DECISION-MAKING BEHAVIORS OF CHILD STUDY TEAM CHAIRPERSONS BASED ON SEVEN ANALYTICAL A'S
This study sought to determine and compare the responses of chairpersons, principals, and superintendents of Bergen County, New Jersey, with respect to their perceptions of actual and optimal use of analytics in decision making by Child Study Team chairpersons. This study sought as well to examine whether significant differences existed among the analytics, as well as the groups, as perceived by the participants. An attempt was also made to ascertain whether significant interrelationships existed among the participants' perceptions of actual and optimal use of analytics by chairpersons. Moreover, this study sought to determine whether significant relationships existed between perceptions of actual and optimal use of analytics and the variables of number of credits earned in educational administration, academic degree obtained, and satisfaction with the district's Child Study Team performance. Theoretical bases for the research included: (1)Baratta's (1977) Seven Analytical A's (Axiologicals, Axiomatics, Alternatives, Architections, Allocations, Actions, and Appraisals); and (2)Gulick's (1937) management areas (Planning, Organizing, Staffing, Directing, Coordinating, Reporting, and Budgeting). The study consisted of 170 subjects which represented 94% of the sample. The research instrument developed for this study was the Actual-Optimal Decision-Making Behavior Inventory and a Data Sheet.^ Major findings and conclusions were: (1)distributions of mean scores for the combined groups of participants were higher for optimal use than actual use. Generally, all participants perceived that chairpersons often used, and should use, all analytics in decision making. It was concluded that analytics could usefully be employed in systematizing the work of Child Study Team chairpersons; (2)comparisons of the responses of chairpersons, principals, and superintendents revealed a closer agreement of the optimal use of analytics than acutal use by chairpersons. It was concluded that superintendents' expectations of chairpersons tended to approximate optimal achievement levels; (3)although participants agreed that all analytics were used, and should be used, they tended to perceive more frequent use of analytics of Axiomatics and Architections, followed by Actions, Appraisals, and then by Alternatives, Allocations and Axiologicals. It was concluded that more attention should be given the last three of the analytics; (4)all interrelationships among the participants' responses were significant and positive. The intercorrelations of the actual use of analytics were substantial or high as were those of the optimal use of analytics. It was concluded that Baratta's (1977) assertion that all analytics were of equal importance in achieving a balanced outlook in decision making was supported in this research; and (5)of the 36 significant relationships between the variables and the use of analytics, 27 were between the degree of satisfaction with the district's Child Study Team performance and the actual or optimal use of analytics. It was concluded that the relationship between degree of satisfaction and actual use of analytics was greater for chairpersons and principals than for superintendents.^ It was recommended that: (1)chairpersons study aspects of their work where analytics should always be used; (2)in-service course work in analytics be provided to optimize objective decision making; (3)job responsibilities for chairpersons be defined and these findings, where feasible, be incorporated; and (4)a systematic model as Baratta's (1977) Seven Analytical A's be employed to strengthen perceptual agreement among chairpersons and administrators.^ It was recommended that future research: (1)study decision-making behavior of the entire Child Study Team; (2)corroborate phenomena of the decision-making process by further examining its constituent parts; and (3)replication of this study on a state-wide basis. ^
DAVIS, LOUISE MARIE, "DECISION-MAKING BEHAVIORS OF CHILD STUDY TEAM CHAIRPERSONS BASED ON SEVEN ANALYTICAL A'S" (1981). ETD Collection for Fordham University. AAI8119768.