THE PERSONALITY CHARACTERISTICS OF PRINCIPALS THAT ARE BEST SUITED TO THE ADMINISTRATION OF OPEN OR NON-OPEN SCHOOLS
AuthorHenderson, Walter James
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PublisherThe University of Arizona.
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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.
Degree ProgramGraduate College