xt7x69700k7f https://exploreuk.uky.edu/dips/xt7x69700k7f/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1943-09 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Securing Trained Administrators for the Public Schools of Kentucky", vol. XI, no. 7, September 1943 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Securing Trained Administrators for the Public Schools of Kentucky", vol. XI, no. 7, September 1943 1943 1943-09 2022 true xt7x69700k7f section xt7x69700k7f  

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EDUCATIONAL BULLETIN

 

 

 

 

 

 

SECURING TRAINED ADMINISTRATORS
FOR THE PUBLIC SCHOOLS
OF KENTUCKY

 

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’73 f JOHN w. BROOKER
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ISSUED MONTHLY

Entered as second-clans matter March 21, 1933, at the post office at,
Frankfort, Kentucky, under the Act of August 24, 1912

>Vol. X|> 0 September, 1943 O No. 7

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PUBLIC SCHOOLS

KENTUCKY

WARREN CURTIS LAPPIN

DEAN, MOREHEAD STATE TEACHERS COLLEGE

 

  

 

 

 

 

  

 

 

 

ACKNOWLEDGMENT

Several persons aided materially in the preparation of this study.
Dr. R. E. J aggers and his assistants in the Division of Teacher Training
and Certification of the Kentucky State Department of Education
were especially cooperative and helpful. The suggestions of the Direc-.
tor of the Thesis, Professor R. W. Holmstedt, have been pertinent and:
constructive.

Much, credit should also be given to my wife, Ruth Anglin Lappin,
and my daughter, Mary Ella, for their encouragement and aid in
making this work a success.

WARREN C. LAPPIN

 

 

 

 

 

 

 

  

 

 

 

 

 

FOREWORD

Educational Leadership in peace or during war time determines
to a great degree the contribution the schools make to the growth and
development of people. We have always been concerned about the
kind of person who is to be the chief school officer in a state, a county,
or an independent district. This concern causes us, from time to time,
to take stock With the view of discovering the training and experience
of school administrators, and, on the basis of our findings, to re-examine

and re-direct our program for the preparation of administrators of
our schools.

Dr. Warren 0. Lappin, Dean of Morehead State Teachers College,
during the year 1941, studied the training and experience of admin-
istrators in Kentucky, and on the basis of this study suggested the
lines of action which should be taken toward changes in the training
and selection of adminstrators. Dr. Lappin has consented to have his
findings and recommendations published in this bulletin.

Due to lack of space the table of contents and chapters II, III, and
VIII have been omitted. Any person desiring to read the complete
;study may find a copy in the Library of Indiana University or the
Morehead State Teachers College. This study made by Dr. Lappin was
accepted in partial fulfillment of the requirements for the degree of
"$1300th of Education in the School of Education, University of Indiana,
’October 1941.

This study is published in this bulletin in order that educational
leaders in schools and colleges may share in thinking through, any pro-
gram for the improvement of school administration.

J. W. BROOKER,
Superintendent of Public Instruction

 

  

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CHAPTER I

Introduction

Setting the problem—The eflectiveness of a state’s educational
program is closely related to the standing and efficiency of the personnel
engaged in school work. This fact has long been recognized and those
interested primarly in the advancement of education have been deeply
concerned with the development of this group of leaders.

Adequate preparation for educational service, however, is rela-
tive. There should be no backward steps in describing educational
standards. Five years ago the general minimum standards advocated
for the preparation of elementary teachers was two years of academic
and professional training above the high school level, now the general
consensus places this requirement at four years of work. Five years
ago college graduation was accepted as adequate minimum training for
high school teachers, now an additional year of work and the master’s
degree is suggested as the goal. These new standards have already
been adopted in certain localities and all indications point toward their
Wider acceptance as rapidly as conditions in the various sections of
the country permit. This situation is wholesome and as it should be.
Considering the importance of the educational activity, it is difficult
to conceive of working toward a goal consisting of an over-trained corps
of teachers. .

In much of the work that has been done to bring teachers to a
higher level of efficiency, one phase of the general problem has been
somewhat neglected. The writer refers to that phase of educational
activity covered by the general term administration. It is true that
one group of educational administrators, represented in general by the
type of men constituting the membership of the American Association
of School Administrators, is probably as highly trained and qualified
a professional group as will be found in the country today. On the
other hand, it does not follow that the administrative corps of a given
state is collectively deserving of similar commendation.

In Kentucky, education has made remarkable advances in the last
20 years. This position can be defended for any phase of the educational
enterprise. Teachers with little or no high school education have been
replaced with teachers professionally trained for the task, and the
standards for administrators have likewise been raised. However, the

359

 

 

 

 

 

 

 

  

 

 

 

state’s educational ranking is still low when compared with the other
states of the Union and it is essential that all parts of the program be
under constant scrutiny.

Moreover, the profession of educational administration is ad-
vancing and it seems to be approaching a new level of attainment. Dr.
Strayer, in speaking to the Department of Superintendence in 1937,
issued a challenge to the group. After reviewing the accomplishments
of the organization relative to the development of the profession of
school administration, he advanced the idea that the profession had
reached the place where it could consider the possibility of controlling
entrance upon the activity with which it was concerned.1 Such action
has been considered a professional prerogative and has been practiced
by some of the more firmly established professions for a considerable
period. In line with this suggestion, a resolution was adopted at the
1937 meeting which called for the appointment of a committee “who
shall study the problem of the qualifications of future incoming mem-
bers of this Department and shall inquire concerning desirable qualifi-
cations for admission to the profession of school administration.”2
Such a committee was appointed and their final report, based upon
extensive studies made through the facilities of the National Education
Association, was presented in February, 1941.

In recent years, also, the idea of tenure for superintendents has
been advanced as a means of rendering their positions more secure
thereby making possible a more effective educational contribution.

These instances are mentioned as evidence of the fact that the
administrators, as well as the teachers, should be studied in order to
maintain a personnelcompetent to exercise the prerogatives of leader-
ship, for through these administrators must come largely the educational
advancements that are made.

The present laws and program governing the preparation and
qualifications of educational administrators in Kentucky went into effect
in 1935. With this step the general situation was much improved.
However, the problem is by no means solved. The state has good ad-
ministrators and poor administrators. It has good school systems and
poor school systems, and it is the opinion of the writer that the low
ranking of a given school unit can usually be traced to the low degree
of efficiency of the administrator concerned. The plan has been in effect
five years and it seems that a careful investigation into the administra-

IStrayer, George D. “Building the Profession of School Administration.” Addresses
and Proceedings. National Education Association, 1937. p. 472

nNational Education Association. Addresses and Proceedings, 1937. p 561.

360

 

 

  

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tive situation as it exists in the state today, followed by a critical analysis
of the factors involved, and including suggestions relative to changes
based on the facts discovered should be worthwhile and timely.

The problcm.—The problem to be studied may be stated in the
following words: What steps should be taken by the state of Kentucky
to secure public school administrators thoroughly trained for their\
task?

Delimma‘tion of the problem—It is not the purpose of this study
to attempt the construction of a detailed curriculum for preparing
educational administrators. That task represents an exhaustive study
in itself. Rather, it is proposed to discover the true situation as it
exists today and, in the light of this information, to suggest a program
adequate to meet accepted standards. With such a program adopted
curriculum studies can then be made intelligently.

Basic assumptions.—-One basic assumption is made in this study
and it serves as a criterion for evaluating all phases of the existing
and proposed programs. This assumption is—the only defense a
state has for establishing a program designed to control entrance upon
the activity of educational administration and the practice ‘of this
activity is the protection and welfare of the children of the state and
therefore the protection of the state itself. Too often this principle is
ignored with the result that other factors become involved. The Outcome
is a haphazard procedure and an unfortunate compromise that cannot
be defended. That the state may exercise this control cannot be denied.
Neither can it be maintained successfully that other motives should
guide those in authority, if the exercise of such motives in any way
affects adversely the underlying principle.

Definitions—In this study the term “educational administrators”
is used to include superintendents of independent districts and super-
intendents of county school systems.

Methods ofvprocedure and sources—The method used in this in-
vestigation is largely descriptive and expository with tabular presenta-
tions and simple statistical techniques included at those points at which
they seem to be of value. ,

In Chapter 11* brief summaries are given of studies, the content
and findings of which are related to the present investigation.

In Chapter III,’* The History of Educational Administration in
Kentucky, the approach is, of course, historical and based upon
documentary evidence. The sources consulted are: Reports of the

 

* Chapters II and III have been omitted from this bulletin due to lack of space.

361

 

 

 

 

 

 

 

  

 

 

State Superintendent of Public Instruction, Kentucky Common School
Laws, Kentucky Statutes, Kentucky Reports, and educational histories
of Kentucky.

In this chapter the attempt is also made to describe the legal back-
ground of the school superintendency in the state by reference to
pertinent court decisions in which the various legislative acts have been
interpreted.

In Chapter IV, The Present Status of Educational Administration
in Kentucky, simple statistical presentations are made for the purpose
of clarifying the descriptive account of the conditions found. These
conditions are illustrative of the situation in which the present Ken-
tucky superintendents work, their background, their training, and their
professional interest.

The data presented in this chapter were secured from several
sources but particularly from the files of the State Department of Edu-
cation in Frankfort. These sources are described in greater detail in
the content of the chapter and other sources are likewise explained as
they are used in the study.

In Chapter V, The Present Plan Followed by Kentucky in Secur-
ing Its Educational Leaders, the constitutional and statutory pro-
visions which affect the profession of school administration in Kentucky

/ at the present time are described.

In Chapter VI, Principles Upon Which a Program Designed to
Prepare Efficient School Administrators Should be Based, the attempt
is made to describe a state program for the development of educational
administrators which would provide an efficient professional group
capable of exercising true educational leadership. The literature of
educational administration is canvassed for suggestions that may be
accepted as principles which should be basic to such a program.

In Chapter VII, Changes that Should Be Made in the Kentucky
Program to Insure the Development of an Effective Administrative
Group, the Kentucky situation as pictured in Chapters III, IV, and V is
evaluated in terms of the principles developed in Chapter VI. By
this procedure a program is offered that is designed to secure for the
state an improved type of educational leader.

In Chapter VIII,* Concluding Comments, certain pertinent state-
ments are made by way of conclusion.

* Chapter VIII has been omitted from this bulletin due to lack of space.

362

 

 

 

 

 

  

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CHAPTER IV*

The Present Status of Educational Administration in Kentucky

Any study of the type being presented must be concerned with
the present situation if a complete picture is to be drawn. Suggestions
designed to lead to improvement should take into account the conditions
as they exist. Accordingly, Chapter Ivaill be devoted to presenting
data that picture the status of the school superintendents who were
working in Kentucky during the school year 1940—41. These data
will be grouped into the following general classifications: General In-
formation, Nature of the Positions Held by the Superintendents,
Experience of the Superintendents, The Superintendents’ Training,
and Evidence of the Superintendents’ Professional Interest.

The data used were secured from the files of the Kentucky Depart-
ment of Education, particularly the records of the State Director of
Teacher Education. In the few instances in which other sources were
used they will be explained in the context. The attempt will also be
made to evaluate these data in the light of other investigations that
have been made whenever such comparable material is available and
such comparisons enlightening.

General Information

Certificates held. by the super’intcndcm‘s.—Table I contains the
facts relating to the types of certificates held by the Kentucky super-
intendents who were serving during the school year 1940-41. A
majority of both, the county and independent district administrators
possessed a Standard Certificate, 75 of the former and 110 of the
latter, while a larger portion of the county officials, 34.2 per cent, held
the Provisional Certificate than was true for the administrators of the
independent districts, 20.4 per cent of whom held this credential. This
fact in itself indicates a superior training background for the independ-
ent group, which conclusion is supported by other data to be presented.

 

"Chapters 11 and III have been omitted due to lack of space.

363

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

Table I. Types of Administrative Certificates Held by the
Kentucky Superintendents, 1940—414‘

 

 

Independent Total

Counties districts

 

 

 

 

 

 

Types Of certificates Num- Per Num- Per Num— Per

ber cent ber cent ber cent

Provisional“ ............................. 41 34.2 29 20.4 70 26.7

Standardb _ 75 62.5 110 77.5 185T 70.6

Other types .............................. 4 3.3 3 2.1 7 2.7
Certificates held that
have been extended

for life"- .................................... l 25 20.8 37 26.1 62 23.7

 

 

 

 

* Based on 120 County Superintendents and 142 Independent District Superintendents.

tIncIudes both Old Standard Administrative Certificates and New Standard Adminis-
trative Certificates.

aProvisional Certificates in force January, 1941—486.
b Standard Certificates in force January, 1941—New, 231; Old, 393.
CLife extensions in force January, 1941—2021

The seven certificates of other types that are indicated in Table I
are held by superintendents who have served in their present positions
for a considerable period and consequently have not been forced to meet
the new requirements.

Sixty-two of the present group hold administrative credentials that
have been extended for life. In other words, 23.7 per cent of those
who are now serving need secure no additional training whatsoever
in order to act as school superintendents so long as they are able to secure
their elections. This fact lends support to the argument against grant-
ing life credentials that is advanced at a later point in this study.

Probably the most significant facts presented in Table I are con-
tained in the footnotes. These indicate that in January, 1941, there
were in force 486 Provisional Certificates in Administration and Super-
vision and 624 Standard Certificates. Furthermore, 202 of these latter
credentials had been extended for life. In other words, although there
are only 262 superintendencies in the state, and this number will no
doubt be decreased in the next few years, Kentucky now has 1,110
individuals legally qualified to hold these positions, and 202 persons
will continue to be qualified legally until they are 70 years of age. On
this evidence alone, the conclusion is strongly suggested that the
principle of certification for life is very questionable and that Kentucky
could well afford to raise the standards for administrative officers
without experiencing any shortage of personnel.

1 Special report of the State Director of Teacher Education. February 13, 1941-

364

 

 

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Table II. Ages of Kentucky Superintendents, January 1, 1941

 

 

 

 

 

Number of Number of
superintendents superintendents
Age Inde- Age Inde-
Counties pendent Counties pendent
districts districts
26 0 1 52 3 3
27 O 0 53 0 2
28 3 0 54 0 1
29 2 2 55 0 4
30 1 0 56 2 2
31 3 3 57 1 1
32 5 4 58 2 1
33 3 6 59 1 2
34 3 4 6O 1 3
35 4 9 61 0 1
36 | 11 I 9 ll 62 | 0 I 1
37 11 6 63 1 2
38 13 4 64 1 1
39 9 6 65 1 1
40 1 4 66 0 0
41 5 5 67 0 0
42 5 7 68 0 3
43 3 6 69 0 0
44 1 5 7O 0 0
45 3 2 71 0 0
46 4 4 72 0 0
47 1 5 73 0 0
48 5 2 74 0 0
49 4 12 75 1 1
50 2 3 76 1 0
51 3 4 Totals 120 142

 

 

 

 

 

 

 

 

‘ Median ages: County superintendents—39.11 years; independent dis—
trict superintendents—43.17 years.

Age of Kentucky superintendents—One factor usually involved
in an attempt to determine the status of any professional group is the
age of the individuals concerned. While the effect of age upon the
efiiciency of administration is relative, certain general conclusions may
be reached on this basis. Table II presents the facts on this point for
the 1940-41 superintendents.

Briefly stated, the ages range from 26 to 76 years with the county
group showing a median age of 39.11 years and the independent group a
median of 43.17 years. Apparently there is some tendency for the
cities to select slightly older men, although the oldest superintendent
in the state is working in a county system. Depp, in his study, found
the median age for county superintendents to be 36.7 years in 1936,2
while Stevenson, two years earlier, fixed the median age of Kentucky

 

p 31‘5Depp, James W. The Status of the County Superintendent of Schools in Kentucky.

365

 

 

 

 

 

 

 

 

 

 

  

 

 

 

city superintendents at 42.2 yearsf‘ The more advanced age of the
county superintendents indicated in the present study is probably
worthy of notice. Possibly the higher standards which went into effect
in 1935 are responsible. On the other hand, tenure may be more secure
than it was five years ago. Again, the general conditions of employ-
ment may be more satisfactory now than they were at the earlier date
with the result that incumbent county superintendents are more con-
cerned with remaining in school work. Probably all three of these
explanations have had some effect.

The study sponsored by the Department of Superintendence in
1981 found the median superintendent to be 44 years of age,
although, the southern group of administrators were 43.4 In other
words, the Kentucky superintendents are about the same age as com-
parable school officers in the country at large. The present study,
however, does indicate a median age increase on the part of the county
superintendents in the last five years which still leaves them five years
younger, as a group, than the rural superintendents studied by the
Department of Superi11tenclence.5

It will also be noted that three of the superintendents are more
than 70 years of age. With the adoption of the new retirement system
these individuals no doubt will be replaced in the near future.

Proportion of men and women in the stlpcrintendoncy.—In Table
III data are presented showing the proportion of men and women
serving as superintendents of schools in Kentucky during the past ten
years. These data were secured by tabulating the pertinent material
contained in the Official Public School Directory for the years involved.

In 1941 only 7 per cent of the county and 2 per cent of the inde-
pendent district superintendents were women. Furthermore, there
has been a definite decrease in the number of women serving in this
capacity since 1931. In all, there were 37 women so employed in 1931-32
as compared with 12 in 1940-41. Particularly is a decrease to be noted
in the independent districts. This condition is to be explained in
part by the fact that the number of such districts has been lowered
from 254 in the former year to 142 at the present time. The districts
eliminated during the period were usually those that were smaller
and women were frequently found as the chief administrative officers
of these units. Again, as the position has become more attractive it

4; Stevenson, Robert E. The Status of the City Superintendent of Schools in Kentucky.
p. .

19334 Thelfiepartment of Superintendence. Educational Leadership. Eleventh Yearbook.
. p. .

51bid., p. 197.

366

 

 

 

 

 

  

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has no doubt presented a stronger appeal to men and, it is also possible
that, more and more, capable women are being attracted to work outside
of the field of education. Apparently, school administration in Ken-
tucky is considered as a job for men and this view is becoming more
pronounced.

Table HI. The Proportion of Men and Women Holding Superintendencies
in Kentucky, 1931-40

 

 

 

 

 

Counties Independent districts

Year No. of Per No. of Per No. of Per No. of Per
men cent women cent men cent women cent

1931—32 104 87 16 13 233 92 21 8
1932—33 104 87 16 13 240 94 15 6
1933-34 106 88 14 12 225 96 10 4
1934-35 107 89 13 11 189 97 6 3
1935-36 106 88 14 12 176 97 5 3
1936-37 107 89 13 11 157 97 5 3
1937—38 106 88 14 12 151 98 3 2
1938-39 109 91 11 9 141 98 3 2
1939-40 109 91 11 9 139 98 3 2
1940-41 111 92 9 8 139 98 3 2

 

 

 

 

 

 

 

 

 

Salaries of Kentucky superintendents.—Certainly one element of
concern in an attempt to measure the status of any group is the salary
received, since some relationship must be maintained between compen-
sation and the qualifications demanded. It is also true that if salaries
are low this fact may be taken into account in explaining other un-
desirable conditions that may exist.

Table IV contains a distribution of the salaries of the Kentucky
superintendents for the school year 1940-41. They range from the
legal minimum of $1,200 to the legal maximum of $5,000, with a
median for the county superintendents of $2,150 and a median salary
for the independent group of $2,412.50. No county superintendent
received more than $4,500 a year and only 9 received more than $3,000.
On the other hand, 36 of the independent administrators received more
than $3,000. This difference is to be explained in at least two ways.
First, the independent districts are able to pay larger salaries in many
instances and second, data presented at a later point show the inde-
pendent group to be better trained for their work.

Depp found the salaries of the county superintendents to range
from $1,000 to $4,250 with a median of $1,895 ,6 and Stevenson found
the comparable figures for city superintendents to extend from $1,500
to $5,000 with a median of $2,850.7

 

“Depp. op. cit, p. 36.
”Stevenson, op. cit, p. 43.

367

 

 

 

 

 

 

 

 

  

 

 

Table IV. Salaries of Kentucky Superintendents, 1940-41

 

 

 

 

 

 

Number of Number of
superintendents S 1 superintendents

Salary a ary

. Independent . Independent

Counties districts Counties districts

$1200 5 8 $3200 0 2
1300 0 2 3300 3 5
1400 O 4 3400 0 1
1500 13 5 3500 0 0
1600 0 2 3600 4 7
1700 1 1 3700 O 0
1800 18 13 3800 0 2
1900 4 7 3900 0 0
2000 14 13 4000 0 4
2100 10 9 4100 0 2
2200 3 4 4200 0 2
2300 4 2 4300 0 0
2400 23 8 4400 0 1
2500 4 7 4500 2 3
2600 1 2 4600 0 0
2700 4 4 4700 0 0
2800 1 2 4800 0 0
2900 1 4 4900 0 1
3000 5 11 5000 0 4
3100 0 0 Totals 120 142

 

 

 

 

 

 

 

 

 

 

 

 

 

Median salaries: County superintendents—$2,150; Independent dis-
trict superintendents—4152,412.50.

This latter figure does not mean that the salaries of city superin-
tendents were higher seven years ago than they are at the present
time. Rather, the difference between this sum and the finding of the
present study is to be explained by the fact that Stevenson studied
only the superintendents of cities of the first four classes whereas the
immediate investigation includes these and all other independent dis-
tricts. A comparison with Depp’s finding is therefore more desirable
and on this basis the advance of $255 on the yearly salary indicates
some progress.

Some conception of the adequacy of Kentucky salaries may be
secured by reference to other investigations. In 1930-31 the median
salary of city superintendents in the United States was $4,0508 and
Butterworth in his national survey of the county superintendency found
that in 1928 this officer was receiving $2,312.9 On the basis of the
figure given for the city superintendents, the Kentucky salaries are
definitely low and this conclusion is strengthened by the knowledge
that, in the same study, the median annual salary of superintendents in
cities under 2,500 population was $2,845. Adding to this the fact that
the national study was conducted during the worst financial depres-

3The Department of Superintendence. op. cit, p. 121.
9 Butterworth, Julian E. The County Superintendent in the United States. 1:. 45.

368

 

  

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sion this country has known leads to the conclusion that the salaries of
the superintendents of independent districts in Kentucky are entirely
inadequate.

Compared with the findings of the Butterworth study, the Ken-
tucky county superintendents are paid a median salary that is higher
than the median for the nation in 1928. Since that time, however,
increases in the qualifications demanded of these officers must certainly
have raised this national figure to a considerable degree. In 1928 an
individual could serve in this capacity in Kentucky who had only 70
semester hours of college work while the present minimum is 128
semester hours. The conclusion is apparent that Kentucky superin-
tendents, although better paid than in former years, are underpaid
when compared to similar officials in other states.

Nature of the Positions Held by the Superintendents

Another type of information necessary to an understanding of
the general status of the school superintendent is concerned with the
scope of his work. Some indication of this situation may be secured
from the size of the school system in which he is employed. Accordingly,
data are offered in this section which indicate the size of the school
systems in terms of the number of teachers employed and the enroll-
ment. These data were secured from the Public School Directory
for 1940-41.

Number of teachers in the Kentucky? school system.—One meas-
ure of the size of a school system is the number of teachers employed
and in Table V this information is given for the Kentucky systems in
1940—41.

The median number of teachers in the county systems was 91 and
in the independent districts this figure was 21. The average county
superintendent, therefore, had under his supervision four times as
many teachers as the average superintendent of an independent district.
Two counties employed fewer than 25 teachers while 83 of the inde-
pendent units fell into this category. Of the independent districts,
134, or 94 per cent, had fewer than 101 teachers while only 70, or 58
per cent, of the county systems employed this number. In other
words, based on the number of teachers employed, the county systems
are considerably larger.

Additional insight into one phase of this situation may be gained
by reference to Table VI in which the actual number of teachers em-
ployed in the 83 independent districts having fewer than 26 teachers
is indicated. One independent district has only 5 teachers and 21 have

369

 

 

 

 

 

 

 

  

 

 

fewer than 10. In fact the suggestion is rather definite that several of
these independent districts should be taken into their county systems,
at least their continuance in the present claSSification should be based
upon careful investigation.

Table V. Number of Teachers in the Kentucky School Systems, 1940-41

 

 

Number of teachers Frequency

in the system Counties Independent districts

1- 25 2
26- 50 12
51- 75 32
76-100 24

101-125 20
126—150
151-175
176-200
201-225
226—250
251-275
276-300
301-325
326-350
351-375
376—400
401-425
426—450
Totals

 

 

 

 

l—IMOO
HOOOOOHOHOOHNHHQOQW

OHOr—H—IOi—AONHOCOQQ

H
N
p—A
pk

*

 

 

 

l“Louisville not included.

Median number of teachers: Counties—91; Independent districts
-——21.

Table VI. Number of Teachers in the Independent District
Systems Having a Teaching Stafi of Less Than Twenty-six

 

 

Number of teachers in the system Frequency

 

H
u;
H...

 

1
2
5
7
6
6
4
2
1
O
15 5
6
2
4
0
3
2
1
3
2
1
3

370

Total |

00

 

I

 

 

 

n Y...__r._‘ . A

 

  

1 of
:ms,
Lsed

 

 

Number of pupils in the Kentucky school systems—Another
measure of the scope of the administrator’s task is the number of pupils
enrolled in his system. In Table VII this evidence is offered for the
school year 1940-41.

Table VII. Number of Pupils in the Kentucky School Systems, 1940-41

 

 

 

 

 

 

 

 

Fre uenc Fre uenc

Number of pu— 011 d y (1 Number of pu_————c—l—hd—yd—

pils in the Coun- n epen - pils in the Coun- n epen -

. ent dis- stem . ent dis-
system ties tricts Sy ties tricts
100-499 0 55 10,000-10,499 0 0
500-999 3 51 10,500-10,999 1 0
LOGO—1,499 13 13 11,000-11,499 0 0
1,500-1,999 22 9 11,500-11,999 0 0
2,000-2,499 19 5 12,000-12,499 0 0
2,500-2,999 10 2 12,500-12,999 0 0
3,000—3,499 10 0 13,000—13,499 0 0
3,500-3,999 10 1 13,500—13,999 1 0
4,000-4,499 8 1 14,000—14,499 0 0
4,500—4,999 6 0 14,500-14,999 1 0
5,000-5,499 3 1 15,000—15,499 0 0
5,500—5,999 3 0 15,500—15,999 0 0
6,000-6,499 2 1 16,000-16,499 0 0
6,500-6,999 2 0 16,500—16,999 0 _ 0
MOO-7,499 3 1 17,000-17,499 0 0
7,500-7,999 0 1 17,500—17,999 0 0
8,000-8,499 0 0 18,000-18,499 0 0
8,500-8,999 1 0 18,500-18,999 0 0
9,000-9,499 1 0 19,000-19,499 1 0
9,500—9,999 0 0 Totals 120 141*

 

 

 

 

 

'Louisville not included.

Median number of pupils—Counties—2,650; Independent districts—
655.

The median number of pupils enrolled in the county systems was
2,650 while the co