THE EFFECT OF THE PM PATTERN LEADERSHIP OF THE CLASSROOM TEACHER ON THE CLASS CONSCIOUSNESS AND ATMOSPHERE

An Examination by Quantification II

Abstract

The aim of the present study is to examine, according to the category scores obtained by applying Hayashi's quantification II, the potential effect of the prediction variables, i. e., the two dimensions of the P function (3 categories) and the M function (4 categories) of the classroom teacher, upon the external criterion variables: the class atmosphere and consciousness; and, to examine, by combining the category scores thus obtained, the effect of the 12 PM pattern leaderships (3×4 categories) upon the class atmosphere and consciousness.
The subjects of our survey were 238 sixth grade boyes and girls (six classes) of I Elementary School and 380 fourth, fifth, and sixth grade boys and girls (three classes respectively) of F Elementary School. P and M functions of the classroom teacher as prediction variables were measured by a questionnaire made of seven or eight items respectively. The external criterion variables of the class consciousness and atmosphere were then measured. As to the class consciousness, the six items of the degree of class cohesiveness, class pride, etc. were measured by the questionnaire; the class atmosphere was measured by the SD method and the factors of the atmosphere of participation, friendship, harmony between boys and girls, and gentleness were extracted by factor analysis. Taking the class as a unit, we carried out the assembly survey. Hayashi's quantification II was applied to these schools separately.
The main results (the correlation ratio and hit) of our survey were: class consciousness (I School: correlation ratio,. 484, hit, 69.2%; F School: correlation ratio,. 338, hit, 61.6%) ; class pride (I School:. 360, 66.7%; F School:. 470, 62.8%) ; class cohesiveness (I School:. 313, 65.8% ; F School:. 299, 60.3%) ; atmosphere of participation (I School:. 377, 65.8%; F School:. 340, 65.5%) ; atmosphere of friendship (I School: 296, 64.1% ; F School:. 191, 56.1%) ; harmony between boys and girls and gentlenes (I School:. 151, 55.3%) ; harmony between boys and girls (F School:. 184, 56.9%) ; gentleness (F School:. 175, 56.1%).
The range of the category scores of P and M functions shows that the M function is (twice to eighteen times) higher than the P function as to the prediction power to discriminate the high and the low groups of each of the external criterion variables. The M function has a greater influence on the external criterion variables as compared with the P function. The discriminant scores of the twelve leadership patterns obtained by summing up the category scores of the P and M categories, how - ever, show that, when the stronger P category combines with the stronger M category, the potential effect of the leadership pattern on the class atmosphere and consciousness will be much more powerful.