Publication Date


Document Type


First Advisor

Miller, Elwyn R. (Professor of education)||Wells, Philip C.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Education


School management and organization--Illinois--Oak Lawn


It was the purpose of this study to ascertain: (1) what opinions teachers and principals at Oak Lawn held on the mechanics of staff meetings; (2) how meetings could be best planned; (3) opinions on communication through the teacher representative group of the district; and (4) some ideas on teacher participation in staff meetings. To attain the foals set forth in the preceding paragraph questionnaires were sent to the homes of the two hundred teachers and the ten principals who work in the Oak Lawn Elementary School District 123. One hundred sixteen questionnaires were returned. The total number of questionnaires returned expressed in a percentage was fifty-five end two-tenths per cent. Mechanics of staff meetings. A majority of respondents indicated opposition to releasing children from school so that staff meetings could be held during school hours. It was determined, however, that a majority of people favored holding meetings lasting less than one-half hour in the teachers' room and that these meetings should be called once a month (with grade level, committee, and emergency meetings as required). Rather than having specialists and different grade levels meeting separately, respondents indicated that they preferred having all faculty members meeting together. Audio-visual aids were considered an asset, although many respondents commented that they did not approve of their promiscuous use. Records of meetings are considered valuable, and a great majority of those who replied to this item stated that they would be willing to occasionally take notes at staff meetings. Many people thought a staff meeting was more comfortable if smoking were permitted and if coffee, tea, or coke were available. Most respondents thought meetings were most productive when their strengths and weaknesses were honestly evaluated. Planning staff meetings: Staff members were almost evenly split on the question of whether or not meetings would be more effective If teachers spent more time preparing for them with fifty-four saying yes and fifty-three saying no. Staff members thought an agenda should be sent out In advance of the meeting and want at least one day's notice of the holding of a meeting. Opposition to teacher planning committees was shown but a majority of respondents indicated that the problems to be studied at staff meetings should be selected by both the teachers and the principals. A majority of respondents said the function of a meeting should be the explanation and open discussion of administrative policy, and that meetings could best be used for making announcements. Oddly enough, though, a majority of staff members indicated on the next item that, rather than holding a meeting for such a purpose, administrative policy could beat be given to them through the use of a duplicated bulletin. Communication through the Oak Lawn teacher representatives. It was thought that teacher representatives should report at regular staff meetings and should be elected by a vote of the staff. Teacher participation in staff meetings. When doing committee work most teachers would prefer to work with fellow staff members with similar interests. Respondents indicated that committees were formed for the purpose of studying and presenting factors of a problem. Some general agreement seemed to exist among those who have written on faculty meeting practices. Host authors indicated that weaknesses now exist in faculty meetings and improvement could be shown. Faculty meetings should be devoted to significant educational problems and should be concerned with the needs of the teachers and the immediate school environment. If optimum professional growth is to emanate from meetings, both principals and teachers should come prepared to exchange and share ideas on the problem at hand.


Includes bibliographical references.


ix, 97 pages




Northern Illinois University

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