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To what extent do headmasters and teachers agree or differ of the hidden curriculum of these schools? This question is extremely important in determining the effects of the hidden curriculum of students in public junior high schools. If the headmasters and teachers differ on the hidden curriculum there may be a problem with the infrastructure of the school, students may not be taking away the attributes and values meant to be taught, students could be confused about society's norms in general and may fail in one or more aspects of American society, or students may even be leaving public schools armed with values that may be dangerous to the well-being of our current social structure. The questionnaire will include questions that can be used to answer this query. Each headmaster and teacher may be asked what he or she believes the hidden curriculum of his or her school teaches. Do these lessons align with the headmasters' or teachers' own personal value set? Does the headmaster or teacher believe the hidden curriculum is effective in preparing students to be an effective part of American society? A comparison between the headmaster's answers and teachers' answers of the same school will be used to determine to what extent headmasters and teachers agree or differ of the hidden curriculum.

Wren (1993) suggests a checklist that educators can use to help determine the hidden curriculum of schools. This checklist asks questions such as does the school have a motto, colors, ect.; Are there regularly scheduled field trips?; Are there regular inter- and intrascholastic competitions, pep rallies, and school wide assemblies?; Are there opening convocations and appropriate end-of-the-year ceremonies and activities?; Do students regularly receive recognition for outstanding conduct, grades, and other achievements?; Are documents available for faculty and community members (handbook, announcements, mission statement, newsletters, and reports on school/community service projects)? The questionnaire for this dissertation may include questions similar to those suggested by Wren (1993).

Structuring the questionnaire as a combination of essay questions and yes or no questions should provide enough information to effectively form a knowledgeable answer. By keeping the questionnaire to between ten and twenty questions it should be short enough to provide a large volume of feedback. It could be formatted into five sections with an average of three questions per section. The five sub-questions should serve to form the five sections with the questions, or similar questions mentioned throughout this paper serving as the questionnaire. In this way, enough information should be gathered to effectively reveal the hidden curriculum present in public junior high schools in the U.S. And to discern any negative aspects of this implicit curriculum.