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Columbia Dissertations and Theses > Doctoral Dissertations
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| Author(s): | Curcio, John Joseph |
| Title: | Relationships among administrator personality, perceptions of feedback source credibility, and attitudes toward program feedback. |
| Advisor(s): | Mann, Dale |
| Physical Description: | 129 p. |
| Issue Date: | 1999 |
| Description: | Source: Dissertation Abstracts International, Volume: 60-05, Section: B, page: 2396. Sponsor: Dale Mann. Thesis (Ph.D.)--Columbia University, 1999. |
| Bookmark as: | http://hdl.handle.net/10022/AC:P:6703 |
| Full Text (ProQuest): | /ac/proxit.jsp?url=http://gateway.proquest.com/ope... |
| Abstract: | The purpose of this study was to investigate school administrators' attitudes toward program evaluation feedback. Relationships between these attitudes and the personality variables of objectivity, intrinsic/extrinsic motivation, and self-esteem, as well as administrators perceptions of feedback source credibility were investigated. The major questions of the study were: (1) is there a relationship between administrators' attitudes toward program feedback and the personality variables of objectivity, motivation, and self-esteem; (2) is there a relationship between administrators, attitudes toward program feedback and administrators, perceptions of the credibility of the feedback source; (3) do different levels of school administrators differ in their attitudes toward program feedback; and (4) are there items on the instrument used to assess attitudes toward program feedback that can be used to discriminate among levels of administration. The sample for this investigation consisted of supervisors and administrators actively employed with the New York City Public Schools. Responses were obtained from 375 district and school-based supervisory and administrative personnel who receive feedback about the special education programs for which they are responsible. Slightly more than half of the sample were principals and one-quarter were supervisors. All had at least a masters degree and nearly all had training beyond the masters level. The major findings of the study were that (a) administrators, perceptions of feedback source credibility, personality, and demographic variables accounted for a significant proportion of the variance in administrators' attitudes toward program feedback (R2 = .27, p < .01), (b) administrators' attitudes toward program feedback were not significantly different among administrative levels, and (c) significant mean differences were found between district-level administrators and school-level administrators on 3 of the 10 items used to assess administrators' attitudes toward program feedback. Implications for educational administrative practice, as well as recommendations for future research are discussed. |
| Collection(s): | Doctoral Dissertations |
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