Fri-WW va - __‘ ~- 'fl'r ' \ . '0,.§o." YWRW'SQP :O:. ‘15,". - “0'0... o'o‘ogoufogdf. .n-.-.~, V uqu—wwwwvvw-v-v-V'vvc‘vw-I <=21<:c:-a mwpwozt'st—‘xcthccn'emoowe. \nVlc-n-d met‘mo‘mmt‘mrwmmc-medm To tal 115 22 81 L2 TABLE IV KINDS OF CLASSROOMS OF HOME ECONOMICS IN WHICH BEGINNING TEACHERS WORKED Kind of classroom Number of Per cent of group ' teachers N—2h All purpose 12 50-0 Separate room for foods, , clothing, and/or home living 10 h1.7 House 2 5.3 number and percent of beginning teachers of home economics teaching in departments of home economics having one, two, three or more teachers. TABLE V KINDS OF DEPARTMENTS OF HOME ECONOMICS IN WHICH BEGINNING TEACHERS WORKED Kind of department Number of Per cent of group teachers. N-Zh One teacher 11 h5.9 Two teachers h 16.? IMore than two teachers 6 25.0 Twelve of the beginning teachers in the group were married, six were engaged, and six had no immediate plans for marriage. The marital status of the group is summarized in Table VI. ( 'l'l \I 'I‘ '11! II 1“ \ J“ I! I' 8" [III I I III. I l l 'l JIIIIII I '- nil! I b3 TABLE VI MARITAL STATUS OF BEGINNING TEACHERS OF HOME ECONOMICS iarital status Number Per cent of group N-2u Married - 12 50.0 Engaged 6 25.0 No immediate plans 6 25.0 Ten of the beginning teachers of home economics in the group were reared on the farm, nine in small towns, and five in the city. The areas in which the beginning teachers in the study were reared is swnmariZed in Table VII. TABLE VII AREAS NHERE BEGINNING TEACHERS OF HOME ECONOMICS WERE REARED Area Number Per cent of group N-2h Farm 10 hl.? Small town 9 I '37.5 City 5 20.8 The ordinal positions in the family held by the beginning teachers in the group were fairly representative. Nine of the twenty- four were oldest children, six were youngest, eight were middle, and Lb one was an.only child. Ordinal positions held in the family by the beginning teachers in the group are summarized in.Table VIII. TABLE VIII ORDINAL POSITIONS IN THE FAMILY HELD BY BEGINNING TELCHERS OF HOME ECONGV‘IICS Position Number of Per cent of group teachers N-2h Oldest 9 37.2 Middle 8 33.3 Youngest 6 25.0 Only 1 h .1 The beginning teachers in the group studied showed similarity in the reasons that they stated for choosing the teaching of home economics as a profession. Sixteen of the twenty-four stated as a reason for the choice of the teaching of home economics as a career, the enjoyment of the kinds of subject matter taught in home economics; i3e3, '...studying practical subjects like foods and clothing." Five of the twenty-four indicated that they chose to be teachers of home economics because they liked to work with people and wanted to help them ‘be better family members. Three of the twenty-four stated that they chose the teaching of home economics as a profession because it combined so easily with marriage. The reasons for choosing the teaching of Ixxne economics as a professional career are grouped in Table IX. LS TRBLE IX REESONS STATED BY BEGINNING-TEACHERS FOR CHOOSING THE TEACHING OF HOME ECONOMICS AS A PROFESSION Reasons Number of Per cent of group teachers N-2h Liked subject matter in home economics, especially foods and clothing. 16 66.6 Liked possibilities for combining home economics with marriage 5 20.9 Liked to work with and help people 3 12.5 The beginning teachers in this group were generally satis- fied with teaching. All of teachers indicated that they liked teach- ing. Twenty of the twenty-four indicated that they felt satisfied with teaching most of the time; four stated that they felt satisfied with teaching about half of the time. Thirteen of the group indicated 'that they did not know of any job for which they were qualified that would induce them to leave teaching. Eleven of the twenty-four said that they were not eager to leave teaching but would do so if they could get a better job. Seventeen said that they liked teaching about as well as most peOple like their jObs; while seven said that they lgiked teaching better than most people like their jobs. The feelings ‘that the beginning teachers in this group had about the teaching are summarized in Table X. L6 TABLE X ATTITUDES OF BEGINNING TEACHERS OF HOME ECONOMICS CONCERNING TEJCHING v____ Attitudes Number of » Per cent in group teachers N-°h Like teaching 2h 100.0 Do not like teaching - — Indifferent to teaching - - Liked teaching most of the time 20 83.3 Liked teaching about half of the time h 16.7 Seldom liked teaching - Did not know of any job which would induce them to leave teaching 13 5h.l Not eager to leave teaching, but would for better job 11 h5.9 Neuld take any job other than teaching + - Liked teaching as well as others liked their jobs 17 70.9 Liked teaching better than most people liked their debs 7 29.1 Disliked teaching more than others disliked their jobs - - II. DEVELOPMENT OF INSTRUMENTS FOR STUDYING-DECISION-MAKING RELATED TO MINISQMMT IN CLASSES OF HOME EEONCMICS Techniques for discovering some of the available instruments used for identigying and studyiggpdecision~making and factors related to decisionamaking. An examination of the literature revealed few instruments which had been used for studying decision-making. h? Hazel Huston Price,1 in a study made to determine the ability of high school students of home economics to make wise decisions used a model analysis device. A decision situation was set up. In the model the problem was broken down into: (1) all facts to be considered; (2) motivating values functioning; (3) types of personal resources at stake in the decision. This model was used by each girl in working out a similar analysis of her own concerning a recent decision. Through the use of the device Price was able to sample the kinds of decisions made by adolescent girls, the kinds of facts used to support the decisions, and the kinds of values frequently evoked. - Examination of opinion polling market research indicated a widespread use of sample interviews, case studies, sample surveys and personal interviews to study the decision-making process. A general characteristic of the instruments was the use of open-end questions. Sections of the questionnaire discussed by Katz and LaZersfeld,2 in their study of personal influence in decision—making, were examined to find means for ascertaining the factors that seemed related to the decision-making process. Questions relative to the impact of "reason for change" seemed applicable for examining the decision-making process in relation to management in classes of home economics. lHazel Huston Price, "Securing Valid and Reliable Evidence of the Ability of the Adolescent Girl to Make Intelligent Decisions Con- c:erning the Use of Personal Resources." (unpublished Doctor's thesis, Ohio State University, 1938), pp. h2-51. 2Elihu Katz and Paul E. Lazersfeld, Personal Influence (Glencoe, Illinois: The Free Press, 1955), pp. 3h0-352} 5" On Initial stage of instrument development. The first stage of instrument development consisted of devising a simple outline consist- ing of four steps for examining theciecisions made in managing a class of home economics. The steps were: (1) describe a situation related to the management of your class that required a decision; (2) state several ways that you considered for solving the problem; (3) state the way you chose to use; (h) give your reasons for choosing this particular way; and (5) state how you felt about your choice. The research worker visited with a local teacher of home economics, explained decision-making to her, and secured her cooperation in using the above outline for examining decisions she made in relation to the management of her classes in home economics. A copy of this first decision outline appears in Appendix, page 15h. An analysis of the decisions made by the local teacher of home economics was made. The weaknesses and strengths of the outline form for recording decisions were discussed with the local teacher of home economics. The analysis of the recorded decisions and the discussion were used as bases for devising the decision log. Decision-ng. A decision log for recording the management decisions relative to classes in home economics was devised. The log consisted of two forms: (1) Form A to be used for recording EEEEX decisions; and (2) Form B, to be used for recording Egggly decisions. Both forms were identical in that the same kinds of information was sought in each. A sample of Decision Log, Forms A and B appear in Appendix, pages 155 and 155. b9 Focused Interview Schedule. The focused interview schedule was devised with the intent to probe more deeply into the management decisions recorded by the beginning teachers of home economics. Merton and Kendall3 have differentiated the focused interview from the general or diffuse type of interview'by noting that the focused interview has characteristics of: (1) it takes place with persons known to have been involved in a particular situation;.(2) it refers to situations which have been analyZed prior to the interview; (3) it proceeds on the basis of an interview guide which outlines the major areas of inquiry and the hypotheses which locate pertinent data to be secured during the interview; and (h) it is focused on the sub- jective experiences regarding a particular situation. A sample of the first focused interview schedule developed to secure subjective feelings about decisions relative to management in home economics classes by beginning teachers appears in Appendix, pages 157-165. Preliminary study. The Decision Log, Forms A and B, and the Focused Interview Schedule were used in a preliminary study in which five second year teachers in the Lansing area, who were Michigan State University graduates of home economics education participated. Data from the preliminary study were secured in the fall of 1955 and were used in revising the instruments and procedures used for collecting data. 3Robert K. Merton and Patricia L. Kendall, "The Focused Interview," American Journal of Sociology, LI (May, 19h6), pp. 5h1-557. 50 Minor revisions were made in the Decision Log, Forms A and B; teachers were asked to record daily decisions only rather than to make a distinction between daily and weekly decisions. A sample of the revised Decision Log, Form A and B appears in Appendix, pages 166 and 167. The Focused Interview Schedule was revised by re-arranging the sequence of questions, and the deleting and rephrasing of some of the open-ended reSponses. The major change made in the Focused Interview Schedule was made in the sections geared toward securing factors which were related to the decision-making process. Factors were secured from each teacher that related to decision-making in management of her classes in home economics generally, rather than to the ways in which each factor related to each decision she made and recorded. This change resulted in reducing the time for conducting the interview from over two hours to slightly over one and one-half hours. The revised Focused Interview Schedule appears in Appendix, pages 168-181. III. COLLECTION OF THE DATA Collection of recorded data on decisions related to management in classes of home economics. After each of the beginning teachers who was willing to participate in the study notified the research worker, a letter and a packet of materials was mailed to her. This letter explained the teacher's role in the study and prepared the way for the follow-up focused interview; The packet contained: (1) an explanation of decision-making related to management in classes of home economics; (2) three illustrations of management decisions made relative to classes in home economics; (3) a supply of Decision Log, Forms A and B; and (b) directions for recording management decisions on the Decision LOg, and for mailing the Decision Logs to the research worker. A sample of the packet materials appears in Appendix; pages 182-187. Participating beginning teachers of home economics were asked to record the decisibns related to management which they made each day, for one week, on the Decision LOg, Form A. At the end of the week the Decision Logs were mailed to the research worker. One week was allowed to elapse, then the teachers were asked to record each day, for a second week, the decisions related to management in classes of home economics and to mail these Decision Logs to the research worker. All teachers recorded decisions related to management in classes of home economics for the same intermittent two week period. ‘With the return of the final packet of Decision Logs the teachers were requested to include a schedule of their classes and to indicate a convenient date for the research worker to visit the teacher's classes and conduct the focused interview. Field visits with the participating teachers. After each of the beginning teachers of home economics had returned her recorded management decisions the research worker contacted her and with her, planned a time for visiting her and conducting the focused interview. As previously arranged, the investigator was able to observe the classes in home economics which were in session while she was visiting in the school. One or two classes of home economics taught \n h.) by each of the participating teachers was observed by the investi- gator. Notes were taken during the observation concerning: (1) type and arrangement of the classroom; (2) appearance of the room; (3) man- agement responsibilities being assumed by pupils; (h) management responsibilities being assumed by the teacher; and (5) method of teach- ing being used. Observation records were utilized in the study only to reassure the research worker to some extent of the validity of decisions relative to management in classes of home economics. Each of the beginning teachers of home economics had arranged for a two-hour period when she was free to participate in the focused interview with the research worker. The focused interview was conducted after-school in nineteen of the cases, and during the teacher's free hours in five instances. All information relative to decision-making gathered during the focused interview was recorded in the interview schedule in the presence of the teacher. Teachers were given an opportunity to "talk out" some of the decisions beyond the information sought by the investigator. No attempt was made to record the details of these discussions which were unrelated to the information needed. During the initial period of the focused interview the investi- gator sought to gain rapport with the beginning teacher by commenting on a particularly interesting observation she had made while she visited the teacher's class. Appreciation was expressed to the teacher for keeping the Decision Logs and returning them to the research worker. (The teachers generally expressed a high interest in being able to participate in the study. Seven commented on the value they derived 53 from making themselves look at and analyze the kinds of decisions they were actually making in relation to their classes in home economics. They seemed to feel that analyzing decisions helped them become more aware of their real goals in teaching.) After rapport had been reached, the investigator explained the purpose of the focused interview. Inasmuch as was possible the wording expressed in Introduction,_Focused Interview Schedule was used. See Appendix, page 169.) The research worker then handed the teacher a typewritten list of the situations that she had recorded which needed a management decision and the decision that she had said she had made. These management situations and decisions had been compiled from the Decision Logs which each individual teacher had returned to the investi- gator. The typewritten list of management situations and decisions were used by each teacher to recall the decisions she had recorded on the Decision Logs. it the end of the focused interview the investigator thanked the teacher.for her willingness to participate in the study. Appreci- ation was expressed for the cooperation the teacher had shown in recording decisions relative to classroom management and returning them to the research worker on the dates requested. IV. TABULATION AND TREATMENT OF THE DATA Method of tabulation of data. All data were hand tabulated. Data for each teacher were kept separate in manila folders. Supplementary 4zggx 0\ ex Nonhuman resources were considered in over one-tenth of the decisions made. Seven out of the twenty-four individuals made and recorded decisions related only to human resources. A study of Table XVII indicates that about 65 per cent of all decisions made and recorded by any one individual beginning teacher were related to the management of human resources. TABLE XVII PERCENTAGE OF DECISIONS MADE AND RECORDED BY BEGINNING TELCHERS OF HOME BEONOMICS THAT {HIRE RELRTED TO MANAGING BUMJN AND NONHUMAN RESOURCES Human resources Nonhuman resources Teacher Number Per cent Number Per cent A 20 at .5 11 3s ,5 B 12 65.7 2 lb.3 C 26 56.7 h 13.3 D 9 100.0 E lb 67.5 2 12 .E F 0 65.7 l 1h.3 G 26 83.9 5 16.1 H 8 80.0 2 20.0 I 15 100.0 J 17 9M: 1 5.6 K 15 @3.3 3 16.7 L 12 85.7 2 111.3 M 9 100.0 N 19 90.5 2 9.5 0 11 91.7 1 8.3 P 12 92.3 I 7.7 Q S 83.3 1 16.7 R 7 77.8 2 22.2 3 lb 77.8 h 22.2 T 5 100.0 ' U b 100.0 V 3 100.0 w 10 90.9 1 9.1 X 19 100.0 67 A breakdown of the human and nonhuman resources indicates that individual teachers of home economics were more alike in decision- making related to human resources than nonhuman resources. A study of Table XVIII suggests that over one-half of the group made decisions related to time, abilities, skills, interests and knowledge. The range of individual teachers making decisions related to nonhuman resources was from one to twelve. Decisions related to the specific steps in the management processigi.e., planning, controlling the plan in action, and evaluat- ipg, The planning step in the management process most frequently required decisions by beginning teachers of home economics. A study of Table XIX indicates that of the total of 3h3 decisions made by beginning teachers, over one-half were concerned with the planning step of the management process; - 0.ma . - 0.mm - - - - 0 - - 0.0: - - - - - 0.00 a m.m H.HH o.m H.HH - 5.0H - e.m 4.44 m . «.mm - . m.mm - . 0.mm m 0.0H . F.0H . u - - 5.0 0.0m a n m.mH q.mH 0.0m . ~.a u . a.0m a - - a.He m.w e.w . . m.0 m.mm 0 m.m w s m.mm n.4H - - . m.m H.mm. z - m.mm m.ee . u - - m.mm z n H a >.mm n s m.:H . n m.me H e.m 0 m m.mm 0.u 0.m H.HH - - m.mm e - 0 m H.HH N.Nm P.0H H.HH . - m.mm e u e 0 0.0g 0.0m 5.0 - - - a.0 H 0.0H 0.0H 0.0H 0.0H 0.0H - - 0.0m m m.0 m m . m.mm m.m a.m . . 0.Hm 0 - . 0.0H m.ms m.:H - m.q 0.©m a - m.am m.NH . m.mH . . m.am m - N H 3.4: m.mm H.HH - u - - 0 - m m H.0H 5.0H m.MH - - - 0.0m 0 H.a H a 0.®m n.4H . u - . m.me m a.NH H m a.NH s.mH m.0 s.mH m.m m.0 H.0H a mmeHHHomm. mHwam empodzocm mpmmpoch moHpHHHnd mamfinmpmz homo: _hmpmam. mafia Legumes maHBHHHoaa Hestzzoonqoomom 024 HHme .m00uH30ze .memmsuBZH .mmHquHme .mHaHsaeez .wuzoz .moeazm .mzHe a0 mmoeDQmmm cams moHEzooa. flee a0 menses. 02:30am E 0m0m08m 28380 05634242 a0 Saragossa HHH>N mammB 69 TABLE XIX NUMBER OF DECISIONS MADE BY BEGINNING TEnCHERS OF HOME ECONOMICS IN RELATION TO EACH STEP IN THE MANAGEMENT PROCESS Steps in management Number of Per cent of process decisions decisions Planning 175 51.0 Controlling plan in action 125 36.h Evaluating ' h3 12.6 Total 3143 100 .0 management; no teacher made over one-half of her decisions relative to the evaluation step in the management process. Decisions made in relation to the specific steps in the management process are summarized in Table XX. Recurring decisions. Beginning teachers of home economics made decisions which recurred relative to "how to teach," 'discipline," 'time" and "housekeeping." The greatest number of teachers, 71 per cent, found "how to teach" a recurring decision. "Discipline" decisions and "time" decisions, respectively, recurred for well over one-half of the group. Decisions related to housekeeping were recurring for two-fifths of the beginning teachers. I One-third of the teachers stated that most of their recurring decisions were concerned with making plans for "how to teach"; about one-fifth indicated the need for remaking decisions related to how to present ideas. 70 0.0H 0 0.50 HH 0.Hm 0 H 0.0H 0 0.0m 0 0.00 m 3 u . 0.0m H 5.00 0 > 0.00 H 0.00 H 0.00 0 0 0.00 H 0.00 H 0.00 m a H.HH 0 0.00 0H 0.00 0 m u . 0.mm m 0.00 0 0 0.00 m u - 0.00 m 0 0.00 0 0.00 0 H.M0 m 0 0.m0 m 0.00 m 0.00 0 0 0.0 0 0.50 0H 0.00 a z 0.13 a 0.00 0 m.mm m z :.H0 0 0.0H 0 0.00 m H u u 0.00 0 0.55 0H 0 0.00 0 0.50 m 0.00 a 0 - a 5.00 0 m.M5 HH H - . 0.0H H 0.00 a m 0.0 H H.0H m 5.00 00 0 - . m.0H H 5.0m 0 0 m.0 H 0.50 0 0.00 m m H.HH H 0.00 0 0.0: 0 0 m.m H 0.05 H0 5.00 0 0 m.0H 0 0.00 0 0.00 0 m 0.0H 0 0.00 0H 0.H0 0H 0 macamwomp msoamwoop mGOHmHomU mQOHmHomp mGOHmHomp mGOHmHomp_ mo game pom mo hmesdz mo peso pom mo homsdz Ho pamo pom mo hobsdz pmzocme wCHpmSHm>m wCHHHoppcoo mewscde mmmoopm psosmwmcmz 0:» 2H macaw mmflndmm Bags: (£3. 2H mmmem “HEB .5 30de PH. ZOHH¢Amm 2H monczoum MZOI m0 mmflmodme.02HzZmem Mm @942 mZOHmHomQ mo mmmzpz KN mqmda 71 One-fourth of the teachers reported that maintaining order in the classroom required repeated decision-making. Keeping interest of pupils was stated as being a recurring decision by one-sixth of the teachers. Recurring decisions related to knowing how to plan within specified time limits were reported by ten out of twenty-four teachers. How to use their own time within the classroom was a decision that had to be remade often by one-sixth of the group. Keeping the home economics room neat and orderly was a decision that recurred for over a third of the teachers. Making decisions relative to who should assume the responsibility for housekeeping was reported to be a recurring decision by two out of twenty-four teachers. One teacher reported recurring decisions related to care of equipment. The recurring decisions are summarized in Table XXI. The twenty-four beginning teachers of home economics who participated in this study varied in the number of decisions they made in relation to the management of their classes in home economics. The kinds of decisions made in relation to managing classes tended to fall into large specific areas. Individual teachers varied in the kinds of decisions they made. Not every teacher made decisions in each of the management decision areas identified. TABLE XXI NUMBfli AND PER CENT OF BHGINE‘III‘IG TEACHERS OF HOME ECONOMICS REPORTING THE RECURRENCE OF DECISIONS RELATED TO HOW TO TEaCH, DISCIPLINE HOUSEKEEPINGuaND TIME 3 Decision-making Number and per cent of teachers situations reporting recurrence Number Per cent N-2h How to teach I? _ 70.83 planning 8 presenting ideas 5 using materials 2 helping individuals 2 Discipline 15 62.50 maintaining order 6 keeping interest h ' controlling noise 3 preventing cheating 2 Time it 58.33 planning within time limits 10 use of teacher time h Housekeeping 10 h1.66 maintaining orderliness 7 assuming responsibility 2 care of equipment 1 CHAPTER V FACTORS RELATED TO DECISION-MAKING IN THE MANAGEMENT OF CLASSSS IN HOME3ECONOMICS The following factors of: (1) length of time required to make a decision; (2) ease with which a decision was reached; (3) autonomy; (h) sources of help used in arriving at a decision; and (5) expecta- tions of the management role of the home economics teaching position were studied and are discussed in this chapter. The data were secured through a focused interview geared toward probing into the management decisions recorded by beginning teachers of home economics during a Specified two week period, The interview was conducted by the researcher in the local school setting of each of the beginning teachers of home economics in the selected group. Length of time required in arriving at decisions relative to the management of classrooms in home economics, Each decision made by the beginning teacher was rated by her as to the length of time she thought it took her to reach the decision: (1) immediate or spur of the moment; (2) several hours; (3) several days; (h) several weeks; or (5) still in the process. Of the total of 3h} management decisions made and recorded by the twenty—four beginning teachers of home economics, 138 or two-fifths were rated as "immediate" or "Spur of the moment" decisions, Over one—fifth of the decisions 7b required several hours to make. Less than one—third of the decisions reached required several days of cogitating. For some situations no specific decisions had been made; over six per cent of the decisions were still in the process of being made. The length of time required to reach the specific decisions made and recorded by the twenty-four beginning teachers of home economics who were studied is summariZed lIlTable XXII. TABLE XXII LENGTH OF TIME NEEDED FOR REg-tCHING DECISIONS BY BEGINNING TEACHERS OF HOME ECONOMICS Length of time Number of decisions Per cent of decisions N-3h3 Immediate 138 hO.2 Several hours 72 21.0 Several days 95 27.? Several weeks 17 5.0 Still in the process 21 6.1 .4. Individual teachers showed some variance in the length of time it took to reach a decision. Five out of twenty-four teachers made one-half of all the decisions they recorded immediately. A study of Table XXIII indicates that all but one of the teachers made some decisions immediately, twenty took several hours to make some decisions, twenty considered alternatives several days before arriving at a choice. Less than half cogitated several weeks before arriving at some decisions, while one-half had not yet reached a decision concern- ing a specific management situation. TABLE XXIII NUMBER.OF DECISIONS REaCHED IMMEDIATELY, AFTER SEVERJL HOURS, AFTER SEVERIL DAYS, AFTER SEVERAL HEEKS, STILL IN THE PROCESS BY INDIVIDUAL BEGINNING TEACHERS OF HOME ECONOMICS 75 Length of Time Teacher Immediate Several Several Several Still in hours days weeks process [—1 H NE‘HOHWC‘WOGDDNWNUINFHNUIE'NO‘xW H H NOHI—‘HOWWOHWHWNWNMNl—‘wmi-JOCO >4ifl‘3C2FaCDFUJ3'UCD:Z:gt4pgchinZCDHJchjC3Ujb‘ OUIOWwUIOOI—JMODHITWWE—WWWQmflcml-J CDRJFJC>C>FJC>CDOJRDC)C>C>FJFJCDCDOJCDFJC3CDRJC) CDCDCDCDCDUJR)CDU)F‘F‘C>C>CDCDRJF‘F‘F’FJF‘C>C>E‘ 1...: Val-4 CD \1 N \0 U1 H .q M H Total 76 Immediate decision-making was most frequent in management situ- ations related to: (l) discipline; (2) time; and (3) how to teach, Table XXIV suggests that with the exceptions of decisions related to "what to teach" and "use of money," a portion of all other types of management situations requiring a decision had been resolved by some teachers on the Spur of the moment or immediately, TABLE XXIV LENGTH OF TIME EQUIRED TO MAKE DECISIONS RELaTIVE TO SPECIFIC MANAGEMENT SITUATIONS BY BEGINNING TEACHERS OF HOME ECONOMICS A Number cf Decisions Reached Management N-3h3 situations Immediately Several Several Several Still in ' hours days weeks process Care and use of room, materials and equipment 13 IO 17 ll 5 Discipline hl lO 6 3 3 How to teach 39 29 38 O O Interruptions h 2 l O 1 Money 0 2 2 O 0 Time L1 19 28 1 9 what to teach o 0 3 2 3 Total 138 72 9S » 17 21 Out of a possible 138 decisions made immediately by the teachers in the group, over one-third were related to "discipline.ll Typical "discipline" decisions that were made on the spur of the moment or 77 immediately were: SITUATION 3: Should I remind one girl in seventh grade to put up a magazine or let her read it while the rest of the class discusses? ilternatives. 1. Let Lois read the magazine ignoring her until she decides to ''come" to class of own accord. 2. Make her put up magazine and bring her back 'to class discussion by asking a question of her . 3. Ask her a question saying nothing about magazine, in hopes that she will take the hint. Decision. Made her put up the magazine and brought her into the class discussion by asking a question of her. SITUATION B: Talking of a student during a test. Alternatives. 1. Carry out promise to tear up paper. 2. Give student another chance. 3. Ignore the situation. Decision. Gave the student another chance. SITUATION C: flhat should I do with the three girls who were mis- behaving in class--laughing and carrying on--when they should have been making cooking plan work sheets? Alternatives. 1. Keep them after school. 2. Not let them cook tomorrow. 3. Ignore them. h. Expel them from class. Decision. Did not let them cook. SITUATION D: How to keep Becky from talking constantly while sewing. Alternatives. 1. Send her into cafeteria away from other girls. 2. Let her work at a table by herself. 3. Ignore it. h. Just tell her again to stop talking. ._-L___ Decision. Sent her to the cafeteria away from other girls. SITUATION E: a girl was quite "sassy" in her talk to me. Alternatives. 1. Ignore her. 2. Say something right on the spot to her. 3. Ask her to stay after school and speak to her then. h. Take her aside and speak to her immediately. Decision. Ignored it. 78 Decisions made immediately related to time management accounted for :one-third of the immediate decisions made by the teachers in the group. Some samples of the time decisions that were made immediately were: SITUATION A: What to have class do at last minute as I had planned on going over their tests with them but the kids told me that the substitute teacher had done that yesterday. Alternatives. 1. Could read aloud from text. 2. Could discuss and evaluate what we had learned in last twelve weeks. (Tomorrow is last day I have this group.) a Decision. Read aloud from text. SITUATION B: I didn't have things quite ready for a foods lab, therefore we could not have it and something else had to be planned. Alternatives. 1. Let the students do other school work. 2. Have them go on to the next book lesson. 3. Have a social hour and discuss other problems. h. Have students clean the department. Decision. Had the students clean the department. SITUATION C: Coffee must be made for the teachers' meeting after school. Alternatives. 1. Make the coffee myself before the meeting-- leaving my class. 2. Ask some students to make it during class period. 3. Give the whole class a lesson in making coffee and demonstrate to class. Decision. Asked some students to make it during class period. SITUATION D: Should I let the girls stay during my last hour class to clean up after party and miss part of their next class? (Party was a class activity in food prep. class.) Alternatives. 1. Could stay in home economics room and finish cleaning up even if I had another class. 2. Girls could come in after school to do clean-up. 3. Do clean-up during their class period and cut another'part of class activity short. Decision. Stayed during last hour and missed part of their next cIass. 79 Thirty-nine of the possible 138 decisions that were made immediately were related to "how to teach." Some sample situations and decisions reached immediately were: SITUATION a: Needed to help students gain some understanding of fibers. Alternatives. 1. Lecture to them on important points. 2. Have each one look up some answers to questions I could think up in a kind of supervised study. 3. Divide class into small groups according to fibers and have group look up material and give short report before end of period. Decision. Had class divide into groups and look up material for reports. SITUATION B: flhether to have an active or sitting kind of class today in sewing. Alternatives. 1. Seat work--have class discuss rules we would observe during sewing class, etc. 2. Let girls take basic measurements so they could chose patterns. 3. Let them look at pattern books and chose a pattern. Decision. Girls took measurements and decided on what size pattern they needed. SITUATION C: How to answer all the questions during a sewing class. Alternatives. 1. Have girls write name on board if they had a 4 question. Take them as their name appeared. 2. Let girls come up to me if they have a question and take whoever comes. 3. Answer general questions at beginning of period; answer individual questions if there is time. Decision. Had girls write name on the board and went to each girl as her name appeared on board. SITUATION D: How should I divide the class to work on socio- dramas? Alternatives. 1. Have them volunteer. 2. Have them draw numbers. 3. Select four girls myself. Decision. The girls volunteered for the socio-drama group. 80 Decisions made immediately relative to "care and use of room, materials or equipment" accounted for thirteen of the 138 immediate decisions made. Some examples of the kinds of decisions that the teachers made were: SITUATION A: In the clean-up after sewing should I let a seventh grader use the sweeper without any instructions? Alternatives. 1. Stop class early and explain to all how to properly use the sweeper. 2. Explain to the boy who is to sweep. 3. Don't take the time to explain the proper use of the sweeper, and let boy go ahead and figure it out for himself. Decision. Let the boy use the sweeper without proper instructions. SITUATION B: Should I let the girls use plain tap water in the steam iron as we ran out of distilled? Alternatives. 1. Not let them use the steam iron until we got some distilled water. 2. Use tap water in the iron-~small amount only. Decision. Let them use a small amount of tap water. Four of the decisions that were made immediately were related to "interruptions." A typical immediate decision related to inter- ruptions was recorded by one teacher as: SITUATION A: The fourth hour was shortened for a pep assembly leaving only a forty minute period. A lab on cup cakes had been planned and some kind of decision had to be made quickly. ' Alternatives. 1. Give out new books which had just arrived and collect money for them. Have them look over pages on measurements and table manners. 2. Let them go ahead with cup cake lesson. If cakes are not all baked when pep assembly starts, I can stay and take them out of oven; girls can pick up cakes at 3:30 after school. -Decision. Let the girls go ahead on cup cake lab. No decisions related to the management of "money" or 'what to teach" were made on the spur of the moment or immediately. Of the I seventy-two decisions that were rated as taking several hours to make, El twenty-nine were related to "how to teach," nineteen to "time" management, ten to "discipline," and ten to "care and use of room, materials and equipment." No decisions related to "what to teach" took several hours to make. Ninety-five decisions took several days to make. Over one- third of these were related to "how to teach." One-fourth of the decisions taking several days to reach closure were I‘time" decisions. For some teachers some decisions in all the management categories identified required several days of cogitating before closure was reached. Teachers cited these examples representing each of the management categories as requiring several days for decisionemaking: SITUATION A: How should I help the girls evaluate their cooking experience? Alternatives. 1. Group discussion of what had been done. I would lead the discussion. 2. Individual family groups evaluate together. 3. A check against a checklist taken earlier. h. A written factual test. ‘Dgcision. Individual family units evaluated together. SITUATION B: Seventh grade class to terminate sooner than ex- pected with several activities still not accomplished. Alternatives. 1. I could arbitrarily call the muffin lesson off to allow time for the exam. 2. I could call off the exam and have the muffin lesson. 3. I could schedule extra time after school for taking the exam so we could have the muffin lesson during class. .Decision. Scheduled exam after school and allowed them to make muffins during a class period. SITUATION G: How to divide my second hour Homemaking I class so that twenty girls could work efficiently on sewing projects with only five machines and two tables for cutting out materials. Alternatives. 1. Divide the class in half arbitrarily and start half of the group on a good grooming unit. £2 2. Divide class according to amount of sewing they have done previously and let the advanced group get patterns fitted and cut out while beginners learn about patterns, etc. 3. Let all the girls begin at the same time and do the best I can with the limited equipment and facilities. ' Decision. Divided the class according to past experience and let the advanced girls start sewing while others did practice stitching. ‘ SITUATION D: Labs are very noisy. What can I do? Alternatives. 1. Have no more foods labs. 2. Talk to the class and have one more trial lab. 3. Divide the class; have half group each day, other half go to library for book work. h. Since just four or five persons are causing most of the difficulty, have them sit and watch for one lab period. Decision. Had noisy ones sit and watch for one lab period. SITUATION E: Nhether I should start a unit on grooming in my seventh grade class. Alternatives. 1. Could start a unit on grooming as the girls who had finished early had made a list of questions on grooming. 2. Could begin a unit on foods as I had done in the other sections before. 3. Could have a short unit on babysitting. Decision. Started the unit on grooming so girls questions could be used. SITUATION F: Should I Spend money for meats so everyone could cook some in class? Alternatives. 1. Could have them read about meat cookery. 2. Could demonstrate how to cook different kinds of meats. 3. Could allow each group to Spend so much money on meat and decide themselves on what kind it should be. Decision. Let each group cook one kind of meat. SITUATION G: What to do about Special meetings that constantly take Louise away from class. Alternatives. 1. Not let her go to meetings at all. 2. Let her go only if she has her work completed first. 3. Just let her go, as usual. Decision. Let her go only when her work was finished. For some situations no specific decision had been reached; the decision was still in the process of being made. In most cases alternatives had been sought and teachers were attempting to think through the alternatives more thoroughly before arriving at a choice. Twenty-one management decisions were in the process of being made. Of these, less than one—third were related to the management of'Eime,‘ while about one-fifth were related to "care and use of room, materials and equipment." No decision relative to "how to teach" or "money" were in the process of being made. Teachers recorded the following as decisions still in the process of being made: SITUATION A: For two weeks now, the dishes, casseroles, pie tins, etc., have been left in the homemaking rooms from the community basketéball banquet. No one claims them. They have to go. Alternatives. 1. Throw the dishes away. 2. Give them to teachers, Salvation Army, some- body... 3. Try to notify owners by asking kids if they belong to their families. h. Assign special drawers in homemaking room and store them there. 5. Ask the janitor to do something with them. SITUATION B: A sewing unit requires a lot of time and our class periods are forty-five minutes long. What can be done to give girls more time? Alternatives. 1. Let the girls do a lot of sewing at home. 2. Let them spend all their free hours in school sewing. 3. Try to set one hour during the day when all who want to can come down to sew. SITUATION C: hhether to change seating to improve class attention. Alternatives. 1. Change seating so students are sitting next to one another alphabetically. . Tell them where they may sit each day. Scatter the inattentive ones. Don't let them sit near their friends. . Let them sit where they want to but clamp down on the talking. Kn C'W M O O oh SITUATION D: fihat to teach in foods. Alternatives. 1. Let class decide what they would like to learn to cook. 2. Use one of the texts and kind offollow it. 3. Let them fix dinners only. h. Let them do all three meals. SITUATION E: Eighth grade group always cut by assemblies for one thing or another. he'll never get anything done. Alternatives. 1. Ask superintendent if it is possible to have class during assemblies, if kids want to stay. 2. Ask that periods for assemblies be rotated. 3. Try-not to be concerned and do best I can in time I have. Factors influencing_the length of time required to arrive at a decision. During the focused interview the beginning teachers were interrogated as to what they felt influenced the length of time it took them to make a decision. A total of sixty-nine factors were given by the twenty-four teachers in the group. These were categorized into factors "outside" the individual or situational factors and factors "within" the individual or personal factors. About two-thirds of the factors cited were situational factors; over one-third of the factors cited were personal factors. These factors are summariZed in Table XXV. In discussing the factors that seemed to determine the length of time needed to make decisions teachers said: The kind of a decision makes a difference in length of time-- some kinds of decisions have to be made right now. You can't take any time to think; for example, when danger to an individual is involved. Or more often, when you are just plain mad--I guess you tend to act on impulse. Lots of discipline decisions are like that for me. Stuff like units to study aren't so rushed. You think about them and make some plans. TABLE XXV FACTORS CITED AS INFLUENCING LENGTH OF TIME REQUIRED TO REACH A DECISION BY BEGINNING TEACHERS OF HOME ECONOMICS Kinds of factors Number cited Situational hé Amount of time available 15 Number of other people involved 7 accessibility of resources h Pupil demands 11 School policies 6 Number of alternatives 3 Personal 23 Feeling others Will accept decision 8 Feeling secure in situation 5 Feeling confident b Successful past experience 6 Total . 69 Decisions that aren't pressing take me longer. I guess I'd just as soon forget them; keep telling myself I'm going to consider it when I have a "fresher mind." Successful past experiences seemed to shorten the length of time required to arrive at a choice. Teachers said: Some are shorter because I've had a kind of similar decision to make before and then I am more sure as to what to expect so I can re-think faster. Past experience-~if you've had some sort of similar experi- ence before you kind of do it the same way so it doesn't take so long to decide. The greater number of persons involved, the longer time it seemed to take to make a decision. Some teachers said: The number of people involved. Like if I have to ask the principal, consult parents, and get the kids' point of view too-—it takes forever. ’86 People who are involved makes a difference in length of time as far as I am concerned...especially age level. Decisions are quicker if the people are younger than I; it takes me longer to decide if older people are involved. The personal feelings the teacher had made a difference in the length of time it took to reach closure in decision—making. One teacher responded: The individual feelings involved, mine especially, have lots to do with the time it takes me to decide. If I feel that people trust me to make a decision I can make it pretty fast. If I think they aren't so sure how I'll do--I'm pretty slow. The number of alternatives available made decision-making quicker for some individuals, longer for others. Teachers reSponded by'saying: The number of choices you have. The more choices you have the longer it takes to think about all of them. When there aren't many choices and the consequences are pretty serious I think about it much longer. When there are only two choices and either will be kind of all right, I can make a decision real quick. The ease with which a decision was reached seemed to vary_among the beginning teachers studied. Beginning teachers were asked to rate each of the decisions they made relative to management in their home _ economics classes in terms of ease or difficulty in arriving at closure in decision-making. Each decision was rated "very easy," I'easy,'l l"fairly easy," “fairly difficult," “difficult" or "very difficult" to make. Of the 3&3 decisions related to classroom manage- ment made by the beginning teacher over one-half were rated as "very easy." The rating of ease of decision-making is summarized in Table XXVI. o7 TABLE XXVI NUMBER AND PER CENT OF DECISIONS RATED RELATIVE TO ERSE OF MAKING DECISION BY TOTRL GROUP OF BEGINNING TEACHERS OF HOME ECONOMICS Ease of decision- Number of Per cent of making decisions group Very easy 17 5.0 Easy 80 23.3 Fairly easy 93 27.1 Fairly difficult hl 12 .0 Difficult 82 23.0 Very difficult 30 6.7 Individual beginning teachers of home economics tended to vary in ease with which they made decisions. Les than one-third of the teachers found some decisions "fairly easy" to make. About one-fourth rated some decisions as "easy" or "difficult" to make. Only two rated no decisions "difficult" to make; one-half of the group rated some of their management decisions "very difficult" to make. The rating of ease of decision-making for individual teachers is summarized in Table XXVII. The ease or difficulty encountered in reaching closure in decigion-making_was compared to the management situation in which the decision was made. Four decisions related to "care and use of room, materials and equipment" were rated "very easy." One "discipline" decision was rated "very easy"; six decisions related to "how to teach" and "time" were rated "very easy." No situations related to 88 TABLE XXVII PER CENT OF DECISIONS RATED AS TO EASE OF DECISION-MiKING BY DIDIVHJU.»?.L BEGINNING TEACHERS OF HOME ECONOMICS 'Teacher Very Easy Fairly Fairly Difficult Very easy easy difficult difficult 2. 12.9 22.6 16.1 191; 9.7 1911 B - - 28.6 35.7 28.6 7.1 c 10.0 6.7 30.0 6.7 13.3 - D - 22,2 22.2 hh.b 25.0 E 12.5 18.7 37.5 12.5 18.8 F 112.9 - 28.6 -- 28.6 - G — 22.6 19.h 12.9 29.0 19.h H - — 50.0 20.0 20.0 12.5 I - Lo.o 33.3 20.0 11.1 J - 11.1 22.2 5.6 33.3 27.8 K - 16:7 61.1 - 16.7 5.6 L 1h.3 50.0 1b.3 - 21.h - M 22.2 bb.h 11.1 22.2 - - N - 33.3 33.3 h.8 19.1 .9.5 o — 16.7 25.0 L1,? 8.3 8.3 P - 38.5 23.1 7.7 7.7 23.0 Q 165? 16:? 33.3 - 33.3 - R - 33.3 22.2 11.1 33.3 - s - 22,2 22.2 11.1 38.9 5.6 T - no.0 - - ho.o 20.0 U r - 25.0 25.0 50,0 - V - 33.3 33.3 - 33.3 - w - 27.3 18.2 18.2 36.b - x - M7.h 31.6 5.3 15.8 - "interruptions," 'money,“ or ''what to teach" were rated I'very easy" to make. All categories of management situations studied included some decisions which were rated "easy" to make by some beginning teachers. The greatest number of "time" decisions, forty, were rated "fairly easy" to make. No "how to teach" decisions were rated "very difficult" to make. The ease or difficulty of arriving at closure in decisionemaking relative to specific management situations is summarized in Table XXVIII. TABLE XXVIII RATING CF EASE OF DECISION-MgKING-RELATIVE TO SPECIFIC MANAGEMENT SITUATIONS BY BEGINNING TELCHERS OF HOME ECONQIICS Management Number of decisions rated situation Very Easy' Fairly Fairly Diffi- Very easy easy difficult cult difficult Care and use of L 8 ll 8 l6 9 room, materials, and equipment Discipline l 9 15 6 19 13 How to teach 6 3O 25 17 28 O Interruptions O h 2 O 1 1 Money O 3 O l O 0 Time 6 19 NO 9 18 6 What to teach O 7 O O O 1 Total 17 50 93 bl 82 3O One teacher rated the following management situation related to the "care of the room" as "very easy" to make: SITUAT ION A: Cleaning up of department after putting large equipment away. 1. I could pick up strings, etc. myself and put Alternatives. equipment away. 2. Have a student committee do it. sewing class and 3. Have each student pick up their own things and those using large equipment last put it away. 90 h. Have students put their own small equipment away and have large equipment put away by those using a certain machine; choose a different machine each day. Decision. Had students put away their own small equipment and large equipment was put away by girls at certain machines. Reason for Choice. Less argument as to who used it last. Doesn't all fall on one person to do. Each student had some responsibility. The same teacher rated the following decision relative to "care of room" as “very difficult" to make. SITUATION: Some groups are leaving the department in a mess when they use it at night. Alternatives. 1. Tell all they can not use it. 2. Tell the groups off. 3. Talk to each group about care of room before letting them use it. h. Check on each group to see who is doing it by coming to school each night room is in use and then talking to the guilty group. Decision. Checked on groups using room every night for one week. Reason for choice: Didn't want to accuse a group if they weren't guilty. Also didn't want people in town to think I was a fussy old maid about the room. Thought if I was around they'd feel they had to clean it up. A discipline situation that was rated "very easy" to make by one teacher was: SITUATION: Girls talking more than project working. Alternatives. 1. Forbid all talking. 2. Keep reminding them to keep working. 3. Discuss problem with group and let them establish rules for talking. Decision. Talked over situation with girls and we set up rules for talking in class. Reason for choice. It made the reSponsibility for disciplining rest with the group. (Also was a good chance to do some teaching about decision-making which I hadn't thought of doing before.) One teacher rated this discipline decision as "very difficult" to make: SITUATION: A girl was quite "sassy" in her talk to me. 91 Alternatives. 1. Ignore her. 2. Say something right on the Spot to her. 3. Ask her to stay after school and speak to her then. h. Take her aside and Speak to her immediately. Decision. Ignored it. Reason for choice. I didn't know what to say to her after class and she wanted attention and talking to her in front of class would have given her the attention plus made it hard on both of us. Time management decisions related to how the teacher would use her time in class were generally rated "easy” to make. The six time management decisions which were rated "very difficult" to make by the beginning teachers of home economics were related to the management of food classes. Teachers found it difficult to manage to get food prepared and laboratories cleaned up in the definite limits of a class period. In the "how to teach" situations all six decisions rated by teachers as decisions "very easy" to make were decisions made relative to how to teach sewing. Of the twenty-eight "how to teach" situations rated "difficult" eighteen were related to how to teach foods units; three were related to how to teach grooming; two to how to teach child deve10pment; three to how to teach house planning; and two to how to teach child development. Factors that seemed to influence the ease with which decisions were made. In the focused interview each teacher was asked what factors seemed to make decision-making in relation to the management of classes of home economics easy. The factors cited by the teachers seemed to fall into four groupings, namely: (1) knowledge, skill, or information available; (2) relative certainty of consequences; (3) limitation of alternatives; and (h) past experience in similar 92 situation. A total of sixty-six factors were cited as making decision- making easy. A study of Table XXIX suggests that being relatively certain of the consequences of a decision made that decision easier to make. All twenty-four teachers cited "certainty of consequences" as a factor influencing the ease with which closure might be reached in decision-making. Fifteen of the factors given were related to the knowledge, skill, or information available for the decision-maker to use. Thirteen of the factors listed were concerned with the limitation of alternatives. The past experience of the decision-maker or knowing about the similar past experiences of others were given as a factor that influenced the ease of decision-making in fourteen instances. TABLE XXIX FCLCTORS CITED THAT BEGINNING TEACHERS OF HOME ECONCMICS -SAID MaDE DECISIONAMAKING EASIER Kinds of factors Number cited Relative certainty of consequences 2h To self 6 To others 13 To situation 5 Knowledge, skills, or information available 15 Lbout persons involved 7 About resources h About situation h Limitation of alternatives 13 Because of time 9 Because of situation 1 Because of knowledge 3 Past experience 1h Cf self 8 Of others 6 Total 66 93 Factors which beginning teachers said seemed to make arriving_at a management decision difficult. The factors stated by beginning teachers as making it difficult to arrive at a choice in classroom management situations were classified into four groupings: (l) limita- tion of resources; (2) inability to anticipate consequences; (3) involve- ment of other persons, and (b) involvement of self. about two-fifths of the factors were related to involvement of other persons or the teacher herself in the decision. One-sixth of the factors, reSpectively, were related to the limitation of resources and the inability to anticipate consequences. The kinds of factors that seemed to make decision-making difficult are summarized in Table XXX. TABLE XXX FACTORS THAT BEGINNING TEACHiRS OF HOME ECONOMICS SAID MJDE DECISION—MAKING DIFFICULT Kinds of factors Number Cited Involvement of other persons 26 Expectation of others 9 Approval of others 11 Responsibility for others 3 Participation of others 3 Involvement of self 15 Having to conform 5 Feeling insecure 2 Fearing disapproval 8 Limitation of resources ll Time 2 Facilities 1 Experience b Knowledge h Inability to anticipate consequences 11 For others 6 For self 5 Total 63 9h The degree of knowledge that the individual had or was willing to seek influenced the risk taken in arrivinggat closure in decision- making. Using the Johnson1 scheme, decisions were analyzed as 'forced action decisions," ‘risk action decisions," "learning or still in process decisions," "inaction or pending decisions." Immediate decisions were classified as "forced action" decisions. Decisions requiring several hours, several days or several weeks to arrive at closure were considered "risk actiod’decisions- for it was assumed that the decision-maker had acquired varying degrees of knowledge, but felt that gaining more knowledge concerning that particular decision was not worth the cost of acquiring that knowledge. The decision-maker was willing to take the risk involved in arriving at a choice. Decisions which were still in the process of being made were classified as "learning" decisions since it was assumed that the decision under consideration required more knowledge and it was felt that what could be learned was worth more than he cost of learning it. Decisions that were pending were classified as "inaction" decisions. The deCision-maker had taken no steps toward making a decision. The 3H3 management decisions made and recorded by the twenty-four beginning teachers were classified as "forced action," t"risk action," and "learning" decisions. During the focused interview teachers were asked if they had any decisions pending; these additional decisions Were not recorded by the teachers but were classified as 1 Glenn L. Johnson, Managerial Concepts for égriculturalists, Kentucky Agricultural Experiment Station Bulletin 6l9, July, 1953, p. ll. "inaction" decisions. A total of 38h decisions were either recorded dr stated by the twenty-four beginning teachers of home economics. Of these 139 were "forced action" decisions, 183 were "risk action" decisions, twenty-one were "learning" decisions, and forty-one were "inaction" decisions. All teachers made some decisions that were "risk action" decisions. Twenty—three of the teachers made "forced action" decisions. Twenty of the teachers made "inaction" decisions. One-half of the teachers studied had decisions in the "learning" stage. The number of decisions in each stage of action for the teachers studied is summarized in Table XXXI. Management decisions that resulted in inaction were chiefly those related to planning. Of the forty-one pending decisions cited by the teachers studied thirty-one were related to planning. Teachers said: I feel no real pressure to make an over-all plan for the year. I'm unsure of what to cover and how fast to cover what we have already started. I keep putting off making an over-all plan. I know this is against all we have been taught, but somehow I just don't get much planning done. Could do it I suppose, but not with much confidence; eSpecially for such abstract areas such as re- lationships. Don't know how to plan to present it so have spent all the time on teaching skills. I think making a plan for a whole term would just plain overwhelm me. Can face things if I see them in little pieces-~but if I knew how much I had to do--well... Planning is something I just keep shoving into the back of my mind. I kind of think of what I'm going to do each day, but I make no plans for whole units. as for making over-all plans for the year, like we did in methods class, well--I couldn't possibly think of a whole year's work. It is too big, or at least it seems so right now. Teachers generally stated that they knew they should plan but that they kept putting off making plans. Reasons for keeping planning 96 TABLE XXXI NUMBER OF DECISIONS IN VAHYING STHGES OF ACTION FOR EACH BEGINNING T233158 OF HOME ECONOMICS Teacher Forced Risk Learning Inaction action action A 9 19 h 1 B 6 7 O l C 12 l8 0 2 D h h 1 1 E S 10 l 1 F 2 h l l G ll 19 l l H h E l 2 I 8 6 2 l J 5 l3 0 3 K 7 ll 0 O L 5 9 O l k 7 2 O l N 8 ll 1 l O 6 S l 6 P 6 h 3 2 Q 3 3 0 7 R h 3 2 l S 9 6 3 l T 1 h 0 O U 0 h 0 2 V l 2 O S k" [1 7 O O X 12 7 O 0 Total 139 183 21 bl decisions pending ranged from lack of time to plan to the uselessness of planning when one was not certain of how much pupils could learn in a Specified time nor how interested they would be in a Special area of study. Doing cooperative planning with pupils and with parents was 97 mantioned by five teachers out of twenty-four as a pending decision. One teacher said: I know I should let students have more say in what we are going to study. Parents, too, for that matter. I really don‘t think I'm very democratic and I want to be, but I keep putting off deciding to ask kids or parents to help in the planning. For one thing, there just isn't time to do this. Truth of the matter is, I guess, is because I'm not real sure of what we should be doing, so how can I work with parents? is for the kids, I try to let them make some decisions if I think they are capable of making them. A study of Table XXXII indicates that teachers had decision- making pending relative to planning, seeking help with discipline prob- lems from administrators, sharing room with other teachers of home economics, and buying home economics equipment. TABLE XXXII NUMBER AND KINDS OF PENDING DEIDISIC'NS Rhia'rsD TO MANAGd-(EEIT IN CLASSES OF HOME ECONOMICS CITED BY BEGINNmG mcpms Kinds of pending decisions Number stated Planning 31 Asking for help from administrator in relation to discipline problems b Sharing room with other home economics teacher 3 Buying equipment for home economics department 3 Total . kl —. Autonomy in decision-making relative to management in classes of home economics. The twenty-four beginning teachers studied tended to make the majority of their management decisions autonomously.‘ Of the 98 3h3 management decisions made by the teachers 253, or seven-tenths of the decisions, were made alone. In fifty decisions, the decision- making was shared with pupils. Forty decisions were made by sharing the decision-making with other persons such as administrators, other home economics teachers, or other school personnel. Management decisions shared with others, not pupils, tended to be shared with the other teachers of home economics in the school or with the school administrator. Beginning teachers showed some variance in the autonomy of their decision- making. This is revealed in Table XXXIII. Autonomy of decision-making was compared to the area of manage- ment in which decisions were made. A study of Table XXXIV suggests that the greatest number of decisions made alone were made in relation to "time" and "how to teach" situations. More decisions relative to "care and use of materials, room, and equipment" were shared with pupils than decisions made in any other area of management. The fifteen decisions shared with pupils related to "how to teach" situations were primarily decisions concerned with evaluation of learning experiences. The fifteen decisions shared with others, not pupils, made in the area of "how to teach" were all decisions made~concerning ways of presenting ideas. These decisions were all made with the other home economics teacher or teachers in the particular school setting. Importance of consequences of decisions. The twenty-four begin- ning teachers of home economics were asked during the focused interview to whom they felt the consequences or outcomes of each decision was 99 TABLE XXXIII AUTONCMY OF DBEISION-MAKING RELATIVE TO MANJIGEI‘EENT IN CLASSES OF HOME ECONOMICS BY INDIVIDUAL BEGINNING TEaCHdRS Number of decisions Shared with others Teacher Made Pupils Other home Other Administrator alone economics teachers _A teacher A 21; 7 o 0 0 B 12 2 O O O C 29 O 1 O O D 6 3 O O O E 13 l‘ 2 O O F 3 3 O l O G 22 8 O O 1 H L; h 2 o o I 13 2 O O O J 9 2 7 O O K 18 O O O O L 10 O 2 O 2 M 7 2 O O O N 15’ 2 o o b O 6 3 l O 2 P 6 S O 2 O Q S 1 O O O R S O 1 2 l S 10 O S l 2 T S O O O O U h o o o 0 V 3 O O O O H 8 2 O O l X 16 3 O O 0 Total 253 SO 21 o 13 most important. Of the 3h3 management decisions_made, teachers stated that in over one-half of the decisions the outcomes were most important to themselves. Two out of twenty-four teachers said that in alla' management decisions that they made, the consequences seemed most important to others rather than to themselves; in these two cases the lOO TgBLE.XXXIV AUTONOMY OF DECISION—I'LLKING IN SPECIFIED MANgGrMHQT SITUATION S BY BEGINNING TERCHERS OF HOME ECONOMICS Number of decisions Management situation Made Shared with Shared with alone pupils others Care and use of room, materials, and equipment 3O 17 9 DiSCipline 53 h 6 How to teach 76 l5 15 Interruptions 7 | O 1 Money 2 2 0 Time < 81 E 9 What to teach h b c Total - 253 50 hO . 'others" were pupils. Teachers felt that the consequences of less than one-half of the decisions they made were most important to pupils. Twenty-two of the twenty-four teachers made some decisions in which they felt the outcomes were most important to pupils. A negligible number of decisions related to management were made where outcomes were most important to others rather than to the teacher herself or to her pupils. A study of Table XXXV suggests that outcomes of decisions made relative to management in classes of home economics were of most importance to the teacher and her pupils. lOl L XXXV C—‘u T.' L33 IMPORTANCE OF CONSEQUENCES OF DECISIONS MADE RELATIVE TO MANAGMMENT IN CLASSES OF HOiE ECONOMICS BY BEGINNING TJLC;“RS Consequences of most importance to Teacher Self Pupils Parents Administrator Others A 22 8 o 1 o B 10 o o 1 o C 26 h o o o D 7 2 O O O E 9 7 0 0 0 F 3 L; o o o G 9 ,20 o 1 1 H :3 3 o 1 o I o 15 o 0 o J 12 S 1 0 O K t It 0 o o L 9 S 0 0 0 M 9 o o o 0 N 10 10 o o 1 0 12 o 0 o o P S 7 0 0 l q 2 2 o o 2 R 2 7 0 o o s 7 9 0 0 2 T 5’ o o o 0 U 2 2 o o o v o 3 o o o w 3 7 1 o o X 5' 1h 0 o 0 Total 179 151 2 h 7 Sources of help in decision-making. During the focused inter- view teachers were asked which sources of help, if any, were useful in arriving at each management decision. Experience was the source of help most frequently mentioned. All beginning teachers said that experience had been helpful in making some of their management 102 decisions. Past teaching experience, particularly the first semester of teaching, was cited as being the kind of experience most helpful. Student teaching experience was mentioned as being helpful in arriving at twenty-one decisions. Other experiences, such as home management residence, work experience, high school classes of home economics, and college classes in subject matter areas were also mentioned. Fifteen of the twenty-four teachers said they received help from printed materials. This source was helpful when the decision required specific factual information. In these instances text books were most frequently mentioned. Over One-third of the group mentioned meetings as being a helpful source. In all cases where meetings were cited the teacher identified the meeting as being one of beginning teachers of home economics called by an itinerant teacher-educator'from Michigan State University. Another source of help mentioned was talking decisions over with other teachers, administrators or the teacher's personal family. Table XXXVI suggests that most beginning teachers secured help in arriving at a choice from experience. Teachers were asked if there were any kinds of Special help or information that they wished they might have had when they were making management decisions. The responses given were classified into five areas in which beginning teachers of home economics said they wished they had had more information or help when making a decision. These areas were: (1) special help in understanding and handling discipline problems; (2) help in planning and organizing their work; (3) help in 103 0.0 H 0.m H 0.aH m m.0a NH NH x - 0 N.am 0 a.0s a 0.Hm . N am e m.mm H - 0 u 0 0.00 N m _ u 0 - 0 - 0 0.00H m w 0 0.00 H n 0 I 0 0.00 H m e H.He a - 0 0.0 H m.mm a. NH 0 - 0 - 0 H.HH H 0.00 0 a m u 0 n 0 m.mm H 0.00 m m a s.me m - 0 - 0 m.em 0 HH a m.NH H m.mH H 0.00 a 0.0m N 0 0 0.0 H u 0 m.mm m 0.00 a mH z n 0 - 0 - 0 0.00H 0 0 z m.am m 0.0 H m.0m a m.am m HH H - 0 m.NH H - 0 m.a0 a 0 x 0.mm m 0.0H N m.mm : 0.Hs m NH a 0.0 H - 0 0.0m a 0.00 0H 0H H N.am m u 0 0.0m s 0.0m a HH m u 0 m.m H a.mH m a.0a mH mH 0. 0.0m H - 0 0.00 H 0.00 m m a N.eH H u 0 - 0 p.00 0 a a n 0 0.0H H - 0 0.00 m 0 0 0.00 H 0.0g 0 0.0m H 0.0m H m 0 0.0 H - 0 0.00 e a.00 0H 0H m 0.» m u 0 u 0 0.0m . 4m. 0m 4 pqmo ppm gonadz puma new popssz 9200 ppm honEdz pcmo Hem 909553 . popflo wozpo 1‘ mwnwpomz mamfipmpmz povcfipm mocoflhomxmw mmohdom no hopes: pmzomoe mmohsom mo name mom was ponesz proa UZHx¢EIZOHmHoflQ 2H HameQm QZDOrm mu.oHEQ/5Q.u ”36$ mo mfiiol..fle OZHZZHUHm mug? mmumbom H>NxN mqmda 10h knowing where to go for information; (h) help in better understanding administrative policies of schools; and (5) help in understanding junior high home economics work. These are summarized in Table XXXVII. TABLE XXXVII AREAS IN WHICH BEGINNING TELCHERS OF HOME mONOMICS DESIRED HELP IN ARRIVING AT DECISIONS Number and per cent of teachers desiring help Area .Number Per cent N-2h Planning and organizing . 16 66.7 Discipline lO Ll.7 References 6 . 25.0 Administrative policy h 16.7 Junior high 3 12.5 When discussing special kinds of help desired in area of planning and organizing one respondent said: I wish there were some courses of study or something that would give some ideas as to just what you could do every day when you are trying to teach foods on a meal basis. You keep hearing that is the way it is supposed to be taught, but I have no idea just how to organize such a unit. What do you do every day?....No, I wouldn't follow it exactly every day, but having something to go by would sure be a help. And I don't mean one of those vague outlines like we can get now... Another teacher, when discussing kinds of help she would like in handling discipline problems said: 105 Things are certainly different as far as working with kids when you are on your own. In guidance classes and student teaching you get the idea that kids are pretty great-—interested in school, maybe a few problems...well, they aren't, at least these kids aren't. In theory classes I think they tend to skirt the issue of discipline. You just can't do some of the ideal things that are suggested to you. You had a few minor problems in student teaching, but the kids I worked with there are so different. One reSpondent suggested that Special help on understanding administrative policies within the school would be helpful in decision- making. If I really knew what was going on around here it would be so much easier. We are a new school and are attempting to establish policies. I'm not really sure just what decisions I have a right to make and I'm afraid to ask sometimes. In student teaching all the administrators seemed so nice. we actually never had to go to them with anything serious. The kinds of help desired relative to references and junior high seemed to be related. Teachers wanted to know where they could get good reference materials geared to the junior high level. Information on what to teach junior high groups and suggestions on how to work with junior high pupils werealso requested. When asked how they would like to get help in decision-making three-fourths of the teachers specifically stated that they would like an opportunity to meet with other beginning teachers of home economics and talk over their common problems and get ideas from one another. Fourteen of the teachers mentioned that having Special meetings for beginning teachers would be an effective means for giving them help. Those teachers who were in a school where there was one or more other teachers of home economics said that they often sought help from them, 106 but would rather get help from "someone my own age or some one I went to school with. we're all kind of in the same boat..." Expectations of the managerial role of the beginning teacher. Teachers were asked during the focused interview what they had expected their management role to be like in relation to use of the resources of time, energy, money, materials, abilities, interests, and skills of others, and school—community facilities prior to beginning their teach- ing position. They were then asked if their expectation had been fulfilled after a semester of teaching. A study of Table XXXVIII reveals that there was a marked discrep- ancy between what some teachers believed their management role would be and the kind of management role they felt was expected of them in their present position. Over one-half of the teachers interviewed said that their expecta- tions related to the use of time were not fulfilled. A typical response was that of: I didn't expect teaching home ec. to be an eight to five job. I had thought I'd have to spend some evenings at school affairs. But I honestly didn't think it would be necessary to spend practically every waking hour thinking about school-—and that's what it could amount to if you would let it. When you teach every single hour that you are in the building or else have kids in your room sewing, working on projects or club, getting things ready for teacher's meetings or teas, I'd like to know when you are supposed to find time to plan your lessons, order groceries, keep equipment in shape, make the room attractive and all the other million and one things you'd like to do or that you think you ought to do. There just isn't time during school hours to do much of anything else but teach. All this other stuff you do after school, nights and on weekends. You know how schools are-~they have other things 107 H.He 0H a.0H e 0.0m 0 H.0H J mmeHHHoaH thCHHEEOOIHoo: om - 0 m.m0 mH m.am a u 0 meaepo Ho mmespprm use mHHEm ammfipfififipm hmpmopoch N.e H 0.0m m H.em mH 0.0m 0 mHmHemHaz m.s H N.aa JH N.H H 0.0H m emcee . 0 0.0: HH a.0H a m.am a awwmee - 0 m.sm 0H 0.00 m 0.0m 0 mEHa :N-z eauz em-z em-z 7 game he; HmQESZ mmmo mom nopeoz mmoo pom Honfisz Fame Asa, honesz zoex 0.:om emHHHHHea Hoz emHHHaHsHJNHHmHHeaa 0mHHHaHea meowpspoogxm mo pcoo hog one nonasz mothomoH ofimwooam WOHZOZODQ.wzcm mo mammaqo 2H mmogommfi. OHHHommm mo um: 09 mafiflwm mgom bfimufioflfima ho monanQnmxm UZHmmmmmNm mmflm04me OZHZZHomm mo mwwpzuomwm sz mfimZDz HHH>NKN mqmae 108 planned for your evenings--school parties, games, and things like that. Honestly, sometimes I think just handing the kids a text- book, reading and doing a little discussing is about all we have time for. I used to be real critical of teachers that did only that-—but there are only twenty-four hours in the day....Is this where the decision-making comes in? This same teacher when questioned as to just what she had expected time management to be like in her classes said: I really thought teaching would be like student teaching was as far as time was concerned. When I was student teaching my biggest concern was to plan enough in a class period to keep the kids busy all the time. It just seemed that there was so much time; it kept me hopping to find things to fill class hours. I did get to the place where I could figure out just how long a certain activity would take. I still don't have much trouble as far as covering things in class. I don't remember feeling so pushed in student teaching. we had plenty of time to plan and organize, order groceries, fix up the room and keep it neat, etc. I'd expected to have time in my job to do the same things, but like I said, you just can't be teaching a class, planning, cleaning and ordering groceries all at the same time. In student teaching you kind of do one thing at a time; on the jdb everything is shoved at you at one time. Trying to decide just exactly what you do in the time you have is the hardest part of teaching. I could use a few hints on how to manage time... Eleven of the twenty—four beginning teachers or hS per cent said that their expectations of the use of energy were not fulfilled. One reSpondent Said: Now I figure I can last until June; but there were times when I wondered. My feet actually hurt by the end of the day. Outside of the twenty minutes I take for lunch I'm actually standing or walking all day long. is you can see this isn't exactly the smallest room in the world and if you are going to keep kids busy and supervise them you can't sit at a desk. Compared to other teachers, I think we'have to use a lot of energy to teach. Besides just the walking it seems to me home ec. teachers are forever carrying loads of stuff--lugging groceries, moving equipment, cart- ing illustrative material. If you want to find the home so. teacher in the school you just Spot the gal whose carrying the most stuff! I can get hysterical just thinking of how I vowed I‘d always be 'dressed-up' when I taught school--heels, good looking suit and all. hkll, I'm here to tell you after one week I switched to flats. You have to be able to just plain work in your clothes if you are going to do a half~way decent job of teaching home economics. 109 It could be that I am a poor manager but I work a lot harder physically than I had expected to--hadn't dreamed that I'd be scrubbing sinks, moving tables and sweeping-~looks like all of it is part of this game... Nineteen of the twenty-four teachers said their expectations relative to the management of money were not fulfilled. It was in the area of money management that perhaps the greatest discrepancy between what beginning teachers had been taught would exist and what the Situ- ation actually was seemed to exist. College classes had impressed upon beginning teachers that they would be operating their classes in home economics on a budget, that they would be expected to keep some kind of record as to expenditure of money, that in most cases they would be making long-range plans for the purchasing of large pieces of equipment, that they would be helping pupils in high school learn to manage money by allowing them to help manage departmental money. Only three teachafs had a Specified budget for operating their home economics classes. One teacher said that she had no budget, but that She actually did not need one since she did no spending of money. The administrator did all purchasing, "...even the pie tins." Nineteen of the teachers said that their administrators told them they could spend whatever they needed as long as they were "reasonable." The reSponse of one teacher is typical of the responses given by approximately 80 per cent of the group: As far as money goes I haven't any management problem. I can spend whatever I want to. I asked if we had a budget or if there were any limits. I was told that I could spend as much as we needed for food as long as I used some sense and kept the total cost reasonable. AS far as money to get other things besides foods I never did get any kind of answer. I can requisition things 110 like books, magazines and the like just like the other teachers do. I haven't bothered to get any small equipment--even though we desperately could use some because I don't know how you go about doing it. It would be so much easier to operate if I knew how'much I could spend. Then I could spend some money on other units besides foods. In the long run I think it would be cheaper for the school too. I really think I tended to be some— what wasteful of food at first. I had no idea how much we were spending. we just call in the orders and the bills are sent to the office. Don't even have the information so kids can figure out how much a meal costs. This is a far cry from what you people at the college tell us to do, isn't it? Fifteen of the twenty-four teachers found that their expectations relative to the interests, abilities, skills, knowledge and attitudes of persons were not fulfilled. Not a single teacher said that her expectations were fulfilled in this area. Beginning teaChers generally talked of their expectations relative to this area in terms of the pupils in their classes. What they had expected in terms of pupil behavior was different from what they were experiencing. Beginning teachers of home economics interviewed seemed to have a somewhat idealized » image of adolescents. One respondent said: Before I started to teach last fall I thought that I really understood kids. I enjoyed working with high school girls during student teaching. They always seemed so interested and eager. They were friendly and acted like they liked me. I felt that I got along real well with them. Of course everything wasn't real smooth all the times, but nothing serious ever happened. It was always easy to get things back in control. Somehow, the girls here are so different. They act bored and uninterested. I do nothing, it seems to me, but worry about the way they are acting. They talk and giggle continuously in class-~comb their hair, do their fingernails, and generally waste time. They have to be continuously reminded to keep busy. The noise nearly drives me nuts. I never dreamed girls could get so noisy. You should be here some day when all twenty-eight of them are in lab preparing a meal. It is mass confusion. They are messy, do everything wrong, don't seem to care about much of anything except eating.« I simply dread doing anything that gets them out of their seats because it gets so loud. I've tried all the things they suggested in methods class but theory just doesn't work with these kids. I think part of it is my fault because I'm not well organized, but part of the fault is the kids. They surely are different from the kids I went to school with. If I turn my back they are in trouble. Cheat at every chance, and their morals...0f course, they aren't all like that. I wish there was some way I could do something but actually I'm stumped. Sounds as if I'm just a griper. Actually, things are much better now. I've learned not to think they are perfect little angels and we get along better. If you just keep a stern face and don't attempt to be a buddy of theirs things go much better. If I don't let little things irritate me or expect them to get too much ' done I find myself enjoying them event There seemed to be uncertain feelings about what to expect in terms of school-community facilities. Ten of the twenty teachers seemed vague in their responses to this question. They said they were not too concerned about using community facilities relative to their classes. Ten of the twenty4four indicated that they had no particular expectations as to their management role relative to the use of school-community facilities. In the four cases where the expectation was not fulfilled it was primarily because school schedules were not flexible enough to allow for use of facilities that might have been available. There seemed to be the least amount of discrepancy in what was expected compared to what was being experienced in the area of materials. The six teachers whose expectations were fulfilled in this area had Spent some time visiting in the home economics department prior to the opening of school so had a good image of what to expect in relation to materials. The thirteen teachers who said their expectations had been partially fulfilled had seen the classroom for home economics before accepting the position and in some cases had talked about materials with the administrator or the former teacher. Beginning teachers, 112 generally, had a realistic picture of the kinds of materials with which they might be working. With the exception of expectations about management relative to school-community facilities, the twenty-four beginning teachers of home economics studies had formulated rather clear-cut expectations of the management role of the home economics teacher relative to the use of time, energy, money, and interests, abilities, skills, knowledge and attitudes of pupils in their classes. CHAPTER VI SJTISFACTIONS IN DECISION-MAKING RELATED TO MstGBMENT IN CLASSES OF HOME EDI-{ONES The satisfactions of decision—making relative to management in classes by beginning teachers of home economics were studied and are discussed in this chapter. Beginning teachers were asked to record on the decision log which they kept of classroom management decisions, the ways in which each decision was satisfying or dissatisfying. In the followeup focused interview they were interrogated again as to the relative satisfactions derived from each of the recorded decisions. They were also asked to state factors which they felt made them satis— fied or dissatisfied with over-all decisions-making relative to manage- ment in their classes. Number of decisions which were recorded as being satisfying, dissatisfying and uncertain. Beginning teachers of home economics were generally satisfied with the decisions they made relative to the manage- ment of their classes. Of the 3h3 recorded management decisions made, about two-thirds were recorded as satisfactory decisions. Less than one-fifth of the decisions made were recorded as dissatisfying decisions. Some decisions resulted in uncertain satisfaction; that is, teachers were not yet certain enough of the outcome of the decision to know whether or not it would be satisfying. About one-sixth of the 11h decisions held uncertain satisfaction. The percentage of satisfying, dissatisfying, and uncertain decisions are summarized in Table XXXIX TABLE XXXIX NUMBER AND PER CENT OF DECISIONS RECORDED AS SdTISFYING, DISSATISFYING AND'UNCERTJIN BY BEGINNING TELCHERS OF HOME ECONOMICS Satisfaction Decisions Number Per cent N-3h3 'tisfying 22h 65.3 Dissatisfying 62 18.2 Uncertain satisfaction 57 16.6 Table XL indicates that twenty-one out of twenty-four beginning teachers said that over one—half of the decisions that they made relative to management in their classes were satisfying. Three out of twenty-four teachers recorded no dissatisfying decisions; only one teacher recorded that one-third of the decisions she made were dis- satisfying. Seventeen of the twenty—four beginning teachers indicated that they were uncertain of the satisfaction of some of their decisions. Kinds of decisions_that were satisfyfng,_dissatisfying, and uncertain. The decisions made by the beginning teachers were classified according to satisfactions into the management areas of: (1) care and use of room, materials, and equipment; (2) discipline; (3) how to teach; g (h) interruptions; (5) money; (6) time; and (7) what to teach. a study 115 TLBLE XL NUMBER iND PER CENT OF MLNaGEMENT DECISIONS RECORDED AS BEING SflTISFYING, DISSATISFYING, AND UNCERTAIN BY BEGINNING TEACHLfliS OF HOME ECONOMICS Number and er cent of decisions recorded as .P _i Uncertain Teacher Satisfying‘___ Dissatisfying satisfaction Number Per cent Number 'Per cent Number Per cent 2b 771: 6 1911 1 3.2 " 6 L2 .9 2 111.3 6 11.2.9 C 17 {56.7 S 16.7 5 26.7 D 6 68.9 1 11.1 0 00.0 E 11; 87.5 o - 2 12 .5 F 5 71.11 2 28.6 o - G 20 an; 11 35.5 o - H 7 70.0 3 30.0 0 - . I 12 80.0 27 13.3 1 6.7 J 9 50.0 3 15.7 3 33.3 K 12 66.7 6 33.3 0 - L 7 SO ,0 3 21.1.1. LL 20.6 M 7 77.8 1 11.1 1 11.1 N 9 h2.9 3 1h.3 9 ).-2.9 O 10 63.3 1 8.3 l 8.3 P 9 69.2 2 15.1; 2 15 .1: Q 3 50.0 1 16.7 2 33.3 R S 55.6 2 22.2 2 22.2 S 13 72.2 2 11.1 3 16.7 T h 60.0 1 20.0 0 - U 3 75.0 l 25.0 O - V 1 33.3 0 - 2 66.7 w 9 81.8 0 - 2 18.2 X 10 52.6 h 21.0 S 26.3 Total 22h 62 57 of Table XLI shows that over one-half of the decisions made in all areas, with the exception of "interruptions," Were satisfying decisions. The greatest number of satisfying decisions were made in the area of "how to teach." Over 92 per cent of the decisions made in this area 116 mam mm mw :mm Hmpoe w m.mH H m.mH H o.m~ o momma op was? mm 9% mm 3.0m om 0.0m 2 we: 4 n o o.mm H o.mw m mmdoz a oo.mm m m.~m m m.~m m mQOHpasmpmch 8H .. o s. a. w m. mm mm seams 8. no: mo m.w p m.qm mm p.mm mm ocHHdHomHo om m.mm mH m.mH N p.mm om .pdosaHSmm pew mHmHMmpwe .mEoom mo mm: was dado popes: puma pom monasz poms pom pmpssz sumo mom amass: H38. eoapoamamm mmabmflmmmwm mcwhamamm newsflash chppmoea mm pmpmcomp mzowmflomp mo pmwo mom pew pmnESZJ, mOHEOZOum @202 mo mmamomfle UZHZZHwam wm mZOHedbeHm Ezmw3.1zmz QHmHuflmm OB 20H94Hmm 2H ZH¢BxHQZD :24 «UZHMmMHBMmmHQ «OZHHmmHarm m4 Qmmxoowm mZOHmHomQ LU Bzmo mmm st mumzbz HHN MHmde 117 were considered satisfying decisions by the beginning teachers of home economics. No decisions related to "how to teach" seemed to give uncertain satisfaction. "Interruptions" resulted in the greatest number of dissatisfying decisions. Slightly over one-third of the decisions made in area of "discipline" were considered dissatisfying. The greatest per cent of uncertainty in satisfaction in decision-making was recorded in areas of "care and use of room, materials, and equipment" and "time." There seemed to be no uncertainty as to satisfaction in decisions relative to "how'to teach" and "money.” The number and per cent of decisions recorded as satisfying, dissatisfying and uncertain in relation to specific management situations by beginning teachers of home economics is shown in Table XLI. ways in which beginning teachers of home economics indicated satisfaction, dissatisfaction14or uncertainty in satisfaction in relation to decision-makinggin management. Teachers recorded the ways in which each of the decisions they made were satisfying, dissatisfying, or gave uncertain satisfaction on the Decision Log. The ways in which decisions were satisfying or dissatisfying were classified into two main categories: (1) feeling of achievement, and (2) feelings of approval. Beginning teachers of home economics indicated feelings of achievement as the way in which 57.6 per cent of the decisions were satisfying. Feelings of achievement were expressed in terms of: (1) increased pupil learning; (2) improved efficiency and/or order; and (3) improved pupil discipline. Increased pupil learning accounted 118 for less than one-fourth of the satisfying decisions; improved efficiency and/or order for less than one-fourth of the satisfying decisions and improved pupil discipline for over one-eighth of the satisfying decisions. Feelings of approval were indicated as the means in which over two-fifths of the decisions were satisfying. Feelings of approval were expressed as: (1) approval of pupils; (2) approval of administrators; and (3) approval of others. Approval of pupils was the most important way in which teachers indicated satisfaction in decision-making relative to classroom management. Over one-third of the decisions made were. satisfying in ways which indicated that pupils approved of the decision made. Administrative approval accounted for h per cent of the ways in which satisfaction was expressed and approval of others for 3 per cent of the ways in which a decision was satisfying. The ways in which de- cisions were satisfying is summarized in Table XLII. TABLE XLII S'ZTISFACTI NS IN RELATION TO M.»LN.".G.7:I‘-'IENT DECISIONS AS DIDIC-.T.ED BY BEGINNIN G TEAC HERS OF HOME ECONOMICS Number and per cent of decisions Nays Number Per cent 17-2231 Achievement 129 57.6 Increased learning 51 22,8 Improved efficiency 50 22.3 Improved discipline 28 12.5 Approval 95 h2.h Pupil 79 35.3 Administrative 9 u.o Other 7 3.1 Total 22h 100.0 119 Beginning teachers of home economics indicated lack of achieve- ment as the factor which made about three-fourths of the dissatisfying decisions dissatisfying. Evidence of lack of achievement was expressed as limited learning on the part of pupils, inefficient use of time, energy, and materials and poor discipline. Inefficiency accounted for dissatisfaction in one-third of the dissatisfying decisions. Poor diseipline was responsible for over one-fourth of the dissatisfying decisions. Limited learning was the way in which about 15 per cent of the decisions were dissatisfying. Disapproval of pupils, administrators or the teacher herself accounted for over one-fourth of the dissatisfying factors. Evidence of pupil disapproval accounted for about one—fifth of the dissatisfying factors. Administrative and personal disapproval reSpectively, were indicated in 3 per cent of the dissatisfying factors stated. The factors which teachers said made decisions dissatisfying are summarized in Table XLIII . In fifty-seven decisions teachers were uncertain as to the ways in which the decision was either satisfying or dissatisfying. The action in about one-half of these decisions had not gone on long enough for satisfaction or dissatisfaction to be evident at the time the decision was recorded. In thirteen of the decisions in which satisfaction seemed uncertain there seemed to the researcher to be a conflict in the goals that the teacher wanted to accomplish by putting her decision into action. .An example of such a decision was: 120 TABLE XLIII SUHMRRY OF NRYS IN WHICH BEGINNING TEACHERS OF HOME ECONQHDZS INDICJTED MANAGEMENT DECISIONS TO BE SHTISFYING Nays Number and per cent of decisions ' Number Per cent Lack of achievement h6 7h.2 Limited learning 9 1 . Inefficiency 21 33.9 Poor discipline 16 25.8 Disapproval 16 25.8 Pupil 12 19.h Administrative 2 3.2 Personal 2 3.2 Total 62 100.0 SITUATION: Case of the missing bananas. Should I bring it up in class to see if girls would admit they took them? Alternatives. 1. Say nothing about the bananas and act as if no one was put to a disadvantage. 2. Bring it up in front of class as a group to see how the group felt about the situation and in hopes the girls would admit they took them. 3. Go to the girls individually who were involved and discipline them without letting rest of class in on it. Choice. I brought it up before the whole group. Reason for choice. I wanted the girls to admit they took the bananas before the group mostly to embarrass them. I also didn't want them to blame the girl who told me who ate the bananas. has choice satisfying? Partly yes and Partly no. I'm not sure if they learned their lesson or not. I am not at all certain it won't happen again. Really don't feel satisfied about embarrassing the kids. Don't want them to think I don't trust them. In nineteen of the decisions in which satisfaction was uncertain teachers indicated that the decision had to be so expedient that they chose the alternative most possible to accomplish at the moment. 121 Results were helpful in bringing some action to the problem, but a more desirable choice could have been made which would have brought satis- faction. These were typical discipline decisions that demanded immediate action. One teacher cited this example: SITUiTION: 1 class discussion was being consistently interrupted ‘by various girls; one group in particular. Alternatives: 1. Ignore it and continue the discussion. 2. Finish one topic and then have the class resume the subject by reading. Have the group causing the disturbance write an essay on courtesy in class toward their classmates and teacher. 3. Excuse the troublesome group to study hall and continue the discussion. Choice. Finished one topic then had group read. Made noisy group write essay. Reason for choice: It was difficult to carry on a worthwhile dis- cussion. I didn't want to have to resort to excusing them from the class. I thought maybe the class would benefit more from reading than a worthless discussion when they couldn't hear. Was choice satisfying? I'm not sure. The belligerent group didn't behave as though they had learned a very significant lesson. It really wasn't being fair to the rest of the group to discontinue the discussion. None of us really accomplished anything. My nerves sort of calmed down, thOUgh, when they were all busy for a short while reading or writing the essay. In order to validate the judgment of satisfaction in decision- making after a short period had elapsed, the beginning teachers were asked in the focused interview to rate the degree of satisfaction they now felt in terms of each decision they had recorded. Dec'sions were ranked "very satisfying," ll'satisfying," "all right," ”unsatisfying," or "very unsatisfying." Teachers tended to continue to rate the decisions they had made as satisfying. Table XLIV indicates that one-fifth of the decisions were considered "very satisfying"; two-fifths of the decisions were rated as "satisfying"; about one-fifth were rated as 122 "all right" or neither particularly satisfying or dissatisfying. Of the 3h3 management decisions made 13 per cent were rated as "unsatis- fying" and h per cent were rated as "very unsatisfying." TABLE XLIV DE FE OF SLTISFiCTION IN DECISION-HAKING EXPRHSSED BY BEGINNING TufiCHflRS OF H MB ECONONICS Degree of satisfaction Number andgper cent of decisions Number Per cent Very satisfying 67 19.6 Satisfying 1L7 h2.6 All right 68 19.9 Unsatisfying L6 13.5 Very unsatisfying 15 h.h Total 3b3 1co.o There was very little change in the feelings the teachers held about the management decisions they made from the time they recorded them to the time of the focused interview when the decisions were probed more deeply. Table XLV points up the small change that took place. The total number of "satisfying decisions" changed from 22h recorded "satisfying" decisions to 21h "satisfyingadecisions; I'unsatisfying" decisions changed from fifty-seven recorded "unsatisfying" decisions to sixty-one "unsatisfying" decisions; "uncertain" or I'all right" decisions changed from sixty-two recorded "uncertain" decisions to sixty-eight "uncertain" decisions. 123 TABLE XLV CCT‘IPIJtISON OF STATED .LND REBORDED SATISFACTION IN DEC SIGN-I'LLKIN G HELKTIVE TO MANAGEMJEIJ'I‘ IN HOE-hi ECONOMICS CLASSES BY BEGINNING TEACHERS Degree of satisfaction Number and per cent of decisions {ecorded , Stated Number Per cent Number Per cent N-3h3 N-3h3 Satisfying 22h 6;.3 21h 62.3 Uncertain 57 16.6 68 19.8 Dissatisfying 62 18.1 61 17.8 Factors which teachers said made them feel satisfied with decision-making. During the focused interview the beginning teachers were asked to recall some of the factors that they felt made them feel satisfied with decision—making related to management in their classes. These factors were classified into six categories suggested by the Lfilljamsl listing of value orientations: (1) recognition, (2) approval, (3) achievement, (b) conformity, (5) efficiency,and (6) success. These were further classified as being related to the teacher personally, her pupils, or to her administrator. Beginning teachers, generally, derived their greatest satisfaction in decision-making relative to classroom management if their pupils achieved, were efficient, gave them approval and recognition, and seemed lfiobin M. williams, Jr. American Society (New York: Alfred A. Knopp), 1951, pp. 358-b39. 12b to conform. A study of Table XLVI suggests that over one-half of the factors stated as giving satisfaction in decision-making were related to pupils. about one-third of the factors giving satisfaction in decision-making were related to the teacher personally. About one-tenth of the factors cited as giving satisfaction were related to adminis- trators. The achievement factor was most frequently mentioned as the factor that made teachers feel satisfied with a decision. About two— fifths of factors cited were related to achievement. Of the total number of factors given 15 per cent were related to approval. About one-eighth of the factors were concerned with efficiency. Conformity accounted for over one-tenth of the factors. Recognition and success each were cited in one-tenth of the factors. Factors which beginning teachers said made them feel dissatisfied with decision-making. During the focused interview teachers were probed in relation to the factors which they felt made them feel dissatisfied with the decisions they made relative to the management in home economics classes. These factors were classified into six categories adapted from Williams listing of value orientations. These classifications were: (1) disapproval; (2) inefficiency; (3) inequality; (L) lack of achieve- ment; (5) lack of success; and (6) uncertainty. Each of these factors was related to the teacher herself, her administration, and her pupils. A total of fifty-six factors were cited as contributing to dis- satisfaction in decisions made by the twenty-four beginning teachers TABLE XLVI F..CTORS mow Brzenmme TEACHERS or HOME mower-1 ICS FELT mus DEC ISIOIxI-E-L'JQING sgmsrrme Number andgper cent of factors Factor _ Number Per cent Achievement 26 bl.9 Administration - - Personal 7 11.3 Pupil 19 30.7 Approval 9 1h.5 Administration 3 h.8 Personal _ - Pupil 5 8.1 Conformity 7 11.3 Administration - - Personal Pupil to: 12.9 03 Efficiency Administration - - Personal Pupil mm mm 14:0 Recognition 6 9.7 Administration 3 h.8 Personal - - Pupil 3 b.8 9.7 0\ Success Administration Personal Pupil IL)! \0 0 \II Total 62 100.0 126 interviewed. The greatest percentage of these factors were related to pupils. well over one-half of the factors cited were in relation to pupils. About two—fifths of the factors stated by teachers were related to the teacher herself. The smallest number of factors contrib- uting to dissatisfaction, less than h per cent, were related to the administration. Factors which denoted lack of achievement on the part of the pupils or the teacher were most frequently mentioned as contributing to a sense of dissatisfaction with a decision. This was cited in about one-third of the factors. Disapproval by pupils, administration, or the teacher herself of the decision was given as a factor contributing to dissatisfaction in decision-making in one-fourth of the instances. Factors related to inefficiency on the part of the teacher or her pupils were cited in about one-fifth of the statements made by teachers. These factors were primarily due to unsatisfaCtory use of time. If the decision proved unsuccessful to either teacher or pupils it was cited by the teacher as contributing to dissatisfaction in decision-making; this accounted for over one-tenth of the factors. Uncertainty as to outcome of a decision was a factor that was said to contribute to dissatisfaction in less than one-tenth of the instances given. Inequality factors were stated in 7 per cent of the statements given as contributing to dissatisfaction in decision-making. 127 A summary of the factors which teachers felt made decision-making unsatisfactory appears in Table XLVII. TABLE XLVII FACTORS HHICHinGINNING TEACHERS OF HOME ECONOMICS FELT MADE DdCISION-MAKING DISSATISFYING Factor Number and per cent of factors Number Per cent N-Sé Lack of achievement 16 28.6 Administration - - Personal , 3 Pupil 13 2 bum ADE? Disapproval lb 25.0 Administration 2 Personal 1 Pupil ll 1 \Ol—‘w NOOO\ Inefficiency ll _ 19.6 Administration Personal PUpil {o-q \fl G\ I 10.7 0\ Lack of success Administration - Personal Pupil WW UIU‘L \FL Uncertainty 8.9 Administration - - Personal Pupil - - m (.73 o \O Inequality h 7.2 Administration - - Personal PUpil - - 17‘ ..q .|\) Total 56 100.0 CHAPTER,VII SUMMARY OF FINDINGS aND CONCLUSIONS WITH IMPLICATIONS IN RELATION TO DECISION-MAKING IN CLASSROOM MANAGETENT BY BEGINNING TEzCHERS OF HOME ECONOMICS I. SUMMARY OF FINDINGS AND CONCLUSIONS Findings in relation to the hypotheses. The data which were secured from the beginning teachers of home economics in the selected group partially supported the hypotheses of this study. Beginning teachers of home economics tended to vary in the numbers of decisions they made relative to management in classes of home economics. They tended to be alike in the kinds of decisions they made. The data secured seemed to support the hypothesis that decision-making related to management in classes of home economics by beginning teachers was related to the following factors of: (1) length of time needed to arrive at closure in decision-making; (2) ease with which closure in decision-making is reached; (3) autonomy in making decisions; (h) knowledge and information available for arriving at a decision; and (S) the expectations of the managerial role of the teacher of home economics held by the beginning teacher. Beginning teachers tended to vary slightly in the kinds of satisfactions they derived from making decisions relative to management in their classes. They, however,tended to be more alike than different in the degree of 129 satisfaction they derived from making decisions relative to manage- ment in classes of home economics. Findings related to number and kinds of decisions related to managgment in classes of home economics. The findings in relation to the number and kinds of decisions were as follows: 1. A total of 3h3 decisions relative to management in classes of home economics were made and recorded by the twenty- four beginning teachers in the group during a specified, intermittent two week period. Individual beginning teachers varied in the number of decisions they made relative to management in classes of home economics during the two week period. The number of decisions made and recorded by individual beginning teachers ranged from thirty-one to three; two of the beginning teachers made and recorded thirty-one decisions, one teacher made and recorded three decisions relative to management during the two week period. The median number of decisions made during the specified two week period was thirteen and one-half. The number of alternatives considered before arriving at closure in decision-making varied. The greatest number of alternatives considered by any one beginning teacher for a particular decision was seven; the least number of altern- atives considered for decision-making was two. Three or 130 four alternatives were considered in two-thirds of the decisions made. Two alternatives were considered in less than one-fifth of the decisions made. Seven altern- atives were considered in only one instance. Decisions seemed to be related to situations of: (1) how to teach; (2) use of time; (3) discipline; (h) care and use of room, materials, and equipment; (5) interruptions; (6) what to teach; and (7) money. The greatest number of decisions, about two-thirds of the total number made, were related to "how to teach" situations and "use of time" situations. About one-fifth of the decisions made seemed to be related to "discipline" situations. Individual beginning teachers tended to be more alike in the BEESE of decisions that they made relative to manage- ment in classes of home economics than in the number of decisions they made and recorded. Twenty-three of the twenty-four beginning teachers made decisions relative to "how to teach" situations. Twenty-one of the group made decisions related to "use of time" situations. Twenty-one of the group identified "discipline" situations as situations requiring decision-making. Decisions relative to "care and use of room, materials, and equipment" were made by sixteen of the twenty-four beginning teachers. Two-thirds of the group made decisions in relation to "what to teach" and 131 "interruptions" situations. Only one teacher made a decision relative to "money." About nine-tenths of all decisions made relative to manage- ment in classes of home economics were made in relation to the use of the human resources of time, energy, and abilities, interests, knowledge, and skill of persons. Over one-tenth of the decisions made were related to use of nonhuman resources of money, materials, and school-community facili- ties. Beginning teachers tended to be more alike than different in decision-making related to use of human resources. Over one-half of the group made decisions relative to the use of time, abilities, skills, interests, and knowledge of persons. Beginning teachers varied somewhat in the decisions they made relative to the Specific steps in the management process. Three-fourths of the teachers made decisions relative to all three steps of the management process. Twenty-three out of twenty-four made decisions related to the planning and control steps. Six teachers did not make any decisions relative to the evaluation step in the manage- ment process. Beginning teachers tended to be alike in the areas in which decision-making relative to management in classes of home economics recurred. "How to teach" decisions were recurring 132 for about three-fourths of the group. "Discipline" and "time" decisions recurred for less than two-thirds of the beginning teachers of home economics. Decisions related to housekeeping were recurring for hO per cent of the group. Findings relative to the specific factors related to decision- making in managgment of classes by beginning teachers of home economics. The findings in relation to the Specific factors related to decision-making in management of classes in home economics made by beginning teachers were as follows: 1. The length of time required in arriving at closure in decision-making in management of classes in home economics by beginning teachers varied. Two-fifthe of the management decisions made by beginning teachers were rated as "spur of the moment" or "immediate" decisions, less than one-third of the decisions made required several days for closure, while one-fifth of the decisions required several hours of cogitating. Less than one-twentieth of the total number of management decisions were several weeks in the making. Less than one—tenth of the decisions were still in the process of being made. Individual beginning teachers showed some variance in the time it took them to make decisions. Over.one-fifth made one-half of all their decisions relative to management in classes of home economics on the spur of the moment or 133 immediately. All but one teacher made some decisions immediately; five-sixths of the group took several hours to make some decisions and several days before arriving at a choice for other decisions. Over one-half of the group had some decisions still in the process of being made. Immediate decision-making was most frequent in management situations related to: (l) discipline, (2) time, and (3) how to teach. The length of time required to reach a decision seemed to be related to situational factors and personal factors. About two-thirds of the factors cited by beginning teachers as being related to length of time required for decision- making were situational factors of: (1) amount of time available, (2) number of other persons involved in the decision process, (3) accessibility of resources, (h) de- mands of pupils, (S) policies of the school, and (6) number of alternatives to be considered. Over one-third of the factors related to length of time were personal factors of: (l) feeling that others tdll accept the decision, (2) feel- ing secure in the situation, (3) feeling confident, and (h) success of past experiences in decision—making. The ease with which a decision was reached seemed to vary among the beginning teachers of home economics. Over one— half of the decisions were rated as "fairly easy" or "easy" 13L to make. Individual beginning teachers of home economics tended to vary in the ease with which they made decisions. About one-third found some decisions "very easy" to make. All but one teacher rated some decisions ''fairly easy" to make. Five-sixths of the group rated some decisions "easy" to make. Over one-half of the teachers rated some decisions "very difficult" to make; over two-thirds rated some decisions "fairly difficult" to make; and only two beginning teachers said that no decisions were "difficult" to make. The ease with which a decision was reached seemed to be related to the management situation. All categories of management situations studied included some decisions which were rated "easy" to make by some of the beginning teachers. The greatest number of "time" decisions, forty, were rated as "fairly easy" to make. No "how to teach" decisions were considered "very difficult" to make, but twenty-eight "how to teach" decisions were considered "difficult" to make. The ease with which decisions relative to management in classes of home economics were made seemed to be related to factors of: (1) knowledge, skill, or information avail- able, (2) relative certainty of consequences, (3) limita- tion of alternatives, and (h) past experience in a similar situation. Relative certainty of consequences was cited 10. 135 in over one-third of the statements as being related to ease in decision-making. about one-fifth of the factors cited as contributing to ease in decision making were factors concerned with the knowledge, skill or information available, limitation of alternatives and past experiences, respectively. Factors which seemed to be related to difficulty in decision- making were: (1) limitation of resources, (2) inability to anticipate consequences, (3) involvement of other persons, and (h) degree of self-involvement on part of the teacher of home economics. Over two-fifths of the factors cited as contributing to difficulty in decision-making were con- cerned with the involvement of other persons; about one- fourth of the factors related to difficulty in decision- making were concerned with involvement of self by the beginning teacher of home economics. Limitation of resources and inability to anticipate consequences each accounted for about one-fifth of the factors which contributed to diffi- culty in decision-making. The degree of knowledge that beginning teachers had or were willing to seek seemed to be related to the risk the teachers were willing to take in decision-making. All beginning teachers made some decisions that were "risk action" decisions. All teachers, but one, made "forced action" decisions; five-sixths left decisions in a state ll. 12. 13. 136 of "inaction." One-half of the beginning teachers had decisions in the "learning" stage. Beginning teachers tended to be alike in the autonomy of decision-making relative to management in classes of home economics. Over 70 per cent of the decisions related to management made by the beginning teachers studied were made autonomously. Over lb per cent of the decision-making relative to classroom management was shared with pupils. Slightly over 11 per cent of the decision-making was shared with other persons such as the administrator, other home economics teachers, or other school personnel. The importance of the consequences of the decision seemed to be related to decision-making made by beginning teachers of home economics. Beginning teachers indicated that in over one-half of the decisions they made the consequences were most important to the teacher; in less than one-half the decisions the consequences seemed to be most important to pupils. Beginning teachers varied in the sources which they used for help in decisionemaking. All beginning teachers said that past experience had been helpful in making some of their management decisions. Five—sixths of the beginning teachers said they received help from printed materials; three-eights of the group mentioned meetings as being a helpful sourcezh1arriving at a decision. 1h. 15. 137 Beginning teachers of home economics indicated that they wished they might have had help in decision—making relative to Special problems in the management of their classes. Over two—thirds of the group indicated they would have liked help in planning and organiZing their work; over two-fifths indicated they would have liked help in making decisions relative to discipline; one—fourth would have liked information concerning reference materials for teach- ing; over one-sixth would have liked help in better under- standing the administrative policy of their school; and over one-tenth wanted help and information in better under— standing junior high school programs in home economics. There seemed to be a discrepancy between the expectancies beginning teachers had had concerning their management role in the classroom of home economics and the actual role as they were experiencing it. Over one-half of the beginning teachers said that their expectations related to management were not fulfilled. Over one-half of the group indicated that expectations related to time were not ful- filled. About one-half said that their expectations in terms of use of energy were not fulfilled. about five- sixths said that their expectations relative to the manage— ment of money were not fulfilled. Five-sixtis of the group found that their expectations relative to the interests, abilities, skills, knowledge and attitudes of persons were 138 not fulfilled. The least amount of discrepancy seemed to exist in the area of materials; beginning teachers generally had a realistic picture of the kinds of materials with which they might be working. Findings relative to the satisfactions in decision-making in classroom management by beginning teachers of home economics. The findings relative to the satisfactions in decision—making were as follows: 10 Beginning teachers of home economics were generally satis- fied with the decisions they made relative to management in their classes of home economics. About two-thirds of the decisions they made were recorded as satisfying decisions. Less than one-fifth of the decisions were considered dis- satisfying, while one—sixth seemed to hold uncertain satisfaction. Beginning teachers of home economics tended to be more alike than different in the satisfactions derived from decision- making relative to classes in home economics. Twenty-one of the twenty-four said that over half of all the decisions they made and recorded were satisfying. Seventeen of the twenty—four indicated uncertainty of satisfaction in some of their management decision-making. Satisfaction in decision-making relative to classroom management varied with the management situation requiring 139 a decision. The greatest number of satisfying decisions recorded were made in the area of "how to teach"; in this area 92 per cent of the decisions were considered satngying. "Interruptions" accounted for the greatest number of re- corded dissatisfying decisions. The greatest degree of uncertainty in satisfaction in decision—making seemed to be concerned with the area of "care and use of room, materials, and equipment." Satisfaction of recorded decisions seemed to be evidenced in feelings of achievement and feelings of approval. Feel- ings of achievement were eXpressed in terms of: (1) increased pupil learning, (2) improved efficiency and order, and (3) improved pupil discipline. About three—fifths of the satisfying decisions were said to be satisfying because the teacher seemed to have feelings of achievement. Feelings of approval were expressed as: (l) approval of pupils, (2) approval of administrators, and (3) approval of others. , Over two-fifths of the satisfying decisions were those in which the beginning teacher said she evidenced feeling of approval. Dissatisfaction in decisions recorded relative to management of classes in home economics by beginning teachers seemed to be evidenced in lack of achievement and feelings of disapproval. Feelings of lack of achievement were expressed as: (1) limited learning on the part of pupils, lhO (2) inefficient use of time, energy, and materials, and (3) poor discipline. About three-fourths of the dis- satisfying decisions seemed to be related to factors of lack of achievement. Feelings of disapproval were evidenced in disapproval on the part of pupils, administrators or the teacher herself. About one-fourth of the dissatisfying decisions were those in which the beginning teacher said she had evidence of feelings of disapproval. Beginning teachers of home economics indicated that the factors of: (l) recognition, (2) approval, (3) achievement, (h) conformity, (S) efficiency, and (6) success seemed to be related to satisfaction in decision-making relative to management. Over three-fifths of the factors related to satisfaction in decision-making were related to the relation- ship of these factors to the pupils. Beginning teachers seemed to derive the greatest amount of satisfaction in , relation to decision-making in classes of home economics if their pupils were achieveing, were efficient, and gave evidence of approval and recognition, and seemed to conform. Beginning teachers of home economics indicated that the' factors of: (l) disapproval, (2) inefficiency, (3) in- equality, (L) lack of achievement, (5) lack of success, and (6) uncertainty seemed to be related to dissatisfaction in decision-making relative to management in classes of home economics. The greatest number, about three-fifths, lhl Of these factors were related to pupils. About one-third of these factors were concerned with lack of achievement on the part of pupils; this factor seemed to contribute most frequently to a sense of dissatisfaction with decision- making on the part of the teacher. Disapproval by pupils, administration, or the teacher herself were stated as factors contributing to dissatisfaction in decision-making in one-fourth of the instances. Factors related to in- efficiency on the part of the teacher or her pupils were cited in about one-fifth of the factors. If the decision proved to be unsuccessful it obviously contributed to dis— satisfaction; this was cited in over one-tenth of the factors stated. Uncertainty as to outcome of a decision contributed to dissatisfaction in less than one-tenth of the factors 'given. Inequality factors were stated in less than one- tenth of the statements given as contributing to dissatis- faction. II. IMPLICATIONS FROM THE FINDINGS Implications for teacher education. In an era when, according to the sociologists, our society is undergoing a shift in power and we are tending to move from a representative type of democracy toward one where the "peOple's choice" will become the law of the land, it is imperative that schools generally make a concerted effort toward helping people make intelligent choices. In the hands of today's lh2 teachers lies the opportunity for much of the future patterning of our society. The teacher of home economics can play an important role in this patterning. It was the belief of the writer that the teacher of home economics, by applying the principles of decision- making to her everyday management of her home economics classes, can be inttrumental in helping her pupils "...learn not only to buy packages of groceries or books but the larger package of a neighbor— hood, a society, a way of life..."1 An emphasis in the pro-service education of prOSpective teachers might be placed on the recognition and analysis of decision-making opportunities so that the teacher would be able to verbalize and generalize on the decisionamaking process. The conclusions drawn from this study have implications for teacher educators at both the pre-service and in-service levels. The data indicate that beginning teachers of home economics face decision— making in relation to seven specific management situations: (1) how to teach, (2) use of time, (3) discipline, (h) care and use of room, materials, and equipment, (5) interruptions, (6) what to teach, and (7) money. These management situations might be used by teacher educators as focal points for teaching classes in methodology. Teachers of home economics might be helped to analyze these kinds of. management situations, suggest a number of alternatives for arriving at a decision for managing the situation, think through the suggested 1David Riesman, Nathan Glazer, and Revel Denney, Lonely Crowd (New York: Doubleday Anchor Books, 1953), p. 3h9. alternatives in terms of the goal or consequence that each alternative implies, arrive at a choice, and suggest Specific action steps for carrying out the choice. It is the belief of the writer that this kind of mental analysis of management situations which prOSpective or current teachers have either observed or experienced will make them aware of the process of decision—making as a means for achieving the kind of goals in home economics that they are desirous of reaching. If the teacher uses the process of decision-making as the avenue for arriving at intelligent choices in relation to the management of her classes she is better prepared to teach this method of arriving at solutions to her pupils. The data indicate that the largest percentage of decisions made by beginning teachers was related to "how to teach." This suggests that emphasis needs to be placed in pre-service preparation of teachers of home economics on the .numerous alternatives that are open for the teaching of any one specific homemaking area. In-service programs for beginning teachers might well place emphasis on examining alternatives for Fhow to teach" specific areas of home economics. Past experience in decision—making relative to management in classes of home economics seemed to be the greatest source of help in arriving at satisfying decisions. This would suggest that the kinds of experiences that prospective teachers have need to be geared toward providing successful experiences in making management decisions. Most of the past experience indicated as being helpful to the beginning teachers studied seemed to be past experiences during the first 1th semester of teaching. Some of the statements made by beginning teachers implied that real opportunity for making decisions and assum- ing responsibility for those decisions was not always possible in the student teaching situation. This would suggest that sinpe experi— ence seemed to be the most important means for helping the beginning teacher arrive at a decision, the student teaching experience might place emphasis on allowing the student teacher to actually make and assume responsibility for as many management decisions as possible. The expectations that beginning teachers of home economics had relative to the management role of the home economics teacher seemed to have implications for teacher education. The finding that none of the beginning teachers of home economics indicated fulfillment of her expectations concerning people seems to imply that beginning teachers had a somewhat unrealistic image of what their pupils might be like. Beginning teachers said that college classes in guidance and education were somewhat responsible for helping them formulate an idealistic rather than realistic image of pupils. Student teaching experience had tended to give the same picture of pupils. Because the student teaching experience is usually undertaken under the guidance of a superior teacher of home economics in a school that is usually selected because the program and pupils exemplify good teaching conditions it would seem that prospective teachers have probably had little oppor- tunity to see or participate in a teaching situation that might be more representative of the kinds of schools in which they will be employed. This suggests that prOSpective teachers might have the 1145! opportunity to observe and, if possible, work with boys and girls in a variety of.kinds of situations and/or schools so that they might have a more realistic picture of what to expect in terms of behavior on the part of junior and senior high school pupils. An important implication for in-service teacher education is suggested by the data indicating that beginning teachers found meetings of beginning teachers where they had an opportunity to talk about the ways in which they were resolving their management problems as one of the most valuable sources of help in decision-making. This suggests that an important avenue for imparting information and knowl- edge and bringing about change in methods of teaching might be more effective by using the peer group as disseminators of ideas. In- service education personnel might be instrumental in working with key members of the beginning teacher group and organizing meetings of beginning teachers. The data in the study seem to imply that beginning teachers of home economics are more willing to share their problems and accept ideas from members of their own group rather than from "experts." It is the belief of the writer that one of the more significant implications of the study arises from the importance that seemed to be revealed of deductive learning as a means to more effective teach- ing with the expenditure of the least amount of time and energy on the part of the teacher. If teachers might be helped to think through their management situations, seek a number of alternatives, think through each alternative in terms of its possible outcome, and through this intellectualizing of the management situation arrive at a decision, they might be more able to achieve the goals they desire in teaching. Implications for decision-making. The data secured from this study seemed to have implication for the understanding of the decision- making process. It seemed to the writer that the variance found among the beginning teachers in number of decisions made and in number of alternatives per decision considered and the likeness in the kinds of decisions made implied that differences in decision-making were related to the individuals involved rather than to the situation. This may have implication for those persons who are in positions of management or are training others to assume managerial responsibilities. Through actual practice in resolving management problems, where the individual would be given help in visualizing and critically examining a number of possible alternatives the capacity for decision-making might be increased. In a real sense this might imply that the individual's capacity to do creative, critical thinking might be increased. The satisfactions which teachers said they derived from de- cision-making relative to the management in their classes were related to the values they held important. The weighing of alternatives in terms of possible consequences, the rejecting of some alternatives and the accepting of a particular alternative implied to the writer 1b? that individuals were in reality weighing then ordering their basic values before making a choice. This has implication for goal-setting. Educators might help individuals learn to "think through" a situation prior to establishing goals. Through the intellectualizing of the decision-making process individuals might be able to examine a problem and recognize what the implementation of various alternatives might mean in terms of goal-attainment. The analysis of decision situations prior to making a decision should facilitate the decision-making process; the analysis of decisions after they have been executed ought to help the individual draw generalizations upon which future decisions can be based. Implications for further study. This study was limited to a selected group of beginning teachers of home economics who shared a common educational background. The data seemed to indicate that this group tended to be more alike than different in their decision-making relative to management in classes of home economics. This hypothesis might be tested with a sample of beginning teachers having varying kinds of educational backgrounds. It seemed to the writer that the variance in number of decisions made and alternatives considered by the beginning teachers of home economics studied might be related to personality factors. A study to determine the relationship of personality characteristics to the ability to make decisions relative to management in home economics classes would deepen the understanding of the decision-making process 1148 and would seem to have significance for the selection and preparation of prospective teachers. Some of the data seemed to imply to the writer that factors of intellectual ability, ordinal position in the family, reasons for choosing the teaching of home economics as a professional career, and past status leadership experiences seemed to be related to the expectations of the managerial role and hence to the ability of the beginning teacher to make decisions relative to management of her classes. 4 study of beginning teachers who represented variance in these factors would point up the significance of these factors relative to decision-making. Beginning teachers in the group studied identified Specific management situations as requiring decision—making. Decision-making in these areas had not become habitual for the beginning teacher. It is possible that more experienced teachers of home economics would not be faced with decision-making relative to management in their classes of home economhzs. A comparative study of beginning and experienced teachers of home economics would be significant in identi- fying decision-making situations relative to classroom management. The findings of this kind of study would be significant to pre-service and in-service programs of teacher education. B IBLIOGPAPHY BIBLIOGR4PHY A. BOOKS .arny, Clara Brown. Evaluation in Home Economics. New York: Appleton- Century-Cmfts Inc., 1933. Arrow, K. J. Social Choice and Individual Values. New York: Cowels Commission, 1951. Baldwin,.Alfred L. Behavior and Development in Childhood. New York: Dryden Press, Inc., l9§§. Barnard, Chester I. The Functions of the Executive. Cambridge, Mass.: Harvard University Press, 1935. Bradford, Laurence A. and Glenn L. Johnson. Farm Management analysis. New York: John Wiley and Sons, Inc., 1953. Brookover, Wilbur B. A Sociology of Education. New York: american Book Company, 1933. Bross, Irven D. J. Desigp for Decision. New York: Macmillan Company, ' 19Sh. Fromm, Erich. Escape From Freedom. New York: Rinehart and Company, Inc., l9hl. Gee, Wilson. Social Science Research.Methods. New York: Appleton- Century-Crofts, Inc., 1950. Gross, Irma H. and Elizabeth w. Crandall. Management for Modern Families. New York: Lppleton-Century-Crofts, Inc., l9§5. Jahoda, Marie, Morton Deutsch and Stuart w. Cook. Research Methods in Social Relations. Part One: Basic Processes. New York: The Dryden Press, 1951. Katona, George. Psychological Analysis of Economic Behavior. New York: McGraw~Hill Book Company, Inc., 1951. Katz, Elihu and Paul E. Lazersfeld. Personal Influence. Glencoe, 'Illinois: The Free Press, 1953. 150 Knight, Frank. Risk, Uncertainty,_and Profit. London: London School of Economics and Political Science, 1937. Mead, Margaret. Coming of Age in Samoa. New'York: The New American Library of World Literature, Inc., 19h9. Miller, Paul A. Community Health Action. East Lansing, iichigan:' The Michigan State University Press, 1953. Riesman, David, Nathan Glazer, and Reuel Denney. The Lonely Crowd. New York: Doubleday Anchor Books, 1953. Simon, H. A. Administrative Behavior--A Study of DecisionéMaking Processes in Administrative OrganiZation. New York: Macmillan, I9h7. IJhite, Leslie A. The Science of Culture: A Study of Man and Civiliza- tion. New York: Farrar Straus, and Company, l9h9. Williams, Rebin M. Jr. Kmerican Society. New York: Alfred a. Knopf, 1951. B. PBRIODICAL :BTICLES McDonald, John. "How'Businessmen Make Decisions," Fortune, LII. (August, 1955), 8h-137. McGamy, J. L. "Analysis of the Process of DecisionéMaking," Public .Administration Review, VII, (July, l9h7), hl-hB. Merton, Robert K. and Patricia L. Kendall. "The Focused Interview,u American Journal of Sociology, L I (May, 19h6), 5h1-557. 'Tannenbaum,Robert. "Managerial DecisioneMaking," Journal of Business, XXIII, (January, 1950), 23-26. C. PUBLICATIONS OF LELRNED ORGANIZLTIONS Johnson, Glenn L. and Cecil B. Haver. Decision-Making Principles in Farm Management. Kentucky Agricultural Experiment Station Bulletin‘593. January, 1953. Johnson, Glenn L. Managerial Concepts for xgriculturalists. Kentucky Agricultural Experiment Station Bulletin 619. July, l95h. 151 National lssociation of Secondary School Principals. Home Economics in the Secondary School. Washington, D. 0.: National Associ- ation of Secondary School Principals, October, 1953. D. UNPUBLISHED MATERIALS Gyr, John Walter. "A Theory of Interpersonal Decision." Unpublished Doctor's Dissertation, The University of Michigan, 1953. Jones, Agnes. "A Followap Study of Beginning Home Economics Teachers Graduated From the University of Wisconsin to Ascertain Education Needs." Unpublished Doctor's Dissertation, The University of kfisconsin, 195D. Luehning, Gertrude Hannah. "Competencies of the Homemaking Teacher in the Secondary Schools of California." Unpublished Doctor's dissertation, Stanford University, 1953. Miller, Paul. "a Comparative Analysis of the DecisionéMaking Process in Community Organization Toward Major Health Goals." Unpublid1ed Doctor's dissertation, Michigan State College, 1953. Price, Hazel Huston. "Securing Valid and Reliable Evidence of the Ability of the Adolescent Girl to Make Intelligent Choices Con- cerning the Use of Personal Resources." Unpublished Doctor's dissertation, The Ohio State University, 1938. Roskie, Gertrude. "The Homemaking Program for Beginning Teachers." Unpublished Doctor's dissertation, Stanford University, 1953. APP ISNDIX 152 Unit 1, Home Management Building Michigan State University East Lansing, Michigan February 8, 1956 Miss Peggy Allen Pattengill Junior High Lansing, Michigan Dear Miss Allen: Thank you for your willingness to cooperate in our study of decision-making in relation to the management of your homemaking classes. Your part in the study will consist of three major steps: (1) the keeping of decision logs for a two week period, (2) the mailing of these logs to me on the dates specified, and (3) an interview where we can have the opportunity to discuss in greater detail the management de- cisions you recorded. I would like to visit with you and conduct the interview sometime during the last three weeks in March if possible. WOuld you include your class schedule and indicate which days would be most convenient for me to visit with you? I appreciate how busy you are and will want to fit into your schedule as much as is possible. The packet contains the information you will need to carry out your part in the study. It includes directions, illus- trations, and forms for recording your management decisions; also included are stamped envelopes for mailing the recorded decisions. I shall be looking forward to working with you. I hope you will find participating in this research project both fun and worthwhile . Sincerely yours, Beatrice Paolucci 153 #1, Home Management Building Michigan State University East Lansing, Michigan February 1, 1956 IMr. Richard.M. Demlow, Principal Mason High School Mason, Michigan Dear Mr. Demlow, For some time we in home economics education and home manage- ment have been concerned with the management problems that beginning teachers in homemaking encounter in their classrooms. We believe that the ability to resolve these problems may be related to the decision making process. If we in teacher education were aware of the kinds of management decisions the homemaking teacher makes and hOW'She makes these decisions we would be better able to help her manage her classroom more effectively and easily. Currently we are conducting a research study to find out what these decisions are. we are planning to use all the 1955 Michigan State University home economics education graduates who are teaching in Michigan as our sample. would you be willing that Miss be a part of our group? Her part would include the keeping of a record of management decisions and an interview. If you are willing that Miss cooperate with us would you share this letter with her and ask her to mail the enclosed postcard? As soon as we have her reply we shall mail her more specific information concerning her part in the research project. we appreciate your cooperation. Sincerely yours, ' Mary Lee Hurt, Chairman Home Economics Education Beatrice Paolucci Home Management Faculty Adviser ivll’l‘l .llzll 1‘ ll '1 15h DECISION LOG is a teacher of home economics every day you make a number of decisions concerning the management of your classes. would you answer the following questions about the decision-making in your classes? I. What possibilities for decision-making were open to you in the management of your classes today? II. fhich possibility did you choose? III. Why did you choose this particular decision? IV. Did you find any sources particularly helpful in arriving at a decision? If yes, which sources? v. Did you find that your decision was satisfying? If yes, why? If not, why? 15' FORM A DECISION-MAKING LOG _ 5 Date Class_ What situation required a choice? WhafichOICes did you consider—were possible? Of the possible choices considered, which did you choose? What were your reasons for making this choice? What sources proved helpful to you in making'the deCISion? Was the choice satisfying? If yes, in what ways was it satisfying? Was the choice dissatisfying? If yes, in what ways was it‘dissatis- fying? . ' v '1 ‘ I O a o . . . ~.—-u~...... .-.-... a. l . ' o . . o- - v- .. . . - a ' I . .. -~—-.s-~..—n-~-. .~ ,~ - - - a .... w.--~. ... -_, o. u i «...- .-.. . .. . .... a a ‘4... . - .. .. _~‘- -..~,..,_....-...-..... u-- ' 0 ¢ '| ' — " ' 0 ‘ . A , r~ . 4 . ' ’ ' I ’v I . - , . i . - a o . u. l a . I . ~ -- ‘ I .. .,-~.,. 0- . ..— ...v "...-..- ~ .‘ . .i— . . ... ...a... - ...-.- ...-.... ..- . - -.-..p. -.., -..-....” ..--- A. 4 . t . . . » . . c . _, .. ). .. - v r . - . v ‘- -1 a .4 . , ' " ' . . - a ' . c , - -.- "...a . . . . . .\_ . .» . . . . ‘1 ,....., .. » . .. -. o. ... . . .-. 4.. .. -. ..-.. '--Q-.-.- . ..-... . >10- . ~ w-,--.m~v.--._o.—o‘ , a. ' , . . .- o , , , . . . w . . c - I: . , - « ' - '. ' ' ’ ~ - '_'. - .‘- . 'r‘ ‘- I I . o ' - I ,. ‘ ' x7. ' . ~a - I ~ . . . 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If yes, in what ways was it satisfying? was the choice dissatiSfying? ‘If yes, in what wqys was it dis— satisfying? . . I’v-‘ '40-, ‘Q 0-” ~ Q < v i ‘ . , v . .... . ...”, - .. - i . , . ‘ . ., , .. _ . -.-... -. , .i A ”7.7 . , v v. . , . . .. . ...._... -.-‘.... .. . . v. . - . .-..-.. .i . -. ._. ... .7, - ~A ‘- . . -- . . v » . \ . I 1 . , . . ~ A . - , . ‘ ,. v ~-~-. *-.-~-o .. ...... at». «uga» ... .. .-... .... 4 .--‘ ...vr.» .- ... - o. i. --, 7.- .. i. -7 ,. » W . . ' , _ . . i 1 ' ' . ‘ - >, - . . O ‘ i , 4 , s .. n . . . _ . . ,- ».... v . — v. . . , - ..-.‘--~. . .. , n. » —- ... y .-.g ~.. .. u »- a. . n v . ~~ -— .. ,. ~ in . . . - v . ‘ . s . I . . ’ . 0 ~. . , ' ' . . o - on. - -0 - . .7. v. .A - rv-au. ..—- .u-r—‘-.-ifiv’.-nh .. -, .~ . . u -....< .. o - .- v .A .m-. ...“. .. -3, . \ l . , _ .. . . ,- . . \ . . . . .. , g, . n ‘1 ,. , -r>. ‘ ,. v ..- . a ...—...— -.-or - . u A“—- .< . . y-. . , . _ . ... A. .A. . . - . ‘ . . . . _ . . i ’ v' ‘ . . , ‘ . a . . s FOCUSED INTdRVIdw SCHEDULE 157 (To be used with beginning teachers after they have recorded decision practices) INTRODUCTION: During recent weeks you have been keeping a record of the kinds of decisions you have been making as you manage your homemaking classes. As you made these decisions concerning the managing of your classes you jetted down some of the things you did as you made these decisions. They included: (1) thinking about the possible things you might do, (2) thinking thru some of the possible things that might be the result of chosing each of these possibilities, (3) choos- ing one of the possibilities (alternatives), (h) taking some definite action to carry out your choice, and (5) accepting the responsibility for your choice. Today I would like to find out from you a bit more about the decisions you made and particularly how you feel about your choices. Part I: Process of Decision.Making Al. During the past few weeks you recorded the following decisions relative to the managing of your homemaking classes. (Hand them sheet with their recorded decisions) gbuld you look at the list and tell about how long it took you to come to a decision. Some decisions are made quick y, on the spur of the moment, in fact; others take some time longer; still others remain in the process of being made for much longer or even indefinitely. Will you rate your decisions as immediately or spur of the moment, several hours, several days, several weeks, or still in the process? Decision Immediately Several Several Several Still in Recurring— Number Hours Days weeks Process A. Daily \ocn~dChv}5ruanakJ B. Weekly \OCDK‘IONUIII‘WNH 10 Comments: a. What factors seemed to influence the length of time it took to make a decision? d2. Some decisions seem easier to make than others; they don't bother us very much. Other decisions seem much more difficult to make; making a choice causes us some concern. Will you rate each of the decisions you made as very easy, fairly easy, easy, difficult, fairly difficult, or very difficult? ion Very Easy Fairly Difficult Fairly Very r Easy Easy Difficult Difficult eeklv U) I tha»n)FJsfim>Os~Jo\vinsua l OWCOK] OHUI !—’ Comments: A3. Can you recall some of the factors that seemed to make some de- cisions easier to make than others? Decision Number Factors: Decision Number Factors: Decision Number Factors: Decision Number Factors: 159 ah. Can you recall some of the factors that made the decisions you ,‘ its . checked on the difficult side hard to make? Decision Number Factors: Decision Number Factors: Decision Number Factors: Decision Number Factors: The consequenzes of some decisions seem to carry more weight than the consequences of other decisions. At times the outcomes of a decision are significant and important to you, the homemaking teacher. it other times the outcomes will seem to you to be more important to others such as the pupils, parents, school personnel, school administration or community members. hill you tell me to whom you felt the decisions you recorded seemed most significant and important? Decision Self Pupils Parents School School Others Number Personnel Administrator (specify) (specify) A“_ A. . Daily 1 2 3 h 57 6 7 8 9 B . Weekly 1 2 3 h 5f 6 7r I; 9 H O 160 no. Sometimes when we make a decision we feel quite satisfied with what we have done. It seems that the outcome is what we had anticipated; we seem to feel that we knew what we were doing. at other times we felt quite dissatisfied with our decisions; outcomes are not what we had anticipated; we wish we might have the opportunity to try the same thing over in the light of what we have learned. Will you rate each of your decisions as to degree of satisfaction? Decision Very Satisfying All Unsatisfying Very Ifumher Satisfying, Right Unsatisfying, A . Dal 1y fikvrerd O ‘0 Cid-x] (not: H B. Weekly mNmULfi'JWNH ...: O\O A7. Can you recall some of the factors that seemed to make you feel satisfied with a decision? Decision Number Factors: Decision Number Factors: Decision Number Factors: .161 AS. Can you recall some of the factors that seemed to make you feel unsatisfied with a decision? Decision Number Factors: Decision Number Factors: Decision Number Factors: n9. Sometimes when we make a decision we make it alone, independent of all others. it other times we seek the help of others in making a choice. Will you tell me which decisions you made alone and which you made by consulting others? Decision Made thers (Specify) Number Alone A. Daily VDQn~Jo\uiCHCan3bJ (I) o ‘Jeekly witfikur0}4 A U‘ NOrIJN |—’ O Comments: ilO. Sometimes when we make a decision we get help by recalling a Specific experience or seeking out information from special sources. Will you tell which sources you relied on for help in making each of the decisions you recorded? Decision Experience Printed Meetings None Number (specify) Materials a. Daily 03 5* (D F3 {<1 e4 F4 24 C>w>oa~aoxvinsuin3e4 c>v>ewaaoyvi thJFJ Comments: All. If you had the opportunity to make one of your recorded decisions over again would you do so? yes no doth know . If yes, which decision? . what would you do differently? on: c. hhy do you think you would make this decision differently? A12. If you were to choose one decision that you recorded as being the "best decision," that is, you felt satisfied with the outcome, if you had a similar decision to make again you would make the same choice, which decision would you choose? a. Decision Number b. Can you recall exactly what you did as you made this decision? yes no 5. If yes, what did you do? 163 A13. Occasionally we are forced to make a decision which we do not feel is rightfully ours to make. Can you recall making such a decision in relation to the managgment of your home economics classes? yes no a. If yes, how did you feel about making this decision? b. were you willing to assume the responsibility for the outcome of this decision? yes no 0. To whom did you feel the responsibility for making this decision‘belonged? Alh. Often we have decisions pending, so to speak. we have arrived at no choice. we leave our problem unsolved and keep "putting off" making a decision. Can you think of such decisions in classroom management that at this time seem to be in that state for you? yes no a. If yes, what are those decision situations? 10 f Part II Bl. Think back to the time when you decided to become a home- making teacher. a. When did you decide to become a homemaking teacher? b. Did you make this decision alone or with others? 0. khy did you want to become a homemaking teacher? (Insert job satisfaction rating from AV; study here) B2. hhen you started teaching last fall, what did you expect the job of managing your home economics classes to be like? B3. Now that you have been a homemaking teacher for a semester, are you finding that you had anticipated your management role as it really is? yes no Uncertain a. If no, where have there been major differences in what you thought "would be" and "what is"? 165 b. If yes, why do you feel the role is as you had expected it to be? c. What do you think the pupils in your class feel is your management role? d. What do you think your administrator feels is your management role? Bh. Do you like to teach home economics? yes «.1 no Reasons: Part III Cl. Would you be willing to share with me some special information about yourself? a. Are you ' married single engaged children b. Did you spend most of your life on the farm in a Small town in a city c. that position. did (do) you hold in the family oldest youngest middle only d. Did your mother work outside the home when you were in grade school high school college e. Did you work for pay while in junior high senior high college 166 90RM A DECISION-RAKING LOG Date Class_ lhat situation required a choice? Jhat choices did you consider were possible? 3f the possible choices considered, which did you choose? What were your reasons for making this choice? Vhat sources proved helpful to you in making the decision? Vas the choice satisfying? If yes, in what ways was it satisfying? ”as the choice dissatisfying? If yes, in what ways was it dissatis- fying?‘ 167 “ FORM B DECISION -MAKINC LOG JATE CLASS What situation required a cloice? What—chbiees did you censidCrhwero possible? Of the possible choices, censiForod;"Whidh did you choose? *. Nhat wofo your reasons fervmikihfibthisIEHBile? Whafgsource§_preved helpful to ydu_ifihmdking the decision? was the choice sEtisrying? ‘ir yes, in whit wiys was it satisfying? .- st‘t a Ehdicc dissatisfying? “If yes, in whet ways wls it dissatis- fying? Did you make anyfimjnigszEt‘dLEIEiens last wickwthat you would like to share? If yes, please use the above procedure and record it on the back of thiS'shect. 4‘ l V r' _ ‘- ' . 7 v . : . . . .’ ~. I ‘ " ‘ ' ‘ . l .' tm<~‘-n-- . ...». Mo-‘ urn :- - nu ~ .. -.-. - .o.~.--~.< _ . .. o _ H ,. .» .. - . . . . . . . . —~ _. . no ..u-...-‘..-ou -- .‘ r .- r V. a . 1' ' . . 4 I , .. - ~ ' I. II .r . , I I .. ‘ ‘ . ‘ i O '5 . . . h: . ....A., - .1. ~ ‘ .‘. - c .. i. ., . . . V . ‘0. . . ...‘....-. .. .. .-.. .. - . . . m a ‘ - ' . , ’. _ - .. . _ . ‘ _ . - .3 . I - ° , . . A , .l . _ .9» . - . . r . . - .~ - ‘ _. . . .-.. . . » l . .. —.-.--q-- v I I ' - . , . . .x _ 3 . a ' , ' - . ‘ . .. . 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J _ (L:t?1l.mi inffqun'ti Tl<34n0:dfillng 'flr: Pu”- cord.d dufilfli ns r.l t. :m to m nigsmont in h01om kin; 01's; 7‘ ..L.’ g INTQMDUCUIHN: During ;o :nt '-.!'.,-ok:: you hwv. L» of tho docisions you hi?» b..n n fiin AS (31'; ' 013. (- honcmdking 0108803. 0",) jottod dovn so~c f“ctwrs rclna d t (1 \ I mndo. Thuy includud: to solvw your ( mmnxgc Q SOIQ possiblw oPtCO~oS w; w? of J, ,. . 1 ‘ 0" ~ 0 fl ". Mon possrn lit '10- oing (altcrn~tivw ), and (u) C1rr3 out your ohmic . ;ou in grcwt r dotwil mFov+ :1 fine: In p=rt vr1~“, I would likm to kn: your ChOiC S. (HAN) .JJ Tid3flifi A Llsw ow pi. MANAGJ"“yT n p—H fl A) at of th, Ho .AI?) Lilliggi);. i or 1 and NTilbd tn‘{;¢ DUI" i n {5‘ th ‘; viuw my will txlking About tho-o k.~: ”4.).52‘ rlljor 13 . o \n xgu ing :1 V .‘J. 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C. 171 Jhdt factors seemed to influ nce the length of time it took to make Fm re th re rooccuring? COTT1:Jlt:3: any‘ If a decision? decisions thfit se mud to -v .I "3’ which ones? b“ \l 172 A2. Some docisi*ns seam «Lsicr to mnks thin others; they don't bothcr us very much. Other decisions seem much more difficult to Mlkfl; miking a choice czuscs us some conc rn. Till you rate oxch of the decisions as very easy, edsy, fairly cxsy, difficult, fiirly difficult, very diffi- cult? f cul d rly cry Difficult Diffic Decision'Very Numb or E513 t ) I I -v-mm‘-+ «- ..-...__. cock 1 ' ._ AL __ *L-“ a, Gin you reczll 391s of the flCtOPS tth seemed to Mike 3049 decisions Hfldigr to :1ks thin othurs? Vi ‘— ‘ ... D '- .. . 4 ~'. . H. i . I ' ' ~ ‘- “ ' ~ .0 . h . ‘ . J I l - , I v-v ‘ a ‘ i w ""“ ,7..- ‘ a - . a i ‘ . It . u - V . , . .n . g .. , ‘ . - f . ._ - . . . . . .- . _ - , o' ' '- - ~ , ..,. . . ... ., ( .. ... .... i 4 ' n au‘u ... u- - ., . -‘- . . ‘ v n ‘. r I‘." ".l , ' ' ' I . . o c.“ . . . i. . .0 ~ . . n . n... .... c .A . . . ' . . . «A» ... , ~. n t . . , .. ..V . - w . . .... . ‘V _. ~ . . , . . 3 u . ..' ... . ' ’ l . . . 3.- . .- ’ . a ' I o , , .- , . . ..-’. ‘ ’ ' r . . 173 a. Can you rooflll t3- fwctors thfit seemed to NWke son” doc si ns difficult to Hike? A3. The consequenCcs of some d cisiwns com to carry more Leight to you than ths conchuenCus of other decisions. At timdssyou feel th= stream 3 of bour decisions seem more important to others such as pupils, parents, other teachers, the idministritor, or others. To whom did ywu feel were your recorded decisiwns important? Decisiifl Sol ls ParonEETt oo "nistrstor or Number Porswnnel (specify s cif” u I I ' a ‘ A I l' - . . . .... . . n . .- . n , - u ‘ s - n .' g . c , - V.|' -. ,¢ ., . . . . a . . .‘ ... . ‘ - . 1.--'.- ....1.‘ ‘- v a . . -.- a- ». .n c. h ' I V ~ ; .... . - .. a . .. ~._.,. ...,4... . ‘ . , . - 1'.- .. - ,al; - .4- . ‘ n . A . . , . . . cu. - ~_‘ . ~ ' - v . c -- , M . - . ' ‘ "an"... H» ..hr , - w. _. . I ~- --.<-.~ ' .. I 0. ~ ‘. V a v _. .V I e c _ n , . . . . . - . . . n V . - , . . r . n . I . . . .- i . t I v . ’ u ‘ .. ,o . - ' 1 . g . . - n. .V- . . - . -. . o o _ . . c“ . . - . x o a. u u: ...—A . - u u . . .. u 4.. .. n . .n ;. . >1 .. — . . a. . . ~ .. . . .. ‘ . . ‘ I a . . . . . . .. . . - . ‘ u v n v i - _ . c g ,. - . . . .. - ‘- . . . .- .. . . . f . f...2 - .. . . n . . . n“ . o . - ~ . . . .. . . ,. I I . _ . - ‘ . ... ‘ .. , . . a. . .... .... . . 4 . .. .. - n A - . ,u .. -.... ..u , — .. . ~ - « ~ . , ~ -. .i - .. n.- o . .. c ', v... -‘a . y "- 17h n‘r .Nl. SOYJ tirr Isl n V" r1da; a d c Sicw1 n;; eel quite satisfied with what we th: done. It so ms thit the out- whvt vnilild anticijn bid. at aflfin r ti-mus'rc feel U) coww i iss tirfi d with our decisions; UUCCUHCS are not as Q; qui to ,4 we had Anticipst d; we wish we hL< 4n o ;o;tu3ity to mak- the docisi n over in the light of Kilt we have loarncd. Will you rate the degrefl of sxt sfsction c: ;»1r decisions? Decision V553 I Satisfyinfi’fill Uns? sfying Very Number :gitisfvi . _ basst s —o “...-“..--.4 r- ~~w' a. an you roc°11 SOTn of thn factors thft seemed to m‘ke you f1. :31 Sitisfi d with D. doci I‘ll? 175 b. Can you lemonber so» of the footers that seemed to make you fc 1 unsetisfi d with a decision? A 5. At times we mike decisions Alene, independent of all others. in making a dedision. uni which did you mike At otha: times we Se k the help of others lhich decisions did you mike alone by com ulting others? Decision Number ’Mede Alene FE). e wi tH chggsmLspzcify with wheml_4 A...- GP GMFMWH “‘“‘1 g__..-._ IO ‘3 14 ““ ‘53 1H ____A ID LAL H '0‘ H J ‘N W13 N C: -W leeway CD i E’Eflfi . o ’ l . . ' . - - . . . _ , . . . .. . . .~' . . . . . - . o n. . O (f - . A I e _ . ' I g. .. .. A . . ... n -- ., - . -. u -. o. - nu - ... .. ..... -‘ .-g..-, . ....--~ . ' ' I “ §' u .. I vvdo I - .-—- - ... . ..a. ..‘. - o . -, ..-. . .. . ..-... . ...,J-...... .. i K ~ . . ........ .,. -... ...,. ._ , . .. .3. -‘..... . . g I u n c .. - . . ~v- . o .y - . . \.' .. . ..n‘; ‘ . .- . .- . .-. _ .. . . .. . , . . . .. L . . u o - . ~ . - - . . , . - ' ’ I . o . . . - . - - . . ~- ... . ..I .... V . . - . l . u «. 4- .- ~ - . . . ., . .4 . .. a .. . ‘ - . .. » - .A - ~- - . . ... . . . l nv.o ...._ i . -. ,- a r . -. . - . . . .’ . ._ .- .- 0. - - A . . d . . . . J . .. .. . . , . . 0| u ‘ ~ . . g - l' —-:n O 3 . - . V .. i. ». 7' . -- ‘ . . ~ a -" 0' , n . . l , .h -I .~ . . - , . . . I I ~ - ... . .. . . . fi".-'n '.o- - I ... - ~ I l - . . . . . . - .> - ‘ . ‘ ----'. - ... -. . n. n-t '4. . n O: o -' new. ~ u i. u a .0 . . ‘ . t‘ . pyL . a . -. .- ... ..¢- . . ... ‘ .-. ‘ . - . . — . .. - . , . , . . .- i A . «my. . . -..- -. ... ». .. ~— ....| . 0 .— —.~.‘n .... . ..-... o . .5 ~. ...-uhhA- -- - I. . . .. n .. - . u' 0» - .— -.,- ......4 ’ .. - . ~. u--.'~.. .. ..."... ...-...a .m- 4 -.~I C-J§.‘ "" , P y n - u . . .1 . a. .0 u .g , .. , , ..- l ... .o . ,‘._ ....... ,. V"" V-. . 5‘."~-.v.'¢0"‘. --- a . -..... .0 M. ... . .. . t .. . . . . . ,. .... ‘ - . . ... ..v..‘-. , . u u- - . - .‘ .. o ... o . _-. a. . .a -. A, ,-.....- -' a o‘. > .~-.~ c-oo ' a . ~4‘D-u-I . 5‘ \ ... . ‘94-. ”A , “e .u . .-. a ,. u .. .... . . -l'-- 4 ... ‘ on ..- y. - .5. .-. . ,- . ‘p.4‘ 0.;- .h‘ .. .. . 4 ‘ .... . i H. . . . . . . . . ,. .e c .. _‘- ‘m 176 A60 Often Thwn To wafiu a decis'on W» L:t help by recalling d s ecific efiw Li nee or s ,kin; out special knOWledg» or inforn;tion. Upon which sour0us did you rely on for help in Hiking our dedisions; oXfleriznce, printed mat rials; 1eetings, others, 01 D3flu? Deeision* ‘Expcrilnce - [ ‘Printedfflm'hee “ ‘ NUmhpr (specify) ' Materials (sng_}_1) . "*‘wcif" T r-d-nrm-o-n—v- ----.. o - - ... --- ‘ uc- - «Wat—(.gi-u; .. '“quW—‘H‘Q‘fir --—-v T— 3 . __.__ ...-h- -4L——o~.¢ . ...-mo 0- u.- lP—omw“-fl~o~”- “...-“4*:- [I _- .....- ;. ...-O - - ‘ S 00- rm cum - L. .v- --.-o -- -7..- run-.91».— wn s- - . .0 r— a... an.» w A-vfip ‘-.".o +— r' l~ '4‘ ~-_«-..- .-cp ...a-- ...-M ahdbmo . -.., 9 “ 10 Ivar ‘- v.“ A W W?“- A‘ man-.... INOWc {M-' m-uv _ V_ M ' g .- .. .....- .. ...- 4 . .-.. -....- urn-{pun ” Lu...— -——- 2?” ""”"'T”' "—"""‘ “ML ’“‘”“'""‘““' “ L wfiw 9 Tun—m“?- “w A‘ ...—1.. -. ..-..— .... . bu. ...-“n ‘ l l ! I 2 _‘:L—~_ cur-h -.— -mc— oo—u-M} - ...- o-“—a«-—-D t. .. A . E u G -‘d'MOW Mo’v ow ...-WW- 0 -- - ----o u - Ji—n O muv O -~-'0‘-.-+---0 ' —-* “~- ' I D“- -— -wn' -‘ L. ...-on... ...-- a..- .-.-... n - .- .... .- ~»~.--..-m..--n-.cs -.. -- ”‘0 ' -—-———A a. J3PO thUDC kinds 0f hdlp or Svai<1 informitinn You wished th‘t 3” might the h”d Whun mrking 30“? decisions? If ij’ Wh t? a . . sut- * on .--~ ... , t I . n. . . . . .... .. u ---u .. It‘d- . I .1 - n ' v0" -... x .- a. .- -¢ I” r.n ' . . ,- nu . v . ‘ . u . - u .' - . . -. V- n. v ‘ - . ' . v I . o . ' u- . ' . . p . u o .o» ... - . ‘¢ - . -s a -- . .. v . ... u . D . o u - . . i - a. . , . ... i i . -0 u. -. .o‘ l .. . . . .. . . . .1 4 1 ‘-‘w. 177 A7. If you held the ot pie-tunitjl‘ to m 1km one of your decisi ns oVor, would :nu ChflSu to Hike a different choice? If yus, which d,cisivn or d eisi ns? Ehat would you do differently? Thy would 1 Tflu no it differontly? A8. If you were to ChUSH one d cisi>n &S the best decision thwt you recorded which would it be? Can you remember how you mnda this decision? Th1t mikes this decision Seen "bust" to you? 178 A9. Occ’sionslly Uh ire forCed into a situttion Where we hive to r121k< '1 decisiwn that 27;; feel is not rightfully ours to m;k . I: think it is SONJOHC’ ele's responsibility to szw th-t d cision. HaVe there been such situitions in relation to the mmn‘gcm nt of your classes? If yes, what? Iow did you fe.l about making the decision? Who didyou feel should hnv. made the decision? a. Situation: b. Feelings :xbout situ.:.1tion: 0. ”he responsible: A10. Often we hch l decision pending, so to Spolk. We have arrived Jt no specific choice. We leave our problcm unsolved ind ”k3 p putting off" the mxking of a choice. Can you think of such decisions in relstion to the menagomont of your home ccenonics classes? a. If yes, what situatiwns ire requiring a dicision? b. ‘Ehy do you feel you knew putting off choice-mzking? fitti‘l‘lilli 1 ’ ‘l 179 Part II: Role EKfoctotiwn 31.. When you st;rtad your hom- economics teaching job last full, whit did you think your job would be lik" J as for as monoging your clzsoos was concerned? :1. Tint} C . IIOHQy d. Mat cri 11 s e. Interests, f. Corrnniity Commcnts: skills, Abilities of other persons facilities for a v '1 V 0111 180 B2. Now that you half) hue-n a home economics teacher s~1gst r, or; you fin”in& that you hid AUtiCinth managemrnt job pretty much as it is? a. If ;o;s, nix; d v:fe l {filis ‘to in) trwrg? b. If no, whore do you f»el the mijor differences in wh-t you thiugh "would bc” and "what is” are? B3. Think back to the time when gou decided to b t',‘ COT‘IV~ v i hone economics toicher. a. Vhen did you M"ko this decision? b. Did you mike this incisi n alone or with others? c. Why did you went to be a home economics to ch r? 181 Jo '.\ ELL. I, Cholt‘rsxf: tit: st ._’i,;;_;'1:‘.11t which Ernest tolls how will you LIKJ tu‘ching. (l) I do not like it. (2) I on indiff,rent to it. (3) I 11kt it. II. Choose th» stitement which shows How huch Of The Time you feel 3 tisfiod with teiching. __11) Rest of tho time. __(2) About hilf of the time. __j3) Seldom. III. Choose tho statomsnt which bost tells how you feel about GHAHGING TJACHING for some other kind of Work. ___(1) I would tikc almost my job other thwn teaching in which I could yarn is much is I on earning now. (2) I on not ooger to chlnge(l ave teifihing) but I would do so if I could get a better job. (3) I do not know of any job for which I am quxlified th;t would induCe no to leave te‘ching. IV. Choose the statement which shows how you think YOU COMPARE with other peoplg. __jl) I like teiching buttur thin most people like their jobs. ___(2) I like teaching about as well .18 most people like their jobs. __(3) I dislike tenehing more thgn most people dislilc. thfr jobS. Part III Person 1 InVuntory CI. 3. Are you __}ur.itd __single __ongagnd ___Chil d 1" on b. Did you Sp nd most of your life on the form '"in s: 11 town ::in city 0. Your position in your fitily wws olxhtst youngest only mid 7le * Taken from Form W, "Factors Affecting The Supply of Home Economics Teachers,fl Home Economics SectionJAB§sea§ch and Publications Committee. ’o" I . . V , ' . ~ " i.--4 I l _ . I “-7 I 3 ‘ . I I “ hfing-n O O . . 0‘," rm . ' y ‘ . y r: ' a I' - . .. ,. bl- l v t V K n e V c . . a 182 DJCISIONwMARING IN CLASSROOM MANAGEMENT WHAT IS CLASSROOM MANAGEMENT: The managing of a homemaking department involves the solving of many kinds of problems. Each day you make a number of decisions concerning the way you use the resources of time, energy, materials, money and interests and abilities of persons. By choosing a particular way from a number of possible ways to resolve a problem you use these resources to achieve what you believe to be the goals of the homemaking program in your particular school setting. Although you may work with others, such as the school administrator, your pupils, parents, other teachers et. al, in arriving at a satisfactory solution to these problems the major responsibility for the management of your homemaking classes lies with you. Alone and/or with others you wake a series of decisions that ul- timately result in Specific choices that determine the patterns of operation within your homemaking classes. WHAT IS 11 DECISION-MAKIM mic-:33? Little is actually known about the decision-making process. A good deal can be seen or heard concerning the outcomes or consequences of a particular decision or series of decisions, but what actually takes place as we prepaie to make a decision or choice is much more obscure to most of us. One can see a neat and attractive howemcking room, a class that begins and ends "on time", pupils enjoying or not enjoying their classes, equipment well cared for and used. Much less evident is the weighing and balancing of possible courses of action open to you, the conflict and suspense in your mind as you attempt to predict the consequences of each course of action, the search- ing for information that would increase your chances of making the "right" decision, the feelings of satisfaction or dis- satisfaction that accompanies each decision. This mental activity has been identified as the decision-making process. WHAT KINDS OF CLASSROFQ hANAGEMJHT DSCISION DO YOU MXKL? ..-—u—u that kinds of decisions concerning the management of your homemaking classes do you really make? Do they involve choices about: What areas of homemaking to teach? How much time to spend on specific homemaking learnings? How to get the most from the money budgeted to you for your department? "Disciplin- ing" your pupils? Finding ways of accomplishing all you want to accomplish within the limits of a definite number of minutes of class time? Working out solutions to the problem of too many 1upils in too little space? Arranging the physical facilities of your classroom for maximum efficiency and comfort? Keeying the classroom clean, orderly, and attractive? WHAT DO YOU DO WHEN YOU MAKE CLASSROOM NANAGBJSNT DECISIONS? How do YOU make these decisions? flhat possibilities for 183 choice-making do you see in 1 situation? Do you tend to make a decision and then after or er 1 rising the consequences look back and wonder what rou night have done difierently or do you think through a situation before arriving at a decision? What steps do you take when deciding among alternatives? How do you attemvt to anticipate the possible consequences of a decision? To what sources do you turn for help in making a decision? How do you feel about 3 ur choice: Satisfied? Dissatisfied? Why? WILL YOU HELP US PROoE DECISIdN-TAKING? YOu can provide us with some insights into how you make decisions concerning the management of your homemaking classes. These insights will provide us with keys for developing decision-making techniques that will help homemaking teachers learn to analyze a situati.n, find the possible alternatives, and select the best altez: native for achieving a particular homemaking goal. Won‘t you help us to find out about decision- making by keeping a decision log? WiAT IS A DSCISION LOG? A decision log is a record of the kinds of decisions and the steps you used in maimi these decisions. Keeping a decision log will give3 ou an o portunity to look at the possibilities for decision-making that W818 open to you . Analyzing your choices will help you see evactly what halpened as you made these decisions. Recording how you really make decisions can give us practical clues for developing decision- making techniques that ill make the t caching of homemaking more effective and easier for all of us. Attached are some illustrations of decision logs. Will you keep a record of the decisions you make in the management of your homemaking classes? f i 18h FORM A DECISION-MAKING LOG Illustration 1 Date 2/8/56 Glass:7th grade What situation required a choice? How should I teach the group to measure ingredients correctly? What choices did you consider were possible? 1. Could demonstrate how to measure dry and wet ingredients to gr- cup. 2. Could show a filmstrip that emphasizes measuring. 3. Could have them read and study about measuring in a textbook. h. Several students could demonstrate measuring to all the class. 5. Could divide the group into smaller groups and.h1vo them prepare a simple snack that would require different measuring techniques. 731} What were your reasons for making this choice? Easier for me to do it than have students do it. Would be sure all would be exposed to a good way to measure. Takes less time and isn't so "messy". Cheaper I can act as a model as to how they are to work in foods lab. What” sources provedhelpful to you in making the decision? Past echrience---tho last time I demonstated to the 7th graders they seemed able to understand What to don Saw a TV food demonstration that gave me some ideas. Was Eh} choice satisfying? If yes, in What ways was it'saits? ying? No Was the choiec dissatisfying? If yes, in what ways was if‘dissafisffii g fying? Yes Several students were bored and "out up" during the demonstration. No one asked any questions during th: demonstration In lab the mzxt day many errors in measuring were made and many questions were asked. ' “ .m - a l ““ . . n~ ' ." 0‘ J,I . ‘ . t . ‘i \n-. . . ' r '1 ' . L- '. A v . . ' ~ _ ,- . | . .1, t‘: _ . . O 1' ". ..J \'-'\.. l.-.. .. ... 3 .4 . -!" .I‘ ‘u- - ‘ d' ‘5 " ’J ’f "' ." ' 3“ ' " ‘ l v c (o rv ' " v ' ' " i t I H! "' K. ‘ . ‘ _ A: 1 .x ‘ .3 . ‘I. .l .' —_; . ' .\ ._ ‘ , ,..I , ‘ ‘ . . .J ‘ l i “ I ‘ q l 'n‘ 3, I 'J ‘ K J, g I' \‘ .d 1 l. ' I l . n. I l. ‘- « : L: #4 ‘) ' . X, —- I ' I. ‘ ' . 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' \ p“. (l.' ‘. J J I. n» It ‘u~ " 'o ‘ LV.JKJ I O . " I - v ‘ ' AI ,- 18S FORM A EJGISIONHMAKING LOG IllustrationZ Date 2491§6 ClassFamileriving What situation required a choice? Two students standing by window during class What choices did you consider were possible? Could ask them to take their seats immediately Could allow them to stand there as long as they seemed to be doing some work. Suggest an activity which would interest them but would take them away from the window Of the possible cheiCcs considered, which did you choose? 3 WHat were your reasons fer making this choice? Substituting an interesting activity for a "don't" creates a better feeling. I really felt uncomfortable with them at thex~indow~~wondered what other teachers, etc. would think of my "discipline" if I allowed them to remain at the window. What sources proved helpful to you in making the decision? Past experience in working with students. Was theczhoice satisfying? If yfis, in what ways was it satisfying? Yes Students wont to their seats. No complaints; seemed happy. was the choice dissatisfying? If “es, in what ways was it dissatis- fying? , e . v . 1 ‘ 3 v - I \ . . ~ _ . , . . , x I .. . . . .. .. .. , . .. .. . , . . ,- . -' ~ -. , y \- .‘ .- ‘ . ,I- ' ". " ‘ e o . _ . . . , . . .‘ . . o ‘ » . ... _ , I >. . ‘. . , ~v- - . ‘ . . . ‘ - ‘ l . ‘. . .e I , i ‘ . two “mm—r. ’Cv‘ . v; ...H v: o‘ p... I. . u . .-~yv~.»- nu»- - ’A c u a. >-‘ . A-. .o . . - u a . - 0.4 u- u . ~.- 1. o-<-~ ---- w l ,. .. . , l l .3 - I y . .' ' ‘ .. ' I '. :1. ' 3 i ,‘ - 1' . . J ' ‘ .5 ... .k .a ' . ' I , ‘ s a ' ' l .. ‘ ‘. .. w - . . , ~ , \ . r _ _. . , . - ‘ "7' ’ .x . ~, . ... . .‘ . . . , . _._ .. ‘ . . . . . . | , ~ . . I.- t- . ‘.' . ”I l‘ i ‘ .3.‘ .’ 1 ea .'L I. - l _ ;, t. I, ~ . i ,, . ‘ ' Q ' , f0 ' l I. ' ‘ -~ - . . i. .. l~\ - _ . , .- I- . . ' . ('01. 1 . ' « ' ', 1 hi .1 . ‘ , g . 1 . I . . - I . ' ' ;.: .1313} '1‘; I . 1,3 ..x, .. , \ , . 3. . .. ‘ .' ‘ g ---a-.—- ,‘.'Oo->-.O'.-'~vl‘. p. .~“-o. «1-.—pu~.~y u ......rn., . .. - - ~.-- “‘00.--. ... —-..--.—fi low-v- Iw -~'v-- ¢~ . o-oJ-O‘D-Dv-"r- . , . ... 9‘ " ’_ "N 1 _ .... r 1 K , .I .4 ‘1 ~'. -.' ' . ‘ 9' s‘. . “1‘"; ' s '. ' . ~ .' ‘ ‘ .q _ one ., ‘ , ‘- . .‘.. - . . .l . '. \. .. r. us ..- —-o~‘v fi ......- ,—-4 ~cu-... rm”... -... --~ . ~....., - .. A... .nv-.. ..i . a . . .»- 1. ~ - . . 3" ~ ... I . A' . . . -. ' / . . . ,_' I. ‘ . . . ‘ m . n J ._ .~ . u '3 - ... I . . ‘, at . ’ ‘. ., . ., .‘ .. . . l .I - . t {u - v . I ' ' i ' . ’ I ‘3 ' ‘. , . - '- ‘ -$. ‘ - - “o kn " . '- . J , s - I ' l ' .. . . . r. . . ' u. v _ ‘ " L n ‘\'., ‘| ‘(- _r?;‘, ".... v}."[' ‘1: , .~ .' ".1 1‘ I ‘ '.‘ “l‘ .,.a. -- ..t .- - ..., 31.,» I ,. , .. ,‘1 _‘ ,\,- . . . - 'I ., ‘9 ' ' ' \ - A v . _ , . . .' . - __ _‘ , . .u . . ‘ r L7 . ‘ I . : l » l a . I ‘ 1‘: : ‘ ' T l r - - , l '. _ . -— . , . s o - . be - u u u. .... ‘ ‘v a . " ‘ .. ~ \ J- a ' ‘ J , _ ,‘ .. . ‘ l ‘ r ‘3 g . ,. . ., . ‘ «a-.. -‘.‘. .-.. “-..... , y‘,o.,..v..-,....v...- _.~.....q~v.--v. . . ..l ... . . . .... -. -. - -. . ... . ‘. . . O . . . . . r ‘ . . . , - ~- r , y _ I . . , v . . ’ '\ . ‘ ... . ‘ ~ . ' I - . . v . x y - u a - ' v- I. ~ ~ . A . n -‘ - - .' . c I. A V . . ~’ . I ‘ .' - .o I. V b ‘ ‘ A l 0 . . ' " ' " 1 ‘ 7_ . ‘. o‘ , . _ n . I A i . ”‘ «.... on. .4... cu ~‘. -‘ ..~ g . .7 . ‘ - . ...-- p . . .. . n .. 'v'.‘ . . -.. . ..r . - . - .. _ H ... ....- - ~~¢ ... . - ~ . . . - .- 3? .‘.. . . '. . ... V. , I.. ‘ ,_; _. ‘ ' ’_ ~ . 1. I ' ‘ \ ' A t > ' , 1.. u . , . e. _ . .- a , . . .i ' \ - - | ' v I , ‘ .1- . ' I I ' I ' . " .' : ' .‘d. ' I Q I. i ‘ . . I ' ' n ' ' - ' - . y ‘ ' .. . . ' - an _' i 1 ~ Mwm I~‘- ... . , n . n... .0” , . .......~ .-. - ., . .~ ... , , ., . .. . ___.. . - . .... . ... . . . - ’ . . . . . . , ‘« - - . . . ' '3 . " .‘ , , - . (I r ., 7 ‘ . . . I ‘ l , . A . . a _- W . ., gr ’ . 's' y- ... . .3 ‘. . u. - . .. . 3' :f , 1 ' : ’ I ' . I ' I. ‘ ‘ ‘ a . . l . ,. .. . . - u. ‘ . ' »- \'0" . ' \‘ . \_ . .. a. ' ‘u —. . .1. .a‘ . -AA r .. .r. -.u.- ..«n-o .... _ ., . w ' ' - " -" . . 4 ~— . | _ .‘ ‘ i . V .~ .. . ' I .— l- -f ‘ _ . , ~ _' i. i - .. . l .- . , u, - I , .~ ' 1 ' . " ' » ‘ - ‘ 9‘. u , - 1.. , , . -, .- I . 7 M. . . . . ' . . : ~ - \ a ‘ ' O- I V . ' ' K . " .' - V ,‘ .r . ‘ - -' .4. s ' I . * ( - ’. , . ‘ . . - - .. _ u u . ' ’- .‘ .' . - \ ‘ _‘ ', . . I , .’ . _ - -_ .' . . t -" ' .. .. . .. -..‘ . ¢‘-¢—"...- - V. . u . v——- . .— v .a ' . a . .- . , « \ v ~- «J 4. " 'L\' ‘ 3 '. t... ~J . , ‘- .. C \ .. o~ ‘ . «- .-. .- Hoyn... -n. .l".-~ . . ..- .-o'. -,.‘., 4....._ I ' ff ,- ‘ .. - .' . ‘ - . . A. . | A - .3, - ' H. , _ , ‘ . .; ,1, . . .f . '1. _ . ~ A .t . . . _ . 5.. ‘.' --' . ... 3 f. -0 - . J. . . 1‘ J ‘ r‘. . ? _: ' f A. ~. . l ' . . .. . -. . ‘ . _ . . , _ T . ‘ _ ‘ w" ‘. ‘r .U 9 ' . ' ( . , . . A ' .« a . v , . .x‘ y. , _ . . _. 3 .x- n . g ‘ p '. t ' . .- , A . l . . .r . ., l . ._ , ' . .‘ ... ‘. ‘ , I . I _ I O . 4‘ ‘ .L \ ‘J ' ‘ . I . O .I '5' DI - --‘ 4 ~ - ... 1! 't'n-‘ “ I 7.. AK 0‘ ~, .» . .. " T ‘ ‘ ' " j ' 3 . . ' - I. L ' ‘ . ‘ -.' - '- A I .. ' .. «. . - . ‘ ' 'r - - 3 .~. .I _. . I J .- t . .‘ 1 ¢ 0.. n .. ... -, 7:. - or ..-”, “-7 0...-w ......- ..... ...... .~-o—... ‘ .' - y’: ' ‘ n ‘ _ ’ i ‘ ' ‘ "' g . a .7 .-. . - y C ...t A, ' T . . ’ Cn' . u‘. l ‘ ‘ ' ' 1 ‘1. _ ‘ *4 ‘ '; : 1 n ‘ r ‘ ,'.. _ I -_' .0 leg ~ . . .‘~ .I.-‘ 4 .y“ o. u . . ... O. 4 " 'o “ ' o _ v' ‘, uA- -- “ -' -~ _ ‘ . l ‘. 196 Illustration 3 FORM A DECISICNéMAKING Lee Date 2/11/56 Class Hmking. II What situation required a choice during the past we k? E. Keeping the homemaking room n;at and attractive What choices did you consider b srsfu”fiafiihg the decision? Could personally take time b tween cLisses and before and after school to "pick up" things, straighten ch1irs, etc. Assign seVe ral students to ca for thes, things each day. Take class time once each week and have general cleanup. Work out method with the group for keeping room neat; everyone share in the work. _.__ if tn“ Of the possible choices considerediwwhich did'yeumchoose? ..«u‘od.-.~ '~ w What were your reasons for making this cheic ? Didn't personally have the time(nor want to anyway) card for th: room.myself. Assigning cleaning jobs to students seems to end up with same peoplz doing the work. wanted room clean all the tin: not just on: day a week. Thought that if we all worked out a method for caring for the room we would be more likely to follow thru with what we had suggested. What sources prOVed haisrai“t6“3bu inflaking the d cisien? Past expereincw in working in laboratory classes In home manage cnt house we worked out a rotating m -thod for duties that worked-~same idea should work here. ...-wo- a-m-oo --- as“ 0< ‘ "0' “...-4" _ - Was the choice satisfying? If yes, in what ways was it satisfying? Yes Class had a number of ideas ahout what needed to be done; was easy for them to decide on jobs so that actually each person would have to do very little. So far the room has looked good and only a few persons have had to be remind d about taking respdnsibility. Principal commented on our attractive bulletin boards. ,. _ . . .. . .. - . “- \ ‘ \ , ‘ l ~-o- . ) . . u- 4 - ... ...r .. . ~' 0 n I O I g» -'-.-u ...-.4”. -1 ovum-aw. .-- n . - . . .. . .. 1 . .. .. , . . c ‘ ., , 4 J <' . . ' no r u ‘ ' ‘ ('1 r) I.) )' . . ‘ . . _‘ ‘ ' v -.. ‘ n .‘ 'r a " a ' t . ‘ - . . ' . "A e . . ,. 1 . ~ . 1 ~ 0 1 . . . . I v . I I ‘l '- ." " . W.‘ . o I ' O ‘ . .. .' 1. ,. _.. 1 , . . x . f " ' v‘ .... y . . _, . 1 _ ‘ f , .1 H . . . ' ¢ .\ 1 .; ~ . ‘ ~ . . L ' ’ 1- . ,_ .v _ - . , . , . .. n . 1:1‘)‘ ,'\~'- «I 1‘ "-'.{ . " ‘ ‘ . 4 . ' l . ‘ l ' r V . , . \ . «HI-hwauwlul. - -o ".4. - .. -~ - - ‘ 4“ u -- - . > . . - r. . r . ~ ~ . . . . 1 .. .. .- . .' .u - --.--.. .. u . . , . , _ e. —‘ . . - . , . . 2 'w: , 1 , - : .‘w . .; o -. . , . . . , . _ .\ o v a 4- —.‘¢oou.m*"~“'v ~--*a .n v - .. ~. . ‘ ~ ~- ~ ~, ,, . _ , . .. _ . r _ ‘ .1 r: . ’ u . u ~. -‘ ' ’ ‘ . . ‘ ,' . '9 t. . ‘ ‘ . I .. ' - ' _ ... . . Y .. . 1 -- . . l .-' ..~ “ .. .‘ f .l c1'{'. .1 . .' 1.... I.“ ‘J >1 : . - k . I I v. .’ .' o . . L; , . . J .1 .. . g a V "- 1' . ‘ .- 1w- $31' .v ' 9-3 .1 . ~ 77 . r.” , ’ ~ 1 . 1 ' Q ‘ ‘ . ' . 5.1 (f ' g . . ' \J . _. t. ~-.- , .A '_ ' {-21‘ ~ I, . :' - ,7, ... -_ .' I" .‘ ' r . . ‘ - ' : - V, ‘. ‘- .( ., - ax r ~ .. n " : ., .¢ . .1 . A . ‘ , ' . L .. . t I . . .. _ ' . .' f ’1 ‘)'r -' «o ’ " ‘ '1' . .~ f'm" .r - i . .. I ‘ . L l ’ 3 \ ~ - 5 - ' , . . u - l , \ I. .‘1 .- _ >~ ‘l . .'- f. L . _. . , .' . ... . , -' " . . . ‘ ‘ f ‘~" 3 3 I k ' ' ‘ v I 1 0 ‘ l ' . ‘ 0 ~ .. \. , - . n- . . - .. .... . ;_ . s *-'~”I.b.-'-.‘-W'O"‘-' --‘.<- at .-c . tor a. .~.ao—--.'-~-. I“ 1. . — ‘. . .1. . V ,. ». . . . .- . ' r u‘ " i v o" ‘ v ‘ - - ~ - f- ' v I ’ l l - . . . _. .. . \a . . _ . - . .- ' 1 ‘A ' ’ I f' . -- . v, ‘ ' - o . ‘ - . ' C . .. » ., ‘-“0‘ ' ' ,ll. '1 II....‘ - .- . . ‘ , r x‘ r s ‘ o ' , . .‘ , A . I ‘ .. I . . ,. . ~ 1 - - . 1 n . 1 _ . I .. .L 1! {‘.' . . . ...: -.!J . -. ' ..- : - -" ' .~ . ' 'l a .. u - e . u.~.., -..-...a 4.... . auu‘-‘v-o¢-'nv . . - ....- , c .. . , . . . . » . ' ' I v V v .zg_ :.!§..-. ,. .. . ' ‘ ,.;. ,~, I ‘0 ’v~'~- '... - " L o. -1- . .. - . n a ','{w n ~. - ' ' n‘ "5 ' , , t . u. 3 I c ' ‘ . . a I . J _. . ' . - y r - f . ' . . -zr'I~,-- .u .- ,1- . i -r-,. . . .. ., , ._ 1:31.11. z..'.. ., ..\,I 7, -~.\. ‘ . ‘ ‘ o u‘ _ . . ‘- v> .‘ l . . . -‘ . 1‘ L. A 1 , r : o _ _" . ...; 1'.” ‘ n '. . ..‘ . . ‘. ~ ‘ _ . ' I 'v _ I '\ .\ ‘ . ‘ I ~ . . . 1 - .c . ,, .. - . » , 1 . K ' '1‘” ' ‘ ,3 ~ . , .r 1 a ' . ; ' ‘9' I». 1. ...-,; -..\~ - -.- Al . ._ ~ - At ,1 I ' . J 3 u " ’ ' ' V '4 " '1 " .' u . .Il . Q' ‘ ."'. ‘5 .. :. I: ,' » Q - ‘ . ‘ .. ' - .. .L ~| ‘ u' J ’v .. - . . . . t 1 r-. 187 DIRECTIONS FOR FORM A web Foam 13 1- FORM A: DECISION LOG The purposes of Form.A are to find out: a. what situations required a decision.gg§h;ggy during the week of __ gm_. b. what choices were possible 0. what decisions you made d. what your reasons were for your decisions 0. what sources were helpful to you in making the decisions f. what was satisfying and not satisfying about your decision During the day or at the end of each day record the decisions you made concerning the management of your homomaking classes and how you made those decisions. At the end of the week place your Decision Logs, Form A in the envelope marked I and mail. III FORM B: DECISION LOG The purposes of Form B are to find.out: a. What situations required a decision each day during the week of . Note: 'There will‘bc a week between time you use Form A and Form B. b. What choices were possible for each of those decisions 0. What decisions you made d. what your reasons were for your decisions 0. what sources were helpful to you in making the decisions fl. what was satisfying or dissatisfying about your decision 33. what decision or decisions you would like to record that you made between the Weeks of and At the end of each day or during th> day record the dec--’ idions you made cdnberning the management of your homeh making classes and how you mado-these decisions. At the end of the week place the Decision Logs in envelope II and mail. Please include your class schedule card in this envelope. AUG 14 ISSALE .eF:E" ‘3 03142 7234 || | l III ‘III III III ||| I'll ll ll || | l | I|||u I'll I'll ll Illl "III! .III l|| Illlllu «I'll lil III |I|||l I'll |I ll || | l I III. III IIII' ‘l | II‘ I III 3 1293