Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-12-1970

Abstract

The purpose of the study was to investigate the effects of the establishment of a para-military program in a large comprehensive high school. Specifically, the study compared two educational programs operating within the same school; one, the traditional program with objectives oriented to intellectual achievement, the other, a para-military program with objectives oriented to developing qualities of citizenship through experiences in leadership. The study attempted to discover how leadership experiences influenced the growth of positive self-concept. The experiment followed a non-randomized pre-test - post-test design with the experimental group composed of students of the para­military program (a Naval Junior ROTC), and the control group made up of other high school students. Similarity between control group and experimental group subjects was established, though because of constraints these groups were not necessarily equivalent. The hypotheses of the study were derived from the basic assumption that an educational program which stresses acquisition of responsibility patterns and emphasizes experiences in leadership rather than intellectual achievement would result in more accelerated growth of personality traits, specifically, the positive self-concept, than would an educational program patterned along the traditional lines. A total of 184 subjects participated in the experiment. The primary instrument used was the Gordon Personality Profile. The primary statistic was analysis of covariance. From the testing of hypotheses, leadership role was found to have a significant effect upon growth in positive self-concept and upon academic achievement. Chronological age, class in school, sex and ethnic background failed to show any significant effects. Participation in a para-military program resulted in accelerated growth of personality traits, showing a significant effect in the responsibility area. The para-military program had a stronger holding power over subjects than the traditional program, as evidenced by dropout percentages. Conclusions of the study favored the para-military educational program. This program was found to provide greater stability for non-college bound students. Additionally, the program demonstrated accelerated growth in personality traits, particularly responsibility. The influence of leadership role in growth of positive self-concept and in academic achievement was established, suggesting that a classroom which optimizes leadership opportunity is superior to the traditional classroom.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Tom Wiley

Second Committee Member

Frank Angel Jr.

Third Committee Member

Henry Carleton Ellis

Download

Share

COinS