Selected Characteristics and Perceptions of Rural School Teachers, Administrators and School Board Members.

Autor/inn/en	Amodeo, Luiza B.; und weitere
Titel	Selected Characteristics and Perceptions of Rural School Teachers, Administrators and School Board Members.
Quelle	(1982), (22 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Administrators; American Indians; Boards of Education; Comparative Analysis; Demography; Educational Environment; Educational Resources; Elementary Secondary Education; Ethnic Status; Individual Characteristics; Perception; Rural Areas; Rural Education; Rural Environment; Rural Schools; Social Support Groups; State Surveys; Teacher Education; Teachers + Suchen Sie Ihr Suchwort? Schulleistung; American Indian; Indianer; Ausschuss; Demografie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsmittel; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Wahrnehmung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Ländliches Milieu; Rural areas; School; Schools; Schule; Schulen; Social support; Soziale Unterstützung; Lehrerausbildung; Lehrerbildung; Lehrer; Lehrerin; Lehrende
Abstract	A review of partial results of a survey of 265 rural schools in the North Central Association's 9 westernmost states revealed interesting trends in the characteristics of rural school personnel. Among the 192 teachers, 43 principals, and 46 school board members responding to the survey, women held fewer leadership positions than men, who held 91% of the principalships and 89% of the school board positions. Because only about 20% of the respondents represented ethnic minorities, the respondents' ethnic ratios did not match those of the broader population of the United States. Responding teachers tended to remain in the same school to a much greater degree than principals, who had generally attained a higher level of education. Nearly 80% of the principals and teachers had no specific preparation for rural teaching and, contrary to other recent research, 41% felt such preparation was not appropriate. Respondents revealed a general satisfaction with the quality of their educational programs although principals were more dissatisfied than teachers with inservice programs and all were somewhat dissatisfied with guidance and counseling services. Elementary teachers had more extracurricular responsibilities than secondary teachers, who often taught more than two disciplines and produced several different class preparations daily. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC