| Chapter 1: | Introduction |
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We decided to initiate one final contact and telephoned those who had not responded as of July 4, 2004. At our request, the Computer Center provided a list of all the coordinators’ telephone numbers, thus insuring that the supervisors were unaware of the names of the coordinators who had or had not responded. As a result of the telephone contact, an additional seven surveys were returned. Of the 43 questionnaires returned, 31 of the 70 potential respondents completed the questionnaires, 9 respondents opted out, and 3 moved without providing forwarding addresses. For reasons of confidentiality, seeking updated addresses for these potential participants from the Computer Center was not an option. All but one returned survey was completed in Hebrew and translated into English by the follow-up translator.
Then, the surveys were reviewed to develop a list of the coordinators’ ranked values. Also developed was a list of popular-culture messages originating from the Internet that were perceived to conflict with those values the coordinators identified. These responses were gathered to compare “negative” messages (or conflicting values) with identified universal or Jewish values. Important to this study was securing the educators’ perceived level of self-satisfaction or self-regard in relation to adhering to the values given. The self-satisfaction level, it was anticipated, would indicate the coordinators’ potential level of change when conflicting values were introduced into their value system. All value-related responses provided data necessary to test the applicability of Rokeach’s comprehensive theory of change.