The impact of mandated school board member training in Tennessee

Tammy Grissom, Tennessee State University

Abstract

The purpose of this study was to evaluate the perceived impact of the mandatory school board training for school board members in Tennessee, as seen by the school board members taking the training and the superintendents to whom the board members serve. The primary focus was to determine if the board members' or superintendents' responses about the training agency, content or usefulness of any training module indicated any long-term impact on the actions of board members when they returned to their local boards of education. This study sought to survey school board members' and superintendents' perceptions of the impact of the school board training for school board members and to determine whether there were significant differences between the perceptions of board members and superintendents, or among the demographics characteristics. The study resulted in a positive response from both school board members and superintendents on their perceptions of the mandatory school board training in Tennessee and its long-term impact on their actions as school board members back at their local boards of education. The design applied to this study was a descriptive self-report method utilizing a questionnaire. The questionnaires were mailed to sixty boards of education and their superintendents in the state of Tennessee. Six research questions were answered and 19 null hypotheses were tested at the .05 level of significance. The independent samples t-test or the ANOVA test was used to analyze the perceptions between board members' and superintendents' scores or among the demographic strata. The impact of the modules was compared according to each of the nine demographic characteristics. The results of this study revealed that school board members and superintendents perceived the mandatory school board training as useful and as having an impact on school board members' actions back at their local boards of education. The findings from this study have implications for further research involving whether the amount of training school board members receive has an impact on their actions back at their local level. ^

Subject Area

Education, Administration|Education, Adult and Continuing

Recommended Citation

Tammy Grissom, "The impact of mandated school board member training in Tennessee" (2005). ETD Collection for Tennessee State University. Paper AAI3187590.
http://digitalscholarship.tnstate.edu/dissertations/AAI3187590

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