ANALYSIS OF THE PERCEPTIONS OF THE ROLE OF THE SUBORDINATE AND SUPER-ORDINATE WITH RESPECT TO AUTHORITY, RESPONSIBILITY, AND DELEGATION IN THE COMMUNITY SCHOOLS OF FLINT AT THE ATTENDANCE CENTER LEVEL
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Date
1973
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Publisher
University of Agricultural Sciences GKVK, Bangalore
Abstract
In this study the writer sought to determine if
significant differences exist between the perceptions of
the principals and community school directors with
respect to the variables authority, responsibility, and
delegation as measured by the following instruments:
Responsibility, Authority and Delegation Scales; Leader
Behavior Description Questionnaire; The Job Satisfaction
and Job Expectations Questionnaire.
The RAD Scale measures how the individual perceives
his responsibility, authority, and delegation.
A (P) value of <.05 would indicate harmony or dissonance
based on a significant or insignificant statistic when
analyzed.
The Leader Behavior Description Questionnaire
commonly referred to as (LBDQ) is an instrument that
measures the perception of one leader in the formal
organization by another leader in the formal organization
or by himself. The pronoun (I) may be substituted for
(He), if one uses the instrument to measure himself.
The Job Satisfaction Scale measures satisfaction
with school, administration, and recognition. The Job
Satisfaction Scale is counted as one variable even though
it has three parts.
The Job Expectations Scale measures expectations
concerning work, advancement, friends' attitudes, pay,
freedom on the job, family attitudes, and job security
The sample of this study included the entire
population of the elementary principals and community
school directors in the inner-city of Flint, Michigan.
There are 44 elementary principals and 42 community school
directors in the elementary schools of Flint, Michigan.
Because of the special nature of two of the schools,
teachers who acted in the capacity of community school
director in their respective building are included in this
study. One school was an elementary school for the
mentally retarded students, therefore, the board could not
justify the employment of a full-time director. Another
school was a school for the academically talented, therefore,
a full-time director could not be employed for that
school. These directors were not performing all of the
functions of community school directors, because they had
their regular teaching assignments as well. These
quasi-directors, however, did assist the principals in
working with parents, school activities, other teachers,
and the curriculum. For the reasons mentioned above, two
teachers at the respective schools were substituted for
community school directors.
The data was examined by a multi-variate analysis
of variance test (programmed by Jeremy Finn). Significance
was determined by a confidence level of .05, and
a (P) value of <.05 considered significant.
The following conclusions were made as a result
of this study:
1. There is no significant difference between the
perceptions of principals and community school
directors with respect to the variable
responsibility.
2. There is a significant difference between the
perceptions of the principals and community school
directors with respect to the variable authority.
3. There is a significant difference between the perceptions
of the principals and community school
directors with respfct to the variable delegation.
4 . There is no significant difference between the
perceptions of the principals and community school
director with respect to the variable initiating
structure.
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Citation
No . of references 84