- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- Resource teachers: their actual and ideal roles as perceived by elementary school administrators and resource teachers in the Atlanta public schools, 1989
- Creator:
- Cray, Reba Palmer
- Date of Original:
- 1989-12-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- The purpose of this study was to determine and compare perceptions of the ideal and actual roles of resource teachers held by elementary school administrators and resource teachers. The population sample consisted of 46 elementary school administrators and 19 resource teachers employed by the Atlanta Public Schools. A 47-item questionnaire requiring respondents to rate items on a 5-point scale was distributed, collected, and analyzed using t: tests and analysis of variance to compare mean scores. Of the seven major findings, three were statistically significant and four were not. The three statistically significant findings were that administrators had different perceptions of ideal and actual roles of resource teachers, resource teachers had different perceptions of their ideal and actual roles, and both groups had different perceptions of the actual and ideal roles in specific job tasks. Of the four findings that were not statistically significant, the first was that administrators and resource teachers did not differ in their perceptions of the roles of resource teachers. The second was the lack of perceptual differences based on gender. The third was the lack of differences in perceptions of the roles of resource teachers based on the educational background of respondents. The fourth was the lack of perceptual differences based on experiential levels. The data confirmed that differences between ideal and actual roles of resource teachers as perceived by administrators and resource teachers do exist and are significant. However, these perceptual differences are not influenced by gender, experiential background, or education. Further analysis of the data revealed that administrators and resource teachers had differing perceptions of the resource teachers' role regarding classroom supervision, curriculum development, and personnel evaluation.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1989_cray_reba_p
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
