St. John, Ivan.2009-04-172009-04-1719781978Source: Masters Abstracts International, Volume: 45-06, page: 2739.http://hdl.handle.net/10393/10951http://dx.doi.org/10.20381/ruor-8538The purpose of this study was to test the assumption of Getzels and Guba that satisfaction occurs when there is congruence between the institutional and individual dimensions in a social system of administration. Both dimensions were examined with reference to bureaucracy and teacher personality traits; satisfaction referred to the job, co-workers, and supervision. This study is an extension of Gosine's research with the same three variables. However different instruments were used to measure personality and satisfaction. The specific hypotheses of this study were: (1) there would be interaction between the level of bureaucracy in a school and the level of teacher surgency (F) with the dependent variable being teacher satisfaction; (2) there would be interaction between the level of bureaucracy in a school and the level of teacher tenseness (Q4) with the dependent variable being teacher satisfaction; (3) there would be interaction between the level of bureaucracy in a school and the level of teacher self-reliance (I) with the dependent variable being teacher satisfaction; (4) there would be interaction between the level of bureaucracy in a school and the level of teacher radicalism (Q1) with the dependent variable being teacher satisfaction. The sample of schools consisted of thirty-three of the forty-one public schools of the Stormont, Dundas, and Glengarry County Board of Education. These schools were tested for bureaucratic level with the middle third eliminated for the follow-up investigation of personality traits of teachers and their satisfaction. The measuring instruments included the Organizational Index, Form A of the 16PF, and a modified form of the Job Description Index. Four multi-variate analyses of variance were used. Each analysis had bureaucracy and a personality trait as an independent variable and three measures of teacher satisfaction as dependent variables. The level of significance was set at .05. In the testing of the main hypotheses for interaction, none of the results proved significant. The related hypotheses were concerned with the test of main effects of personality variables and of bureaucracy. Only for trait Q1 were the differences for teachers high and low in a personality trait significant. In addition, significant differences were found between teachers from high and low bureaucratic schools. However, when .95 Scheffe confidence intervals were constructed, it was concluded that none of the variables contributed sufficiently to serve as a sole discriminator between groups. The lack of support for the interaction hypotheses was explained because of two things. School principals tend to be non-bureaucratic. School teachers differed significantly from the general population on each of the four personality traits.80 p.Education, Administration.Thesis