A study of principals' perceptions and knowledge of sexual harassment in schools.
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TextDescription: 157 pISBN: 0493198202Subject(s): Education, Administration | Law | Sociology, Criminology and Penology | 0514 | 0398 | 0627Dissertation note: Thesis (Ed.D.)--Wayne State University, 2001. Summary: The purpose of this study is to examine the knowledge of principals concerning laws that govern sexual harassment. In addition, principals were asked to examine their policies and practices to determine the appropriateness of the information included in these policies as well as types of disciplinary actions and training provided for staff and students.Summary: A total of 157 principals in Macomb, Oakland, and Wayne Counties participated in this study. Principals in Detroit were excluded because the administrative structure of this school district differed from other school districts in the three counties. The 1999 <italic>Michigan Educational Directory</italic> was used to obtain the names of principals who were selected for inclusion in the study.Summary: The Sexual Harassment survey used in this study was developed by the researcher. Several survey items on were obtained from the Equal Employment Opportunity Commission and the Michigan Department of Civil Rights, with the remaining items derived from a review of sexual harassment literature.Summary: Results indicated that principals were positive in regard to school policies and procedures and student knowledge of sexual harassment. They disagreed with the use of independent investigators for sexual harassment complaints in their schools. Additionally, principals' perceptions of sexual harassment in their school did not differ among the three building levels. However, the findings indicated that perceptions of school policies and procedures and students' knowledge of sexual harassment differed among the principals relative to the amount and types of sexual harassment training received. Principals who had more training scored significantly higher than principals who participated in less than three training programs.Summary: Recommendations included that principals need to establish a comprehensive sexual harassment policy that follows state and federal guidelines. The policy should be disseminated regularly to staff and students. Principals also should regard training as essential and that training should be comprehensive as an essential part in the everyday workplace or environment.
Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0854.
Adviser: Roger DeMont.
Thesis (Ed.D.)--Wayne State University, 2001.
The purpose of this study is to examine the knowledge of principals concerning laws that govern sexual harassment. In addition, principals were asked to examine their policies and practices to determine the appropriateness of the information included in these policies as well as types of disciplinary actions and training provided for staff and students.
A total of 157 principals in Macomb, Oakland, and Wayne Counties participated in this study. Principals in Detroit were excluded because the administrative structure of this school district differed from other school districts in the three counties. The 1999 <italic>Michigan Educational Directory</italic> was used to obtain the names of principals who were selected for inclusion in the study.
The Sexual Harassment survey used in this study was developed by the researcher. Several survey items on were obtained from the Equal Employment Opportunity Commission and the Michigan Department of Civil Rights, with the remaining items derived from a review of sexual harassment literature.
Results indicated that principals were positive in regard to school policies and procedures and student knowledge of sexual harassment. They disagreed with the use of independent investigators for sexual harassment complaints in their schools. Additionally, principals' perceptions of sexual harassment in their school did not differ among the three building levels. However, the findings indicated that perceptions of school policies and procedures and students' knowledge of sexual harassment differed among the principals relative to the amount and types of sexual harassment training received. Principals who had more training scored significantly higher than principals who participated in less than three training programs.
Recommendations included that principals need to establish a comprehensive sexual harassment policy that follows state and federal guidelines. The policy should be disseminated regularly to staff and students. Principals also should regard training as essential and that training should be comprehensive as an essential part in the everyday workplace or environment.
School code: 0254.
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