Date of Award

1983

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Abstract

Administrative support for elementary school library programs was studied with emphasis upon the awareness, attitude, and actions of the principal, and the working relationship between the principal and the librarian. A survey was conducted in order to determine varying degrees of agreement or disagreement with statements which were indicative of administrative support for school libraries. Questionnaires were sent to one hundred fifty-five principals of schools which were randomly selected, and to one hundred fifty-five librarians of the same schools. Ninety-two percent of the principals (one hundred forty-two) and ninety-six percent of the librarians (one hundred fifty) responded. The first five statements on the questionnaire were concerned with the principal's awareness of various facets of the library program and his cognizance of any existing problems concerning the library. Weighted with a value of twenty percent of the total estimate of administrative support, it was found that principals were aware of the various facets of the library program and cognizant of existing problems concerning the library at levels ranging from high, in the opinion of principals, to moderate, in the opinion of librarians. Assigned a value of twenty percent of the total estimate of administrative support, the second set of statements dealt with the principal's attitude toward the library program. Principals and librarians were found to be highly in accord in the belief that the principal's attitude toward the library program was positive. Weighted with a value of thirty percent, responses from principals and librarians to the third set of statements indicated that there was a moderate degree of administrative support for elementary school libraries, as evidenced by the principal's actions. Responses to the final set of statements, weighted with a value of thirty percent, revealed that the working relationship between the majority of principals and librarians was satisfactory; however, differences of opinion expressed in some responses indicated dysfunctions in specific school settings.

Pages

139

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