The problem for this study was to identify significant relationships and deduce their implications for role conflict resolution found to exist among the variables of job role, role conflict, and personality preference types of secondary teachers. The purpose of the study was to identify the foregoing variables from a sample of 104 teachers employed in four high schools of Escambia County, Florida, analyze the data, and report findings and their implications for teacher role conflict resolutions. A secondary purpose was validation of a new instrument for identifying job role and types of role conflict of teachers based on teachers' perceptions. / Two null hypotheses were used to address the problem: Types of role conflict identifiable for secondary teachers are not significantly related either to the teaching situations (HO(,1)) or the Myers-Briggs personality preference types (HO(,2)) of the teachers. A new instrument, the Teaching Situation Role Behaviors Scale (TSRB), was used to identify perceived job role and types of role conflict of sample teachers. The Myers-Briggs Type Indicator was administered to the same sample to identify personality preference types. / A two-way ANOVA led to rejection of HO(,1) in that a significant relationship was found to exist between role conflict reported for behaviors typed "classroom instruction behaviors" (low score) and role conflict reported for behaviors typed "curriculum maintenance," "organizational maintenance," and "administrative" (higher scores, all three types). Level of significance was .0001. One-way ANOVA led to acceptance of HO(,2) from one analysis but rejection of HO(,2) from two other analyses. Conflict scores of teachers typed SF, ST, NF, NT were not found to relate significantly to types of teaching situation role behaviors. Conflict scores of teachers typed I and IP related significantly to behaviors typed "administrative." Level of significance for type I was .02; for type IP, .04. / The study concluded that sample teachers reported greater role conflict for teaching situation role behaviors not directly related to their classrooms, that the level of conflict was significant and that role conflict of teachers was compounded to some extent by possible inter-role conflict, by possible professional bias against bureaucratic role sending, and by evident personality predispositions of the teachers. The study recommended that treatment of the teaching situation as an intervening variable rather than a causal variable and approaching the problem from the theoretical base of the Getzels-Guba social systems model appeared to hold the most promise for long-range, management-initiated applications of Situational Leadership Theory offered the most practical approach for effecting role conflict resolutions for individual teachers. / Source: Dissertation Abstracts International, Volume: 41-01, Section: A, page: 0054. / Thesis (Educat.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74033 |
| Contributors | STREBECK, WALTER RAY., The Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 159 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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