lincoln, 1 9 7 5 . ^ The conclusions of this study were (a) that administrative arrangements varied from one community to the next; (b) that the level of professional preparation of the adult basic education director was high when considered in terms of the number of graduate degrees held by the direc­ tors, and the level of professional preparation of the direc­ tors considered in terms of the number of graduate hours earned was considerably higher than the level of professional preparation when considered in terms of the number of graduate degrees held; (c) that adult basic education directors played a major role in developing educational and financial plan­ ning, selecting staff, providing inservice education, super­ vising staff and coordinating adult basic education programs in the community; and (d) that insofar as the data of the ^ Adult Basic Education in Nebraska; Administrator Com­ parison Study (Nebraska University at Lincoln: Department of Adult and Continuing Education, 1975). study presents a composite picture, adult basic education directors in the school districts represented were integral administrative positions of importance. It was hoped that the research might provide some answers to questions regard­ ing the planning of training programs to recruit adult basic education programs in the state of Nebraska. The Nebraska research was similar to this study in that it dealt with the educational preparation of adult basic edu­ cation directors and their professional roles. The studies differed in that this study was concerned with the degree of job satisfaction of adult basic education directors and considered the impact of racial attitudes on the director. Other questions analyzed in this study: (a) did any differ­ ences clearly emerge from the data to indicate that the roles of adult basic education directors in Michigan school dis­ tricts were not comparable?; and (b) what effect did the size of the adult population have on the director's role and his job satisfaction? A study was undertaken at Texas A&M University 12 to determine the functions and needs for training of adult basic education directors and teachers in order to establish recom­ mendations that would serve as guides for improving the work 12 A study conducted by Texas A&M University m cooper­ ation with the Division of Adult and Continuing Education, Texas Education Agency, "Felt Needs for Training by Adult Basic Education Administrators and Teachers in Texas." carried on by adult basic education directors and teachers in Texas. The research resulted in these conclusions: few ofthe local program staff had received any formal ing inthe area of adult basic education; (a) train­ (b) many adult basic education directors' level of formal education was beyond the bachelor's degree; not (c) many local directors were inthe adult basic education program by choice (it was assumed that a few of the directors were not happy working with adults while some directors indicated a general enjoy­ ment working in the program); and (d) a significant number of local staff members were not satisfied with their inservice training. A substantial number of local staff mem­ bers seemed not to participate at all, whereas others devoted a great amount of time to professional improvement in adult education. In the study at hand, adult basic education di­ rectors were sampled to determine their administrative and teaching backgrounds. A sample population of adult basic education directors were analyzed regarding both their actual job performance and satisfaction. The Perceived Roles of Adult Basic Education Directors Dr. Alexander N. Charters and Ronald N. Hilton (1978) at the University of Syracuse investigated the actual and 19 ideal roles of educators of adults. 13 Research was con­ ducted to determine the actual and the ideal duties and re­ sponsibilities of educators of adults. asked these questions: (1 ) Charters and Hilton what are the characteristics and competencies of effective educators of adults?; (2 ) when and how can each of these competencies and characteristics be developed and acquired?; and (3) can the necessary com­ petencies and characteristics be learned? It was concluded that the education of educators of adults was a central, crucial issue in the further development of adult education. Additional Charters and Hilton research’ conclusions were that (a) many adult basic education directors placed more emphasis upon what educators of adults need to be than what they need to know; (b) respondents expressed consider­ able agreement that the knowledge and skills requisite to effective work in adult education could be learned, although several respondents cautioned that learning environments may need considerable re-examination and restructuring; many respondents stressed the need for (c) experiential com­ ponents of preparation for careers as educators of adults, but only one respondent believed formal study was irrelevant. The research was similar to this study in that it Alexander M. Charters and Ronald J.Hilton, "Who We Are: What Some Educators of Adults Say about their Charac­ teristics, Competencies and Roles." (Syracuse Univ., 1978). dealt with the differences between the actual and ideal roles of educators of adults as perceived by them. The Charters and Hilton research differed from this study in that this study concentrated on Michigan school districts and the effect the racial make-up of the adult student population had on job satisfaction. The results of the Charters and Hilton study provided this research with information regarding the aca­ demic preparation of adult basic education directors. Dr Gordon Darkenwald studied the selected backgrounds of adult basic education directors in the state of New York to determine the training needed for adult basic education directors. 14 The findings were that those individuals who eventually selected adult basic education as their profes­ sional area of interest, part-time or full-time, tended to be action-oriented with strong commitments about social pro­ gress and with optimism about the extent to which adults can change. It was determined that it was this sense of grow­ ing professionalism and commitment that was encouraging and had the potential for countermanding a variety of deleter­ ious problems. Dr. Darkenwald's research was similar to this study in that he investigated the role of adult basic education 14 Use of search No. 5 Center Gordon Darkenwald, Problems of Dissemination and Innovations in Adult Basic Education; Selected Re­ Findings and Recommendations. Center Research Report (New York: Columbia University, Teachers College for Adult Education, 1974), p. 35. directors in the operation of adult basic education programs. In the area of motivation, rather than in the purely in­ structional activities of the adult basic education program, his research found greater involvement for adult basic edu­ cation directors. This study sought to find out if the num­ ber of functions an adult basic education director was in­ volved in affect his job satisfaction. Dr. Darkenwald found in his research a tendency for his subjects to be more in­ volved in planning, organizing, implementing and evaluating adult learning experiences. This reevaluates his conclu­ sions about adult basic education director's job functions. This study sought to determine if increased involvement in­ creases job satisfaction. The relationship between the tasks performed by adult basic education directors and the effects of racial and ethnic conditions that exist in the adult pop­ ulation and in the school district were analyzed. How these factors affect adult basic education directors' job satis­ faction and attitudes were explored. Even though job titles may be different, the duties of adult basic education directors have been the same from one school district to another. Dr. Edward H. Gilbert con­ cluded that the duties of adult basic education directors were usually determined by the board of education or the super 15 m t e n d e n t of schools. The person in charge of adult basic 15 Dr. Edward H. Gilbert, "A Superintendent's Perception of an Adult Education Director," (Threshold in Secondary Edu­ cation, Spring, 1976), pp. 25-29. education program; (b) to prepare and execute the operating budget for the program; (c) to supervise daily office oper­ ation and guarantee that each onsite supervisor is perform­ ing his duties; (d) to counsel and advise students; (e) to work with staff in each high school regarding facilities usage; (f) to develop cooperative programs with other com­ munity organizations; (g) to maintain a high level of pro­ fessional competence; (h) to participate in special assign­ ments 'and projects; and (i) to report regularly to the super­ intendent to keep him informed of program progress. This article was similar to the present research in that it pro­ vided a standard job description of the rules and functions of adult basic education directors. Another viewpoint related to duties of adult basic education directors expressed by Jerry Parsons in his article/ "New Directions for Attracting Able Teachers of Adults." 16 According to Parsons, the administration of adult and con­ tinuing education programs was complex and unique. Parsons noted that while the director of traditional school programs can rely on continuous support, the director of adult and continuing education programs must frequently conduct courses on a self-support basis. 16 The director of adult and continuing Jerry Parsons, "New Direction for Attracting Able Teachers of Adults," (New Directions for Continuing Educa­ tion, 1979), pp. 81-87. education employs a part-time teaching staff, whereas the traditional school program has a permanent cadre of faculty to teach courses. Parsons pointed out that the complexity of the adult and continuing education program required a di­ rector with special capabilities: (a) understanding educa­ tional needs of adult clientele; (b) recognizing the impor­ tance of the staffing functions; (c) noting the gap between what was being done and what can be done in adult and contin­ uing education; and (d) understanding the state of the art as related to the recruitment, selection, development, super­ vision and recognition of the director of adult programs. In a 1970 dissertation, Joan W. Wright reported the findings of a survey of 200 New York State adult education practitioners, which included State University of New York directors of continuing education, public school directors, and cooperative extension agents. 17 The survey instrument measured the presence of five structural attributes of pro­ fessionalization as well as five attitudinal attributes. The Wright study found significant dissimilarities among the three respondent groups, both with respect to the socializ­ ing influences of the structural attributes of professional­ ization and attitudinal orientation. The conclusions were significant: 17 Joan W. Wright, "The Professionalization of Adult Educators in New York State." A Ph. D. dissertation, Cornell University, 1970. Adult educators are not a population, and profes­ sionalization does not necessarily proceed on a uni­ dimensional continuum. For practitioners dependent on an organization setting, without claim to an ex­ clusive body of knowledge or area of expertise, the traditional model of profession is not viable. Con­ straints imposed by dependence on organization, ad­ herence to a service ideal, and subject matter spec­ ialization must be recognized if an alternative model is to emerge . 1 8 Adult basic education directors were members of administrative teams. reports, (a) This subject was discussed in two "Directing the Adult Program;" Director's Role." 20 19 and (b) "The The reports attempted to define the terms "role" and "director" in adult basic education. A director is a professional leader who possesses the creative insight that gives direction to educational growth through agency teamwork. blends The director is a generator of power who human efforts so that the related programs of many agencies are coordinated for better service to the clients. Luther H. Black, the Director of the Arkansas Adult Education Department, in his book Prescriptions for Adult Education and Secondary Education 1 8 Wright, (1974) also studied the 1970. 19 New Jersey State Department of Education, "Directing the Adult Program," (Trenton, New Jersey: State Department of Education, 1968). O ft OH: Martin W. Essex, "The Director's Role," Department of Education, 1973). (Columbus, role and job functions of adult basic education directors. 21 Black's research was important to this study because his re­ search examined personal characteristics, education, exper­ ience and duties of adult basic education directors. But in Black's study, job satisfaction was mentioned only super­ ficially. The present study investigated extensively the job satisfaction of adult basic education directors to de­ termine if such satisfaction differed among different Mich­ igan school districts because of age, experience, and duties. It also sought to determine if job satisfaction was affected by differences in the racial make-up of the adult student population. Delight C. Willing, in his article, "Effective Admin­ istrative Support for Able Teachers," pointed out that after approval for a program or course has been obtained, teachers have been selected, and the students have registered, the role of the effective administrator shifts from program manager to educational leader. 22 Appropriate administrative support and leadership must be provided to able teachers to facilitate quality educational experiences for adult stu­ dents . 21 Luther H. Black, Prescriptions for Adult Education and Secondary Education, (Detroit: Harlo Press, 1974). 22 Delight C. Willing, "Effective Administrative Sup­ port for Able Teachers," New Directions for Continuing Edu­ cation, 1979, pp. 51-58. Job Satisfaction Over the past decades, much research has been con­ ducted in the field of leadership. Most of these studies, however, have been carried out by management programs in business schools and it was only recently that educators have begun to apply leadership theories to educational set­ tings. An understanding of some of the findings can be use­ ful to administrators in providing positive support to the staffs for whom they were responsible. Building on the work of Abraham (1954), Douglas McGregor (1960), Chris Argyris (1957), and Frederick Herzberg (1959) has developed a theory that provides a useful frame­ work for administrative leaders. Herzberg's motivation- hygiene theory asserts that workers have two relatively in­ dependent categories of needs that affect how they feel about their jobs, they were concerned with what Herzberg calls the environment of the job. When they were satisfied with the job, they feel good about the work itself. Herzberg has called the first set of job dissatisfiers "hygiene factors," and the second set of factors "motivators." In this study the job satisfaction inventory did measure Herzberg's motivator-hygiene factors. A significant finding for education leaders was that the absence of dissatisfiers did not produce satisfaction Hygiene Factors in the Environment Motivators in the Job Itself Policies and administration Achievement Supervision Recognition for accomplishment Working conditions Challenging work Interpersonal relations Increased responsibility Money, status, security Growth and development Figure 1. Source: Hygiene Factors and Motivators Frederick Herzberg, 1959 on the job, but the presence of dissatisfiers did produce worker dissatisfaction. Only the presence of satisfiers, or motivators, brought about satisfaction in the worker. In his book, The Motivation to Work, Herzberg stated, The factors that lead to positive job attitudes do so because they satisfy the individual's need for self-actualization in his work . . . Man tends to actualize himself in every area of his life, and his job is one of the most important areas. The conditions that surround the doing of' the job can­ not give him this basic satisfaction; they do not have this potentiality. It is only from the per­ formance of a task that the individual can get the rewards that will reinforce his aspirations. Herzberg further stated, The three factors of the work itself, responsibity, and advancement stand out strongly as the 23 Frederick Herzberg, B. Mansner, and B.B. Synderman, The Motivation to Work (New YOrk: Wiley, 1959). major factors involved in producing the job atti­ tudes. Their role in producing poor job atti­ tudes is by contrast extremely small. Contrawise, company policy and administration, supervision, and working conditions represent the major job dis­ satisfiers with little potency to affect job atti­ tudes in a positive direction . . . poor working conditions, bad company policies and administra­ tion, and bad supervision will lead to job dissatis­ faction; good supervision, and good working condi­ tions will not lead to positive job attitudes. In opposition to this . . . recognition, achievement, interesting work, responsibility, and advancement all lead to positive job attitudes. Their absence will much less frequently lead to job dissatis­ faction. 24 Herzberg's theory has generated many studies on job satisfaction. Some are critical of his theory and others support his findings. Herbert Froelich conducted a study in 1960 which supports Herzberg's findings. Froelich concludes that . . . the best measures of job satisfaction are those items deal­ ing with topics that are considered more important and least satisfactory by the group. 25 Frank Friedlander also con­ firmed Herzberg's findings in his study involving 10,000 employees of a large midwestern company. 26 He found that personal growth and self-actualization were sources of job 2 4 Ibid., 25 pp. 81-82. Herbert P. Froelich and L. Wolens, "Job Satisfac­ tion as Need Satisfaction," Personnel Psychology 13 (1960), p. 419. 26 Frank Friedlander, "Job Characteristics as Satisfiers and Dissatisfiers," Journal of Applied Psychology, XLVII (1964), pp. 388-392. 29 satisfaction while dissatisfiers involved the physicial and environmental characteristics of the job. The Froelich findings were similar to the present research because his study measured job satisfaction. Patricia Gray conducted a study to determine the sources of job satisfaction by occupational status. . . . results indicate that neither intrinsic nor extrinsic characteristics are strongly re­ lated to job satisfaction to the exclusion of the other. The best explanation of difference in job satisfaction is found by using both in­ trinsic and extrinsic job characteristics.^7 In the area of perceived roles and job satisfactions of black and non-black adult education directors, which would hold implications for the study at hand, the author . found no available research but discovered two similar re­ search studies. Dr. Benjamin R. McLain studied "Authority Relations in Bi-racial High Schools" 28 to determine what dif­ ferences existed in the job perceptions of black and non­ black high school administrators in relation to responsi­ bility, authority, and delegation. In addition, he examined the nature of their job perceptions in relation to varying percentages of black student enrollment. The instruments 27 Patricia Gray, "An Analysis of the Sources of Job Satisfaction by Occupational Status" (Ph.D. dissertation, Wayne State University, 1974), p. 155. 28 Dr. Benjamin R. McLain, Authority Relations in Biracial High Schools, (The University of Michigan, 19 72). used in this study were the Responsibility, Authority, and Delegation scales, developed by Ralph M. Stagdill and Caroll L. Shatle, to measure the degree of responsibility, authority and delegation perceived by individuals in terms of formulating policy decisions. A questionnaire mailed to 200 randomly selected high school administrators in lower Michigan in the winter 19711972, elicited a return of 174 usable questionnaires from an unbalanced grouping of 26 black administrators and 148 non­ black administrators. (1 ) The major findings were: there were no significant differences between the perceptions of Black and Non-Black admin­ istrators, in terms of responsibility, auth­ ority, and delegation as measured by R.A.D. scales; and (2 ) there were no significant statistical differ­ ences between the perceptions of Black and NonBlack administrators, in terms of responsibility, authority, and delegation, as measured by the R.A.D. scales and compared to varying percent­ ages of Black student enrollment. The McLain research was similar to this study in that it explored the effect of the racial make-up of the school population on the job perceptions and satisfactions of Black and Non-Black Michigan administrators. It differed from this study in that this study focuses on the perceived roles and job satisfactions of adult basic education directors rather than high school administrators. A similar study conducted by Dr. I. Brahin Hussein's dissertation, "The Effect of School Size upon Teacher Satis­ faction and Participation" was to investigate, by empirical research, whether school size measured by student enrollment has any effect on teachers' satisfaction with their work and their degree of participation in school programs. 29 A theoretical model that attempted to explain impact of school size was introduced and tested. Personnel from a stratified random sample of ten Michigan high schools, with enrollments ranging from 469 to 3,030 students, participated in the study. A representative sample of the teachers in each school responded to a ques­ tionnaire comprised of eight statistically reliable indices designed to assess: Organization Variables: The amount of communication, the degree of participation in decision-making, and the amount of interpersonal relationships. 29 Dr. I. Brahin Mahuman I. Brahin Hussein, "The Effect of School Size upon Teacher Satisfaction and Partic­ ipation," Ph.D. dissertation, (The University of Michigan 1968). Psychological Variables: tion to school, (a) the degree of attrac­ the feeling of democratic leadership, and the degree of attraction to other teachers in the school; (b) teacher satisfaction and teacher participation. 30 Dr. Hussein reported: (1 ) statistically significant negative correla­ tion was found between school size and teacher satisfaction and participation; and (2 ) the data supported and proposed a model that explains the effect of school size, i.e. school size causes certain unfavorable organ­ izational changes, which in turn tend to affect another group of psychologically based vari­ ables, both causing the ultimate impact of school size vs. teacher satisfaction and par­ ticipation. Hussein's research was similar to the study, at hand, in that it measured the effect of school size on actual duties and job satisfaction. The Hussein research was im­ portant to this study because his research explored the effect of the size of the adult population on the perceived roles and job satisfaction of adult teachers in Michigan. Hussein, 1968. This research examines the same criteria as it relates to adult basic education directors. Summary Relevant literature concerning the administration of adult basic education was limited and reflected a lack of academic attention to the position of adult basic education director. Traditionally viewed by researchers as an area of limited investigatory importance, emphasis on adult basic education was projected to increase as U.S. population trends tend to increase the population percentages in the adult age ranges and basic education assumes more and more impor­ tance, a mandatory attribute in an increasingly educated and complex world. In years to come it is predicted that more research will be focused on the position of adult basic education directors and add to the knowledge base m 31 K. Patricia Cross, Op. Cit., p. 75. 31 this area. CHAPTER III DESIGN OF THE STUDY The purpose of the researcher in this chapter was to present the design of the study and to describe how it was conducted. The major focus of the investigation was up­ on the perceived roles and job satisfaction of adult basic education directors in Michigan school districts. The pre­ sentation of research methods in this chapter is divided into four sections. population. The first was a description of the study In the second section, each of the four hypo­ theses investigated was operationally defined in terms of the research instruments used for measurement. The third and fourth sections dealt with procedures of data collection and analysis, respectively. In the initial stages of this work, questions were developed to explore the perceived roles and job satisfac­ tion of adult basic education directors in Michigan. These questions resulted in the hypotheses which follow. Restatement of Research Hypotheses Hypothesis # 1 ; There were no significant differences between the job satisfaction of adult basic education direc- 34 tors and the racial make-up of their adult student popula­ tions. Hypothesis #2; There were no significant relation­ ships between the job satisfaction of adult basic education directors and the ethnic ratios found in their adult stu­ dent population. Hypothesis # 3 : There were no significant differences between the adult basic education directors' perceptions of their actual roles and what they regard a s •their ideal pro­ fessional roles. Hypothesis # 4 ; There were no significant differences in role perceptions among adult basic education directors in Michigan school districts. The Population The study population consisted of 107 adult basic education directors listed in the 1981-82 Michigan Contact Directory for Adult Basic Education and Community School Pro­ grams , prepared by the Michigan Department of Education Adult Basic Extended Learning Services. Each director was asked to complete a questionnaire and return it by mail. Construction of Questionnaire The questionnaire was designed to obtain pertinent biographical data about the population and data pertaining to their perceived roles and job satisfactions. tionnaire contains three major sections: The ques­ Biographical Data, Job Description Questionnaires I and II, and the Job Satis­ faction Inventory (modified). The format for the' Biograph­ ical Data sheet was derived from "A Survey of Adult and Con­ tinuing Education" by Leroy Miles (1980) of the Virginia Polytechnic Institute and State University. Added to this format were questions regarding the racial make-up of the adult student population in each school district. Job Description Questionnaires I and II were survey instruments designed to explore adult basic education direc­ tors ' actual duties during a given day and the activities that these professionals believe they should be performing. The questionnaires were derived from "A Superintendent's Perception of an Adult Education Director" by Edward H. Gilbert (a compilation of job duties for an Illinois adult 32 education director). The Job Satisfaction Inventory (modified) was obtained from the Minnesota Satisfaction Questionnaire, developed by David J. Weiss, Rene V. Davis, George W. England, and Lloyd H. Lofquist, one of the major research instruments used to Edward H. Gilbert, "A Superintendent's Perception of an.Adult Education Director" Threshold in Secondary Edu­ cation (Spring, 1976), pp. 25-29. measure employee 30b satisfaction. 33 This instrument was constructed as a part of a work adjustment project at the Industrial Relations Center of the University of Minnesota. It measured both intrinsic and extrinsic factors related to the work environment, in addition to general job satisfac­ tion. The 20 job related factors were: 1. Ability utilization. The chance to do some­ thing that makes use of my abilities. 2. Achievement. The feeling of accomplishment I get from the job. 3. Activity. 4. Advancement. this job. 5. Authority. to do. 6 . 7. Being able to keep busy all the time. The chances for advancement on The chances to tell other people what Company policies and practices. The way com­ pany policies are put into practice. Compensation. I do. My pay and the amount of work . Co-workers. The way my co-workers get along with each other. 9. Creativity. The chance to try my own method of doing the job. 8 10. Independence. job. The chance to work along on the David J. Weiss, Rene V. Davis, George W. England, and Lloyd H. Lofquist, "Construct Validation Studies of the Minnes­ ota Importance Questionnaire," Minnesota Studies in Rehabilitation: XVIII. (Minneapolis:Industrial Relations Cen.1964) pp8-9. 11. Moral values. Being able to do things that don't go against my conscience. 12. Recognition. good job. 13. Responsibility. judgment. 14. Security. The way my job provides for steady employment. 15. Social services. The chance to do something for other people. 16. The praise I get from doing a The freedom to use my own Social status. The chance to be "somebody" in the community. 17. Supervision - human relations. boss handles his employees. The way my 18. Supervision-technical. The competence of my superior in making decisions. 19. Variety. The chance to do different things from time to time.3^ Table 3.1 showed how the Job Satisfaction Inventory (Minnesota Satisfaction Questionnaire) measures Herzberg's motivator-hygiene factors. The instrument has been used as a data gathering device in previous research to gauge job satisfaction. For the purpose of this study, the survey was modified by altering questions to make it more relevant to the study. The inventory was further modified by the re­ searcher to employ a four point Likert scale to rate job satisfaction. 34T, Ibid. Table 3.1. Herzberg's Motivator-Hygiene Factors within the Minnesota Satisfaction Questionnaire and the Number of Questions Used to Collect Data on Job Satisfaction Herzberg's MotivatorHygiene Factors Survey Question Number Hygiene Factors 1. Company policies and practices 4,15 Compensation 17 3. Co-workers 19,30 4. Security 5. Social status 2 6 . . 7. 8 . 6 14,28 Supervision-Human relations 5,16 Supervision-Technical 8,18,23 Working conditions 34 Motivator Factors 9. Ability utilization • 3,27,33 10 . Activity 23 11 . Authority 13 12 . Creativity 11 13. Independence 20 14. Moral values 2 15. Recognition 9,10,24 16. Responsibility 17. Social service 18. Variety 19. Advancement 20 . Achievement 31 1,26 12 7,35,29 21 Procedure This study was initiated during August 1982. A total of 107 adult basic education directors in Michigan were con­ tacted by mail and asked to complete the research question­ naire. A follow-up letter was also to encourage return. mailed to the directors For any clarification of the research questionnaire, the directors were instructed to contact the researcher, and were then asked to return the instru­ ments in the self-addressed stamped envelope. Upon receipt of the questionnaires, the researcher coded the results by placing the information on computer cards. The data was analyzed by the Michigan State University computer labora­ tory. Chi-square, dependent and independent t-tests were the methods of analysis used in testing three of the four hypo­ theses . Analysis of Data The analytic procedure included selection of the appro­ priate data from the scores obtained from the Biographical Data Sheet concerning the racial make-up of the adult stu­ dent population, Job Description Questionnaires I and II, and the Job Satisfaction Inventory. These were organized, analyzed as raw data, and converted to percentage data be­ fore analysis. The types of analyses employed for testing the hypotheses were not uniform. A brief delineation of the kind of analyses selected to test each hypothesis follows. All tests were made using the .05 level of significance. Hypothesis # 1 ; The variables of (1) racial grouping of the adult population and (2 ) total scores on the job sat­ isfaction inventory were subjected to the chi-square test. The chi-square test was used to test for independence be­ tween two variables, i.e., whether there was a relationship between variable 1 and variable Hypothesis #2: 2 . The chi-square test was used to deter mine whether there was a relationship between (1 ) the ethnic ratios found in the adult student population vs. (2 ) total scores on the Job Satisfaction Inventories of adult basic education directors. Hypothesis #3: The hypothesis was tested first by using the total score for each adult basic education direc­ tor on the Job Description Questionnaire I vs. the total score for each director on Job Description Questionnaire II. For Hypothesis #3 a dependent t-test was used to measure whether there were significant differences between the direc tors' perceptions of what their job should be and what they actually did. The t-test was used to test for difference between the means of two independent or dependent groups. Hypothesis #4: Hypothesis four was analyzed by ob­ taining an average score for all adult basic education di­ rectors on Job Description Questionnaire II, for all school districts represented in the study. The hypothesis, as stated, expected that perceptions of the role of the adult basic education directors would not be dissimilar between the different school districts. Summary The researcher in this chapter described the methods and procedures used in this study, including the study population, construction of the questionnaire, administra­ tion procedures, and analysis of data. The data in this research were collected by administering the (1) Biograph­ ical Data Sheet; (2) Job Description Questionnaires I and II; and (3) the Job Satisfaction Inventory. The research instruments were used to measure the perceived roles and job satisfaction levels of adult basic education directors in Michigan school districts.. The data collected was organ­ ized into meaningful units and later analyzed in testing the stated hypotheses. CHAPTER IV PRESENTATION OF FINDINGS In this chapter the biographical data for the re­ search subjects and the results of analyses of the four re­ search hypotheses were presented. The purpose of the chapter was to report the data which comprise the findings of this study. The first section of the chapter was a comprehensive presentation of the subjects' biographical data. Biograph­ ical data was used to ascertain (1 ) the sex of the adult basic education directors; (2 ) the race of these directors; (3) the academic majors and degree levels of the adult basic education directors; (4) their years of teaching ex­ perience in adult basic education; (5) number of years as adult basic education directors; and (6 ) years of adminis­ trative experience. The second section of the chapter included findings concerned with the four hypotheses. Presentation and anal­ ysis of the data was followed by a brief discussion of the results obtained. Biographical Data of the Research Subjects The research population consisted of 61 adult basic 43 education directors in Michigan (57% of total population). Table 4.1 shows the number of adult basic education direc­ tors by sex and race. Forty-three directors (70.5% of re­ search subjects) were male, and 18 directors were women (29.5%). The overwhelming majority of the adult basic education directors were Caucasian, 60 subjects (98.4%); only 1 director was Black (1.6%). Table 4.1. Number and Percentage of Adult Basic Education Directors in Michigan by Race and Sex (N=61) Race Black N=1 Caucasian (1.6%) N=60 (98.4%) Total N=61 (100%) Sex Male N=43 Female (70.5%) N=18 (29.5%) Total N=61 (100%) Educational Level and Academic Major of Adult Basic Education Directors Table 4.2 shows that of those adult basic education directors who responded, 7 (11.5%) held bachelor's degrees, 47 (77%) held master's and toral degrees. 6 (9.8%) held specialist and doc­ Only 7 (11.4%) adult basic education directors held degrees in adult education. A hodgepodge of degree holders found in "other" category including education ad­ ministration, secondary education, physical education and special education. Table 4.2. Educational Level and Academic Major of Basic Education Directors Academic Area Educational Level Blank Blank Varied Adult . Teaching Education Experience Educational Administration Total 1 1 Bachelor's 7 7 Master's 7 25 Specialist/ Doctorate Total Other 1 7 32 10 5 47 3 3 6 13 8 61 Teaching Experience in Adult Basic Education Table 4.3 shows that nearly 74% of the adult basic education directors reported one to three years of previous teaching experience in adult basic education. For those reporting more than three years of teaching experience, 16 (26%) of the directors had at least four years of teaching experience in adult basic education. 46 Table 4.3. Total Years of Teaching Experience in Adult Education Teaching Experience in Adult Basic Education Number of Adult Basic Education Directors 0-3 years 4 years and over Total Percentage of Adult Basic Education Directors 45 16 74% 26% 61 100% Total Years of Experience as an Adult Basic Education Director Table 4.4 showed that experience as an adult basic education director ranged from 2 years to more than 10 years. This table indicated that 20 (33%) adult basic educators had 3-5 years experience in that position. The data also re­ vealed that another 20 (33%) of adult basic education direc­ tors had been in their jobs more than ten years. Table 4.4 Total Years of Experience as Adult Basic Education Directors Total Years of Experience as Adult Basic Education Director Number of Adult Basic Education Directors Percentage of Adult Basic Education Directors 9 14% 3-5 years 20 33% 6-9 years 12 20% 20 33 61 100% 2 years or less 10 years and over Total Total Years of Administrative Experience as Adult Basic Education Directors Table 4.5 showed that the general administrative ex­ perience of adult basic education directors ranged from one year to 15 years and over. tion directors Thirty-seven adult basic educa­ (67%) had from 1 to 10 years of general edu­ cational administrative experience. Table 4.5. Years of Administrative Experience as Adult Basic Education Directors Total Years of Administrative Experience 1-9 Number of Adult Basic Education Directors Percentage of Adult Basic Education Directors years 37 61% 10-14 years 13 21% 15 years and over 11 18% 61 100% Total Findings about Hypotheses Hypothesis I In Hypothesis I the researcher stated that the racial make-up of the adult student population had no significant re­ lationship to the job satisfaction of adult basic education di­ rectors and study findings confirmed that the racial make-up of the adult student population had no significant effect on director job satisfaction. Table 4.6 showed the racial groupings and ethnic ratios found in the adult student population. Table 4.6. Race Total of Adult Student Populations by Race and Ethnic Ratios Student Population Percentage/Ethnic Ratios of Adult Student Population Black 18,543 29.92% Caucasian 37,988 61.30% 532 .86% Asian 2,311 3.73% Mexican American 2,217 3.58% 379 .61% 54,715 100.00% American Indian Other Total The researcher wanted to know if the observed results deviated from the results expected under the null hypothesis. To test this hypothesis, Table 4.6 was developed showing the total racial make-up and ethnic ratios of the adult student population of the adult basic education directors responding to this study. The chi-square test was used to test the total score obtained from the Job Satisfaction Inventory Question­ naire against the total number of adult students by race. The racial mix of the adult student population is comprised of six racial groups: Black, Caucasian, American Indian, Asian, Mexican American and Other. Table 4.7 shows the total scores of adult basic education directors on the Job Satisfaction Inventory, broken down into five levels: those basic educa­ tion directors who scored zero to 84 (level of dissatisfaction), those who scored more than 84 but less than 107 (minimally satisfied), those who scored more than 107 but less than 129 (average satisfied), adult basic education directors who were 130 but less than 137 (above average satisfied), and those who scored 140 and above (very satisfied). The total scores on the job satisfaction inventory were determined by placing a numerical value of 1-4 on the job Satisfaction Inventory Questionnaire, the numerical values, using a four point Likert scale. Table 4.7. Dissatisfied 0-84 NOTE: Total Scores of Adult Basic Educa­ tion Directors on the Job Satisfac­ tion Inventory Questionnaire Minimally Satisfied 85-107 Average Satisfied Above Average Satsfied Very Satisfied 109-129 130-137 140-144 The researcher found no adult basic education director at the 0-84 range (level of dissatis­ faction) and this category dissatisfaction was not mentioned further in this research. The Job Satisfaction Inventory from the Minnesota Satisfaction Questionnaire measured Frederick Herzberg's theory that, within any work place, there were satisfiers and dissatisfiers. Table 4.8 showed how adult basic education directors in Michigan ranked the twenty job-related factors stated in Table 3.1. "Hygiene" factors described the work environment and "Motivators" described the job it­ self. Table 4.8 revealed that adult basic education direc­ tors in Michigan ranked compensation(salary) as the number one hygiene factor affecting their job satisfaction. The data indicated also that Michigan directors regarded recog­ nition as the most important motivator as it related to the job. Table 4.8. Frederick Herzberg's Motivator-Hygiene Factors as Rank-Ordered by Adult Basic Education Directors in Michigan Hygiene Factors Motivators Factors 1 . Compensation 1 . Recognition 2 . Security 2 . Achievement 3. Supervision (human relations) 3. Advancement 4. Company policies and practices 4. Ability utilization 5. Supervision (technical) 5. Responsibility Social status 6 Co-workers 7. Working conditions 8 6 . 7. 8 . . . 9. Authority Activity Creativity Independence 10 . Variety 11 . Social service 12 . Moral values A chi-square test was used to test independence be­ tween two variables, i.e., whether there was a relationship between variable 1 , racial make-up of the adult student popu­ lation, and variable education directors. 2 , the job satisfaction of adult basic The chi-square test method of cross­ tabulation looked at observed frequencies and tested whether they were significantly different from the calculated ex­ pected frequencies. The expected frequencies were based on the marginal row and column totals. ing alpha .05 level of significance. All tests were made us­ Results obtained from chi-square analyses were presented in Table 4.9. Table 4.9. Racial Group Black Summary of the Racial Make-up of the Adult Student Population vs. Total Scores on the Job Satisfaction In­ ventory Raw Chi-Square Statistics Degree of Freedom Significance 14.35489 12 .2786 Caucasian 7.95936 9 .5882 American Indian 3.08321 6 .7983 Asian 7.27320 6 .2963 Mexican American 2.49598 6 .8689 Other 5.89526 3 .1168 52 The null hypothesis was retained for all racial groups. The chi-square test indicated that there were no significant differences between the racial make-up of the adult student population and the total scores of adult basic education directors on the Job Satisfaction Inventory at alpha level .05. A further examination of the research data revealed information on how the 61 adult basic education directors responded regarding the' racial make-up of their student populations vs. total job satisfaction. Table 4.10 showed the absolute numbers of Blacks in the adult student popula­ tion vs. the job satisfaction of adult basic education di­ rectors . Table 4.10. Absolute Numbers of Blacks in Adult Student Populations vs. Job Satisfaction of Adult Basic Education Directors Total Job Satisfaction of Adult Basic Education Directors Total Number of Black Adults Minimally Satisfied 85-107 Average Satisfied Above Average Satisfied Very Satisfied 109-129 130-137 140-144 Row Total 0 3 10 6 2 21 (34.4%) 1-9 3 1 4 2 10 (16.4%) 10-80 1 2 3 4 10 (18.4%) 123-400 3 4 0 3 10 (16.4%) 596-4500 1 2 3 4 10 (16.4%) 11 19 16 15 18% 31.1% 26.2% 24.6% Column Total 61 100.0% It was found that the numbers of Blacks in the adult student population, based on Table 4.10 did not significantly affect the job satisfaction of adult basic education direc­ tors . Table 4.11 showed the absolute numbers of Whites in the adult student population in relation to total job satis­ faction. The data revealed that the number of Whites in the adult student population had no significant effect on the job satisfaction of adult basic education directors in Mich­ igan. Table 4.11. Absolute Numbers of Whites in the Adult Student Population vs. Total Job Satisfaction of Adult Basic Edu­ cation Directors Total Job Satisfaction of Adult Basic Education Directors Total Number of White Adults Minimally Satisfied 85-107 Average Satisfied Above Average Satisfied Very Satisfied 109-129 130-137 140-144 Row Total 3-50 3 5 3 4 15 (24.6%) 54-131 5 5 5 1 16 (26.2%) 150-300 1 3 4 6 14 (23.0%) 363-12,000 2 6 4 4 16 (26.2%) Column Total 11 18% 19 31.1% 16 26.2% 15 24.6% 61 100 .0% Table 4.12 showed the absolute numbers of American Indians in the adult student population vs. total job satis­ faction. The data revealed that the number of American Indians in the adult student population had no significant effect on the job satisfaction of adult basic education directors in Michigan. Table 4.12. Absolute Numbers of American Indians in the Adult Student Population v s . Total Job Satisfaction of Adult Basic Education Directors Total Job Satisfaction of Adult Basic Education Directors Total Number of American Indian Adults Minimally Satisfied Average Satisfied Above Average Satisfied Very Satisfied 85-107 109-129 130-137 140-144 0 7 9 10 9 35 (57.4%) 1-8 3 6 2 4 15 (24.6%) 10-200 1 4 4 2 11 (18.0%) 11 19 16 15 18.0% 31.1% 26.2% 24.6% Column Total Row Total 61 100.0% Table 4.13 showed the absolute numbers of Asians in the adult student population vs. total job satisfaction. The data revealed that the number of Asians in the adult student population had no significant effect on the job satisfaction of adult basic education directors in Mich­ igan. Table 4.13. Absolute Numbers of Asians in the Adult Student Population vs. Total Job Satisfaction of Adult Basic Education Directors Total Job Satisfaction of Adult Basic Education Directors Total Number of Asian Adults 0 Minimally Satisfied Average Satisfied Above Average Satisfied Very Satisfied 85-107 109-129 130-137 140-144 Row Total 5 11 7 7 30 (49.2%) 3-45 5 3 6 2 16 (26.2%) 50-400 1 5 3 6 15 (24.6%) 11 19 16 15 18% 31.1% 26.2% 24.6 % Column Total 61 100.0% Table 4.14 showed the absolute numbers of Mexican Americans in the adult student population vs. total job satisfaction. The data revealed that the number of Mexican- American students had no significant effect on the job satis­ faction of adult basic education directors in Michigan. Table 4.14. Absolute Numbers of Mexican-Americans in the Adult Student Population v s . Total Job Satisfaction of Adult Basic Education Directors Total Job Satisfaction of Adult Basic Education Directors Total Number of M e x i c a n • American Adults Average Satisfied Above Average Satisfied Very Satisfied 85-107 109-129 130-137 140-144 0* 4 10 9 8 31 (50.8%) 2-18 5 5 4 3 17 (27.9%) 23-700 2 4 3 4 13 (21.3%) 11 19 16 15 31.1% 26.2% 24.6% 100.0% Column Total Minimally Satisfied ' 18.0% Row Total 61 Hypothesis II In Hypothesis II the researcher stated there were no significant relationships between the job satisfaction of adult basic education directors and the ethnic ratios found in their adult student populations. The findings of the study showed that there were no significant differences in adult basic education directors' job satisfaction, related to the ethnic ratios found in the adult student population. The chi-square test was used to determine whether such a relationship exists. To test this hypothesis, raw data on the racial make-up of the adult student population were converted to percentage data as shown in Table 4.6. It was then possible to make comparisons between the ethnic ratios found within the adult student population and the Job Satisfaction Inven­ tory scores of adult basic education directors. All tests were made using the alpha level = .05 level of significance. As indicated in Table 4.15, the chi-square test obtained for job satisfaction and ethnic ratios did reach signifi­ cance at the .05 level with one racial group, Caucasians. Table 4.15. Summary of Ethnic Ratios Found within the Adult Student Population vs. Total Scores on the Job Satisfaction Inven­ tory Raw Chi-Square Statistics Degree of Freedom Black 14.65348 9 .1009 Caucasian 13.85017 6 .0314 4.32107 6 .6333 12.52563 9 .1853 Mexican American 1.71576 6 .9439 Other 8.45772 6 .2064 Racial Group American Indian Asian Significance An analysis of the data revealed that the null hypo­ thesis was retained for all racial groups except Caucasians. The data showed that as the percentages of Caucasians increased in the adult student population, the level of job satisfaction of adult basic education directors decreased slightly. Further analysis of the data revealed that al­ though not significant, the percentages of Blacks in the adult student population was close to the significance level of alpha .05. Hypothesis III In Hypothesis III, the researcher stated that there were no significant differences between adult basic educa­ tion directors' perceptions of their actual roles and what they regarded as their ideal professional roles. The find­ ings of this study showed that there were no significant dif­ ferences between what the directors perceived as their actual roles and their ideal professional roles. The hypothesis was tested first by comparing the total score for each adult basic education director on the Job Description Questionnaire I vs. the total score for each adult basic education director on Job Description Questionnaire II. For Hypothesis III, a dependent t-test was used to test whether there were significant differences between the scores obtained for an adult basic education director's per­ ception of what the job should be and what it actually was. The t-test was used to test for differences between the means of two independent or dependent groups. All tests were made using the alpha = .05 level of significance. To test this hypotheses, Table 4.16 was produced showing the t-values obtained for scores on Job Description Question­ naires I and II. The t-test mean score obtained for Job Description Questionnaire I was 28.9344, and the t-test mean score for Job Description Questionnaire II was 27.2131. Therefore, the information from Table 4.16 shows that there were no sig­ nificant differences between the mean scores obtained on Job Description Questionnaires I and II. Table 4.16. t-Values Obtained for Scores on Job Description Questionnaires I and II for Adult Basic Education Directors Number Means S .D. Job D e s c r i p t i o n Questionnaire I 61 28.9344 5.403 3 . 05 Job D e s c r i p t i o n Q u e s t i o n n a i r e II 61 27 . 2 1 3 1 4.409 3.05 t-Statistical Significance Hypothesis IV In Hypothesis IV the researcher stated that there were no significant differences in role perceptions among adult basic education directors in Michigan school districts. The findings of this study indicated that the roles of adult basic education directors in Michigan school districts were similar from one school district to another. To test this hypothesis the researcher measured the mean and variance of the 61 directors' total scores on the Job Description Questionnaire II. Table 4.17 showed that in Hypothesis IV, as stated, the researcher expected that the average perception of the adult basic education director's role would not be dis­ similar from one school district to another. Table 4.17. Job Description Questionnaire II Mean and Variance of Adult Basic Edu­ cation Directors Total Scores on the Job Description Questionnaire II Number Mean Variance 61 27.213 19.437 The mean and variance were not statistically signif­ icant; therefore, the null hypothesis was retained. CHAPTER V CONCLUSIONS Chapter V was devoted to an interpretation of find­ ings reported in Chapter IV, and to the presentation of those conclusions and recommendations which seemed war­ ranted, as a result of examination of the data. The first section of Chapter V was a summary of the purpose of the study, study design and administration, re­ view of the literature, study population, instrumentation, hypotheses and data analysis. The second section was an analysis and discussion of research findings, the four research hypotheses, research subjects' own perceptions of job satisfaction, a contrast­ ing view of the data, a discussion of the findings and con­ clusions of the study in terms of their implications for adult basic education directors and recommendations for fur­ ther research. Summary Purpose of the Study The researcher designed this study: (1 ) to determine whether or not the job satisfaction 61 of adult basic education directors changed with such variables a s : the racial make-up of the adult student population and ethnic proportions found within the adult student population. (2 ) to examine whether or not there was a dif­ ference between how the adult basic educa­ tion directors -perceived their school roles and what they regarded as their ideal profes­ sional roles. (3) to investigate whether or not measured per­ ceptions of adult basic education directors in Michigan school districts differed signif­ icantly. Study Design and Procedures The three research instruments used in soliciting in­ formation in this study were (2) (1) the Biographical Data Sheet; Job Description Questionnaires I and II; and (3) the Job Satisfaction Inventory Questionnaire. The Biographical Data Sheet was designed to collect descriptive information about each adult basic education director. The Job Descrip­ tion Questionnaires I and II measured the job duties of the directors. The Job Satisfaction Inventory measured indiv­ idual perceptions of job satisfaction. The research instruments were accompanied by a cover letter explaining the research project and a return envelope. Several weeks later, a follow-up letter was sent to encourage response. Subject anonymity was assured. Review of Literature The review of literature included doctoral disserta­ tions, books and journal articles regarding (1 ) job roles and responsibilities of adult basic education directors, and (2 ) job satisfaction. Study Population The research instruments were sent to 107 adult basic education directors listed in the 1981-82 Michigan Contact Directory for Adult Basic Education and Community School Programs prepared by the Michigan Department of Education Adult Basic Extended Learning Services. The 61 adult basic education directors, who responded to the research survey, constituted 57 percent of this population. Instruments Biographical Data Sheet, Job Description Questionnaires I and II and the Job Satisfaction Inventory (Minnesota Sat­ isfaction Questionnaire) were the research instruments used in this study. Hypotheses The following four hypotheses were tested: Hypothesis # 1 : There were no relationships signif­ icant at the .05 level between the racial make-up of the adult student population (as the Biographical Data Sheet characterizes the number of adults, by race, attending adult basic education programs) and the job satisfaction of their adult basic education directors as measured by the Job Satisfaction Inventory (Minnesota Satisfaction Question­ naire) „ Hypothesis # 2 : There were no relationships signifi­ cant at the .05 level, between ethnic ratios found in the adult student population of the school district (as the Biographical Data Sheet characterizes the number of adults, by race, attending adult basic education programs) and the job satisfaction of adult basic education directors as measured by the Job Satisfaction Inventory (Minnesota Satis­ faction Questionnaire). Hypothesis #3: There were no significant differences at the .05 level between the adult basic education directors' perceptions of their actual roles and what they regarded as their ideal professional roles as measured by Job Des­ cription Questionnaires I and II. 65 Hypothesis # 4 : There were no significant differences in the role perceptions of adult basic education directors in Michigan school districts, as measured by the mean and variance of their total scores on Job Description Question­ naire II. Data Analysis Hypotheses I and II were analyzed using chi-square tests by cross-tabulating rows and columns. esis III, For hypoth­ the t-test was used to test differences and re­ lationships among means. Hypothesis III measured mean scores for each adult basic education director on the Job Descrip­ tion Questionnaire I vs. mean scores on Job Description Questionnaire II. For hypothesis IV, the researcher mea­ sured the mean and variance.of the total scores of adult basic education directors on Job Description Questionnaire II. Analysis and Discussion The researcher designed this study to examine the degree of job satisfaction of adult basic education directors in Michigan school districts. The findings relative to hypo­ thesis I seemed to indicate that the degree of job satis­ faction of the adult basic education director was indepen­ dent of the racial make-up of the adult student population. This finding was supported by data gathered from adult basic education directors in Michigan. Because of the racial ten­ sions extant in America today, and the polarization of our society, one might assume that tensions between racial groups might affect the job satisfaction of adult basic education directors from one school district to another. A chi-square test indicated that there was no overall differences asso­ ciated with the racial make-up of the adult student popula­ tion. However, in Hypothesis II, the fact that job satis­ faction levels of directors were not affected by the ethnic ratios found in their adult student populations could be re­ lated to the level of racial integration that exists in our society, or, the lack of homogeneity of racial groups. The job satisfaction inventory (the Minnesota Satis­ faction Questionnaire) measured Frederick Herzberg's Motivator-Hygiene theory. In this research the subjects' over­ all job satisfaction was obtained by summing the total re­ sponses of adult basic education directors on the job satis­ faction inventory. Evidence from the research findings in­ dicates that the Minnesota Satisfaction Questionnaire mea­ sured job satisfaction according to perceived expectations. The data also indicated that males were more satisfied with their jobs as adult basic education directors than their female counterparts. There was some evidence to show that, in the area of dissatisfiers, men tended to be more concerned with hygiene factors, while women seemed to be more concerned with motivator factors. It was difficult to tell from the research findings to what extent race and sex contributed to individual adjustment or maladjustment in the work place. The findings for Hypothesis III indicated that there were no significant differences between the way in which adult basic education directors perceived their actual roles and what they regarded as their ideal professional roles. All 61 directors surveyed in this study felt that they were performing both their assigned tasks and their roles, as stated in Job Description Questionnaires I and II. In findings for Hypothesis IV, the measured percep­ tions of adult basic education directors in 61 Michigan school districts did not differ significantly. This con­ clusion was drawn from data gathered from the 61 directors responding to the research questionnaire. The overall find­ ings seemed to indicate that the role perceptions of adult basic education directors were similar; their jobs were per­ ceived as being approximately the same regardless of the school district. Additional conclusions regarding this research data were: (1 ) that race may not have been a factor in adult basic education directors' job satisfaction because school districts represented in this study were fairly well integrated with respect to the racial make-up of their adult student populations; and (2 ) that no school district represented in this study was dominated by a minority race. The fact that there were minimal differences between the ways in which adult basic education directors perceived their actual roles, could mean that these adult basic educa­ tion directors either lacked initiative to do more than they were a s s i g n e d o r because they had the authority to-delegate certain work assignments. Another reason could be that many adult basic education directors were satisfied with their positions as adult basic education director. The measured mean perceptions of adult basic education directors in the 61 school districts did not differ signifi­ cantly. One main reason for this was that the 61 school districts had almost identical job descriptions for the adult basic education director position. Recommendations for Further Research The researcher's findings in this study suggested some implications for the role of the adult basic education director and indicated areas for further investigation: (1 ) study of the adult basic education director's job satisfaction, employing factor analysis. Such a study may be able to determine which 69 of many job factors are the most important contributors to job satisfaction; (2 ) an in-depth case study of the adult basic education directors used in this study. Through scheduled personal interviews it may be possible to determine significant factors that contributed to individual director's high or low scores on the Job Satisfaction Inventory Questionnaire; (3) investigation of which job factors are most important to adult basic education directors, such as private life, intrinsic factors of the job, or extrinsic factors; (4) study of the differences between male and female adult education directors, as they relate to Frederick Herzberg's motivator-hygiene theory. (5) examine the relationship of the adult basic education directors' dissatisfaction/satisfac­ tion with program growth. (6 ) a comparison between Michigan K-12 administra­ tors' level of job satisfaction and the level of job satisfaction of adult basic education directors in Michigan. BIBLIOGRAPHY Adult Basic Education in Nebraska: Administrator Compar­ ison Study, Nebraska University, Lincoln Depart­ ment of Adult and Continuing Education, 1973. A study conducted by Texas A&M University in cooperation with the Division of Adult and Continuing Educa­ tion, Texas Education Agency, "Felt Needs for Training by Adult Basic Education Administrators and Teachers in Texas." A Statewide Profile of Adult Basic Education, State of Ohio, 1968-69. Conducted by the Department of Education and Research of the Columbus City Schools. Aker, George F. and Powell Toni. "Developing and Managing Adult Basic Education Programs," Florida State Uni­ versity, 1970. Bergevin, Paul. A Philosophy for Adult Education. York: Seabury Press, 1967, pp. 4-5. New Black, Luther H. Prescriptions for Adult Education and Secondary Education, Detroit: Harlo Press, 1974. Charters, Alexander, M . ; Hilton, Ronald J. "Who We Are: What Some Educators of Adults Say about their Char­ acteristics, Competencies, and Roles," Syracuse University, 1978. Cross, Patricia K. "Adult Learners: Characteristics, Needs, and Interests." In R.E. Peterson and Asso­ ciates (Eds.) Lifelong Learning in America: An Overview of Current Practices, Available Resources, and Future Prospects. San Francisco: Jossey-Bass, 1979, p. 75. Darkenwald, Gordon. "Problem of Dissemination and Use of Innovations in Adult Basic Education; Selected Research Findings and Recommendations." Center Research Report No. 5, New York: Columbia Univer­ sity, Teachers College Center for Adult Education, 1974, p. 35. 70 71 Essex, Martin W. The Director's Role, Columbus, Ohio: Department of Education, 1973. Friedlander, Frank. "Job Characteristics as Satisfiers and Dissatisfiers," Journal of Applied Psychology, XLVII (1974), pp. 388-392. Froelich, Herbert, P. and L. Wolens. "Job Satisfaction as Need Satisfaction," Personnel Psychology, 13, (1960), p. 419. Gilbert, Dr. Edward H. "A Superintendent's Perception of an Education Director," Threshold in Education, Spring, 1976, pp. 25-29. Gray, Patricia. "An Analysis of the Sources of Job . Satisfaction by Occupational Status," Ph.D. dis­ sertation, Wayne State University, 1974, p. 155. Herzberg, Frederick, B. Mansner, and B.B. Synderman. The Motivation to Work (New York: Wiley, 1959) . Locke, Edwin. "What is Job Satisfaction" (Washington, D.C., F i n a l ’ Report, American Institute for Re­ search, Nov., 1968), p. 1. Mahuman, Dr. I. Brahin and I. Brahin Hussein. "The Effect of School Size upon Teacher Satisfaction and Partic­ ipation," The University of Michigan, 1968. National Advisory Council on Adult Education, 1974 Annual Report, Washington, D.C., March 1974. New Jersey State Department of Education, "Directing the Adult Program," Trenton, New Jersey: State Depart­ ment of Education, 1968. Parsons, Jerry. "New Directions for Attracting Able Teachers of Adults," New Directions for Continuing Education, 1979, pp. 81-87. Spear, George. Project Director, Adult Basic Education National Teachers Training Study (Kansas City, Missouri: University of Missouri, Kansas City, 1972), p. 26. Smith, Douglas H. "The Determination of Necessary Compe­ tencies of Adult Education Directors and ABE In­ structors in State of Iowa," Drake University, 1976. U.S. Department of Health, Education and Welfare, "U.S. Department of Labor and Health, Education and Welfare Appropriation for 1969," Part 3, p. 902. Weiss, David J . ? Rene V. Davis; George W. England; and Lloyd H. Lofquist. Construct Validation Studies of the Minnesota Studies in Rehabilitation; XVIII. Minneapolis: Industrial Relation Center, 1964, pp. 8-9. Willing, Delight C. "Effective Administrative Support for Able Teachers," New Directions for Continu­ ing Education, 1979, pp. 51-58. Wright, Joan W. "The Professionalization of Adult Educa­ tion in New York State," A Ph.D Dissertation, Cornell University, 1970. Zahn, Dr. Jane C. "Creativity Research and Its Implica­ tions for Adult Education," Boston University, 1966. APPENDIX Michigan State University Graduate Research Chris G. Davenport 1529 C Spartan Village East Lansing, MI 48823 Dear RE: Dissertation Research on the Perceived Roles and Job Satisfaction of Adult Basic Education Directors in Michigan school districts. I am a doctoral candidate in Adult and Continuing Education conducting research regarding job satisfaction of Adult-Basic Education Directors in Michigan. Very little research has been done on the perceived roles and job satisfaction of adult basic education directors. This is to request your participation in the study as a professional basic education director by com­ pleting the enclosed questionnaire. Please fill out the questionnaire and return it to me as soon as possible. A stamped addressed envelope is included for your convenience. If you have questions, I can be reached at (517)355-2866. I want to assure you that your name will not iden­ tified in any way in the course of the study. Also, you will receive results of the study, if you wish. I appreciate you taking the time to -assist me in my research and I thank you in advance for your cooperation. Sincerely, ~ Chris G. Davenport Ph.D. candidate, College of Education Department of Adult and Continuing Education Enclosures Michigan State University Graduate Research Chris. G. Davenport 1529 C Spartan Village East Lansing, MI 48823 Dear Adult Basic Education Director: RE: Questionnaire for dissertation research on the Perceived Roles and Job Satisfaction of Adult Basic Education Directors in Michigan School Districts. Two weeks ago you received a questionnaire regarding Job Satisfaction of Adult Education Directors. If you have not returned it yet would you please fill out the questionnaire and return it to me as soon as possible. Your participation in this research project is important. I appreciate your taking the time to assist me in my research and I thank you in advance for your cooperation. If you have any questions, I can be reached at (517)355-2866. Sincerely, Chris G. Davenport Ph.D. candidate College of Education Department of Adult and Continuing Education APPENDIX A STUDY OF THE PERCEIVED ROLES AND JOB SATISFACTION OF ADULT BASIC EDUCATION DIRECTORS IN MICHIGAN SCHOOL DISTRICTS ADULT BASIC EDUCATION DIRECTOR'S QUESTIONNAIRE BIOGRAPHICAL DATA Sex: Race: Male__________ Female__________ Black__________ Caucasian___________ American Indian__________ Oriental__________ Puerto Rican Mexican American___ Other___________________________________ Educational academic major:________________ ■ Educational level: Bachelor's Bachelor's +__________ Master's Master's +_____________ Other_________________ Year in school________ Number of years of teaching experience in Adult Basic Education:______________________________________________ Number of years of experience as an Adult Basic Education Director:____________________________________ Number of years of educational administrative experience:_____________________________________________ Number of adults by race attending Adult Basic Education programs in your school district: Black__________ Caucasian___________ American Indian___________ Puerto Rican Oriental__________ Other Mexican A m e r i c a n _ _ _ _ _ _ _ _ _ _ _ _ 77 JOB DESCRIPTION QUESTIONNAIRE I This questionnaire is designed to describe what tasks you ACTUALLY DO in your role as director of adult basic education programs. Please indicate to what extent you have RESPONSIBILITY for the following tasks: 1. Coordinate the counseling of adult students. 1 2 Primary Some Responsibility Responsibility 2. 4 No Responsibility 3 Little Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility Administer the enrollment process. 1 2 Primary Some Responsibility Responsibility 7. 3 Little Responsibility Determine academic progress of adult students in the high school completion courses. 1 2 Primary Some Responsibility Responsibility 6. 4 No Responsibility Supervise the curriculum development of the adult basic education program. 1 2 Primary Some Responsibility Responsibility 5. 3 Little Responsibility Assume over-all responsibility for program planning. 1 2 Primary Some Responsibility Responsibility 4. 4 No Responsibility Assist in creation of leadership training for board members and advisory committees. 1 2 Primary Some Responsibility Responsibility 3. 3 Little Responsibility 3 Little Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility Assign teachers. 1 2 Primary Some Responsibility Responsibility 73 8. Assist in the in-service training of program staff. 1 2 Primary Some Responsibility Responsibility 9. 4 No Responsibility 3 Little Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility Perform overall program evaluation of the adult basic education program. 1 2 Primary Some Responsibility Responsibility 16. 3 Little Responsibility Develop outreach programs with other community agencies. 1 2 Primary Some Responsibility Responsibility 15. 4 No Responsibility Supervise daily office operations. 1 2 Primary Some Responsibility Responsibility 14. 3 Little Responsibility Supervise the marketing and publicizing the adult basic education program. 1 2 Primary Some Responsibility Responsibility 13. 4 No Responsibility Implementing the operating budget. 1 2 Primary Some Responsibility Responsibility 12. 3 Little Responsibility Prepare the operating budget. 1 2 Primary Some Responsibility Responsibility 11. 4 No Responsibility Oversee the selection and purchase of instructional materials. 1 2 Primary Some Responsibility Responsibility 10., 3 Little Responsibility 3 Little Responsibility 4 No Responsibility Participate in workshops, conferences, or courses for professional improvement. 1 2 Primary Some Responsibility Responsibility 3 Little Responsibility 4 No Responsibility 79 17. Submit oral or written status reports to my supervisor on a regular basis. 1 2 Primary Some Responsibility Responsibility 18. 2 Some Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility Oversee tasks designed to remove administrative prob­ lems within the adult basic education program. 1 2 Primary Some Responsibility Responsibility 21. 3 Little Responsibility Coordinate job placement and job referral. 1 2 Primary Some Responsibility Responsibility 20. 4 No Responsibility Participate in special assignments and projects as requested by the school district. 1 Primary Responsibility 19. 3 Little Responsibility 3 Little Responsibility 4 No Responsibility Perform other such duties and responsibilities as directed by the principal or superintendent. 1 2 Primary Some Responsibility Responsibility 3 Little Responsibility 4 No Responsibility 80 JOB DESCRIPTION QUESTIONNAIRE II This questionnaire is designed to describe your Perception Of What Your Job Responsibilities Should Be in your role as a director of adult basic education programs 1. Coordinate the counseling of adult students. 1 Primary Responsibility 2. 2 Some Responsibility 2 Some Responsibility 3 Little Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility 3 4 Little No Responsibility Responsibility Administer the enrollment process. 1 2 Primary Some Responsibility Responsibility 7. 4 No Responsibility Determine academic progress-of adult students in the high school completion courses. 1 2 Primary Some Responsibility Responsibility 6. 3 Little Responsibility Supervise the curriculum development of the adult basic education program. 1 Primary Responsibility 5. 4 No Responsibility Assume over-all responsibility for program planning. 1 2 Primary Some Responsibility Responsibility 4. 3 Little Responsibility Assist in creation of leadership training for board members and advisory committees. 1 Primary Responsibility 3. 2 Some Responsibility 3 Little Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility Assign teachers. 1 2 Primary Some Responsibility Responsibility 01 Assist in the in-service training of program staff. 1 2 Primary Some Responsibility Responsibility 9. 2 Some Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility Perform overall program evaluation of the adult basic education program. 1 2 Primary Some Responsibility Responsibility 16. 3 Little Responsibility Develop outreach programs with other community agencies. 1 2 Primary Some Responsibility Responsibility 15. 4 No Responsibility Supervise daily office operations. 1 2 Primary Some Responsibility Responsibility 14. 3 Little Responsibility Supervise the marketing and publicizing the adult basic education program. 1 2 Primary Some Responsibility Responsibility 13. 4 No Responsibility Implementing the operating budget. 1 2 Primary Some Responsibility Responsibility 12. 3 Little Responsibility Prepare the operating budget. 1 2 Primary Some Responsibility Responsibility 11. 4 No Responsibility Oversee the selection and purchase of instructional materials. 1 Primary Responsibility 10. 3 Little Responsibility 3 Little Responsibility 4 No Responsibility Participate in workshops, conferences, or courses for professional improvement. 1 2 Primary Some Responsibility Responsibility 3 Little Responsibility 4 No Responsibility 82 17. Submit oral or written status reports to my supervisor on a regular basis. 1 2 Primary Some Responsibility Responsibility 18. 2 Some Responsibility 4 No Responsibility 3 Little Responsibility 4 No Responsibility Oversee tasks designed to remove administrative prob­ lems within the adult basic education program. 1 2 Primary Some Responsibility Responsibility 21. 3 Little Responsibility Coordinate job placement and job referral. 1 2 Primary Some Responsibility Responsibility 20. 4 No Responsibility Participate in special assignments and projects as requested by the school district. 1 Primary Responsibility 19. 3 Little Responsibility 3 Little Responsibility 4 No Responsibility Perform other such duties and responsibilities as directed by the principal or superintendent. 1 2 Primary Some Responsibility Responsibility 3 Little Responsibility 4 No Responsibility PLEASE NOTE: Copyrighted materials in this document have not been filmed at the request of the author. They are available for consultation, however, in the author’s university library. These consist of pages: 83-85 Job Satisfaction Inventory of the Minnesota Satisfaction Questionaire. University Microfilm s International 300 N Zeeb Rd., Ann Arbor, Ml 48106 (313) 761-4700