Role expectations of the elementary school principal in school community relations as held by parents and teachers from different socio-economic strata

dc.contributor.advisorCutting, Guy D.
dc.contributor.committeeMemberCox, John A.
dc.contributor.committeeMemberSanders, Stanley G.
dc.contributor.committeeMemberShaw, Carl N.
dc.creatorDiaz, Tony Cortez
dc.date.accessioned2022-07-27T16:30:42Z
dc.date.available2022-07-27T16:30:42Z
dc.date.issued1976
dc.description.abstractThe purpose of the study was to identify and compare the role expectations of the elementary school principal in school community relations as held by parents and as held by teachers working in schools which are within different socio-economic areas of the school district included in the study. More specifically the purposes of the study were to determine: (1) differences among parents of varying socio-economic levels regarding their expectations of the elementary school principal's role in school community relations; (2) differences among expectations of the elementary school principal in school community relations as held by teachers working in schools which are within different socio-economic areas of the school district included in the study; (3) identification and comparison of differences in the role expectations of the elementary school principal in school community relations between the (a) parents in different socio-economic levels and (b) teachers working in schools which are within different socio-economic areas of the school district included in the study. The sample for the study consisted of 171 participants, 78 parents and 93 teachers, from seven elementary schools in the Corpus Christi Independent School District, Corpus Christi, Texas, Statistical Technique The multivariate test of significance, using BALANOVA analysis of variance, was used to determine if there were significant differences among the mean scores of the groups and teachers for the seven identified roles for the elementary school principal in school community relations. The following hypotheses were tested: 1. There are no significant differences in the role expectations of the elementary school principal in school community relations as held by parents of different socio-economic levels. 2. There are no significant differences in the role expectations of the elementary school principal in school community relations as held by teachers working in schools which are within different socio-economic areas of the school district included in the study. 3. There are no significant differences between the role expectations of the elementary school principal in school community relations as held by parents of different socio-economic levels and as held by teachers working in schools which are within different socio-economic areas of the school district included in the study. Findings The analysis of data revealed the following findings. First, the study found that there were significant differences among the role expectations of the elementary school principal in school community relations as held by parents from the different socio-economic strata. The parents living in high-income areas had higher mean scores than parents living in middle-income areas and significantly higher than parents living in low-income areas. The Anglo American parents tended to score higher than the Mexican American parents and significantly higher than the Mexican American parents living in low-income areas. The lower mean scores indicated a higher degree of agreement with the role statement. Hypothesis number one, as a whole, was rejected. Second, there were significant differences found among the role expectations of the elementary school principal as held by parents of varying socio-economic levels and as held by teachers working in schools which are within different socio-economic areas of the school district included in the study. Teachers tended to score higher than parents and significantly higher than Mexican American parents, particularly those living in low-income areas. The findings showed that parents living in high-income areas and teachers were very much in accord on their expectations on how the elementary school principal should behave in various aspects of his school community relations role. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other3334605
dc.identifier.urihttps://hdl.handle.net/10657/10629
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.titleRole expectations of the elementary school principal in school community relations as held by parents and teachers from different socio-economic strata
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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