Teachers' perceptions of the role and function of the teacher-librarian in the Roman Catholic School Board for St. John's, Newfoundland

Sharpe, Joan Elizabeth (1987) Teachers' perceptions of the role and function of the teacher-librarian in the Roman Catholic School Board for St. John's, Newfoundland. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this study was to explore the role of the teacher-librarian, as perceived by teaching colleagues. This was accomplished through a survey of duties and functions expected of the teacher-librarian. Two hundred teachers from all grade levels of the Roman Catholic School Board for St. John's received a questionnaire consisting of seventy-nine items describing specific duties which one might expect the teacher-librarian to perform. -- Role items were organized into seven role categories as follows: (1) organization and management, (2) selection of materials, (3) professional development, (4) curriculum and instruction, (5) utilization and promotion, (6) design and production, and (7) information services. Parametric and nonparametric techniques were utilized to analyse data. A confidence level of .05 was used to determine significant differences. -- Results of the study revealed that teachers rated all categories as slightly important components of the teacher-librarian’s role. Traditional aspects of the role were rated as significantly more important components. Information services, selection of materials, and organization and management were ranked as most important components; utilization and promotion was ranked next; professional development, curriculum and instruction, and design and production were ranked third and significantly lower than other components. -- In addition, teachers at the elementary school level ranked the utilization and promotion component as significantly more important than the other categories. Those teachers who consult with the teacher-librarian in planning instruction saw a significant role in the utilization and promotion function. In fact, those who frequently engaged in such consultation, saw curriculum and instruction as important. Finally, those teachers with four years university training or less, saw the professional development component as significantly more important than the other six categories.

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