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Abstract

This study conceptualized and tested additions to a model for analyzing community educational situations. According to new results, a revised model also fits latter stages of educational programs. In the revised model, the behavioral commitments of community leaders which predict their probable commitment to program goals will be different at different stages of programming. Though previous research has shown static personal possession type commitments (income, education, property investment of leaders) as more reliable predictors in early programming stages, analysis of 272 leaders' responses in a recent survey found that dynamic behavioral commitments (earliness of involvement, hours involved in programs, amount of perceived contact, etc.) are stronger predictors in latter stages of programming. These findings suggest that adult educators must continually observe and analyze throughout a community educational pro gram to be fully aware of existing needs, possible barriers, and/or ways to facilitate the program.

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Community Leaders' Commitments To Programs: Do They Change During a Program?

Abstract

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References