School Climate Factors Related to Degrees of Cooperation between Public Elementary School Teachers and School Library Media Specialists

Abstract

This study investigated relationships between the extent to which elementary classroom teachers tend to choose school library media specialists for cooperation on instructional problems and several school climate-- and faculty-related characteristics: general academic effectiveness of the school, the overall cohesion (cooperativeness) of the faculty on instructional matters, and the propensity of the group and of individual faculty to seek cooperation on instructional problems. The instructional status of the school library media specialist was also studied in relation to various individual personality factors. The study included 1,079 elementary classroom teachers and school library media specialists from thirty-nine Texas elementary schools similar in wealth, size, and student demographic characteristics. Academically effective schools were found to be significantly more instructionally cohesive than ineffective schools, and classroom teachers in the academically effective schools were significantly more disposed to choose the school library media specialist to cooperate with them on instructional problems. No significant relationships were discovered between the instructional choice status of the school media specialists and their measured personality characteristics.

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