Dissatisfaction Theory: Policy Change as a Function of School Board Member-Superintendent Turnover

Abstract

This study, a historical case study of the Scottsdale School District in Arizona, examined the degree to which school governance was democratic, using the dissatisfaction theory of democracy as the theoretical framework. The turning point election period indicators were traced for the years 1896 to 1986, with particular attention to the 1956-1986 period. Implications include suggestions for more effective ways to use the dissatisfaction theory.