The effectiveness of communication media used in Tennessee public school systems

The purpose of this study was to determine if there were significant differences in the effectiveness of selected one-way and two-way communication media used by public school systems to communicate to and with the community. It should be of value to school officials in identifying communication media which are effective in facilitating the communication to and with the community of information about the needs and problems, goals and aims, programs and activities of a public school system.

The one-way and two-way communication media were identified via a review of the literature. Respondents were the public information coordinators (PICs) in Tennessee public school systems and journalists who cover Tennessee public school systems for broadcast media and newspapers. Responses were received from l02, or 70.3 percent, of the PICs and 223, or 67.0 percent, of the journalists.

One-way media for which significant differences were found were: "Information Sheets Enclosed With Grade Reports," "Displays in the Community," I Press Conferences or Interviews Involving--"Central Office Level Administrators," "School Level Administrators," "Faculty" "Coaches," and "Students," "Films and Slides About Schools or Special Issues," "Letters to the Editor or Newspaper Columns Written by School Officials," "Radio and/or TV Programs Featuring School Officials," and "Speeches to Civic Clubs, etc., Featuring School Officals." No significant differences were found for eight one-way media: "Newsletters to Parents" "Student Newspapers." "Student Magazines," "Press Conferences

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iv or Interviews Involving School Board Members," "News Releases to Newspapers," "News Releases to Radio and/or TV Stations," and "Speakers Bureau Featuring School Officials." Significant differences were found for two of the two-way media: "Open School Board Meetings," and "Advisory Groups of Community Representatives." No significant differences were found for: "Public Forums on Issues Involving School Systems," "Teacher Conferences With Parents," "Orientation Programs For Parents and/or the Community," "Research Studies of Community Attitudes," "Community Representatives on Committees," "Parent-Teacher-Student Associations," "School Information Center and/or Rumor Information Center," and "Open House." Other findings were that the superintendent functioned as the public information coordinator in almost four-fifths (79.5 percent) of the school systems and that the superintendent was elected in a majority (54.9 percent) of the systems. In just over one-third (34.3 percent) of the systems did the PICs report that they devoted 10 percent or more of their time to public relations functions and activities. A large percentage (87.4 percent) reported that less than 2 percent of the budgetsof their systems was allocated for public relations functions and activities.

Most PICs perceived their relationship with the journalists who covered their systems as effective (79.4 percent) or highly effective (13.7 percent). Of the journalists who responded, over half (57.1 percent) perceived the relationship as effective and over one-seventh (l5.2 percent) as highly effective.

Almost three-fourth (74.l percent) of the journalists reported contact with school officials one or more times each week while twothird (66.7 percent) of the PICs reported contact with journalists one or more times each week. Approximately half (50.3 percent) of the journalists perceived the overall public information programs in the school systems they covered to be effective while over four-fifths (8l.4 percent) of the PICs perceived their system's public information program as effective.

The media which were perceived as effective by larger percentages of respondents in each of the two groups were those over which they had control or influence. The media which were perceived as effective by smaller percentages were those which they had little control over. Who was responsible for the day-to-day coordination and direction of the public information programs and the amount of time and available funds were indices of the relative importance of the pubic information function.

Generally, the media for which significant differences were found were those which involved the use of available resources within the systems and did not require additional, expensive equipment, facilities, or supplies. Many involved personal contact initiated by public school officials with journalists or members of the community.