School Compatibility and Social Work Role

Abstract

By means of a behavioral research instrument, social work acts performed in "most compatible" schools are compared with those in "least compatible" schools. For example, out of a possible eighty-three behavioral items, forty-seven are performed by one social worker in the school he designates "most compatible" to the practice of school social work, while the same worker reports that only fifteen of the eighty-three acts are performed in the school he classifies as "least compatible." The study suggests that attitudinal or behavioral elements in the social worker-principal interaction process contribute toward in-compatibilities that may render less effective professional service. Specific suggestions are offered that may accelerate a more efficient operational structure.

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