This descriptive study was designed to ascertain and analyze the existing work performance and the ideal work performance of primary specialists in Okaloosa County, Florida, public schools, relative to the mandated competencies specified for the role (FS 230.2312). Data were gathered from a sample of primary specialists, principals, and kindergarten through grade three teachers by means of a mailed or hand-delivered, self-administered questionnaire designed by the researcher. Spot-check input was also obtained for comparison purposes from several educational leaders in Florida counties other than Okaloosa. / Data were processed by the Institute for Statistical and Mathematical Modeling at the University of West Florida, using the Statistical Analysis Systems Package (SAS). Frequency percentages were computed in order to describe the actual and ideal performance of primary specialists. Analysis of Variance tests, Pearson Product-Moment Correlation tests, and Scheffe test computations were used to determine significant differences in perceptions for variables of interest to the study. Free response comments and suggestions from respondents were grouped, ranked, and analyzed. / Analysis of the data produced the following conclusions pertaining to the performance of primary specialists in Okaloosa County: (1) Close contact between the primary specialist and the teachers and students in the classroom is not emphasized enough; (2) More time is spent on paperwork tasks and tasks peripheral to classroom instruction than was desired by respondents or indicated by the legislation; (3) Differences in perceptions of the primary specialist role, attributed to work position and educational experience of respondents, and variations in school needs from school to school muddle the picture of the primary specialist's role. / Recommendations of the study for the role of the primary specialist focus on a reduction of paperwork tasks, more emphasis on contact time with teachers and students, the need for clarification of the role by means of a clearly written job description and better communication of this job description to all personnel involved in the implementation of PREP, and the need to standardize education and experience requirements for the primary specialist position. / Source: Dissertation Abstracts International, Volume: 52-11, Section: A, page: 3823. / Major Professor: Virginia P. Green. / Thesis (Ed.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76544 |
| Contributors | Masters, Viola Ernestine., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 191 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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