ERIC Number: ED263684
Record Type: Non-Journal
Publication Date: 1985-Apr-3
Reference Count: N/A
Community Dissatisfaction and School Governance.
Rada, Roger D.; Carlson, Richard O.
The dissatisfaction theory of school governance predicts that, when community dissatisfaction with schools is great enough, the following events occur: (1) public demand increases for new policies and procedures; (2) the number of split votes by the school board increases; (3) the rate of school board member turnover increases; and (4) involuntary superintendent turnover occurs. The main purpose of this study was to test the dissatisfaction theory of school governance to see if the events it predicts do occur. Three districts with recent labor disputes were selected for a 4-year longitudinal study of community dissatisfaction and its effects. Data were collected from minutes of school board meetings, newspapers, and interviews with school officials. Standards were developed for judging whether observed events matched predicted events, and the theory was modified based on analysis and interpretation of data. Elaborations of the theory were made in the areas of (1) level of community dissatisfaction needed to affect change in school governance, (2) split voting patterns by school boards, and (3) interaction between school board member turnover and split voting by school boards. In cases where predicted events did not occur, a search was made for intervening variables that might explain the theory's failure of prediction. Appended are (1) an index of magnitude-of-demand inputs and (2) the standards used for judging whether or not observed events match predicted events. (TE)
Descriptors: Board Administrator Relationship, Boards of Education, Elementary Secondary Education, Governance, Longitudinal Studies, Models, Political Attitudes, Politics of Education, Press Opinion, Public Opinion, Public Relations, Public Support, School Community Relationship, Superintendents, Theories
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A