Zones of Indifference Instrument

Abstract

The Zones of Indifference Instrument (ZII) is a specialized psychological scale developed in 1981 by S. T. Wilkes and J. M. Blackbourn to quantify the extent of teacher compliance regarding administrative directives. The instrument, consisting of 78 items, operationalizes the concept of the Zone of Indifference (ZOI), a theoretical construct derived from organizational management.

The ZII assesses the boundaries within which teachers, as organizational members, are willing to accept and comply with orders from authority figures without mentally questioning or resisting them. The refinement process involved extensive factor analysis, resulting in a robust two-factor solution measuring compliance related to Teacher-Determined Practices and Administrator-Determined Policy.

Keywords

Zones of Indifference, Teacher compliance, Administrative directives, Organizational theory, School administration, Educational psychology, Organizational members, Alpha coefficient.

Authors

S. T. Wilkes, J. M. Blackbourn

Purpose

The primary purpose of the ZII is to measure the breadth and characteristics of the Zones of Indifference (ZOI) held by teachers in response to mandates issued by school administrators. The instrument allows researchers and practitioners to map the boundaries of acceptable administrative authority as perceived by the teaching staff.

By measuring the extent of required compliance versus perceived acceptable autonomy, the scale provides critical insights into the dynamics of teacher-administrator relationships and the overall organizational climate within educational settings. The instrument is designed to differentiate between directives that elicit unquestioning compliance, questioning compliance, modified application, or outright refusal.

Construct

The scale measures the psychological construct known as the Zone of Indifference, popularized by organizational theorist Chester Barnard. This construct describes the specific range of orders or directives that an individual will accept from an authority figure and execute without consciously questioning the authority of the superior.

The size of an individual’s Zone of Indifference is theorized to fluctuate based on the organizational context. Specifically, the width of the zone is determined by the degree to which organizational inducements (e.g., salary, prestige, job satisfaction) exceed the consequences or sacrifices required, thereby enhancing the individual’s adhesion to the organization.

Validity

Validity evidence for the ZII is based predominantly on internal structure validation procedures. The initial development and reduction of the item pool were guided by rigorous factor analysis to ensure the instrument measures coherent underlying constructs.

The successful establishment of the two distinct factors—Teacher-Determined Practices and Administrator-Determined Policy—supports the construct validity of the scale regarding the differentiation of directive domains. However, the original research documentation indicated that no other forms of external validity, such as concurrent or predictive validity, were reported.

Reliability

The internal consistency reliability of the Zones of Indifference Instrument was found to be highly satisfactory. The total 78-item instrument demonstrated exceptional reliability, with a calculated Alpha coefficient of 0.95.

Reliability was also assessed for the two resulting subscales (factors). Both the Teacher-Determined Practices subscale and the Administrator-Determined Policy subscale achieved a strong internal consistency, with an Alpha coefficient of 0.92 reported for each.

Factor Analysis

The process of scale reduction involved submitting the initial 134-item instrument to multiple statistical analyses using data collected from the field test sample. Initial principal component analyses reduced the pool to 80 items and suggested a three-factor structure. Only items with factor loadings of 0.40 or higher were retained at this stage.

To achieve a cleaner and more interpretable structure, the item set was subjected to image analysis and orthogonal rotation, which ultimately yielded the final 78-item instrument with a robust two-factor solution:

• Factor 1 (Teacher-Determined Practices): This factor encompasses directives related to areas traditionally managed by the teacher (e.g., items 45, 126, 128, 46, 57).
• Factor 2 (Administrator-Determined Policy): This factor includes directives related to overall school or organizational policy set by the administration (e.g., items 121, 102, 97, 123, 114).

Instrument

Test Type: Organizational Behavior Scale / Self-Report Measure

Format: 78 items using a 4-point response scale to gauge compliance with administrative directives.

Language Available: English (Original)

Population Group: Educational Professionals (Teachers)

Age Group: Adult

Population Details: The scale was developed using items submitted by 125 teachers and field-tested on a sample of 104 teachers across four states in the U.S.

Test Methodology: Respondents are presented with hypothetical administrative directives and asked to indicate their likely behavioral and mental response using a structured four-point scoring system that reflects the degree of compliance or resistance.

Keywords

Educational management, Teacher autonomy, Organizational compliance, School climate, Principal component analysis, Orthogonal rotation.

Authors

Author ORCID Identifier: Not Reported

Affiliation Email addresses: Not Reported

Correspondence Address: Mississippi State University (Affiliation at time of publication, 1981)

Permissions & Fee and Test Year

Test Year: 1981

Permissions/Fee: The instrument and its supporting documentation were published through the ERIC system, suggesting it is generally accessible for academic and research purposes. The original document detailing the design and findings can be accessed via the ERIC system using the identifier: ERIC ED 212 063.

Reference’s

Barnard, C. I. (1948). The functions of the executive. MA: Harvard University Press.

Kunz, D. W. (1973). Leader behavior of principals and the professional zone of acceptance of teachers. EdD dissertation, Rutgers University.

Wilkes, S. T., & Blackbourn, J. M. (1981). The design of an instrument to measure zones of indifference of teachers to directives issued by administrators. Mississippi State University. ERIC ED 212 063.

Items of the Zones of Indifference Instrument

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. Indicate how you would respond to the following directives issued by an administrator that would:

1. Provide for the enforcement by teachers of general rules governing student conduct at school.
2. Attempt to structure discussion of school policy, problems, or procedure by teachers with members of the community unless a positive approach is evident.
3. Establish heating and cooling regulations for the classroom.
4. Establish a procedure for teachers to “sign-in” and “sign-out” for the school day.
5. Give directions to advance a student to another level when the present progress of the student is not satisfactory.
6. Prescribe procedure for the conduct of club activities.
7. Require attendance at staff-development activities.
8. Instruct teachers to attend open house activities.
9. Establish grading procedures to be used by teachers.
10. Give directions for the changing of classroom bulletin boards at regular intervals.
11. Structure a daily morning devotional activity in the classroom.
12. Require supervision of students after school hours for those students who have to stay after school to make up assignments.
13. Require participation in the teacher evaluation program.
14. Designate specific topics to be taught at specific times.
15. Require teachers to have students recite “The Lord’s Prayer” in the homeroom or classroom.
16. Make assignment to study committees of the school.
17. Require attendance at PTA meetings.
18. Require participation in a curriculum study group.
19. Require a six-week grade report to the administration.
20. Question nonattendance of teachers at professional meetings.
21. Provide additional time for student classroom assignment conferences.
22. Structure seating arrangement of students in assemblies.
23. Insist upon personal comments on grade sheets in each instance of a decline in student achievement.
24. Require ability grouping of students.
25. Dictate the use of only adopted textbooks in the classroom.
26. Be related to membership in professional organizations.
27. Place ultimate concern on the student.
28. Determine method to be used in the handling of classroom discipline problems.
29. Prohibit students from using the library during class time without teacher supervision.
30. Require the grading of English usage in all subjects taught.
31. Direct teachers to alter records to indicate accreditation compliance.
32. Require a written proposal for all planned field trips.
33. Require written goals and objectives of teachers.
34. Prescribe testing schedules and procedures.
35. Specify methods to be used in teacher-parent relations.
36. Require maintenance of accurate school classroom records.
37. Suggest the use of a teacher’s name to order supplies for other teachers.
38. Schedule the use of planning time for supervising another teacher’s class who is out on some school activity.
39. Establish a policy of student grade reduction for unexcused absences and tardiness.
40. Forbid the use of tobacco by teachers at school.
41. Determine the time of the teachers’ workday.
42. Direct teachers to meet the parents for conference.
43. Require extra assignments that would reduce time for classroom instruction.
44. Require long-range lesson plans.
45. Select teaching procedures to be utilized in the classroom.
46. Structure the standardization of classroom furniture arrangement.
47. Provide for the monitoring of student behavior on the way to school and from school by teachers.
48. Prohibit the consumption of refreshment by teachers in the classroom.
49. Instruct teachers to teach content without regard to student acquisition level.
50. Require attendance at faculty meetings.
51. Prevent teachers from leaving school.
52. Require teacher participation in a census of school age children during or after school hours.
53. Question student religious beliefs and home life.
54. Establish directives requiring teachers to supervise school bus loading/unloading of students.
55. Establish a bimonthly teaching meeting practice.
56. Provide a list of discipline cases handled by the teacher in the classroom.
57. Require teachers to perform tasks that maintenance or custodial personnel are hired to do.
58. Schedule male/female teacher supervision of restrooms.
59. Require teachers to purchase season football tickets.
60. Establish conditions under which corporal punishment could be administered.
61. Determine the test exemption policy.
62. Excuse students from classes to attend other school sponsored activities.
63. Allow the expenditure of school funds for extracurricular activities.
64. Provide guidelines outlining student assignment requirements for classroom work.
65. Direct teachers to escort sick students home.
66. Involve altering a student’s grade.
67. Be related to teacher involvement in political activities.
68. Direct all teachers to be on duty in the halls during the changing of classes.
69. Determine the amount of planning time per week.
70. Notify teachers of grade/subject assignments.
71. Establish the practice of planning individual student lesson prescriptions.
72. Require a teacher to supervise two classes in the same period in separate rooms.
73. Constitute running errands for the administration which are unrelated to the school program.
74. Assign school related duties outside the classroom involving no students.
75. Attempt to restrict topics that could be discussed in the lounge area.
76. Outline the policy concerning attendance at work.
77. Require a very low noise level to be maintained in the classroom.
78. Instruct teachers to accept a student into class after the suspension of a student.
79. Prohibit the keeping of report cards in the classroom.
80. Establish the policy of paying substitute teachers for sponsoring club activities or other extracurricular activities.
81. Limit the number of graduate courses a teacher could be enrolled in after school hours.
82. Schedule duty assignments at times other than the required school day.
83. Allow the public to use classroom after hours.
84. Instruct each class to contribute a specified amount of money to the school activity fund.
85. Assign a student with the disciplinary record to your instructional group.
86. Prevent the early dismissal of classes by teachers.
87. Instruct teachers to monitor student classroom appearance in keeping with the school dress code.
88. Assign selected teachers to duties that are not assigned to the entire faculty.
89. Restrict students from restraining students from participation in the activity period.
90. Not allow athletes to participate in sports due to academic problems.
91. Require submission of lesson plans weekly by teachers.
92. Require strict adherence to the curriculum guide and/or daily lesson plan.
93. Structure teacher dress practices.
94. Direct all teachers to attend all school functions.
95. Structure student dress practices.
96. Require the issuance of student failure reports by teachers.
97. Require a standing position while teaching class.
98. Schedule teachers to supervise school-related meetings at school.
99. Provide the procedure for recording student absences.
100. Require attendance at an administrator/teacher conference.
101. Require the submission of absentee and tardy reports every period of the school day.
102. Make assignments of teachers as sponsors to student club activities.
103. Require teachers to use the school cafeteria for lunch.
104. Provide guidelines determining advancement and retention practices.
105. Require the use of a teaching syllabus.
106. Provide guidelines concerning the manner by which sick leave should be utilized by teachers.
107. Schedule teacher to supervise PE classes during an unassigned period.
108. Schedule the utilization of teacher aids in the classroom instead of substitute teachers when the regular teacher is not present.
109. Establish the format for written lesson plans.
110. Schedule teachers to move to different rooms for instructional purposes.
111. Direct a teacher to alter attendance reports of students.
112. Determine specific staff development activities.
113. Require teachers to perform information gathering that other professionals are employed to do.
114. Prohibit teachers from leaving the school during school hours.
115. Schedule workdays prior to the commencement of school without pay and not specified by contract.
116. Require the keeping of an extensive record of library books that are issued to students.
117. Result in the lowering of grades for poor conduct by students.
118. Establish written job descriptions for teachers.
119. Indicate that classroom materials had been selected by the administration.
120. Require teacher direction of a staff development activity.
121. Direct teachers to refrain from expressing opinions about community problems.
122. Require an instant gathering of data for office purposes.
123. Prohibit the use of corporal punishment as a method of punishment.
124. Determine the length of exams to be administered.
125. Require the maintenance of discipline of students at all times in the classroom.
126. Establish the practice for teachers to collect student activity fees.
127. Structure teacher arrival at school prior to the designated time for the beginning of the school day.
128. Schedule classroom activities by the principal.
129. Prohibit the wearing of jeans by teachers.
130. Involve a teacher administering corporal punishment to another teacher’s student.
131. Require the presence of teachers with students in the cafeteria.
132. Prohibit a teacher from being employed in another job.
133. Provide an individual teacher personnel file in the office.
134. Suggest an explanation by the teacher of personal life activities.

Scoring: The items utilize a 4-point response format:

1. A directive you would comply with without question;
2. A directive you would comply with but mentally question the authority of the administrator to issue;
3. A directive issued by the administrator that you mentally question the authority of, but alter the application more in keeping with what you think should be done; and
4. A directive issued by the administrator that you question mentally and refuse compliance with unless forced to do so.