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首页> 外文学位 >THE PERSONALITY CHARACTERISTICS OF PRINCIPALS THAT ARE BEST SUITED TO THE ADMINISTRATION OF OPEN OR NON-OPEN SCHOOLS.
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THE PERSONALITY CHARACTERISTICS OF PRINCIPALS THAT ARE BEST SUITED TO THE ADMINISTRATION OF OPEN OR NON-OPEN SCHOOLS.

机译：校长的人格特征最适合管理开放式或非开放式学校。

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摘要

The Problem. Can personality characteristics be identified that distinguish the open school principal from the non-open school principal?;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.;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.;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.
机译：问题。是否可以识别出区分公开学校校长和非公开学校校长的个性特征？;程序。确定了几个大型学区中的开放式学校和非开放式学校。教师对Walberg-Thomas教师评级量表的回答证实了学校的开放程度。校长对十六个人格因子（16 PF）和校长效能问卷的特征（COPE）做出了回应。零假设：（1）沃尔伯格-托马斯老师测算的开放学校和非开放学校之间没有差异。问卷； （2）公开有效性和非公开性校长在“校长效能调查表”的得分上没有差异； （3）在16个PF上，开放和不开放校长的分数得分没有差异； （4）开放式和非开放式学校与在COPE上得分高和低的校长在16个PF上的得分没有差异或相互影响。零假设1被拒绝：可以通过Walberg-Thomas来衡量学校的开放程度，开放学校与非开放学校有很大的不同。零假设2被保留：对COPE的主要反应没有显着差异。零假设3被拒绝：开放学校的校长与非开放学校的校长在三个因素上存在显着差异。开放学校的校长比非开放学校的校长更具冒险精神，冲动性和自我保证。零假设4被拒绝：在考虑人对目标设定和成就，任务成就和工作满意度的看法时，开放性和非开放性校长在人格因素上存在差异。当考虑组织能量和工作兼容性时，就获得了互动的意义。通过十六个人格因子（16 PF）和研究人员开发的工具“主要效能特征调查表（COPE）”来衡量公开和非公开学校校长的状况。 （1）在开放或非开放学校任校长时，应考虑个人个性和对效能特点的看法； （2）以较大样本复制研究； （3）与学校的研究复制在开放和非开放连续体上更加分化。

著录项

  • 作者

    HENDERSON, WALTER JAMES, III.;

  • 作者单位

    The University of Arizona.;

  • 授予单位 The University of Arizona.;
  • 学科 Elementary education.
  • 学位 Educat.D.
  • 年度 1981
  • 页码 186 p.
  • 总页数 186
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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