Perceptions of Power Influentials in a Federal Indian School.

Autor/in	Paxton, S. Gabe, Jr.
Titel	Perceptions of Power Influentials in a Federal Indian School.
Quelle	(1976), (16 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Advisory Committees; American Indians; Boarding Schools; Comparative Analysis; Decision Making; Federal Government; Group Status; Hypothesis Testing; Individual Power; Opinions; Parents; Power Structure; Program Administration; Resource Allocation; School Districts; School Personnel; Students; Surveys + Suchen Sie Ihr Suchwort? Beratungsstelle; American Indian; Indianer; Boarding school; Internat; Decision-making; Entscheidungsfindung; Bundesregierung; Hypothesenprüfung; Hypothesentest; Eigeninitiative; Lehrmeinung; Eltern; Ressourcenallokation; School district; Schulbezirk; Schulpersonal; Student; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung
Abstract	Congruence among the opinions of students, staff, and parents of a Bureau of Indian Affairs boarding school system was investigated to determine perceptions of the relative power of the decision-making influentials to affect tha allocation of system resources and to affect the implementation of programs. Six hypotheses were postulated concerning the congruence of opinions among students, parents, and staff. A modified issue analysis technique was utilized for purposes of identifying system influentials, and respondents were asked to state their opinons as to the relative influence of influential actors or groups in relation to ten stimulus statements. The six hypotheses were rejected at the .01 level of confidence, as the respondent groups differed significantly in their responses to the opinionnaire statements. Data indicated: (1) lack of congruence among respondents regarding the relative power of the decision-making influentials in affecting both resource allocations and program implementation; (2) students, staff, and parents viewed various actors and gorups in the suprasystem as being most influential in the decision-making process and viewed themselves as being least influential; (3) students and parents viewed the advisory school board as being among the most influential of groups; (4) school staff viewed the advisory board as having little influence. (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC