Date of Award


Degree Name

Educational Leadership


College of Education and Professional Development

Type of Degree


Document Type



The purpose of this study was to explore administrator compliance orientation and teacher personality relationships and differences between Catholic private and public school organizations in West Virginia. The Personality Research Form, Form E (Jackson, 1974) was administered to 41 teachers of a Catholic private school organization and to 38 teachers of a public school organization. Statistical analysis of the Personality Research Form, Form E (PRF-E) data using an ANOVA method revealed significant differences between the school organizational groups for 5 of the 22 personality traits measured. The results indicated public school teachers were higher achievers, more that aggressive, more concerned with their reputation and what other people think, did not accept criticism as readily, and demonstrated lower self regard than did the private school teachers. The teacher personality traits of achievement and social recognition were highly correlated which suggested that the teachers were achievement motivated by excessive concern for favorable perception by significant others.

The Administrator Compliance Orientation Inventory, a self-constructed, 10-item, forced choice questionnaire based on Etzioni’s (1975) compliance theory, was administered to the five private and the five public school principal organizational participants. The Mann-Whitney U test was applied to the compliance orientation test scores to examine for statistically significant differences in test scores between the Catholic private and public school organizational groups. Significant differences were found in the administrator coercive compliance and normative compliance scores. A significant difference was not revealed between the two school organizations in the administrator remunerative compliance scores. The results indicated that the public school organization placed more emphasis on the exercise of coercive compliance and less emphasis on the exercise of normative compliance to control teacher subordinates than did the private school organization. Spearman (1949) correlation coefficients were used to examine the relationships between the administrator compliance orientation and the teacher personality traits. Statistically significant relationships were found between the administrator coercive compliance orientation and the teacher personality trait of aggression and between the administrator normative compliance orientation and the teacher personality trait of social recognition. These research findings supported I Etzioni’s (1975) theory for congruent compliance relationships. Further research is recommended for better understanding application of this study to educational settings.


The University of West Virginia College of Graduate Studies became the WV Graduate College in 1992 and was subsequently merged with Marshall University in 1997.


Public schools – West Virginia.

Private schools – West Virginia.

Teachers – West Virginia.