Master's Theses


Advanced Education Programs

Degree Name

Education Specialist (Ed.S)


The purpose of the researcher was to investigate the opinions of public school administrators and teachers concerning the four-day school week. A status survey factorial design was employed. The independent variables investigated were: position (administrator and teacher), gender (administrator and teacher), age (administrator and teacher), years experience in public school (administrator and teacher), school size (administrator and teacher), and highest level of formal education (administrator and teacher). The dependent variables were scores from the following subscales of the Opinionnaire Concerning Four-Day School Week: Students’ Academic Learning, Scheduling Activities, Bus Transportation Time, Parents’ Needs, Students’ Needs, Discipline, Teaching Time, Overall Opinion, and Total Score. The sample consisted of 122. Five composite null hypotheses were tested at the .0500 level employing a three-way analysis of variance (general linear model). A total of 180 comparisons were made plus 35 recurring. Of the 180 comparisons 54 were for the main effect and 126 were for interactions. Of the 54 main effect, none was statistically significant at the .0500 level. Of the 126 interactions, 2 were statistically significant at the .0500 level. The following interactions were statistically significant: 1. The independent variables position and gender for the dependent variable Students’ Academic Learning; and 2. The independent variable position, gender, and age for the dependent variable Discipline. The results of the present study appeared to support the following generalizations: 1. Position and gender should be interpreted concurrently for Students’ Academic Learning, 2. Position, gender, and age should be interpreted concurrently for Discipline, 3. Kansas administrators and teachers are neither positive nor negative toward a four-day school week, and 4. Kansas administrators and teachers are of the opinion that a four-day school would decrease discipline problems.


Ed Stehno

Date of Award

Summer 1997

Document Type

Thesis - campus only access


© 1997 Cherie L. Bergmeier


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