Abstract
Purpose. The purposes of this study were to assess: (1) differences between Board of Education members who were supported by a teacher organization when running for election, and those who ran independent of teacher organization support with respect to their ratings of experiences that were influential in shaping their perception of role functions and their ratings of priority role functions; and (2) whether the ratings of these experiences and priority role functions were different before taking office, after one year, and currently. Methodology. The study was conducted as ex post facto descriptive research. Questionnaires were mailed to 461 Board of Education members in Orange, Riverside, and San Diego Counties; 69 percent were returned. The data were analyzed using analysis of variance with repeated measures on one factor (time). Following a significant interaction, tests of simple main effects were completed. Pair-wise comparisons were used when time effect was significant using Duncan's multiple-range statistic. Findings. Before taking office, Board of Education members who were supported by a teacher organization when running for election and those who ran for election independent of teacher organization support were similar in their perceptions about the importance of 80 percent of the experiences and 75 percent of the role functions surveyed. After one year on the school board, the most influential contact for both groups of board members was the superintendent. Over time, perceptions about important experiences and priority role functions became even more similar for both groups. Conclusions. Board members who ran for election independent of teacher organization support enter office having accepted the superintendent and other board members as important reference groups. The length of time that board members serve has more influence on the way they perceive influential experiences and priority role functions than does the support that they receive from a teacher organization when running for election. Recommendation. Superintendents should increase their contact time with board members supported by a teacher organization after election to decrease the influence of the organization as an important reference group. This may accelerate the socialization process of these board members during their first year in office.