Persistent Link:
http://hdl.handle.net/10150/282008
Title:
ROLE EXPECTATIONS OF BILINGUAL EDUCATION ADMINISTRATORS
Author:
Basurto, Leonard Eugene
Issue Date:
1981
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to identify possible differences in the role expectations held by selected referent groups of the Bilingual Education Administrator. The study employed a questionnaire as the principal data-gathering instrument. The role expectations held by the selected referent groups were identified and compared. The "jury method" was used in the development of the initial data-gathering instrument, and a jury of experts identified a list of functions of the Bilingual Education Administrator. A selection panel of coders categorized the functions into five major administrative functions. The final questionnaire was distributed to a sample of 500 subjects in the State of Arizona. The six referent groups studied were found to be in general agreement when the role of the Bilingual Education Administrator was treated generically. However, disagreement was disclosed in one out of five major administrative functions and in four out of 23 specific functions. When the role was analyzed according to the five major administrative functions, disagreement was encountered in the innovative and change agent functions as bilingual education program directors and elementary teachers not in bilingual education programs were compared. It was also found that bilingual education program directors assigned a significantly higher priority to innovation and change agentry. When each of the 23 specific functions (listed under the major administrative functions) were analyzed, significant differences were noted in the functions dealing with (1) the integration of philosophy, goals, and objectives, (2) recruiting and hiring, (3) parent involvement, and (4) local financial support for bilingual education. In drawing general conclusions, it can be said that membership in a particular referent group can be considered a reasonable predictor of certain expectations of a role. Educational administration preparation programs should include, in their course requirements, sufficient content dealing with bilingual education theory, curriculum, program models, and research findings. In order to lessen the degree of conflict which now surrounds the role of the Bilingual Education Administrator, it may be advisable, in some cases, to change some of those functions which ordinarily cause disagreement and assign them to other superordinates.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Bilingual -- Administration.; School administrators.; Role expectation.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Foundations and Administration
Degree Grantor:
University of Arizona
Advisor:
Flores, Ernesto Y.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleROLE EXPECTATIONS OF BILINGUAL EDUCATION ADMINISTRATORSen_US
dc.creatorBasurto, Leonard Eugeneen_US
dc.contributor.authorBasurto, Leonard Eugeneen_US
dc.date.issued1981en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to identify possible differences in the role expectations held by selected referent groups of the Bilingual Education Administrator. The study employed a questionnaire as the principal data-gathering instrument. The role expectations held by the selected referent groups were identified and compared. The "jury method" was used in the development of the initial data-gathering instrument, and a jury of experts identified a list of functions of the Bilingual Education Administrator. A selection panel of coders categorized the functions into five major administrative functions. The final questionnaire was distributed to a sample of 500 subjects in the State of Arizona. The six referent groups studied were found to be in general agreement when the role of the Bilingual Education Administrator was treated generically. However, disagreement was disclosed in one out of five major administrative functions and in four out of 23 specific functions. When the role was analyzed according to the five major administrative functions, disagreement was encountered in the innovative and change agent functions as bilingual education program directors and elementary teachers not in bilingual education programs were compared. It was also found that bilingual education program directors assigned a significantly higher priority to innovation and change agentry. When each of the 23 specific functions (listed under the major administrative functions) were analyzed, significant differences were noted in the functions dealing with (1) the integration of philosophy, goals, and objectives, (2) recruiting and hiring, (3) parent involvement, and (4) local financial support for bilingual education. In drawing general conclusions, it can be said that membership in a particular referent group can be considered a reasonable predictor of certain expectations of a role. Educational administration preparation programs should include, in their course requirements, sufficient content dealing with bilingual education theory, curriculum, program models, and research findings. In order to lessen the degree of conflict which now surrounds the role of the Bilingual Education Administrator, it may be advisable, in some cases, to change some of those functions which ordinarily cause disagreement and assign them to other superordinates.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual -- Administration.en_US
dc.subjectSchool administrators.en_US
dc.subjectRole expectation.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorFlores, Ernesto Y.en_US
dc.identifier.proquest8126174en_US
dc.identifier.oclc8247621en_US
dc.identifier.bibrecord.b23483064en_US
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