Abstract
The primary purpose of this study was to discover whether or not administrators participating in a transactional analysis training group would improve communication skills more than subjects who did not receive such training. Subjects (N = 73) were Louisiana School District administrators enrolled in graduate courses. The Interpersonal Communication Inventory (ICI) was used to collect pre- and post-treatment data for 50 participants of the experimental group and 23 persons in the active control group. The Marlowe-Crowne Social Desirability Scale was administered to the subjects after the training. A TA knowledge test and self-disclosure rating was given to the experimental group after treatment. Analysis of variance was used to investigate the differences between individuals who attended the TA group training program and the comparable group receiving no TA training. Correlation was employed to determine the relationship between subjects' ICI change scores and the subjects' sex. Correlation was also used to investigate the relationship between ICI change scores and ICI pretest scores. A correlation coefficient matrix was employed to test the interrelationships among the variables. The results of the study indicated that there was a significant difference (p < .001) in ICI change scores between administrators who attended a TA group training program and comparable subjects who received no TA training. It was also found that there was a significant negative relationship between ICI pretest and ICI change scores. The subjects' sex had no significant correlation with any of the variables studied. The investigation of the intercorrelations showed that several of the variables were correlated.
Clark, Barbara De (1982). The influence of transactional analysis training on communication skills. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -349793.