Login

Publications  •  Project Statistics

Glossary  •  Schools  •  Disciplines
People Search: 
   
Title/Abstract Search: 

Dissertation Information for Alixe Hambleton

NAME:
- Alixe Hambleton

DEGREE:
- Ph.D.

DISCIPLINE:
- Library and Information Science

SCHOOL:
- University of Toronto (Canada) (1980)

ADVISORS:
- Adele Fasick

COMMITTEE MEMBERS:
- Brian Land
- John Wilkinson
- William John Kurmey
- Otto Weininger

MPACT Status: Fully Complete

Title: The Elementary School Librarian in Ontario: a Study of Role, Role Perception, Role Conflict, and Effectiveness

Abstract: Abstract (Summary)
Working within a framework provided by role theorists this study investigates the role of the librarian in Ontario elementary schools, focusing on role conflict/ambiguity in the position of school librarian.

Three general hypotheses were developed and tested. (1) The extent of role conflict/ambiguity experienced by the school librarian will be a function of the differing perceptions of the school librarian role. (2) Effectiveness in the performance of the curricular role will be a function of the extent of role conflict/ambiguity. (3) There will be a relationship between the extent of role conflict/ambiguity and the personality characteristics of the librarian.

The data were collected through questionnaires mailed to a random sample of principals, teachers, and librarians in eighty-four elementary schools in Central Ontario. A Role Inventory Questionnaire provided data on the normative expectations of the librarian role. Principals responded to a Curricular-Effectiveness Questionnaire assessing performance in that role. A Role Conflict/Ambiguity Questionnaire and two Gordon Personality Tests were sent to the librarians. Chi-Square and Variance scores were used to test between group and within group concensus. The Spearman rho correlational statistic determined the association between conflict/ambiguity and (a) curricular-effectiveness (b) personality traits (c) concensus within individual schools and between curricular-effectiveness and personality.

Analysis of the data yielded the following results. (1) There was no consensus within (a) principal group on 43% of the items (b) teacher group on 53% of the items, and (c) librarian group on 55% of the items. (2) There was a significant (.05) difference between principal, teacher, and librarian responses on 70% of the items on the Role Inventory. (3) Conflict experienced by librarians results mainly from a lack of consensus on expectations, and from role overload. Ambiguity is of less concern, and results from a lack of knowledge about promotion and evaluation. (4) Librarians performed most often tasks that are library and resource related, while innovative and teaching related tasks are performed rarely. (5) Librarians tend to be responsible, emotionally stable, cautious, intellectually curious, energetic, non-assertive, and less trusting of colleagues. (6) Level of conflict was not significantly associated with the level of consensus in individual schools. The direction of the correlation was negative. (7) Level of ambiguity was significantly and negatively associated with the level of consensus in individual schools. (8) There was no significant correlation beween conflict/ambiguity and curricular-effectiveness. (9) High conflict scores were significantly associated with low cautiousness, responsibility and emotional stability. High ambiguity scores were significantly associated with low responsibility and emotional stability. (10) There was a significant negative correlation between cautiousness and curricular-effectiveness.

The following conclusions can be drawn. There is no consensus between principals, teachers, and librarians on the role of the school librarian. This lack of consensus led to some conflict/ambiguity for the librarian but the level of stress is not related to the level of consensus in individual schools, nor to performance of the curricular segment of the role. Librarians who are less cautious, less responsible, and less emotionally stable experience higher levels of conflict. Cautiousness seems to be an important personality factor since it is significantly associated with the effective performance of the curricular role, and is also negatively correlated with conflict. The general lack of consensus on role, and the particular curricular expectations of the principal are indications of possible conflict which is not recognized by, or not communicated to the school librarian.

MPACT Scores for Alixe Hambleton

A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:26:04

Advisors and Advisees Graph

generating graph, please reload

Students under Alixe Hambleton

ADVISEES:
- None

COMMITTEESHIPS:
- None