xi, 203, 4 p. A print copy of this title is available through the UO Libraries under the call number: SCA Archiv Theses K672 / This study was concerned with the role expectations
held for the position of assistant superintendent in charge
of instruction by the incumbents of the focal position,
superintendents, and principals; and the assistant superintendents'
perceptions of the expectations of superintendents
and principals.
The purpose of the study was three-fold: 1) to
determine the degree of intraposition consensus, or agreement,
within the three role-defining groups regarding
their expectations for the behavior of the assistant superintendent;
2) to determine whether or not there were
significant differences among the three role-defining
groups regarding their expectations for the behavior of
the assistant superintendent; and 3) to determine whether
or not there were significant differences between the assistant
superintendents' perceptions of the expectations
of superintendents and principals and the expectations expressed by assistant superintendents, superintendents,
and principals.
The study was based upon data collected from 41 superintendents,
50 assistant superintendents, 86 secondary
school principals, and 224 elementary school principals.
A comprehensive role norm inventory consisting of 71
role norm statements was used to identify respondents'
expectations and perceptions regarding the relationship of
the position of assistant superintendent to that of superintendent
and principal.
In addition to posing two questions dealing with
intraposition consensus, the study projected fourteen hypotheses.
These hypotheses were related to the problem of
interposition consensus regarding the expectations of the
role-defining groups, and to the relationship of the assistant
superintendents' perceptions to their own expectations
and to the expectations of superintendents and
principals.
The level of intraposition consensus for each of the
role-defining groups was found to range from an almost
complete lack of consensus to almost complete consensus
depending upon the particular role norm in question. All
role-defining groups exhibited a higher level of intraposition
consensus regarding how assistant superintendents
should act toward superintendents than they did regarding how assistant superintendents should act toward principals.
Intraposition consensus was also higher on dependent behavior
role norms than on independent behavior role norms.
Perception errors on the part of assistant superintendents
occurred more frequently when predicting the
expectations of superintendents and principals for the
appropriate behavior of assistant superintendents toward
principals, than was the case when predicting the expectations
of superintendents and principals for appropriate
behavior toward superintendents.
Assistant superintendents were found to perceive
superintendents and principals as having expectations
similar to their own expectations for the behavior of the
assistant superintendent.
In those instances where statistically significant
differences occurred between the expectations of one role-defining
group and those of another, these differences
occurred most often on role norms dealing with assistant
superintendents' behavior toward principals.
While statistically significant differences occurred
on individual role norms, the expectations of superintendents
for the behavior of assistant superintendents did
not differ significantly with the expectations of principals
on 83 per cent of the role norms included in the
inventory. statistically, significant differences were found
on only four role norms when the expectations of secondary
school principals were compared with those of elementary
school principals.
When the expectations of assistant superintendents
were compared with the expectations of superintendents,
statistically significant differences were found on only
nine role norms. Thus, the expectations of these two
groups were similar for 87.3 per cent of all role norms.
The expectations of assistant superintendents were
found to differ significantly from those of all principals
on nine role norms. Again, the expectations of these two
groups were similar for 87.3 per cent of all role norms.
Thus, the findings of the study supported the hypothesized
relationship that assistant superintendents,
superintendents, and principals hold similar expectations
for the role of the assistant superintendent. / Adviser: John E. Suttle
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/10000 |
| Date | January 1969 |
| Creators | Klein, Russel Eugene, 1926- |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | University of Oregon theses, College of Education, Ph. D., 1969; |
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