| dc.description.abstract | This study has been devoted to the analysis of role conflict in relation to Title I project teachers in an urban school district. Two major questions were examined: (1)Does sent role conflict, i.e. diverse expectations, exist in the role-set of which the project teacher is the focal person? (2) If sent role conflict does exist, it is accompanied by the consequences of experienced role conflict, job-related tension and job dissatisfaction?;Four instruments were used to collect the data: Project Teacher Activities; Experienced Role Conflict Index; Job-Related Tension Index; Job Satisfaction Index. Project Teacher Activities were submitted to all members of the fifty role-sets participating in the study: principals, teachers, paraprofessionals, project coordinators and the project teachers. The other instruments were submitted to the project teachers only.;The results indicated that sent role conflict did occur in twenty-one of the thirty-two role-sets responding. Job-related tension and experienced role conflict were present, but at an equivalent level in both the sent role conflict and no sent role conflict role-sets. A significant difference was found in the levels of job dissatisfaction expressed by the two groups of role-sets.;The results were discussed in the context of role theory, particularly as applied to teacher role. Three areas were emphasized: inferences related specifically to role conflict expressed by Title I project teachers; suggestions for further research; and, implications for project redesign and organizational and staff development.;Recommendations were made to expand research to a comprehensive investigation of organizational behaviors in the school milieu, looking at the characteristics of both the role and the individual occupying it. Structural changes in the Title I project design were advocated, including, at the least, a clearer definition and recognition of the project teacher role, and, if possible, the putting into practice of school-centered projects, planned and executed at the school level. In addition, strategies were suggested to improve person-role fit and to reduce diverse expectations among role senders. | |
