The effects of a model for parent and professional involvement in decision making has on parent perceptions of school boundary permeability and professional perceptions of their role in decision making

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dc.contributor.advisorNorth, Stewart D.
dc.contributor.committeeMemberBlankenship, Jacob W.
dc.contributor.committeeMemberKeller, Robert T.
dc.contributor.committeeMemberSanders, Stanley G.
dc.creatorStanberry, Marlin Elihu
dc.date.accessioned2022-08-31T20:03:31Z
dc.date.available2022-08-31T20:03:31Z
dc.date.copyright1975
dc.date.issued1975
dc.description.abstractThe purpose of the study was to determine if participation in a modified version of Educational Goals and Objectives: A Model Program for Community and Professional Involvement would affect parent perceptions of school boundary permeability and teacher perceptions of their role in decision making. Parent perceptions of school boundary permeability were measured through the use of the Parent School Communications Questionnaire: A Measure of School Boundary Permeability (PSCQ) developed by Wiener and Blumberg (1973). The Survey of Teacher Participation in Decision Making (STP) developed by Adelson (1972) was used to measure teacher perceptions of their role in decision making. Modifications were made in the use of the instrument to determine teacher perceptions of their actual and preferred levels of decision making and so that discrepancy scores could be utilized to analyze the data. To determine if there were statistically significant differences between the perceptions of parents assigned to the two experimental groups and the control group an analysis of variance was conducted at the conclusion of the study. The differences in the perceptions of each parent group occurring between the pretest and the posttest administration of the PSCQ were analyzed by means of t-tests. Teachers were also assigned to an experimental group and a control group. The differences in their perceptions of their role in decision making at the conclusion of the study were analyzed by means of t-tests. Differences occurring between the pretest and the posttest administration of the STP to each group of teachers were also analyzed by means of t-tests. The statistical analysis of the data did not indicate participation in the activities of the Model caused parents to differ in their perceptions of school boundary permeability or teachers to differ in their perceptions of their role in decision making. All three groups of parents perceived the interaction between parents and the principal, and parents and the teachers, as open and the accessibility of the principal and teachers as closed. Both groups of teachers were generally deprived in educational decision making. Participation or lack of participation did not cause parents or teachers to change their original perceptions during the course of the study. The study indicated teachers want some degree of participation in educational decision making. The exact degree of participation, including the mode of administrative behavior and style of supervision utilized by the administrator, varied according to the type of decision being made and from teacher to teacher. Teachers generally preferred a collegial relationship with administrators in which teachers could offer alternatives or work with administrators to determine a mutually satisfactory solution. Opportunities for the participation of parents and teachers in educational decision making can be provided through the existence of a democratic organization. Board of education members can facilitate the creation of such an organization by establishing project teams composed of parents, teachers, and administrators to study issues of concern to the school district. Increased opportunities for a direct dialogue between teachers, administrators, and board of education members should also be provided. If a democratic organization is to become a reality school administrators need expertise in such human relations skills as communications, group dynamics, motivation, and conflict management. Boards of education should insure administrators possess such skills by offering inservice training in human relations skills. Institutions which prepare school administrators should insure aspiring administrators have competencies in human relations skills prior to allowing such aspirants to enter the study of the substantive areas of educational administration.
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other2774079
dc.identifier.urihttps://hdl.handle.net/10657/10919
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.titleThe effects of a model for parent and professional involvement in decision making has on parent perceptions of school boundary permeability and professional perceptions of their role in decision making
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
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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