Abstract
Purpose. The purpose of this study was to explore how ownership, a unique construct including satisfaction with and commitment to staff development processes, develops. Specifically, this investigation studied how certain factors related to ownership of the processes of staff development by participants in three schools with special funding and a mandated staff development component. Design. Staff development processes were divided into the components of decision making, implementation and evaluation. The implementation of the program included content, modes, options and incentives. Since organizational factors of clarity of goals, the administrator's role, project management and modes of adaptation to change were most frequently cited in the literature as important in effecting change in schools, these factors were studied in relation to their impact on staff development processes. Ten factors in all were organized into a system design which allowed the parts and elements to be seen in terms of interaction and interdependency. A case study approach using a survey questionnaire, interviews, observation and document search methods revealed quantitative data which reinforced some of the researchers assumptions. Findings. (1) Perceived influence in decision making appeared to be important to ownership. (2) The more important something is perceived by a person, the more satisfaction or commitment will be derived by it by that person. (3) Individual needs and understandings must be considered in designing learning situations for adults, self-direction and initiation being particularly important. (4) Choice, and the perception of volition attached to a person's behavior seem to be related to the meaningfulness, and, therefore, the possibilities for actions related to that behavior. (5) Adult learners tend to get more satisfaction from and be committed to actions for which the incentives are intrinsic rather than extrinsic. (6) Evaluation, unless viewed and carried out as a developmental process, may have little or, possibly, negative impact on participants' reactions to programs. (7) Clarity of goals of a program appears clearly related to the extent of satisfaction with and commitment to that program. The findings for three of the factors, (1) the administrator's role, (2) the management of the program and (3) the modes of adaptation were less clear. The school with the greatest extent of ownership perceived its administrator as supportive, but businesslike rather than personal and as a planner/guide, but not a participant in staff development. Who managed the program was unclear and modes of adaptation were traditional and uncreative. All sessions were mandatory. The need for further research in these areas and how they relate to ownership is indicated.