Decision making in Indian Education programs in Eastern and Western Oklahoma.

Abstract

This study investigated the nature of the conflict within the public schools in Eastern and Western Oklahoma between Indian Education Advisory Committee members, school board members, and educational administrators in decision making areas affecting Indian Education programs. To determine the extent of conflict and agreement among the three groups, 3 hypotheses for Eastern and Western Oklahoma were formulated regarding the importance of specific written policies, the level of participation, and the methods the Indian Education Advisory Committee should employ to assure their involvement in the development and governance of Indian Education programs. Federal legislation affecting Indian Education was reviewed to provide readers with an overview of the history of Indian Education programs. A review of scholars and theoreticians who have investigated the decision making process was presented.

A stratified random sampling method was employed to select samples in Eastern and Western Oklahoma for the testing of these hypotheses in each area. A Likert-type survey instrument was developed, validated, and administered to representatives of the three groups. The data collected was analyzed by the Analysis of Variance statistical method, and if the F value was significant a post hoc test was used to determine the group that was statistically different. The post hoc test was the Tukey Honestly Significant Difference test.

The theoretical model of Hoy and Miskell's zone of acceptance was used as a basis for the involvement of Indian Education Advisory Committees. The study finding for both Eastern and Western Oklahoma was that the school board members were not adequately informed of federal regulations affecting Indian Education programs. The involvement of various agencies and institutions was recommended in order to increase the participation level of Indian Education Advisory Committees.