Community and school--Florida

This study examines the roles of community school coordinators
and community school advisory council members, the satisfactions
they derive from their council participation, and
their interactions. This study examines the relationships
between the level of satisfaction both derive from their
roles and perceptions of their participation in leadership
and council operations. The results of this analysis appear to
support both hypotheses. The highest canonical variate sets
for coordinators are: (1) Achievement, Personal-Interpersonal;
(2) Decision-Making, Goal Setting; (3) Responsibility,
Work Itself. Those highest for council members are:
(1) Achievement, Recognition, Monetary; (2) Leadership,
Decision-Making; (3) Personal-Interpersonal; (4) Work Itself,
Recognition; (5) Communication, Control; (6) Monetary,
Supervision, Achievement; (7) Goal Setting, Leadership. The
results, while not dramatically conclusive, imply that the
instruments employed are operable in community schools.