Administrators', Teachers', and Media Specialists' Perceptions of the Roles of Media Specialists in the Schools' Instructional Programs: Implications for Instructional Administration

Abstract

This study compares the perceptions of administrators, teachers, and library media specialists regarding the current and ideal roles of media specialists in schools' instructional programs. The study analyzes the personal characteristics, experience in education, demographics of schools, and the perceptions of the media specialists' roles in schools' instructional programs. The findings reveal significant differences within and among the perceptions of administrators, teachers, and library media specialists regarding the current and ideal roles of media specialists in schools' instructional programs. There are significant differences in perceptions of administrators in terms of age and schedule type, in perceptions of teachers in terms of experience and school location, and in perceptions of media specialists in terms of school location. Teachers' perceptions differ significantly with administrators' and media specialists' perceptions regarding the overall current and ideal roles of media specialists as teacher, instructional consultant, information specialist, and program administrator.