Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-3-1977

Abstract

A primary purpose of this study was to determine the Mach V norms for educators in elementary education, secondary education, guidance and counseling, and educational administration as well as for the group as a whole. A second primary purpose was to investigate the possibility of a relationship between an individual's interpersonal interaction style and his predicted "success" as a school administrator.

The study employed a sample of 226 practicing educators taken from a universe of 758. Building upon the work of Machiavelli, Christie and Geis developed the Mach V Scale which is drawn from their interpersonal interaction model. The Mach V Scale identifies two interpersonal interaction styles: affective and analytical.

The theoretical relationships presented in profes­sional education literature between interpersonal manipula­tion and other behaviors characteristic of analytically oriented individuals and the kinds of behaviors required for people who occupy the roles of administrator, teacher, or counselor form a basis for understanding the distribution of manipulative skills amongst educators and their various subgroups.

No significant differences in interpersonal orienta­tion were found among the four areas of specialization con­sidered, i.e., elementary education (x = 96.07), secondary education (x = 98.6), guidance and counseling (x = 97.55), and educational administration (x = 98.78). The mean for the whole group comprised of all four specializations was 97.98.

Among the four educational specializations used in this study the highest mean (100.05), on the Mach V Scale was that of female secondary education majors and the lowest was that of female elementary education majors (95.89). This difference was significant at the .05 level.

Although not significantly so, females had higher means than males in educational administration and in secondary education. Male means were higher than female means in education as a whole and in the guidance and counseling group.

Analytically oriented educational administration students were predicted probable later "successes" significantly more frequently than their affectively oriented counterparts. The general male undergraduate population scored significantly higher on the Mach V Scale than their male educator counterparts. The general female undergraduate population however, scored significantly lower on the Mach V Scale than their female educator counterparts.

Age, religion, years of educational experience and sex did not significantly influence the Mach distribution in this study.

The availability of norms for the Mach V Scale in the areas of administration, teaching, and counseling is a step forward in the Mach V's implementation as a conceptual tool for the selection, recruitment, and placement of adminis­trators, counselors, and teachers. This study also opens doors to further research in the area of interpersonal orientation and its relation to "success" in teaching, counseling, and administration.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Ronald Eugene Blood

Second Committee Member

Richard Lee Holemon

Third Committee Member

Paul Arnold Pohland

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