THE IMPORTANCE OF IDEOLOGY IN SOCIOMETRIC EVALUATION OF LEADERSHIP
DOI:
https://doi.org/10.12926/3fea1729Keywords:
LEADERSHIPAbstract
To many people the very combination of words "ideology and leadership" denote visions of political structures, of relationships between people and governments, of systems whose leadership-and predominent mode of being-may be tersely described as democratic, totalitarian or laissez-faire. The predominent aim of this paper, however, is to report an aspect of a recent attempt to discover whether the ideologies of leadership and children evidence a relationship within the classroom unit.1 Thus, this paper is not concerned with an analysis of the implications of national or global political phenomena; rather, its focus is on children and teachers-the human and vital factor in a relatively small structure generally known as the classroom.
References
1 Hilary A. Gold, "Ideology, Leadership and Isolation in Classroom Situations," Teachers College, Columbia University, 1960.
2 Karl Mannheim, Ideology and Utopia (Trans. L. Wirth and E. Shils-New York: Harvest Books, Harcourt Brace and Company, 1936), p. 56.
3 T. W. Adorno, et al., The Authoritarian Personality (New York: Harper & Brothers, 1950), p. 2.
4 Helen Hall Jennings, Leadership and Isolation (New York: Longmans, Green and Co., 2nd Edition, 1950), p. 349.
5 Helen Hall Jennings, Structure of Leadership--Development and Sphere of Influence, Sociometry, Vol. I, Nos. 1-2, July-October, 1937.
6 Murray G. Ross and Charles E. Hendry, New Understandings of Leadership (New York: Association Press, 1957), p. 15. T Adorno, op. cit., pp. 255-257.
8 Responses to the F Scale indicated that the population studied (N - 30) scored within a range of 1.53-5.36, with a mean score of 3.23 and standard deviation of .94. This, it is felt, compares favorably to the range of 1.4-3.9, standard deviation of .90 obtained by Adorno and his colleagues when studying a larger group (N = 449).
9 Coefficients of correlation significant at the .01 level were evidenced.
10 A coefficient of correlation of .82, statistically significant at the .01 level was evidenced.
11 For related discussion referring to the unique tone or climate that is often recognizable within a school building see Hilary A. Gold, "Ideology and Sociometric Position," Group Psychotherapy Vol. XIV, Nos. 1-2, March-June, 1961.
12 A chi square value" of 11.2, which with four degrees of freedom is significant at the .05 level, was obtained.
13 J. Wayne Wrightsone, Foreword to Harold H. Anderson et al., Studies of Teachers' Personalities, Ill (Applied Psychology Monographs, No. 11, 1946), p. 3.
14 Jennings, op. cit., p. 205.
15 Arthur T. Jersild, Child Psychology (New York: Prentice-Hall, Inc., 4th Edit., 1954), p. 255.
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