One purpose of this study was to investigate the relationship between the self-actualization of certain selected teachers and their concern for their students as perceived by the students. A second purpose was to examine the relationship of age and years of teaching experience of the teachers and their levels of self-actualization. A third purpose was to determine whether the teachers being studied differed significantly in their self-actualizing levels from other adult groups.The subjects in the study were fifty-six volunteer teachers of grades three through six from one school district in central Indiana. The intact classes of the participating teachers comprised the student sample of 1,234 grades three through six from one school district in central Indiana.For the purpose of measuring self-actualization of teachers the Personal Orientation Inventory (POI), consisting of two major scales, Time Competence and Inner Direction, and ten sub-scales, was selected. Only the major scales were used in this study.Student perception of teacher concern was measured by the Student Estimate of Teacher Concern (SETC), Form B. This instrument consists of twenty-eight items designed to measure three major components of concern: recognition of need, understanding of need, and help given to the student.Teachers completed the POI in the Spring, 1975, and their classes were administered the SETC in January, 1976. The SETC was administered orally by the investigator as students recorded their answers. Data about age and years of teaching experience of the teachers were obtained from the teachers themselves.Analyses of the data were carried out by three correlational statistical procedures: multiple regression, canonical correlation, and multivariate analysis of variance, using the Hotelling T2 statistic.According to the levels set for determining concerned teachers in the study, all the teachers were perceived as concerned by their students except one. Out of fifty-six teachers studied, twenty-one met the criteria set for self-actualized teachers, having Time Competence raw scores above 18 and Inner Direction raw scores above 87, and having standard scores above 50. Thirty-five teachers had scores below these criteria, yet all except one received scores on the SETC above 15 in raw scores and above 50 on the standard score. No significant relationship was found between levels of self-actualization of the teachers in this study and their students' perception of their concern. These results indicate that it is not appropriate to use teachers' levels of self-actualization to predict student perception of teacher concern in this study.Approximately 37 ½ % of the teachers were self-actualizing, according to the levels set in this study. Some of the youngest people in this study were the most highly actualized, as measured by the POI, and some of the oldest teachers in this study were the least actualized. No significant relationship was found between the age and years of teaching experience of the teachers in this study and their levels of self-actualization. These results indicate that age and years of teaching experience should not be used to predict the self-actualizing levels of the teachers in this study. An older teacher may not be assumed to be more highly actualized merely because of age. Neither may a younger teacher be presumed to be low in self-actualization. It appears to this writer that other factors not measured in this study are in operation.According to this study, the profession of teaching did not make any significant difference in the self-actualization levels of the teachers, as determined by the POI. There is no reason to suppose that these teachers are different from any other adults in their self-actualization, as measured by the POI. No significant difference was found between the teachers in this study and the adults in the norming population of the POI. These results show that the teachers in this study are typical adults, and that the altruistic nature of their profession does not notably affect their self-actualization, as measured in this study. Self-actualization, according to this study, does not exist more among teachers than in other adult groups.According to the findings of this study, the SETC measure failed to discriminate among teachers on the construct of teacher concern. Sex of teachers and age and sex of students may have been factors, since the SETC was previously used primarily by female junior and senior high school students to rate female home economics teachers. This study was the first to use the SETC with students in elementary school.Based on the findings of this study, it is recommended that self-actualization of teachers be further studied with relationship to the age of the teachers, using larger samples than in the present study. It is further recommended that the construct of self-actualization or psychological health be considered an important criterion of future selection of prospective teachers. A third recommendation is that evaluations of teachers be based on peer evaluation, student evaluation, self-evaluation, and administrative evaluation.

The purpose of the study was to determine the attitudes of parents of students enrolled in non-IGE elementary schools of the Metropolitan School District of Washington Township, relative to existing educational programs provided in district non-IGE elementary schools, educational alternative preferences for elementary school students, and reporting of pupil progress to parents. The study population consisted of 1,244 parents from the 3,522 households having children enrolled in district non-IGE elementary schools. A survey instrument was developed consisting of fifty-five statement items, each utilizing a Likert scale with forced response. One instrument was sent to parents in each of the 8,522 households having children enrolled in district non-IGE elementary schools.The following summary of the findings is based on an analysis of parent responses received from the study population.1. Most responding parents expressed pride in the Washington Township non-IGE elementary schools and perceived the overall educational program quality of the schools as high, with children learning what parents preferred children to learn in school.2. Parents responding were generally satisfied with child-teacher relationships, student instruction, the degree of respect for individuals in school, and the degree of difficulty of educational materials.3. The majority of parent respondents perceived children as comfortable with the classroom atmosphere, experiencing successful school progress, and eager to go to school.4. Parent respondents generally indicated school rules, regulations, and policies were reasonable and that order and control in school should not be more strict.5. Most parents responding expressed positive attitudes toward existing parent-school relations.6. A majority of parent-respondents expressed satisfaction with the appropriateness of the report card parents received regarding student progress and did not perceive an over emphasis on grades by the school.7. Most parents preferred being kept informed of student progress through the use of parent-teacher conferences and written evaluations. The types of written evaluations most preferred by responding parents were check lists of specific skills in particular subjects and report cards utilizing A, B, C, D, and F grades.8. A majority of parents responding to survey items relative to alternative programs expressed interest in alternative educational programs for children.9. Parent respondents interested in alternative educational programs for children were almost evenly divided in opinion relative to a willingness to have children transported at least thirty minutes each way in order to attend preferred alternative educational programs.10. Parents expressing interest in alternative educational programs indicated a willingness to send children to schools with the following alternative educational programs, in descending order: Continuous Progress, Basic Fundamental, and Creative Arts.11. A majority of the parents expressing an opinion relative to the need for at least one junior high alternative educational program available to all junior high students in the township expressed a willingness to consider sending children to a junior high school with an alternative educational program.Study research and findings support the contention that school officials can advantageously survey parents as a means of securing parental attitudes, views, and expectations to plan more effectively for future educational programs.

The purpose of the study was to investigate the effects of goal setting upon teachers at the Metropolitan School District of Washington Township, Marion County.A descriptive research design was used to obtain data pertaining to the effects of goal setting upon teachers to determine the efficacy of goal setting in relation to improvement of instruction. Five hundred sixty-three teachers responded to a thirty-five item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups i.e., elementary non-tenure, elementary tenure, secondary non-tenure, secondary tenure teachers.The relationship between goal setting and improvement of instruction was not clear. Teachers were not committed to goal setting as a means to improve instruction. The benefits derived by goal setting were not understood by teachers. Teachers responsibly worked toward goal attainment as a requirement of the teacher evaluation process rather than viewing goal setting 'is a vehicle to increase teacher effectiveness.Teacher acceptance of goal setting led to satisfaction and resistance or hostility led to dissatisfaction. The efficacy of goal setting as a motivational means to improve instruction was to relation to the attitude of individual teachers.Teachers spent approximately four hours, less than one full teacher workday, for conducting a self-diagnosis, identifying and writing goals, and conferencing in relation to goals. Four hours were not enough time to effect instructional improvement.Teachers and evaluators did not perceive a relationship between goal setting and application of in-classroom teaching learning knowledge or changes in instructional practices. No relationship existed between goal setting and application of in-classroom teaching-learning knowledge or changes in instructional practices.Teachers indicated receiving infrequent help from evaluators relative to in-classroom teacher practices. No relationship existed between goal setting and teachers receiving help from evaluators relative to in-classroom teacher practices.The amount of supervisory influence was increased in relation to the amount of evaluator competence perceived by teachers. Effective supervisory skills enhanced the benefits derived from goal setting for individual teachers.The influence of the evaluator over a teacher appeared to be the result of power and the capacity to reward or punish. Tenured teachers, especially secondary, were less influenced by the power base of the evaluator.Teachers appeared to be in conflict between needs of teachers to be helped at becoming more adept with needs to be perceived as competent, for which teachers must be evaluated. Teacher resistance and hostility, especially tenured secondary teachers, toward evaluators was related to goal setting.Evaluators assumed passive roles in relation to goal setting resulting in negative evaluations by teachers of the interpersonal relationships between teachers and evaluators. The relationship between teachers and evaluators was not improved via goal setting.A dichotomous relationship existed between goal setting and the total teacher evaluation plan. Evaluators experienced a role conflict between desiring to help and having to evaluate teachers.Goal setting communication between teachers and evaluators flowed multi-directionally with teachers controlling the primary input and influence for goals. Teacher ownership for goals was considered critical in regard to motivation toward goal attainment. However, the passive, almost casual, behavior of the evaluators reported by teachers appeared detrimental to goal setting.

The purpose of the study was to systematically analyze three existing Cooperative Extension Service 4-H staffing models for costs associated with each of ten selected measures of program effectiveness. The study was designed to provide empirical information for the Cooperative Extension Service with regard to cost/effectiveness expected from applied 4-H staffing models.An important consideration in development of the study was the potential usefulness and direct application by Extension professionals. The study provided a pioneering step toward analyzing impact of existing 4-H staffing models for delivery of informal educational programs to youth.Documentation produced by the study offered new base line data and information to enhanceefforts by Extension professionals in obtaining financial support through quantitative evidence of program quality to be expected from selected categories of resource input. The study demonstrated feasible methods for assessing cost/ effectiveness of alternative 4-H staffing models.The population was defined as all 4-H administrative units in each of the three selected North Central Extension Region states of Iowa, Indiana and Ohio, in which the existing 4-H staffing model: (1) was characteristic of a prototype model selected for the respective state; (2) had been in operation two or more years; and (3) contained a majority of Extension professionals employed two or more years. The total sample consisted of 60 4-H administrative units with 20 administrative units randomly selected from each of the three states. Observations of the three models were limited to 4-H program years 1974, 1975, and 1976.Data for each model were obtained from six sources: (1) federal and state Extension Management Information System; (2) Yearly 4-H Summaries; (3) Extension business office records; (4) 1970 U.S. Census Reports; (5) State 4-H Departmental records; and (6) Survey instruments administered to Extension professionals in 60 4-} administrative units and to 1800 4-H members. A minimum of 30 4-H members were randomly selected from each of the 60 administrative units.Results showed the three models were clearly different in cost/effectiveness utilizing the following ten selected measures of program effectiveness. 1. percentage of eligible population enrolled in 4-H;2. percentage of re-enrollment of 4-H members; 3. percentage of 4-H members completed; 4. percentage of 4-H projects completed; 5. mean tenure of 4-H membership; 6. mean tenure of volunteer: 4-.7 adult leaders;7. ratio of 4-H members enrolled to volunteer 4-H adult leaders;8. ratio of 4-H members enrolled to total enrollments in 4-H projects, events and activities reported;9. mean number of 4-H projects, events and activities in which one or more 4-H members participated;10. mean number of 4-H hours spent by members enrolled in 4-H in contact with Extension professionals, paraprofessionals and volunteer 4-H adult leaders.Analysis of the data pointed out an enormous need for refinements and further development of program effectiveness measures as well as improved 4--H accounting procedures to assess the status of 4-H programs. Size and magnitude of the 4-H program appeared to directly effect the cost/ effectiveness indexes selected for the study.Model III clearly demonstrated more cost/effectiveness than did Models I and II. However, Model III was operated with considerably lower population and 4-H enrollment than was either Model I or II. Increasing the use of paraprofessionals and volunteer 4-H adult leaders to service 4-H programs appeared to be a cost/effective approach in the use of Extension resources and personnel. Cost/effectiveness appeared to be a strong potential management tool for evaluation and accountability of 4-H programs.

The purpose of the study was to develop a resource allocation model that would apply mathematical techniques to the restrictions and priorities imposed bar educators in order to produce feasible alternatives for large classes in higher education.`Because the simplex method of linear programming has been widely and successfully used in business applications, the method was chosen to solve the linear programming program formulated by the model. Components were chosen for the model to reflect the allocation of institutional resources to classes. Faculty, staff, supplies and equipment were chosen as cost items. The interaction of such resources was reflected in the size and number of student sections. Equations were developed which showed limitations on such factors and/or interrelationships. Since cost is not the only consideration in educational decisions, an objective function waswritten which reflected priority weights assigned to each factor.The simplex algorithm was applied to the restrictions and priorities imposed by educators in order to produce feasible alternatives. The instructional cost of each alternative was calculated. The number of faculty in each of the ranks and the size and number of sections were given. Such numerical results, coupled with applicable intangible factors which were not readily quantifiable, provided information to educational administrators for more defensible resource allocation decisions.Historical data were obtained from the English, General and Experimental Psychology, and Biology Departments of Ball State University for the purpose of testing the initial model. After modification, the model was applied to experimental data provided by the English Department, Ball State University. Keeping other data constant, the instructional cost of faculty assignments with varying faculty rank mixes was calculated. The model clearly showed that such variations changed the instructional costs for the course.Planning for classes with large enrollments may present administrative problems both in attaining goals and objectives for a course and in utilizing available resources most efficiently. Following are recommendations for utilization of the model.l. The administrator may wish to compare the instructional cost of various faculty rank mixes. Experimental tests in the English department showed a high cost for upper ranks of faculty. However, because of tenure and other considerations most departments, irrespective of the cost, will continue to employ many such people.2. The model should be utilized by administrators for analyzing alternate class sizes, combinations of large lectures and small discussion groups, and variations in instructional methodology. Alternate assignments of faculty workload may change both the distribution of faculty ranks and the instructional costs.3. A primary strength of the model is for use in budget planning. Prorating salaries, enrollments, workload, and miscellaneous costs will give the cost of teaching a course for a year. Alternately, the costs for each term or semester may be calculated and totals computed for the year to derive more defensible resource allocations.4. During testing of the model very close constraints were found to limit the flexibility of the model with respect to the alternatives which could be generated. The administrator should give the model as much freedom as possible in order to obtain a useful variety of alternatives.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 8, 2008) Student awarded a Master of Arts in Economics and a Master of Arts in Statistics. Includes bibliographical references.

Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (Ed. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--Wheaton College Graduate School, 2006. / Abstract. Includes bibliographical references (leaves 33-37).

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.