AN ASSESSMENT OF THE ADOPT-A-SCHOOL PROGRAM OPERATIONAL PRACTICES AND PRINCIPALS' PERCEPTIONS OF THE EFFECTIVENESS OF THE ADOPT-A-SCHOOL ACTIVITIES
Purpose. The intent of this study was to determine relationships among Adopt-A-School Program (AASP) operational practices and principals' perceptions of the impact of Adopt-A-School (AAS) activities on selected areas of student, teacher, and school community concerns. The study considered differences by school and experience levels, and by sex.^ Procedures. Data were gathered from 119 principals in Metropolitan Nashville-Davidson County Public Schools through the Adopt-A-School Program Opinionnaire (AASPO) developed by the researcher. Seven research hypotheses were stated, and data analyzed by several statistical procedures: frequency distribution, crosstabulation contingency tables, one-way analyses of variance (ANOVA), independent samples t tests, and Pearson product-moment correlation coefficients.^ Findings. Findings revealed no significant differences among AASP operational practices and principals' perceptions of the impact of AAS activities when compared based on school level and sex. Significant differences (.05 level) were found among principals' perceptions of the impact of AAS activities based on years of experience in the AASP. Significant negative relationships (.05 level) were revealed among AASP operational practices and principals' perceptions of the impact of AAS activities. As positive scores on AAS activities increased, negative scores on AASP operational practices decreased.^ Conclusions. Statistical data revealed that strong AASP operational practices were related to positive perceptions of the impact of AAS activities, and as partnerships matured perceptions of the effect of AAS activities also matured. School level or sex were not significant factors.^ Recommendations. (1) To minimize partnership failures, adopting businesses should be cognizant of time and resources involved, and the AASP should have full company support. (2) When the principal is not the business-school coordinator, to maintain a strong AASP, the principal must be aware of day-to-day activities in order to be the AASP spokesperson. (3) A short measuring device should be developed for mid-year and end-of-year evaluation. The mid-year evaluation would alert the schools, businesses, and founding organization to problems needing immediate attention. These evaluation forms would accumulate material for longitudinal studies. (4) A replication of this research should be conducted in other school systems with AASPs to determine whether or not the results of this study can be confirmed. ^
STELLA LEE KNIGHT,
"AN ASSESSMENT OF THE ADOPT-A-SCHOOL PROGRAM OPERATIONAL PRACTICES AND PRINCIPALS' PERCEPTIONS OF THE EFFECTIVENESS OF THE ADOPT-A-SCHOOL ACTIVITIES"
ETD Collection for Tennessee State University.