THE PERSONALITY CHARACTERISTICS OF PRINCIPALS THAT ARE BEST SUITED TO THE ADMINISTRATION OF OPEN OR NON-OPEN SCHOOLS

Persistent Link:
http://hdl.handle.net/10150/282010
Title:
THE PERSONALITY CHARACTERISTICS OF PRINCIPALS THAT ARE BEST SUITED TO THE ADMINISTRATION OF OPEN OR NON-OPEN SCHOOLS
Author:
Henderson, Walter James
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 Problem. Can personality characteristics be identified that distinguish the open school principal from the non-open school principal? The Purpose. To develop a profile of open and non-open school principals as measured by the Sixteen Personality Factor (16 PF) and the Characteristics of Principal Effectiveness Questionnaire (COPE), a researcher-developed instrument. The Procedure. Open and non-open schools in several large school districts were identified. The degree of school openness was verified by teacher responses to the Walberg-Thomas Teacher Rating Scale. School Principals responded to the Sixteen Personality Factor (16 PF) and the Characteristics of Principal Effectiveness Questionnaire (COPE). Null Hypotheses: (1) There is no difference between open schools and non-open schools as measured by the Walberg-Thomas Teacher Questionnaire; (2) there is no difference between open and non-open principals in scores on the Characteristics of Principal Effectiveness Questionnaire; (3) there is no difference between open and non-open principals in scale scores on the 16 PF; (4) there is no difference or interaction between open and non-open schools and principals with high and low scores on the COPE in scale scores on the 16 PF. Conclusions. Null hypothesis 1 rejected: School openness can be measured by the Walberg-Thomas, and open schools differ significantly from non-open. Null hypothesis 2 retained: There were not significant differences in principal response to the COPE. Null hypothesis 3 rejected: Principals of open schools differed significantly from principals of non-open schools on three factors. Open school principals were more venturesome, impulsive, and self-assured than non-open school principals. Null hypothesis 4 rejected: There were differences between open and non-open principals in personality factors when considered with their views on goal setting and achievement, task achievement, and job satisfaction. Interaction significance was obtained when organizational energy and job compatibility were considered. Recommendations. (1) Individual personalities and views of characteristics of effectiveness be considered when placing principals in open or non-open schools; (2) Replication of the study with a larger sample; (3) replication of the study with schools more greatly polarized on the open and non-open continuum.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Elementary school principals -- Psychology.; Open plan schools -- Administration.
Degree Name:
Educat.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Elementary Education
Degree Grantor:
University of Arizona
Advisor:
Carswell, Evelyn

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTHE PERSONALITY CHARACTERISTICS OF PRINCIPALS THAT ARE BEST SUITED TO THE ADMINISTRATION OF OPEN OR NON-OPEN SCHOOLSen_US
dc.creatorHenderson, Walter Jamesen_US
dc.contributor.authorHenderson, Walter Jamesen_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 Problem. Can personality characteristics be identified that distinguish the open school principal from the non-open school principal? The Purpose. To develop a profile of open and non-open school principals as measured by the Sixteen Personality Factor (16 PF) and the Characteristics of Principal Effectiveness Questionnaire (COPE), a researcher-developed instrument. The Procedure. Open and non-open schools in several large school districts were identified. The degree of school openness was verified by teacher responses to the Walberg-Thomas Teacher Rating Scale. School Principals responded to the Sixteen Personality Factor (16 PF) and the Characteristics of Principal Effectiveness Questionnaire (COPE). Null Hypotheses: (1) There is no difference between open schools and non-open schools as measured by the Walberg-Thomas Teacher Questionnaire; (2) there is no difference between open and non-open principals in scores on the Characteristics of Principal Effectiveness Questionnaire; (3) there is no difference between open and non-open principals in scale scores on the 16 PF; (4) there is no difference or interaction between open and non-open schools and principals with high and low scores on the COPE in scale scores on the 16 PF. Conclusions. Null hypothesis 1 rejected: School openness can be measured by the Walberg-Thomas, and open schools differ significantly from non-open. Null hypothesis 2 retained: There were not significant differences in principal response to the COPE. Null hypothesis 3 rejected: Principals of open schools differed significantly from principals of non-open schools on three factors. Open school principals were more venturesome, impulsive, and self-assured than non-open school principals. Null hypothesis 4 rejected: There were differences between open and non-open principals in personality factors when considered with their views on goal setting and achievement, task achievement, and job satisfaction. Interaction significance was obtained when organizational energy and job compatibility were considered. Recommendations. (1) Individual personalities and views of characteristics of effectiveness be considered when placing principals in open or non-open schools; (2) Replication of the study with a larger sample; (3) replication of the study with schools more greatly polarized on the open and non-open continuum.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectElementary school principals -- Psychology.en_US
dc.subjectOpen plan schools -- Administration.en_US
thesis.degree.nameEducat.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorCarswell, Evelynen_US
dc.identifier.proquest8126177en_US
dc.identifier.oclc8247574en_US
dc.identifier.bibrecord.b23483052en_US
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