Responsibility for Educational Tasks: Role Perceptions in West Virginia.

Autor/inn/en	Lynch, Anthony M.; und weitere
Institution	West Virginia State Dept. of Education, Charleston.
Titel	Responsibility for Educational Tasks: Role Perceptions in West Virginia.
Quelle	(1978), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Educational Responsibility; Groups; Organizational Communication; Public Opinion; Role Conflict; Role Perception; Statistical Surveys; Task Analysis; West Virginia + Suchen Sie Ihr Suchwort? Erziehungsverantwortung; Öffentliche Meinung; Rollenkonflikt; Role conception; Rollenverständnis; Statistische Erhebung; Aufgabenanalyse
Abstract	Schools are influenced by the attitudes and behaviors of a wide variety of people within the home and community as well as the school itself, and an important aspect of efficient and productive school management is the need for key publics to agree as to whom is responsible for which tasks. The first step, however, must be to identify how key publics feel about the importance of basic types of tasks conducted in a school system and, further, to clarify the extent to which those same publics agree as to whom should have responsibility for each task. Sixteen educational tasks were chosen for inclusion in a questionnaire, which was sent to a sample population that included high school principals, 11th grade students, parents of 11th grade students, members of county boards of education, county superintendents, high school teachers, and State Department of Education personnel. Analysis of the survey showed the tasks are considered important by all of the publics, and that for each task there are unique patterns of expectations regarding task responsibility. The role that a given public expects itself to play is not necessarily the same as the role that other publics expect of it. These conflicts in role expectations may signal possible confusion and misunderstanding in accomplishing educational tasks. (DS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC