ERIC Number: ED321369
Record Type: RIE
Publication Date: 1990-Apr
Reference Count: 0
A Quantitative Phenomenological Study of Leadership: Social Control Theory Applied to Actions of School Principals.
Gougeon, Thomas D.; And Others
The comparison of principals' self-perceptions of social control communication with teacher perceptions, and the characterization of principals' communication patterns are the goals of this paper. Structural functionalist and symbolic interactionist theories are integrated with the Leader As Social Control (LASC) model to develop an instrument to measure teachers' and principals' perceptions. Development of the model, which is based on the two independent variables of motivation and orientation, is described. The instrument was administered to all teachers and principals in 13 schools. A shadowing technique using qualitative data and a comparison of biographical and situational factors were used to confirm the validity of the model. Findings indicate that teachers rated their principals lower than principals rated themselves in the use of all types of social control communications. Teacher perceptions of principals' communication patterns were strongly correlated to three situational factors: (1) the degree of closeness teachers felt to the principal; (2) the teachers' perceived frequency of teacher-principal interaction; and (3) the teachers' perceptions of the principals' visibility. Seven figures illustrate the characteristics attributed to nine communication cells of the LASC model. (7 references) (LMI)
Descriptors: Administrator Attitudes, Administrator Effectiveness, Administrator Role, Communication Skills, Elementary Secondary Education, Foreign Countries, Interpersonal Communication, Interpersonal Relationship, Leadership Qualities, Motivation, Orientation, Principals, Role Perception, Social Control, Supervisory Methods, Teacher Administrator Relationship
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).