Date of Award


Degree Type


University or Center

Clark Atlanta University(CAU)


School of Education

Degree Name


First Advisor

Professor Trevor Turner


The purpose of this study was to determine if discrepancies existed in the views of principals, supervising teachers, and Chapter I paraprofessionals regarding the actual and ideal role behavior of Chapter I paraprofessionals. The study also sought to determine if there were discrepancies between paraprofessionals' knowledge of role content and role behavior. In addition, the differences among certain biographical variables: age, sex, education, experience, certification and role knowledge of the paraprofessionals were examined. The study was conducted during the 1988-89 school year.

A questionnaire based on the job description of Chapter I paraprofessionals was developed by the researcher and mailed to randomly selected principals, supervising teachers, and Chapter I paraprofessionals in the elementary schools of a large metropolitan school system. The sample included 27 principals, 46 supervising teachers, and 46 paraprofessionals. Given a list of role behavior tasks on the questionnaire, the respondents were asked to identify actual duties performed by Chapter I paraprofessionals, give frequencies of duties, and indicate ideal duties that should be performed by the paraprofessionals. The paraprofessionals were also asked to complete a role knowledge questionnaire and demographic checklist of biographical variables. There was an 82 percent return of completed questionnaires.

FINDINGS Significant differences were found in the views of principals, supervising teachers, and the paraprofessionals themselves regarding ideal role behavior of paraprofessionals.

Significant differences were found between the views of Chapter I paraprofessionals concerning their actual role behavior and their role knowledge. A significant difference was found among age groups of paraprofessionals regarding role knowledge.

It was recommended that administrators, supervising teachers, and Chapter I paraprofessionals be more involved in the planning, implementation, and evaluation of the Chapter I program. Adherence to the guidelines should be an important focus; and superintendents should ensure that principals and staff adhere to the guidelines.

Additionally, there should be frequent monitoring of Chapter I services with technical support and assistance available from area, central, and state consultants. In-service should be given at the beginning and continue throughout the school year. Mature and better educated paraprofessionals should be hired for the Chapter I program.

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