TEACHER PERCEPTIONS OF THE INSTRUCTIONAL SPECIALIST: ESSENTIAL BEHAVIOR EXPECTATIONS, ROLE PREFERENCES, AND ELECTED SOURCES OF EFFECTIVE INSTRUCTIONAL SUPPORT

This study viewed classroom teacher expectations of effective instructional specialists. The four major objectives of the study were: (1) to describe characteristics of instructional specialists that classroom teachers deem essential in an effective instructional support process, (2) to examine the variance of teacher expectations due to demographic difference, (3) to examine teachers' preferred choice of role responsibilities of support personnel, (4) to identify teachers' preferred sources of effective instructional support. The perceptions of 149 teachers currently teaching at three instructional levels in two demographic areas formed the sample for the study. A questionnaire and structured interview protocol were initiated and were identical for all subgroups. Exploration of data included item analysis by: (1) frequency and percentage of response, (2) ranking of response by means and standard deviations, (3) inter-item correlation, and (4) crossbreak analysis using total group and subgroup data. Interview data were examined through the use of a content analysis procedure.;Elementary teachers indicated a preference for specialists who would actively interact with students. In contrast, although this role was deemed important by middle years and secondary teachers, their responses indicated a preference for the specialist to provide resource services to the teacher. Subjective data from interview subjects postulated the necessity for conjunction of both roles.;In support of previous research, teachers surveyed appeared to prefer local, easily accessible, personal sources of instructional support.;Based upon investigative findings, recommendations for instructional specialist training programs are presented.;Data suggest the professional competency, the interpersonal skills ability, and the relevance of services provided by instructional specialists are viewed by teachers as vital components in an effective support process. Confidentiality of interaction appeared to be a major requisite. Results suggest higher expectations for instructional specialists exist within larger school districts, and at the elementary school level. Data further suggest the widest variance of thought regarding essential characteristics of instructional specialists may occur between teachers with less than five years experience and educators who have taught 21-25 years. The academic background of teachers surveyed did not appear to be a major factor in responses.