Since public relations specialists began working in public school districts in the 1970s, only five percent of public school districts in Indiana have employed these specialists. The objective of the study was to identify factors that would explain why so few districts employ specialists. The study focused on the impact that employing a public relations specialist had on a district's overall public relations program as a means of explaining this lack of employment. The study tested the hypothesis that school districts with specialists would differ significantly from districts without specialists in the National School Public Relations Association standards employed by the districts.Superintendents of all 263 Indiana public school districts were asked to complete a 45question survey that identified public relations standards met in 11 categories established by the National School Public Relations Association for a minimum public relations program. The study received a 62 percent response rate.The respondents were divided into two categories: districts with specialists and districts without specialists. Districts with specialists answered 65 percent of the questions in the survey yes, indicating that they employed particular NSPRA standards; districts without specialists answered 35 percent of the questions yes. A chi-square analysis found this difference signficant, which allowed the research hypothesis to be accepted.Further analysis found that advanced public relations education and training slightly increased a superintendent's likelihood of employing a public relations specialist and that superintendents with specialists attributed greater importance to public relations in particular communications scenarios. / Department of Journalism

M.Ed. / In Chapter I an expOsition of the purpose of this study is given and the background to the research problem is explained. The problem statement is presented and demarcated into the aims of the research and the research methodologies. Both research methodologies (quantitative and qualitative) research were used. Concepts that were used in this study are clarified. Chapter 2 concentrates on the literature review to establish what other theorists say about learner mobility and school marketing. It emerged that many township schools lacked adequate financial resources. Most importantly, in some schools, a vision and mission statement was lacking. Township schools need to be marketed. Market research, analysing a school's product and service and the management of the school marketing process were aspects that are explored. Schools need to be market-orientated. In Chapter 3 the design of the research instruments, both quantitative and qualitative, are discussed. The questionnaire, consisting of 25 open-ended items, is discussed and was found unreliable. The qualitative research was explored. Focus group interviews were conducted at three secondary schools in the Stanwest circuit, Standerton. Chapter 4 contains an analysis and interpretation of some of the empirical data. The analysis procedure is looked into and the following categories and sub-categories have been derived from the analysis: Resources (physical, human and financial); Stability; Parent participation; Participation of the Mpumalanga Education Department; Discipline; School marketing. Chapter 5 provides an overview of the study, discusses the limitations thereof and makes recommendations. Township schools need to be marketed. Topics such as market research, analysing a school's product and service, defining and redefining a school's product and service, and managing the marketing process, were recommended in the marketing of township schools.

This paper is based on a study purposing to discover guidelines for developing a program to improve school-community relations for the Bethlehem School. In order to accomplish this general objective it has been necessary: (1) to clarify the reasons for making the study; (2) to state general principles upon which a program for improving school-community relations may be based; (3) to analyze obstacles and assets in the school's service area; and (4) to suggest definite steps that might be taken in order to promote better school-community relations. / Typescript. / "A Paper." / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references.

Good public relations as a necessary element. By good public relations for schools we mean that the school should carry on its work well and keep the whole community informed on how well it is doing. Since the total program of the school should be a sound one for acceptance by the public, each worker in the school is immediately involved. Not only administrators and principals but teachers, pupils and custodians must be well informed on what the school is trying to accomplish and how it is doing so. All participate in helping to inform the public. Newspaper coverage of Palm Beach High School by The Palm Beach Post, The Palm Beach Times, and The Palm Beach Post-Times Sunday paper, Aug. 18, 1952-June 12, 1953. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Herman F. Frick, Professor Directing Paper. / Includes bibliographical references.