Provision in the High-School Curriculum for Correcting Physical Defects

Abstract

System innovativeness was determined through the use of rankings for each district from three distinct sources: the district superintendent, the professional staff of the system, and a ranking derived from a panel of ten experts. Selected sections of an instrument designed by the Cooperative Project in Educational Development (COPED) were used to obtain data regarding the interpersonal behavior (independent) variables. Spearman's rank order correlation was used for determining the relationships between the dependent and the independent variables. Independent variables having a significant relationship (p < .05) to school system innovativeness were; social support provided by the principal as perceived by the professional personnel (.01), the perceived problem-solving adequacy of staff meetings (.01), satisfaction with the amount of time devoted to problem-solving in staff meetings (.05), perceived powerlessness in system faculty and administrative council meetings combined as a single variable (.01), and openness (.05) and trust (.01) as interpersonal process norms of the system as perceived by professional personnel.