Management systems in the independent, nondenominational secondary schools in Tennessee

Because independent schools in the past had been relatively closed systems, the problem under investigation was the likelihood that those in authority in the independent, nondenominational secondary schools in the State of Tennessee would experience conflict unless greater participation was afforded teachers and students in areas affecting their lives. No means had been employed to assess managerial effectiveness or the type of human behavior being exhibited. This included the resulting reactions and consequences of said behavior.

The purpose of this investigation was to determine the degree to which these schools met the criteria for acceptable levels of participative management as determined by the Rensis Likert system of participative management and the Likert Profile of School questionnaires. By determining the level of efficiency, management could help make the work of the headmasters, teachers, and students become satisfying and productive.

The study sought to answer the question of the type of management system functioning in the schools. Also considered was how positional status within the organization affected one's perceptions of participatory management.

The subjects included 39 administrators, 370 teachers, and 411 students from 16 independent schools accredited by the Southern Association of Colleges and Schools. The schools varied from boarding day, boys only, girls only, to coed.

It was found that the schools were operating between a consultative and participative management level. It was also determined that the headmasters possessed a higher perception of the type of management system functioning in the schools than did the teachers or students.

In conclusion, the headmasters, teachers, and students need to narrow the perception gaps and move the schools toward a more democratic, participative model. Additionally it is necessary for the headmasters and teachers to elevate their leadership to the students by increased student involvement, being receptive to students' ideas, and allowing greater student influence in decisions affecting their lives.