ORIENTATION PROGRAMS IN QELECTED SCHOOL DISTRICTS AND THEIR RELAYIGNQHIP TO THE PERCEPTIONS OF BEGINNING TEACHERS Thesis Ior I’I'm Dagny OI Ed. D. MICHIGAN STATE. UNIVERSITY Joseph T. Hudson 1959 This is to certify that the thesis entitled Orientation Programs In Selected School Districts And Their Relationship To The Perceptions Of Beginning Teachers presented by Joseph T. Hudson has been accepted towards fulfillment of the requirements for Ed.D. degree in Admlnistration ' / , , ; . , ,~ /// / /(((L£ / //K (v LC:/’ 2. (_ Karl T. Hereford/ Major professor Date March 10, 1959 0-169 LIBR A R Y Michigan State University —_ r—v WWI ORIENTATION PROGRAMS IN SELECTED SCHOOL DISTRICTS AND THEIR RELATIONSHIP TO THE PERCEPTIONS OF BEGINNING TEACHERS by 99 ,r" JOSEPH T? HUDSON AN ABSTRACT Submitted to the School of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education Department of Administrative and Educational Services 1959 /{//’_/ ,’ I l‘ ’ / .‘ Approved: /( L2: L1, . 4:. I; ._ , 1/15,. 4.5 JOSEPH T. HUDSON ABSTRACT The problem of this study was to determine the per- ceptions held by beginning elementary teachers from selected Michigan school districts of their own orientation experi- ences in relation to the problems which they perceived during their initial year of teaching. In order to study the problem, information was gathered by use of a questionnaire from 137 beginning elemen- tary teachers in the selected Michigan school districts. The characteristics of the beginning teachers included in this study were similar to those of teacher groups in Michigan and the United States. Eighty-five and four-tenths per cent of them were women between the ages of twenty and twenty-five years. Over half of them had majored in elemen- tary education, lived within the community in which they taught, and were planning to teach in the same school the following year. _ This study presented data which revealed the statis- tically significant relationships in the following hypotheses: 1. Beginning teachers of different social groups, such as those based on age, sex, undergraduate major, residence, as well as those who-have had different student- teaching and teaching experiences do not differ with respect to perception of problems on human relations, on mechanics of teaching, of professional aspects of their positions, and of the community. JOSEPH T. HUDSON ABSTRACT 2. Beginning teachers perceive different sources as helpful for different types of problems. 3. Beginning teachers perceive the orientation procedures used in their schools as helpful in some types of problems. A. The orientation procedures do not meet all types of problems perceived by the teachers. 5. Teachers recommend many different types of orientation procedures which they do not perceive in the present orientation programs. The conclusions were: 1. Present orientation programs deal with aspects of teaching which are of minor importance to beginning teachers. 2. The present orientation practices mainly provide information to help in coping with problems involving the administrative details of teaching. 3. The chief concern of beginning teachers is with problems involving human relations in the classroom. A. By the end of the year beginning teachers are concerned not only with classroom relations but also with the broader school and community problems. 5. The beginning teacher seems to turn most fre- quently to experienced colleagues and the school adminis- trator for assistance in solving all types of problems. JOSEPH T. HUDSON ABSTRACT 6. Despite the fact that present procedures are not always considered helpful by beginning teachers, they never- theless recommend them for other beginning teachers. 7. Almost half of the teachers now working in elemen- tary schools majored in secondary education. It is recommended that: l. 2. A new concept of orientation is needed. The persons involved in the development of programs should be changed. The focus of orientation programs should change. Orientation procedures should be changed. The basis for evaluating orientation programs should be changed. The role of the administrator in orientation should be changed. Special procedures should be provided. Further research is needed. ORIENTATION PROGRAMS IN SELECTED SCHOOL DISTRICTS AND THEIR RELATIONSHIP TO THE PERCEPTIONS OF BEGINNING TEACHERS by M P I) JOSEPH TLFHUDSON A THESIS Submitted to the School of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education Department of Administrative and Educational Services 1959 . (L ".? _A ’9) l? ACKNOWLEDGMENTS The writer wishes to express his appreciation and indebtedness to the many persons who provided the inspir- ation, cooperation, guidance, and assistance that made this study possible. The writer is especially indebted to Dr. Karl T. Hereford, Chairman of the Guidance Committee, for continuous encouragement, helpful criticisms, and inspiration. The writer also wishes to express his appre— ciation to other members of his doctoral committee for the assistance so generously given. They are: Dr. Wilbur B. Brookover, Dr. Herbert C. Rudman, and Dr. Harry W. Sundwall. Finally, the writer wishes to thank his wife, Nellie, and sons, Frederick and Charles, who made extreme sacrifices beyond family loyalty in order that the study might progress and without whose help and faith such a study would never have been possible. 11 TABLE OF CONTENTS Page ACKNOWLEDGMENT. . . . . . . . . . . . . . ii LIST OF TABLES. . . . . . . . . . . . . . vii LIST OF FIGURES Chapter I. INTRODUCTION. . . . . . . . . . . . l iTypes of Orientation Programs 2 Purpose of the Study A Theoretical Framework. . . . . . . . A Statement of the Problem. . . . . . . 6 Hypotheses to be Tested . . . 7 Limitations of the Study. . . . . 9 Summary . . . . . . . . . ll Definition of Terms . . . . . . . . ll Synopsis oI‘ the Study. . . . . . . . 12 II. ANTECEDENTS OF THE STUDY. . . . . . . . 1a Types of Previous Investigations . . . . 14 Surveys . . . . . . . . . . . 14 Evaluation . . . . 18 Relation Between Orientation Practices and Teacher Adjustment . . . . . . . 29 Summary . . . . . . . . . . . . 30 III. THE SOURCE OF THE DATA AND METHODOLOGY . . . 33 The Population Chosen for Study . . . . 33 Methods of Collecting Data . . . . . . 33 Analysis of Data . . . . . . . . 37 Responses to Questionnaire . . . . 38 \Characteristics of Beginning Teachers . . 39 Summary . . . . . . . . . . . . #2 IV. PERSONAL AND PROFESSIONAL CHARACTERISTICS OF BEGINNING TEACHERS. . . . . . . . 43 Age of Respondents. . . . . . . . . A3 Sex of Respondents. . . . . . . 43 Marital Status of Respondents . . . . . A3 Undergraduate Major of Respondents . . . 45 iii Chapter V. VI. Date of Completion of Undergraduate Study Level of Student-Teaching Experience of Respondents . Graduate Work Completed by Respondents Number of Pupils in the Classrooms of Respondents. Teaching Experience of Respondents Number of Respondents Living in the Community Where They Teach. Future Plans for Teaching Summary PROBLEMS PERCEIVED BY BEGINNING TEACHERS -MAFrequency of Problems Perceived Variations among Teachers in their Perceptions of Problems. Age of Teachers and Perceptions of Problems Sex of Teachers and Perceptions of Problems Undergraduate Major and Perceptions of Problems. Student Teaching Experience and Perceptions of Problems. Teaching Experience and Perceptions of Problems. Teacher Residency and Perception of Problems. . . Conclusions PERCEPTION OF PROBLEMS AND SOURCES OF HELP. ,/ASources of Help Sought by Beginning Teachers. Variations among Teachers in Identifying Sources of Help Age of Teachers and Sources of Help. Sex of Teachers and Sources of Help. Residence of Teachers and Sources of Help. Education Majors of Teachers and Sources of Help . Level of Student- ~Teaching and Sources of Help. Teaching Experience and Sources of Help Sources of Help and Problems Perceived Sources of Help for Problems Involving Human Relations Sources of Help for Problems Involving Mechanics of Teaching iv Page 45 46 A7 48 .49 50 51 53 58 59 61 61 6a 64 66 69 71 71 7a 76 76 77 79 79 8O 81 81 Chapter Sources of Help for Problems Involving Professional Growth. Sources of Help for Problems Involving Community Relations. Summary VII. THE HELPFULNESS OF ORIENTATION PROGRAMS. FrequencyProcedures Provided by the Twelve School Districts. /JCommon Procedures Variations Among the Number of Procedures Offered by Districts. . Helpfulness of Procedures as Perceived by the Beginning Teachers Relationship between the Procedure Offered. and the Amount of Help as Perceived by the Beginning Teachers . . Relationship between the Ranking of the Procedures as Helpful and Recommending It as Helpful to other Beginning Teachers. VIII. SUMMARY AND IMPLICATIONS. Summary . The Problem. . Method of Collecting Data Results of the Study General Characteristics of Beginning Teachers Included in this Study Hypothesis I. . Findings Regarding Hypothesis I Hypothesis II . Findings Regarding Hypothesis II. Hypothesis III . . Findings Regarding Hypothesis III Hypothesis IV . Findings Regarding Hypothesis IV. General Conclusions . . . Implications of the Study A New Concept of Orientation Is Needed: The Persons Involved in the Develop- ment of Orientation Programs Should be Changed. . The Focus of Orientation Programs Should Change. Orientation Procedures Should be Changed. . Basis for Evaluating Orientation Programs Should be Changed V Page 84 84 87 go 91 91 97 99 104 107 111 111 111 111 112 112 112 112 113 113 114 115 115 115 116 117 118 119 120 121 122 Chapter Page The Role of the Administrator in Orientation Should be Changed . . 122 Special Procedures Should be Provided . 12 Further Research is Needed. . 12 APPENDICES . . . . . . . . . . . . . . . 125 “-APPENDIX A--Questionnaire. . . . . . . . 126 APPENDIX B--Letter of Transmittal . . . . . . 128 APPENDIX C--Principal' s Questionnaire. . . 129 APPENDIX D--Problems Listed Under Free Response by Beginning Teachers on the Ques- tionnaire . . . 130 APPENDIX E--Table 9.1 Problems Perceived by Beginning Elementary School Teachers in Selected Michigan School Districts. 131 APPENDIX F--Description of Procedures Used in the Study . . . . 133 APPENDIX G--Summary of Questionnaire Response to the Orientation Procedures . . . 147 BIBLIOGRAPHY . . . . . . . . . . . . . . 154 vi TABLE 3.1 LIST OF TABLES Percentage of Response to Questionnaire by School Districts Percentage Distribution of Sex of Beginning Teachers in Selected Michigan School Districts, the State of Michigan, and the United States . . . . . . Percentage Distribution of Ages of Beginning Elementary School Teachers in Selected School Districts in Michigan and the United States . Percentage Distribution of Marital Status of Beginning Elementary School Teachers from the Selected School Districts and the United States . . . . . . Percentage Distribution of Graduate Work of Beginning Teachers in Selected Michigan School Districts and the United States Ages of Beginning Elementary School Teachers in Selected Michigan School Districts Sex of Beginning Elementary Teachers in Selected Michigan School Districts Marital Status of Beginning Elementary School Teachers in Selected Michigan School Districts. . . . . . . . . Undergraduate Majors of Beginning Elementary School Teachers in Selected Michigan School Districts. . . . . Data on Completion of Undergraduate Study by the Beginning Elementary School Teachers in Selected Michigan School Districts . Level of Student Teaching of Beginning Elementary School Teachers in Selected Michigan School Districts vii PAGE 38 39 4O 41 41 44 44 44 45 46 46 TABLE 11 \n \_)‘I U1 U1 .7 .13 .11 \fl Graduate Work of Beginning Elementary School Teachers in Selected Michigan School Districts. . . . . . . Number of Pupils in the Classrooms of Beginning Elementary School Teachers in Selected Michigan School Districts Teaching Experience of the Beginning Elementary School Teachers from the Selected Michigan School Districts . . . . . . . . . Number of Respondents Who Live in the Community Where They Teach Plans for Next Year of the Beginning Elementary School Teachers from the Selected Michigan Districts. . . . . . . . . Problems Perceived by Beginning Elementary School Teachers from Selected Michigan School Districts Rank Order of Problems Perceived by Beginning Elementary School Teachers from Selected Michigan School Districts A Comparison of the Problems Perceived by Beginning Teachers from the Selected Michigan School Districts According to Age of Teachers. A Comparison of the Problems Perceived by Beginning Teachers from Selected Michigan School Districts According to Sex of Teachers. 3:: Comparison of the Problems Perceived by Beginning Teachers from Selected Michigan School Districts According to Their Undergraduate Major . . . A Comparison of the Problems Perceived by Beginning Teachers from Selected Michigan School Districts According to the Area of Student Teaching . . . A Comparison of the Problems Perceived by Beginning Teachers from Selected Michigan School Districts According to Amount of Teaching Experience (In Per Cent). viii PAGE 47 48 48 49 A9 54 56 6O 62 63 67 TABLE PAGE 5.8 A Comparison of Problems Perceived by Beginning Teachers from Selected Michigan School Districts According to Their Residence (In Per Cent) . . . . . . . . 68 6.1 Sources of Help Identified by Beginning Teachers . . . . . . . 73 6.2 Comparison of Sources of Help. . . . . . . 73 6.3 Sources of Help by Various Social Groups . . . 75 6.4 Sources of Help by Teacher Training and Experience . . . . . . . . . . . . 78 6.5 Sources of Help for Problems Involving Human Relations. . . . . . . . . . . 82 6.6 Sources of Help for Problems Involving Mechanics of Teaching. . . . . . . . . 83 6.7 Sources of Help for Problems Involving Professional Growth . . . . . . . . . 85 6.8 Sources of Help for Problems Involving Community Relations . . . . . . . . . 86 6.9 Comparison of Sources of Help. . . . . . . 88 7.1 Number and Per Cent of Districts Offering "Commod'Procedures. . . . . . . . . . 92 7.2 Number and Per Cent of Districts Offering the Procedure Less Than Seventy—Five Per Cent of the Time . . . . . . . . . . 98 ix LIST OF FIGURES FIGURE 7.1 Helpfulness of Fifty-Six Orientation Procedures Offered by Twelve Michigan School Districts . . . . . . 7.2 Helpfulness of Fifty-Six Offered Orientation Procedures Recommended by 137 Beginning Teachers for Other Beginning Teachers 7.3 Helpfulness of Fifty-Six Recommended Orientation Procedures as Compared to the Helpfulness of the Same Procedures for the 137 Beginning Teachers PAGE 101 108 CHAPTER I INTRODUCTION The beginning teacher's impression of a new school situation is generally believed to be important. Frequently these perceptions, whether adequate or not, persist for a long period of time. The beginning teacher's initial opportunity to develop an adequate impression of the new school situation comes during recruitment and the first few weeks of the school year. Ordinarily the task of forming adequate first impres— sions is a difficult one. The task seems to be increasingly more difficult because of the great changes which have come about in the factors which affect teaching. For example, the setting in which teaching occurs is becoming increasingly ‘complex. School districts are becoming larger and more centralized. Curricula have been expanded and diversified. Teachers are expected not only to know more, but also to apply knowledge over a broader range of children‘s individ- ual differences. Similarly, the community setting has changed. Local communities no longer represent homogeneous groups. The teacher is frequently confronted with many publics to be served. The attitudes which a teacher carries from the preparatory institution into the beginning teaching assignment may not always be appropriate. In addition, the teacher's role has become more and more involved in the administration of the school. Ques- tions of planning, staffing, directing, evaluating, and reporting on the total school enterprise consume an in- creasing amount of a teacher's time. Such activities as school plant planning, curriculum development, and text book selection are customarily a part of the diversified role of the teacher. Educators have become increasingly aware of the need for helping beginning teachers during the first year of teaching. They recognize that, althOugh a certificate gives a person the right to teach, additional training is required before that person can be an effective participant in the classroom.1 One of the methods which educational administrators have utilized in order to achieve more effective teaching has been an orientation program for beginning teachers. Types of Orientation Programs Schools have traditionally provided orientation pro- cedures which have consisted of large group meetings, lMelvin M. Tower, "A Study of Beginning Elementary Teachers‘ Problems and Induction Practices With Special Reference to the Indianapolis Public Schools (unpublished Doctor's thesis, School of Education, Indiana University, Bloomington, 1955), p. 7. formal events, and printed materials, such as teachers' handbooks, teachers' bulletins, courses of study, and school papers. The results of such orientation procedures have not always conveyed a fully realistic picture of the new school situation. Usually only the strengths of the schools are defined under such programs. In the author's view, orientation is a total educa- tional process for both beginning teachers and the estab- lished staff. Many of the formal procedures of orientation now being used, may be used,but orientation materials should become a tool in the total process. The primary focus is on the needs, attitudes, and values of new and experienced staff. In such a View of orientation, the problem becomes logically one of helping beginning teachers obtain a realistic perception of the school, including both its strengths and weaknesses, accept the school for what it is; and identify with the goals and purposes of the school. Since orientation so viewed requires changes in the needs, attitudes, and values of participants, rather than information-giving alone, programs developed from this point of view involve a much longer period of time than do current programs. Orientation then becomes a continuous process 1M. w. Wallace, "New Teachers' Evaluation of Induc- tion Techniques," North Central Association Quarterly, 25:381-382, April, 1951. which begins with recruitment and continues with the super- vision of instruction. Purpose of the Study Before a study of orientation programs can be devel- oped properly it is essential that current practices be defined adequately. It becomes imperative that information be gathered about the specific aspects of orientation which have meaning and purpose for beginning teachers. The purpose of this study is to analyze commonly practiced orientation procedures in terms of their meaning to the beginning teachers. The problem, therefore, becomes one of determining the perceptions which beginning teachers have of their orientation experiences during their initial teaching year. Theoretical Framework To analyze these commonly practiced orientation pro- cedures and to determine the perceptions of the teachers, it was first necessary to employ a useful theoretical frame- work. Since the particular theory to be used depends upon the nature of the problem, a theory which is concerned with the needs, values, and perceptions of teachers was required for this study. In order to deal with the problem, a perceptual theory patterned after that of Lecky, Rogers, Snygg, Combs, and Billsl was developed. The following theoretical assumptions were developed from their theory so as to give over-all direction to the study: 1. A beginning teacher behaves consistently with . his own beliefs about the realities of the new school situation.2 These realities may be perceived differently by experienced staff and by beginning teachers. Nonetheless, the only reality upon which the beginning teacher acts is peculiarly his own perception.3 In order that the new teacher may feel a part of the new school and its faculty, it is nec- essary that he develop a perception of the needs, values, and attitudes of the resident staff; accept the staff's perceptions of reality and differences; and harmonize these beliefs with his a own . 1 Robert E. Bills, "About People and Teaching,"Bulletin, Bureau of School Service, XXVIII, No. 2 (December, 19555, University of Kentucky, Lexington, p. 6. (Chicago: 2C. E. Rogers, Psychotherapy and Personality Change University of_Chicago Press, 1954), p. 32. 3Robert E. Bills, "Self Acceptance and the Perceptions to Other Persons" (unpublished manuscript, University of Kentucky, Lexington, Kentucky, 1955). AIbid. A. For orientation to be effective, resident person- nel must come to accept the beginning teacher's own perceptions.1 5. One measure of the beginning teacher‘s perceptions of reality is the types of problems he perceives in the new school situation.2 6. Orientation properly begins, therefore, with the problems perceived by beginning teachers. 7. Learning of new perceptions is most easily accomplished in warm interaction with resident personnel whom the beginning teacher believes to be important to him.3 8. The development of increasingly adequate percep- tions depends upon the opportunities for a variety of experiences from which the beginning teacher is free to choose.“ Statement of the Problem The primary problem with which this study dealt was the determination of beginning teachers' perceptions of 1 Rogers, op. cit., p. 32. 2Bills, ”About People and Teaching," op. cit., p. 6. 3D. Snygg and A. w. Combs, Individual Behavior (New York: Harper and Brothers, l9u9), p. 32. ll Bills, "About People and Teaching," op. cit., p. 6. their own orientation experiences in relation to the prob- lem which these teachers perceived during their initial year of teaching. Six sub-problems were identified. These were: 1. \D To determine the personal and professional characteristics of beginning elementary teachers in selected Michigan school districts; To determine the types of personal and profes- sional problems perceived by beginning teachers in selected Michigan school districts; To determine the types of orientation procedures frequently practiced in selected Michigan school districts; To determine the congruity of practices and problems as perceived by beginning teachers in selected Michigan school districts; To determine the sources of significant help perceived by beginning teachers; and To develop implications for organizing and con- ducting orientation programs consistent with these perceptions. Hypotheses to be Tested When the sub-problems were viewed in terms of the theoretical assumptions five general hypotheses were devel- oped. These were: 1. Beginning teachers of different social groups, such as those based on age, sex, undergraduate major, residence, as well as those who have had different student teaching and teaching experi- ences, do not differ with respect to their perception of the problems of human relations, the mechanics of teaching, the professional aspects of their positions, and the community. Sub-Hypotheses: A. There is no signifiCant difference in the perception of these problems according to differences in age. There is no significant difference in the perception of these problems between male and female teachers. There is no significant difference in the perception of these problems among teachers with different undergraduate majors. There is no significant difference in the perceptions of these problems among teachers with different levels of student teaching experience. There is no significant difference in the perceptions of these problems according to differences in the residence of teachers, i.e. whether they live in the community where they teach or not. 2. Beginning teachers perceive different sources as helpful for different types of problems. Sub-Hypotheses: A. The major source of help on human relations problems is the administrator or principal. B. The major source of help for mechanical prob- lems is the administrator or principal. C. The major source of help for professional problems is the administrator or principal. D. The major source of help for community prob- lems is the experienced teacher. 3. Beginning teachers perceive the orientation pro- cedures used in their schools as helpful in some types of problems. a. The orientation procedures do not meet all types of problems perceived by the teachers. \TI Teachers recommend many different types of orientation procedures which they do not find in the present orientation program. Limitations of the Study In the establishment of an effective orientation program for new teachers Lloyd S. Michael1 stressed three points. First, the problems commonly encountered by new lLloyd s. Michael."0rlentlng New Teachers," National Association of Secondary Principals, XXXIV (December, 1950}, pp 0 72.78. 10 teachers should be identified by administrators; second, the major needs of the newly elected teachers should deter- mine the purposes of the induction program; and third, all possible techniques should be utilized in the program which will facilitate the teacher's induction into the school and community. In dealing with the problem the following limitations were recognized: I 1. This study was limited to twelve selected school districts of the State of Michigan. 2. Ideally, perceptions of administrators, faculty, residents of community, and student groups would produce helpful comparisons but this study is limited because of time, finance, and practic- ability to the perceptions of beginning teachers. 3. Only data collected in a questionnaire to the beginning elementary teachers in the selected school districts were included. A. The questionnaire in large measure elicited structured responses. B. No means of evaluating the responses were utilized. a. No attempt was made to collect data from administrators. 11 Summary The task of adequately forming first impressions by beginning teachers is increasingly difficult due to changes in the factors which affect teaching. One of the methods which educational administrators have utilized in order to achieve more effective teaching has been an orientation pro- gram for beginning teachers. The orientation is viewed as helping the beginning teacher obtain realistic perceptions of the school including both its strengths and weaknesses, of helping the beginning teacher accept the school for what it ,is, and of helping the beginning teacher to identify himself with the goals and purposes of the school. Orientation is a continuous process which begins with recruitment and con- tinues with the supervision of instruction. The problem with which this study dealt was to deter- mine the beginning teachers' perceptions of their own orientation experiences in relation to the problems which these teachers perceived during their initial year of teaching. Definition of Terms In this study, specific operational terms were defined as follows: Beginning Teacher The beginning teacher is the experienced or inexperi- enced teacher who is employed for the first time in the school situation under study. 12 Orientation Orientation includes all those formally constituted acts and procedures of a professional and personal nature by which a school district seeks to aid beginning teachers in becoming acquainted with and adjusted to the new school environment. Elementary Teacher The elementary teacher is a teacher teaching a grade between kindergarten and sixth grade, inclusive. Perception Perception is the behavior of people according to their beliefs about reality. What a person does seems intelligent to him and also to others when they see the world through his eyes. People's views of reality are in a large measure personal, being influenced by their needs, values, physiological structure, fears, self-concept, beliefs about other people, and opportunities. Reality Reality is the complex of perceptions most people seem to hold in common. Synopsis of the Study Antecedents of the study are reviewed in Chapter II. In Chapter III the manner in which the problem is approached and how the population was determined, the methods employed 13 in constructing and administering the questionnaire, and the methods of treating the resulting data are described. The status and general characteristics of the beginning teachers who answered the questionnaire are set forth in Chapter IV. In Chapter V, the problems which the beginning teachers perceived are analyzed. Sources which beginning teachers perceived as helpful and the ratings of helpfulness of these sources are described in Chapter VI. Chapter VII includes a review of the orientation procedures of the selected school districts which are included in this study. Chapter VIII summarizes the study and sets forth tentative implications for further research and for improvement of current orientation practices and teacher preparation programs. CHAPTER II ANTECEDENTS OF STUDY Within the past thirty years,'lO9 studies have been reported in the Encyclopedia of Educational Research, Edu- cational Index, Readers' Guide, Research Bulletins, Summary of Dissertations, and The Educational Review dealing with various aspects of teacher orientation. Some of these studies are in the nature of a survey of orientation pro- cedures. Some are reports and evaluations of the effective- ness of orientation programs, while others are studies on the relationship of orientation to teacher adjustment. In this chapter such materials as are pertinent to this study will be reviewed and summarized. Types of Previous Investigations Surveys Many studies within the past thirty years have been in the form of surveys. Some determined the extent and type of orientation practices and procedures in the United States, while others were surveys to determine the extent of orien- tation programs on regional or state levels. 14 15 Nationwide.--Superintendents of 1,756 systems reported1 the following orientation procedures: specific help in locating living quarters, 82-per cent; conferences with new teachers soon after school opens, 71 per cent; provision of personal copies of rules and regulations governing school systems, 67 per cent; reception, tea, or social function early in the year, M7 per cent; new teachers report several days earlier for special meetings and dis- cussions, 2H per cent. The National Education Association2 reported the following orientation practices in 88 city school systems in 35 states: pre-school induction programs in 74 school systems, social activities in 62 school systems, teachers‘ handbooks in 51 schools, in-service opportunities for new teachers in A2 school systems, and teacher sponsors in 36 school systems. The study by Walker3 which was a preliminary survey of the orientation procedures used for 300 teachers of the largest school systems in the United States concluded: lN.E.A., Research Division, "Teacher Personnel Pro- cedures: Employment Conditions in Service," Research Bulletin, 20:111—12, l9u2. 2American Association of School Administrators, Research Division of the National Education Association, Teacher Orientation Programs in City School Systems, Sept- ember, 1952, H8 pp. 3Robert N. Walker, "Procedures to Facilitate the In- duction and Adjustment of Beginning Teachers" (unpublished Ph.D. dissertation, University of Virginia, 1939),242 pp. 16 1. Beginning teachers receive attention moderate in amount and quality from administrators in coping with induction and adjustment of problems. 2. Devices receiving most frequent use in all schools contacted in the study include: encouraging the beginner to seek help voluntarily and without , restraint; providing more administrative and super— visory attention to beginners; assigning classes. Johnsonl secured information from 215 school systems in the United States. He reported that: There is no positive relationship between the size of the school systems and definiteness of plans for facilitating the adjustment of new teachers. Tate2 reported induction practices in small schools considered most helpful by both teachers and superintendents were individual conferences with superintendents prior to the opening of school, conferences following classroom visits by superintendents, and general teachers' meetings early in school year to explain administration organization, routine, and the like. Induction practices given high rank in value by teachers but less value by administrators were consulting older established teachers regarding teachers' problems; teachers' guides, manuals, or courses of study covering instructional practices and curricula; and routine 1Orlando H. JOhnson, "The Adjustment of New Elemen- tary School Teachers in City School Systems" (unpublished Master's thesis, Department of Education, University of Chicago, 1929). 2M. W. Tate, "The Induction of Secondary School Teachers," School Review, 51:150-57, 1947. 17 and professional reading suggested by the superintendent. Induction practice ranked low in helpfulness by teachers but very highly ranked by superintendents were general teachers' meetings just before the opening of school, administrative and supervisory bulletins and plans, outlines, and instruc- tional units prepared by the teacher's predecessor. Regional and state 1eve1s.--Harold Partridgel reported the induction practices in the states of Nebraska, South Dakota, Iowa, Missouri, Kansas, Colorado, and Wyoming were group conferences and regular teachers‘ meetings. A limited use was made of printed materials, manuals, and handbooks. Strickland2 reported the following conclusions from a study including 1,2u2 new teachers in Ohio: 36 per cent of the new teachers reported that they had organized orientation programs, while 35 per cent stated they had only incidental orientation programs; 2A per cent indicated they had no orientation programs at all, and 5 per cent failed to note whether or not they had any orientation assistance. lHarold Partridge, "The Induction of Teachers Into Service in the Schools of Nebraska and Adjoining States" (unpublished Master's thesis Department of Education, University of Nebraska, 1933). 2Evert C. Strickland, "Orienting the New Teacher," Ohio Schools, XXXIV, No. 6 (September, 1956), pp. 10-11. 18 Broad1 reported the following conclusions from a study of orientation for teachers: (1) a number of valuable techniques might be used by any school system in its program of orientation; (2) housing and personal services are vital to the new teacher's well-being; (3) day-by-day operation of any system should be explained early and often; (A) the philosophy, the policies, and all the services of the school and community should be made known to the new teacher as soon as possible; and (5) new teachers may find it difficult to assimilate the vast amount of information presented in one or two days of intensive orientation. Evaluation Several studies have evaluated the effectiveness of orientation procedures. These investigations approached the study of orientation programs from the evaluation of the effectiveness in terms of judgments of experienced teachers and administrators, and the relationship of orien- tation procedures to problems perceived by teachers. People evaluation.--Some of the orientation techni- ques ranked in descending order of frequency as reported by Wallace are:2 (1) holding a general faculty meeting to 1George R. Broad, "Orienting New Teachers,"National Association of Secondary Principals,Bu11etin, XXXIV (Dec- ember, 1956), p. 67. 2Wallace, op. cit., pp. 381—39u. 19 discuss the over-all school program, (2) providing infor- mation concerning specific teaching and building assignment, (3) making pupil personnel records available to all new teachers, (4) holding individual conferences with building principal, (5) paying careful attention to assignment in the major field of preparation only, (6) assisting new teachers in understanding the mechanics of pupil personnel records, (7) giving special aid and assistance in getting oriented to the school plant, (8) holding special orienta- tion conferences for all new teachers, (9) giving assistance in securing adequate housing, and (10) holding individual conferences with elementary supervisors. In a survey of 88 school systems, the National Edu- cation Associationl found the common orientation practices reported by superintendents were: (1) pre-school induction programs in 74 school systems, (2) social activities in 62 school systems, (3) handbooks in 51 school systems, (4) in- service opportunities for new teachers in 42 school systems, and (5) teacher sponsors in 36 school systems. Bachman2 found that beginning teachers and super- visors reported the following procedures as helpful: a general meeting of all teachers at the beginning of the 1American Association of School Administrators, op. cit. 2Lucy Bachman, "Problems of a Group of Beginning Elementary Teachers as They Relate to Pre-Service Prepara— tion and In-Service Training" (un ublished Ph.D. disserta- tion, University of Indiana, 1950 , 157 pp. 23 school year, issuance of the administrative handbook, and assignment of helping teachers of the same grade to new teachers. Shockleyl attempted to determine the common induction practices in selected school systems in the United States. He summarized his findings in the following manner: It may be noted that the practice most regularly used . . . the general faculty meeting . . . scored almost last in the "extremely valuable" column, although thirty-two considered it to have considerable value. The highest value was attached to those prac- tices which bring the new teacher and other staff members together in a person-to-person or small group relationship. The tenth practice . . . an organized in-service program . . . seems worthy of mention, since its evaluation rates much higher than its actual usage. The eleventh practice . . . the workshop was rated on use and value, probably because of lack of familiarity with the possibilities of the practice. Tate2 in a study of Idaho schools indicated that the orientation practices ranked most helpful by both teachers and superintendents were conferences with superintendents prior to the opening of school, conferences with the super- intendents following his classroom visits, and general teachers' meetings early in the year to explain administra- tive organization and routine. Induction practices given high rank in value by teachers but of less value by admin- istrators were consulting older teachers regarding new 1R. J. Shockley, "Promising Practices in the Induction of Teachers," North Central Association Quarterly, 25:381- 394, April, 1951. 2M. W. Tate, "The Induction of Elementary School Teachers," Educational Administration and Supervision, 28 382-383, May, 19u2. 21 teacher problems, teacher's guides, manuals, courses of study and professional readings suggested by the superin- tendent. Induction practices ranked low in helpfulness by teachers but of great value by superintendents were general teachers' meetings just before the opening of school, admin- istrative and supervisory bulletins and plans, outlines, and instructional units prepared by the teacher's predecessor. The Tate study indicates that individual conferences with the superintendent or supervisor prior to the beginning of school were ranked first in helpfulness, even though only 76 per cent of the teachers reported having this experience. Other helpful practices which were mentioned by beginning teachers were: (1) general teachers' meetings just prior to the opening of school; (2) the practice of consultingzni older established teacher regarding problems; (3) individual conferences with superintendent or supervisor; (A) new teacher group conference prior to the opening of school; (5) teacher's guides, manuals, courses of study, et cetera; (6) preparation of plans regarding instructional units, et cetera, at the opening of the year; and (7) administrative and supervisory bulletins. Some of the induction practices which were of little or no value to beginning teachers were: (1) professional reading based on books or periodicals suggested by the superintendent or supervisor, (2) plans and outlines of the predecessor, (3) community reception of teachers, 22 (4) general teachers' meetings devoted to the study of school philosophy, and (5) visiting the homes of pupils early in the year. In an effort to reduce the high rate of teacher turn- over, Edmonsonl reported that the following practices were helpful: (1) help in finding an attractive place to live, with special attention to protect the teacher against undesirable neighborhoods; (2) advice given to the teacher during the summer months regarding the proposed teaching assignment, including information on the school's basic text-books, the course of study, and similar matters; (3) invitation to the teacher to come to the community a day or two before the opening of school to become acquainted with the school and community; (4) request that former teachers extend help to newcomers; (5) organized social and recreational activities in which new teachers will have adequate opportunity to participate; and (6) helping begin- ning teachers avoid heavy demands from outside organiz- ations during the first year. Relationship of orientation procedures to problems 2 perceived by teachers.-—Spears reported a study of problems 1J. B. Edmonson, "Assisting the New Teacher," Bulletin National Association of Secondary Principals, XXXIX (January, 1945). p. 35. 2Harold Spears, ”What Disturbs the Beginning Teacher," School Review, 53:458-63, 1945. 23 of 132 teachers after ten weeks of teaching. Two-thirds of the group were disturbed by problems. Thirty-two teachers or 50 per cent of the disturbed group were con- cerned with pettiness in professional relationships between teachers and between teachers and administrators or super- visors, narrow mindedness and intollerance, distorted pupil- teacher relations, dictatorial methods, and gossiping. One-third of the beginners expressed alarm at the rigidity of the curriculum, the traditionalism of fellow teachers, lack of enthusiasm for newer methods, the discrediting of ideas of beginning teachers, and administrative emphasis on conformity. In order of frequency, the following types of adjust- 1 for 64 beginning ment problems were reported by Tate teachers: school discipline, teaching outside the field of preparation, understanding the philosophy and objectives of school relations to other teachers, housing and living conditions, finding recreation, being able to confer with a busy superintendent, and finding time to take part in civic affairs. 2 Johnson and Umstattd analyzed the instructional difficulties of beginning teachers reported by 119 1Tate, op. cit., pp. 153-157. 2P. C. Johnson and J. G. Umstattd, "Classroom Dif- ficulties of Beginning Teachers," School Review,40:682-86, 1932. 24 superintendents of schools. They listed the following items as causing most difficulty, ranked in order of the most dif- ficult first: remedial instruction, use of test results, diagnostic testing, adaptation of subject matter to pupil needs, training in habits of study, supervised or directed study, discipline, classroom management, matriculation procedures, and stimulating and utilizing student partici- pation. Barr and Rudisill1 in a follow—up study at the University of Wisconsin, reported that the ten most common difficulties of teachers and principals were: (1) control over pupils, (2) provisions for individual differences, (3) presentation of subject matter, (4) motivation, (5) organi- zation of work and teaching materials, (6) conditions of work, (7) measurement of achievement, (8) teacher and pupil participation in recitation, (9) making of assignments, and (10) adjustment by the teacher to the classroom situation. Except for an occasional difference in emphasis, the principals and teachers in Barr and Rudisill's study2 generally agreed on the difficulties of teachers. Four difficulties listed by teachers not mentioned by principals were: (1) conditions of work, (2) adjustment of the teacher 1A. S. Barr and Mabel Rudisill, "Inexperienced Teachers Who Fail and Why," Nation's Schools, 5:30—34, February, 1930. 2lbid. 25 to the classroom, (3) lesson planning, and (4) administra- tive details. Principals listed four difficulties that were not mentioned by beginning teachers: (1) personal characteristics of the teachers, (2) appreciation of the importance of pupils rather than subject matter, (3) teachers' relations to school and community, and (4) failure to use instructional material. In another study of Wisconsin teachers, Thiel reported that administrators, supervisors, and beginning teachers were in general agreement on problems of classroom procedure. The ten problems in teaching agreed upon by teachers, principals, and supervisors ranked in descending order of difficulty, were as follows: (1) getting pupils to make careful preparation, (2) adapting assignments to individual differences, (3) planning assignments, including use of unit plans, (4) getting pupils to use good English, (5) getting pupils to correlate related subject matter, (6) keeping pupils interested during the entire period, (7) conducting effective drill work which results in satis- factory retention, (8) grading papers and assigning equiv- alent grades, (9) teaching without suitable reference materials and supplies, and (10) maintaining good discipline in the classroom. 1R. B. Thiel, "What Major Problems Confront the Céagsroom Teachers?," Nation's Schools, 6:27-32, September, 1 5 . 26 Eliassenl reported, in order of frequency, the prob- lems of 602 recent graduates from Ohio State University: stimulation of interest, discipline or control of pupils, provisions for individual differences, adjustment of teacher to classroom situations, organization of work and materials, getting pupils to make preparations, presentation of subject matter, lack of suitable reference materials, weakness in academic background, and holding interest throughout the period. Both sexes agreed as to the rank of the first four classroom problems, though men reported less trouble with discipline and motivation. The largest percentage of teachers' difficulties discovered by Mooref9in a study in Alabama, were related to techniques of instruction. This agreed with the findings of Johnson and Umstattd. Moore stated that the teaching'of reading was the most difficult phase of classroom instruction. Other problems of instruction were: (1) guiding study, (2) presenting subject matter, and (3) getting interest and attention. The ten difficulties most frequently recognized by all teachers were: (1) promoting desirable habits, (2) securing study aids, (3) individualizing instruction, 1R. H. Eliassen, "Classroom Problems of Recent Teaching Graduates," Educational Research Bulletin, Ohio University, 11:370-372, November 9,1932. 2E. W. Moore, "Difficulties Recognized by Elementary Teachers," Educational Administration and Supervision, 21: 51-55, January, 1935- 27 (4) teaching reading, (5) handling promotions, (6) guiding study, (7) teaching without tests, (8) obtaining library books, (9) handling discipline, and (10) organizing daily work. Flesher’l made a study of the problems of beginning teachers who graduated from Ohio State University in the years 1940 and 1941. Flesher reported that the majority of the problems reported by both the beginning teachers and the adminis- trators were in the area of teacher-pupil relationships. Problems of discipline were reported with greatest frequency by both groups. Other problems were related to teacher- teacher relationships, teacher-administrator relationships, and teacher-community relationships. 2 studied the difficulties of student-teachers Wey and beginning teachers in 1950. He ranked their difficul- ties in the following order: (1) handling problems of pupil control and discipline; (2) adjusting to the deficiencies in school equipment, physical conditions, and materials; (3) solving difficulties related to the teaching assignment; (4) adapting to the needs, interests, and abilities of 1W. R. Flesher, "The Beginning Teacher," Educational Research Bulletin, Ohio State University, 24:14-18, Jan.1945. 2H. w. Wey, "A Study of the Difficulties of Student Teachers and Beginning Teachers in the Secondary Schools as a Basis for the Improvement of Teacher Education with Par- ticular Reference to the Appalachian State Teachers College" (unpublished Ph.D. dissertation, Appalachian State Teachers College, 1951), passim. 28 pupils; (5) motivating pupil interest and response, (6) keeping records and reports; (7) handling broader aspects of teaching techniques; and (8) being able to establish and maintain proper relationships with supervisors and adminis- trators. Bachmanl interviewed graduates from the School of Education of Indiana University. She reported that begin— ning teachers, supervisors, and principals were in agreement as to the nature of the teachers' most serious problems those pertaining to work in the classroom. Beginning teachers ranked these problems as follows: (1) individual problem children, (2) teaching of reading, (3) discipline, (4) wide range of ability within the group, (5) physical environment, (6) lack of material and equipment, (7) teaching of social studies and the sciences, (8) teaching of music, (9) seatwork, and (10) health problems among children. The beginning teachers studied by Tate2 reported their greatest difficulties in making adjustments and gaining understandings to be in the fields of: (l) administrative routine, (2) the philosophy and objectives of the school, (3) instructional methods and objectives in particular grades or subjects, (4) use of auxiliary instructional materials, and (5) adjustment to pupils. 1Bachman, op. cit. 2Tate, op. cit., pp. 382-386. 29 Wallace1 in a study of 136 new teachers during their induction into service reported the following problems in rank order of frequency of mention: (1) administrative routines, (2) understanding of the school system for eval- uating pupil achievement, (3) solving disciplinary problems, (4) conditions of work, i.e. having inadequate materials, (5) gaining a workable understanding of the school philos— ophy, (60) establishing a good teacher-pupil relationship, (7) adjusting profesionally to other teaching personnel, (8) conditions of work, i.e. having adequate building facilities, (9) having a heavy teacher-class load, and (10) meeting the demands for teachers' time and energy after school hours. Relation Between Orientation Practices and Teacher Adjustment Of the several investigations which attempted to relate orientation practices to teacher adjustment, none were able to pin-point orientation as a causal factor in adjustment. As a part of this study, the writer attempted to gather information concerning orientation practices and teachers‘ adjustment. However, as in previous studies, it was impos- sible to obtain reliable information. In studies of this type, the problems of instrumentation were such that further study along this line of investigation did not seem practical lMorris S. Wallace, "Problems Experienced by 136 New Teachers During Their Induction Into Service," North Central Association Quarterly, 25:291-309, January, 1951. 30 at that time. For this reason, the literature concerning surveys and evaluations of orientation procedures were sum- marized as a basis for the development of instrumentation employed in this study. Summary The many orientation practices and procedures reported seem to fall into three categories. These are: orientation to teaching, professional orientation, and orientation to the community. Some of the prevalent procedures were: Reporting for work before the first week of school for orientation purposes; Being able to talk over personal problems with the principal; Being introduced to the entire elementary staff at the first building meeting; Providing information regarding sick leave, credit union, merits system, or salary schedule; Providing a teachers' handbook giving the rules and regulations governing the entire school system; Being notified of specific assignment soon after appointment in order to prepare for the new position; Providing bulletins, special meetings, or other methods of acquainting the teachers with the philos- ophy and objectives of the school system; Attending the general teachers' meeting during which new teachers are introduced, and plans for the year explained; Being able to talk over professional problems with the principal; Inviting new teachers to attend the first general meeting of the teachers' club; and 31 Welcome to new teachers at the first general meeting by one or more members of the Board of Education. The many problems reported by beginning teachers seem to fall under the following categories: problems involving human relations, problems involving professional development, and problems involving the community. Some of the problems were so prevalent, they served as bases for building the questionnaire. These were: Handling disciplinary problems; Planning for and working with gifted and retarded aw~ pupils; Working with the administration; Working with co-workers; Working with custodial and other non-teaching personnel; Increasing effectiveness in working witht/// pupils; Understanding the goals of the school; Understanding and using special school services,u/* such as guidance, standardized tests, remedial reading, et cetera; Keeping official records and making out reports; Understanding and using courses of study and curriculum guides; ' Making effective use of community resources; / Developing better personal qualities as a teacher, u/f such as voice, poise, emotional control, et cetera; .Getting acquainted with the community and its people; Being accepted in community organizations; 32 Developing personal friendships within the community; Being integrated into activities of the P.T.A; and Feeling that your work is appreciated by the citizens of the community. CHAPTER III THE SOURCE OF THE DATA AND METHODOLOGY USED In order to test the hypotheses set forth in Chapter I, a group of beginning elementary teachers in school dis- tricts which conducted orientation programs during 1956—1957 were asked to describe problems and identify the major sources of help for a solution of these problems. The Population Chosen for Study Twelve school districts were chosen for study because of their association with Michigan State University as resident student teaching centers. These districts range in pupil enrollments from 1,665 to 21,118. Each employed two or more beginning teachers during the 1956-1957 school year. The districts represent rural, suburban, and urban areas of Michigan. Each mani- fested an interest in participating in the study. The dis— tricts included in the study were: Battle Creek, Benton Harbor, Birmingham, Charlotte, East Lansing, Eaton Rapids, Jackson, Lansing, Okemos, Pontiac, Saginaw, and St. Johns. Methods of Collecting Data In order to deal with the problem defined in Chapter I, it was essential to gather information from the beginning 33 34 teachers in the selected Michigan school districts. After conferring with professional educators and thoroughly reviewing available references, it was decided to collect the data necessary for this study by distributing question- naires. In discussing the use of the questionnaire, Good, Barr, and Scatesl suggest that: First, one must have a clear purpose, with definite limitations, so that one does not ask for everything in "blunder—buss" fashion; one must see how each item of information fits into a pattern of essential knowledge about one's problem. Second, each question must be absolutely clear--not only to the maker but to the receiver. Third, one should seek responses of such character that they can be summarized in some form. Fourth, one will refrain from asking questions of opinion unless one is certain that opinion is what one is seeking, and that it will be worth getting.2 A questionnaire3 was constructed in the light of these criteria. The questionnaire was constructed to gather the following information from the beginning teachers in the selected school districts of Michigan: 1Carter V. Good, A. S. Barr, and Douglas E. Scates, The Methodology of Educational Research (New York: D. Appleton-Century Company, 1941), p. 39. 2Opinion or perception as defined in Chapter I was the basis for the study. The value of perceptual or opinion data was established in Chapter I. 3See Appendix A for a copy of the questionnaire. 35 1. Information which describes the personal and professional characteristics of participating beginning teachers; 2. Perceptions of teachers concerning the types of problems perceived during their first year; 3. Perceptions of teachers concerning the persons and programs believed to have been of most help in dealing with the problems perceived; 4. Information which describes the orientation practices and procedures provided during the school year by the district employing the beginning teacher; \n Ratings by beginning teachers of these orien- tation practices and procedures. The questionnaire was pre-tested for clarity of pur- pose and expression with 35 elementary and 16 secondary teachers enrolled during the spring term, 1957, in a graduate class at Michigan State University. Questionnaires were then arranged and printed in the form of a four-page folder.l A letter2 was sent to the superintendent of each of the selected school districts explaining the purpose of the study and requesting that the survey materials be distri- buted to each of the district's elementary school principals. 1See Appendix A. 2See Appendix B. 36 The principal1 of the elementary school was asked to do three things: (1) compile a list of the names of all teachers who joined his staff for the first time during the 1956-1957 school year, (2) rank the beginning teachers on his staff according to the degree of adjustment to the new school, and (3) rank the beginning teacher according to his over-all effectiveness as a teacher. It was later decided to disregard the principals' ratings, as there seemed to be no consensus on the criteria used by the principals for rating adjustment and effectiveness.2 The 279 names com- piles by the principals, however, enabled the writer to correspond directly with each teacher. The questionnaire was mailed on May 3, 1957, to each of the 279 beginning teachers. It was mailed towards the end of the school year, allowing teachers to base their responses on practically all of their first full year experi- ence. On May 17, 1957, a follow-up letter and questionnaire were sent to those teachers who had not responded by that date. By June 1, 1957, responses had been received from 137 or 49.2 per cent3 of the 279 beginning teachers to whom 1See Appendix C. 2A1though such ratings by principals were included in the original research design, their exclusion during the study was not felt to detract from the value of the study as described in Chapter 1. 3Based on lists of beginning teachers submitted by co-operating elementary school principals. 37 the questionnaires were sent. These questionnaires con- stitute the data included in the study. Analysis of Data Data were punched, classified, and tabulated using International Business Machines (IBM). First, the data were classified in five groups: (1) problems perceived by the beginning teachers, (2) sources the beginning teachers perceived as helpful, (3) the rating of helpfulness of these sources by the beginning teachers, (4) the orien- tation procedures provided by the twelve selected Michigan school districts, and (5) the orientation procedures believed to be helpful for other beginning teachers. Later, the five groups were analyzed according to variations attributed to sex, age, level of student teaching experience, teaching experience, and residency of the beginning teachers, and their perception of problems.1 1Variations in the distribution of responses were tested by the formula for the standard error of the differ- ence between two percentages as reported by Henry E. Garrett, Statistics in Psychology and Education (New York: Longmans, Green, and Co., 1948), p. 201: g D95 = 100\/ qul + 13qu N1 N2 in which p = the proportion of times the given event occurs q = 1 - p N = the number of cases Differences were held to be significant at the .05 per cent level. In a study in which the variables have been derived from former studies for application to a limited group and education setting, the .05 per cent level of con- fidence is normally considered to be an adequate test according to Garrett. Responses to Questionnaire 38 From Table 3.1 it is clear that the number of begin- ning teachers varies among the twelve districts the study. An analysis by individual districts fore, be subject to marked statistical bias. It is also clear that the number and per responses from each district, cent, varies so widely that generalizations by individual districts would be spurious. TABLE 3.1 ranging from 22.2 included in would, cent of to 100 per PERCENTAGE OF RESPONSE TO QUESTIONNAIRE BY SCHOOL DISTRICTS _— ——- Number of Number of ‘Per Cent of Beginning Question— Question- School Teachers naires naires District Employed Returned Returned (1) (2) (3) (4) A 43 20 46.5 B 2 2 100.0 c 41 20 48.8 D 20 7 35.0 E 5 3 60.0 F 3 2 66.6 G 41 29 70.7 H 37 24 64.8 I 3 3 100.0 J 66 22 33.3 K 9 3 33.3 L 9 2 22.2 137 49.2 Total 279 39 Characteristics of Beginning Teachers > The personal and professional characteristics of the beginning elementary teachers employed by these districts seem to be fairly representative of the characteristics reported for elementary teachers throughout the United States. Table 3.2, for example, indicates that the percentage of males and females among the beginning teachers in the selected Michigan school districts is similar to that for the State of Michigan, which has 16.4 per cent male and 83.6 per cent female, and that of the nation which has 15.6 per cent male and 84.4 per cent female beginning teachers. TABLE 3.2 PERCENTAGE DISTRIBUTION OF SEX OF BEGINNING TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS, THE STATE OF MICHIGAN, AND THE UNITED STATES Selected . Michigan State The School of Unitedl Sex Districts Michigan States (1) (2) (3) (4) Male 14.6 16.4 15.6 Female 85.4 83.6 84.4 Total 100.0 . 100.0 100.0 1Source: National Education Association, Research Division, "First Year Teachers in 1954-1955," Research Bulletin 34, February, 1956, p. 8. 4O The ages of beginning elementary school teachers included in the study appear to be similar to those of beginning elementary teachers in Michigan and the United States. The majority (58.3 per cent) of beginning teachers in this study are in the age group 20-25, inclusive. TABLE 3.3 PERCENTAGE DISTRIBUTION OF AGES OF BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED SCHOOL DISTRICTS IN MICHIGAN THE UNITED STATES T —“—‘—‘“ Age Group Selected Schools United States1 (1) (2) (3) 22 or under 19.6 30.7 23 - 25 38.7 41.4 26 - 28 16.1 11.8 29 - 31 8.9 6.3 32 - 34 1.5 3.7 5 - 39 4.4 3.9 43 - 49 8.8 2.3 50 or over 2.9 3-2 1Source: National Education Association, Research Division, "First Year Teachers in 1954-1955," Research Bulletin 34, February, 1956, p. Table 3.4 shows that 54.0 per cent of the teachers in the study were married. This is similar to the status of the teachers included in the national study. It seems from the data presented in Table 3.5 that teachers from the selected districts are significantly ahead of other beginning teachers in the United States in trying to improve their education through graduate work since 54.7 41 TABLE 3.4 PERCENTAGE DISTRIBUTION OF MARITAL STATUS OF BEGINNING ELEMENTARY SCHOOL TEACHERS FROM THE SELECTED SCHOOL DISTRICTS AND THE UNITED STATES In the Selected In the 1 Marital Status Districts United States (1) (2) (3) Single 40.9 55-9 Married 54.0 42.3 Widowed or Divorced 5.1 1.8 Total 100.0 100.0 1Source: National Education Association, Research Division, "First Year Teachers in 1954-1955," Research Bulletin 34, February, 1956, p. TABLE 3.5 PERCENTAGE DISTRIBUTION OF GRADUATE WORK OF BEGINNING TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS AND THE UNITED STATES In Selected Graduate Work Districts United States1 (1) (2) (3) 1J0 graduate work 40.0 96.3 Chie or more courses §eyond the bachelor' s Oegree 54.7 -- NHister's degree 5.1 3.7 100.0 100.0 Total lSource: Same as Table 3.4 above. 42 per cent have taken one or more courses beyond the bachelor's degree while 96.3 per cent of the nation's teachers have had no graduate work. Summary The data for this study were drawn from the results of a questionnaire. The questionnaire was distributed to 279 beginning elementary teachers in the selected Michigan school districts. The data were grouped into a single population for analysis. The analysis of data included classification of the data into five groups: (1) problems perceived by the begin- ning teachers, (2) sources the beginning teachers perceived as helpful, (3) the rating of helpfulness of these sources by the beginning teachers, (4) the orientation procedures provided by the twelve districts, and (5) the orientation procedures perceived by the beginning teachers as possibly helpful to other beginning teachers. The data were taken from 137 questionnaires returned by beginning teachers from twelve selected Michigan school districts. The 49.2 per cent of the beginning teachers responding to the questionnaire reflected characteristics not unlike beginning teachers throughout the country. Therefore, the data were grouped into a single population for analysis. CHAPTER IV PERSONAL AND PROFESSIONAL CHARACTERISTICS OF BEGINNING TEACHERS In this section, the general characteristics of the beginning elementary teachers included in the study are analyzed so that some basis for generalization about the results of the study can be determined. Age of Respondents The ages of beginning elementary school teachers included in the study are presented in Table 4.1. The majority (53.8 per cent) of beginning teachers in this study are in the age group 20-25, inclusive.l Sex of Respondents Table 4.2 indicates the percentage of males and females among the beginning teachers in the selected Michigan school districts. These are 16.4 per cent male and 83.6 per cent female. Marital Status of the Respondents Table 4.3 shows that 54.0 per cent of the teachers in the study were married, while 40.9 per cent were single. 43 44 TABLE 4.1 AGES OF BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS —- “— Lfi Age Group Number Per Cent (1) (2) (3) 22 or under 27 \ 19.6 23 - 25 53 38.7 26 - 28 22 16.1 29 - 31 11 8.0 32 - 34 2 1.5 35 ~ 39 6 4.4 40 - 49 12 8.8 50 or over 4 2.9 Total 137 100.0 TABLE 4.2 SEX OF BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS Sex Number of Teachers Per Cent (1) (2) (3) Male 20 14.6 Female 117 85.4 Total 137 100.0 TABLE 4.3 MARITAL STATUS OF BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS _ t ~_- __ w - fiJ :— Marital Status Number of Teachers Per Cent é. (1) (2) (3) Single 56 40.9 Married 74 54.0 Widowed or Divorced 7 5.1 Total 137 100.0 45 Undergraduate Major of the Respondents Table 4.4 shows that more than 50 per cent of the teachers included in this study had an undergraduate major in elementary education. More than 48 per cent had under- graduate majors in secondary education, and later returned to college for additional courses in elementary education. TABLE 4.4 UNDERGRADUATE MAJORS OF BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS Undergraduate Major Number of Teachers Per Cent (1) (2) (3) Elementary Education 71 51.8 Secondary Education 66 48.2 Total 137 100.0 Date of Completion of Undergraduate Study Table 4.5 shows that 54.8 per cent of the respondents were recent graduates and had completed their requirements for their bachelor's degree in 1955 or 1956; 11.7 per cent completed their work in 1953 or 1954; 13.1 per cent com- pleted their work in 1951 or 1952; while 20.4 per cent had completed their work prior to 1950. 46 TABLE 4.5 DATA ON COMPLETION OF UNDERGRADUATE STUDY BY THE BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS Year Degree Received Number of Teachers Per Cent (1) (2) (3) 1950 or before 28 20.4 1951 - 1952 18 13.1 1953 - 1954 16 11.7 1955 - 1956 75 54.8 Total 137 100.0 Level of Student Teaching Table 4.6 shows the level of the student teaching experiences of the respondents. Seventy per cent did their student teaching at the elementary school level while 30 per cent did their student teaching in junior or senior high school. TABLE 4.6 LEVEL OF STUDENT TEACHING OF BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS Level of Student Teaching Number of Teachers Per Cent (1) (2) (3) Elementary School 96 70.0 High School 41 30.0 Total 137 133.3 47 Graduate Work Completed by Respondents It seems from the data presented in Table 4.7 that teachers from the selected districts are trying to improve their education through graduate work since 54.7 per cent have taken one or more courses beyond the bachelor's degree. TABLE 4.7 GRADUATE WORK OF BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED MICHIGAN SCHOOL DISTRICTS Graduate Work Number Per Cent (1) (2) (3) No graduate work 55 40.2 One or more courses beyond the bachelor's degree 75 54.7 Master's degree 7 5.1 Total 137 100.0 Number of Pupils in the Classroom of the Respondents Table 4.8 shows that the number of pupils in the classrooms of the respondents varied over a wide range, with the largest group of teachers having between 29-32 pupils in their classes; 46.0 per cent of the teachers had 20-28 pupils in their classes; and 4.4 per cent of the teachers had 37-40 pupils in their classes. 48 TABLE 4.8 NUMBER OF PUPILS IN THE CLASSROOMS OF BEGINNING ELEMENTARY SCHOOL TEACHERS IN SELECTED f MICHIGAN SCHOOL DISTRICTS Pupils in Classroom Number Per Cent (1) (2) (3) 20 or under 6 4.4 21 - 24 14 10.2 25 - 28 43 31.4 29 - 32 47 34.3 33 - 36 20 14.6 37 - 40 6 4.4 41 or over 1 0.7 Total 137 100.0 Teaching Experience of the Respondents Table 4.9 shows that 51.1 per cent of the beginning teachers had no previous teaching experience before being placed in the present situation. There were 4.3 per cent of these teachers with more than ten years of teaching experience; 37.3 of the teachers had from one to five years experience; and 7.3 had from five to ten years experience. TABLE 4.9 TEACHING EXPERIENCE OF THE BEGINNING ELEMENTARY SCHOOL TEACHER FROM THE SELECTED MICHIGAN SCHOOL DISTRICTS Years of Teachin Experience Number Per Cent 11> <2) (3) O 70 51.1 1 - 5 51 37.3 6 - 10 10 Z.3 11 - or more 6 .3 Total 137 100.0 49 Number of Respondents Who Live in the Community Where They Teach Table 4.9 shows that 69.3 per cent of the respondents lived in the communities in which they were teaching. TABLE 4.13 NUMBER OF RESPONDENTS WHO LIVE IN THE COMMUNITY WHERE THEY TEACH Live in the Community Where They Teach Number Per Cent (1) (2) (3) Yes 95 69- 3 No 42 30 7 Total 137 100.0 Future Plans for Teaching Table 4.11 demonstrates that almost three-fourths of the teachers were planning to return to the same school for the following school year. However, there were 13.1 per cent of the teachers who were planning to leave the profes- sion at the end of the year. TABLE 4.11 PLANS FOR NEXT YEAR OF THE BEGINNING ELEMENTARY SCHOOL TEACHERS FROM THE SELECTED MICHIGAN DISTRICTS Plans for Next Year Number Per Cent (1) (2) (3) Return to the same school 100 73.00 Teach in another school 18 13.14 Leave the profession 18 13.14 Study full time 1 0.72 Total 137 103.00 50 Summary The following statements describe the beginning teachers included in this study: 1. kn The majority of beginning teachers are women between the ages of 20 and 25. Over 50 per cent of the beginning elementary school teachers in this study majored in elementary education. Almost half of the beginning teachers majored in secondary education and are now working in the elementary Schools. About two-thirds of the beginning teachers live in the community in which they teach. Most of the beginning teachers are making plans to teach in the same school next year. The conclusions which follow from the analysis in subsequent chapters may well apply to districts and teachers other than the twelve districts and 137 teachers described in this study. CHAPTER V PROBLEMS PERCEIVED BY BEGINNING TEACHERS The purpose of this chapter is to describe the prob- lems perceived by 137 beginning elementary school teachers during the first year of their experience in a new teaching position. The chapter is divided into two parts: a resume of general problems and their frequency; and an analysis of the types of problems believed to be of special signifi— cance or persistence.l Seventeen problems selected from the literature2 were presented to the beginning teachers to be checked according to the length of time they were perceived during the first year of experience.3 These were: 1. Handling disciplinary problems; 2. Planning for and working with gifted and retarded pupils; 1A significant problem is defined in this chapter as being one which beginning teachers perceive half or more of the time during their initial year of teaching experience in the school systems under study. 2See Chapter II, pp. 14-32. 3A listing of additional problems was invited. Numerically, the response was not significant. A summary of these free responses is presented in Appendix D. 51 13. 11. l2. l3. 14. 15. 16. 17. 52 Working with the administration; Working with co-workers; Working with custodial and other non-teaching personnel; Increasing the effectiveness for working with pupils; Understanding the goals of the school; Understanding and using special school services, such as counseling, testing, remedial reading, et cetera; Keeping official records and making out reports; Understanding and using courses of study and curriculum guides; Making effective use of community resources; Developing better personal qualities as a teacher, such as voice, poise, emotional control, et cetera; Getting acquainted with the community and its people; Being accepted in community organizations; Developing personal friendships within the community; Being integrated into activities of the P.T.A.; Feeling that one's work is appreciated by citizens in the community. In tabulating responses to the list of problems, an attempt was made to categorize each of the problems according to the broad problem areas set forth in Table 5.1.1 1Ease of reporting data determined the categorization. Some of the seventeen items might reasonably have been classified under more than one of the broad categories chosen. The best judgment of the investigator determined the emphasis given each item in its classification. 53 These included: a. Problems involving human relations; b. Problems involving the mechanics of teaching; c. Problems involving the professional development of the teachers; and d. Problems involving relationships with the local school—community to be served. Frequency of Problems Perceived In Table 5.1 the responses are summarized by per cent of frequency with which the teacher perceived each problem. It is readily apparent that beginning teachers are perceiving a variety of problems. Each of the seventeen problems was perceived some of the time by some of the teachers. In Table 5.2 the responses are reported by rank order ’of frequency with which the teachers perceived each problem. ( Problems involving human relations such as (1) handling \Idiscipline problems, (2) planning for and working with exceptional children, and (3) increasing the effectiveness for working with pupils) were ranked among the most persis~ tently perceived. By Contrast, problems involving the relationship of’the newteacher to the community were ranked among the least persistently perceived.l Most of the problems reported in Table 5.1 and ranked in Table 5.2, were not perceived continuously throughout the k lThese rankings are not conclusive; therefore, a hypothesis concerning the frequency of human relations prob- lems versus those involving other types of problems was not selected for testing. 54 TABLE 5.1 PROBLEMS PERCEIVED BY BEGINNING ELEMENTARY SCHOOL TEACHERS FROM SELECTED MICHIGAN SCHOOL DISTRICTS Per Cent OF Teachers Reporting Problems About One-Half Rarely Not of Time or Occa- at No Re- Type of Problem Perceived or More sionally All sponse (1) (2) (3) (4) (5) Problems Involving Human Relations 1. Handling disciplinary problems 24.1 66.4 8.8 .7 2. Planning for and working with gifted and retarded pupils 22.0 65.7 .9.4 2.9 3. Working with the admin- istration 6.6 30.7 61.3 1.4 4. Working with co-workers 5.8 26.3 66.4 1.5 5. Working with custodial and other non-teaching personnel .7 21.2 77.4 .7 Problems Involving Mechanics of Teaching 6. Understanding the goals of the school 11.7 49.6 36.5 2.2 7. Understanding and using special school services, such as guidance, stan- dardized tests, remedial reading 9.5 51.0 38.0 1.5 8. Keeping and making out official records and reports 8.0 56.2 33.6 2.2 55 TABLE 5.1-~Continued ‘ J Pa; Cent 6f Teachers Reporting Problems About One-Half Rarely Not of Time or Occa- at No Re- Type of Problem Perceived or More sionally A11 sponse (1) (2) (3) (4) (5) 9. Understanding and using courses of study and curriculum guides 11.7 40.0 46.7 .7 10. Making effective use of community resources 8.8 51.0 38.7 1.5 Problems Involving Professional Development 11. Developing better personal qualities as a teacher, such as voice, poise, emotional control, et cetera 14.6 67.1 16.8 1.5 12. Increasing the effec- tiveness for working with pupils 17.6 64.2 15.3 2.9 Problems Involving the Community 13. Getting acquainted with the community and its people 10.2 44.5 43.8 1.5. 14. Being accepted in the community 4.4 26.3 64.2 5.1 15. Developing personal friendships within the community 5.8 27.0 62.8 4.4 16. Being integrated into activities of P.T.A. 5.1 23.4 67.9 3.6 17. Feeling that your work is appreciated by citizens in the community 8.0 38.0 48.2 5.8 Source: Appendix E, Table 9.1. 56 TABLE 5.2 RANK ORDER OF PROBLEMS PERCEIVED BY BEGINNING ELEMENTARY SCHOOL TEACHERS FROM SELECTED MICHIGAN SCHOOL DISTRICTS Persistence of Problems About Type of Problem One-Half of Time Rarely or or More1 Occasionally? (l) (2) (3) Problems Involving Human Relations 1. Handling disciplinary problems 1 2 2. Planning for and working with gifted and retarded pupils ' 2 3 3. Working with the administration 12 12 4. Working with co-workers 13 14 5. Working with custodial and other non-teaching personnel 17 17 Problems Involving Mechanics of Teaching 6. Understanding the goals of the school 5 8 7. Understanding and using special school services, such as guidance, standardized test, remedial reading 5 13 8. Keeping and making out official records and reports 10 5 9. Understanding and using courses of study and curriculum guides 5 10 1Rank order of 1 indicates that the problem was per- ceived most frequently during the school year. 2Rank order of 1 indicates that the problem was per- ceived most frequently during the school year. 57 TABLE 5.2--Continued Persistence of Problems About Type of Problem One-Half of Timel Rarely or or More Occasionally2 (1) (2) (3) 10. Making effective use of com- munity resources 9 6 Problems Involving Professional Development 11. Developing better personal qualities as a teacher, such as voice, poise, emotional control, et cetera 4 1 12. Increasing the effectiveness for working with pupils 3 4 Problems Involving the Community 13. Getting acquainted with the . community and its people 7 9 14. Being accepted in the com- munity l6 l4 15. Developing personal friend- ships within the community 13 13 16. Being integrated into activities of the P.T.A. 15 16 17. Feeling that your work is appreciated by citizens in the community 10 11 58 first year. It is evident that the per cent of teachers' perceptions of problems persisting throughout the year (i.e. half or more of the time is significantly less than those reported to be perceived less than half of the time. It would appear, therefore, that beginning teachers (although perceptive of a wide range of problems) believe themselves to be reasonably well adjusted1 to the new school situation by the end of the first year. In testing the hypotheses which follow, therefore, differences among teachers are most readily apparent among responses in which problems were perceived half or more of the time. Variations Among Teachers in Their Perceptions of Problems In Chapter I, it was hypothesized that beginning teachers, regardless of age, sex, undergraduate major, residence, level of student teaching, and amount of previous experiences, do not differ in their perceptions of problems involving human relations, mechanics of teaching, profes- sional aspects of their positions, and the community. The general hypothesis will be valid, only if each of the previously identified2 specific hypotheses are valid. The lAssuming, of course, that the teacher's perception of problems is a valid index of adjustment as suggested by Bills, "About People and Teaching}' op. cit., p. 16. 2 See list of sub-hypotheses, Chapter I,pp. 8-9. 59 remaining portion of this chapter is devoted to the testing of each of the following sub-hypotheses. Age of Teachers and Pereeption of Problems Does the age of a teacher make a difference in the types of problems he perceives upon entering a position for the first time? To answer this question, it was hypothesized that there is no significant difference in ages of beginning teachers and their perception of problems. The questionnaire data from eighty young and fifty-seven older teachers are summarized in Table 5.3.1 In part "A" of Table 5.3, it is apparent that young and older teachers perceive about the same number and types of problems during their initial year. Although the per cent differences between young and older teacher groups appeared significant, only the responses for problems involving professional development were significant at the .05 per cent level. Problems persisting one-half or more of the time during the year are reported in part "B" of Table 5.3. No differences significant at the .05 per cent level were reported by the two groups for such per— sistent problems. It seems reasonable to conclude therefore that the sub-hypothesis is valid. 1For the purpose of analyzing the data, the following ages were employed: "young," 25 or under; "older," 26 or over. .Ho>ofi pace goo Ho. pm ucmoHMchHm* 0.HH m.oa m.mm :.mw Hmpoe ©.m w.s o.wm o.mm mpHQSEEOU esp wcfi>ao>cfi wEoHQosm m.mH m.HH *o.ms m.sm psoEQoHo>oo chofimmomopn mcH>Ho>CH mEoHQoLm :.HH H.w 0.00 0.0m mafinomou mo moficmsooe wcfi>ao>cfi mEoHnopm :.HH w.mH 0.3m 0.Hw mzoapmamg Chess wca>ao>cfi mEoHQopm no ro hm om mm ow mponomoe mo wmnsdz Amy . Asa Amv Amv Ana po>o so soon: so po>o so goes: so om ponomme mm genomes mm Lonomoe mm genomes snow mnu wcfipso who: snow wcfipsm mafia oEom um Emanopm mo ooze so oEfiB on» mo mamm oo>fimopom Emanosm Hepoa oo>aoosmm Emanopm :m : :< : mmmmoHmommm mzmqmomm mmB mo zomHmoa pcoo pom Ho. on» no pcmofimacwfiw ma monopoMMHQ* *m.s m.mm *s.mm m.mm Hence *m.: o.ma *H.mm 6.06 ana2322oo one mca>ao>cn msoanosa *w.m m.mm *m.mw o.mw psoEQoHo>oo HmQOHmmomogg wca>ao>cfi mEoHQosm *H.s m.mm *H.sm o.ms meanest» mo moficmnoos wcfi>ao>cH mEoHQowm ma *m.HH s.am *H.om m.ms acoancaon sees: wsa>aoeca msoaeosa was on Asa om asceosoe do sonszz E t; E E A: onEom was: onEom can: snow ecu mcHLSQ who: so mafia esp mo mama oo>fioopom anpogm Sm : snow wcfihsa mafia mEom pm oo>fimoaom Emanosm Hmuoe :d I mEoHQosm mo ooze mmmmodme mmE mo Xmm MIR OB UZHQmOood mBOHmBmHQ doomom ZHmommm mZMAMOmm MIR mo zomHmdmzoo ¢ :.m mqm<5 63 m.oH s.m m.mm m.mm Hence 6.6 0.6 m.0: 0.6m szGSEEoo esp wcfi>ao>cfi mEmHnosm m.ma m.MH m.0w H.mm unoEQoHo>oo Hacofimmomopa wcH>Ho>cH mamanosm :.HH m.6 6.66 6.06 weanoeon mo moacmzooe wcH>Ho>cH msoanopm :.NH m.MH 0.06 m.mm mcoaudaos ness: wcH>Ho>QH mEmHnopm mm as om as msocomoe mo ponesz R; t: E E E 90nd: Lmez LOwwz some: mLmUCOQom hpmucosoam zsmwcooom zsmucmEon snow on» wcfiszm who: no mafia ecu ho mamm om>fioogmm Emanonm , :m: :d : snow wcfissm mafia osom pm oo>aoogmm Emaoowm Hmpoe msoaposm mo maze mOhdz mBHmommm mzmqmomm mmh mo zomHmdmzoo a m.m mqmae Neither the total number of problems reported (in Part "A") by these groups nor the number of persistent problems re- ported (in Part "B") differ significantly. The sub- hypothesis may not be considered valid. Student Teaching and Perception of Problems Does the level of student teaching make a difference in the types of problems perceived by a teacher entering a position for the first time? It was hypothesized earlier that there is no significant difference in the perception of problems between beginning teachers with previous elemen- tary or secondary student teaching experience. The responses of ninety-six teachers with elementary student teaching and forty-one teachers with secondary student teaching are summarized in Table 5.6. In part "A" of Table 5.6, it is apparent that teachers with elementary and secondary student teaching experience perceived similar types of problems during their beginning year of teaching. None of the apparent differences in the per cent of responses proved to be significant at the .05 per cent level. In part "B" of Table 5.6, no differences in perceptions of persistent problems were reported. The sub-hypothesis must be considered valid. Teaching Experience and Perception of Problems Does previous teaching experience make a difference in the types of problems perceived by teachers entering a 65 6.5 H.m m.m6 m.H6 HopOR m.6 m.w m.am 3.6: zpfiszesoo 65p wcH>Ho>cfi msoanopm R.ma 0.HH m.MR 3.6R pcoEQoHo>oo HmcoammoMOLd wCH>Ho>CH mEoHQonm m.oH 6.6 6.mm m.mm weanonoo mo moacmcoos wCH>Ho>cfi wEoHnosm m.HH m.m R.mR 0.06 meofipmHoL £6855 wcfi>ao>cfi mEoHQosm a: 60 a: 6m mponomoR no 969832 R; E E E E msfinommR wcfinomoR wcfinomoR mcfinomoR pcovdum pcovzpm unoGSDm psoUSBm msoocoomm mpmpcoEch mp66c066m mampCoEoHM show one wsfisza who: to made on» no Manx 66>eoopmm Emanosm 2m: snow wcfisso oEHR oEom pm 66>Hoopom Emanopm HmBOR 2d 2 mEoHQosm mo omzR GZHMQdMR RZMQDRm MO dMMd MIR OR GZHQMOood mRoHMRmHD Moomom ZHMQMMm mZMMMOmm MMR MO zomHM¢mzoo d QMRQMMMm 20mm WMMIQoa pcoo pom mo. 66p pm monopommaw unmoHMchHm* 6.R m.mH m.Hm m.Rm HMDOR *m.: 0.6 0.6m 6.6m thCSEEoo on» wcH>Ho>cH mEoHnosm m.HH 6.6H *H.ms 6.66 ecosdoao>oo Hmcoammomoso wcH>Ho>cH mEmHnogm m.s a.HH m.sm 6.m6 weanocop do mofismnoms wcH>Ho>cH mEmHQoLm *m.m m.ma *:.mm w.m6 mQOMumHoL amass mcfi>ao>ca msoanowm R6 06 R6 0R mpozomoR mo 969832 R; c: poocofipmgxm UmocofimomxocH Amy m woocmasoaxm concompwaonH Asa mEoHnosm mo onR and» map wcfipsa who: so osHR one mo mamm 66>Hoosmm Emanogm 3m: snow wcfinsm mEfiR 6806 p6 66>Hoosmm Emanopm HMBOR :d 2 A9266 mmm szmozmHmmaxm UZHMOdMR MO RZDOS< OR czHQmoood mRoHMRmHQ MOOMom ZdUHMoHE QMROMMMm 20mm mMMMoHMomMm szMMOmm MO zomHM¢mEOo d R.m MMM¢R 68 .mocmGHMCOU mo Hm>ma ammo sea 60. 63» p6 mesmpmMMHU ucmoamficmam* 6.0a 0.0 6.66 m.66 proR 0.0 s6 HS 6.6m soagssoo esp wcfi>ao>cfi mamanopm H.6H H.6H 0.06 H.m6 meEQoam>mv HmCOHmmmmogQ wcH>Ho>CH mamanopm *R.6H 6.6 *H.66 R.66 wcfinommu mo mOHchomE wcfi>ao>ca mEmHnosm 6.0M 0.HH 6.06 6.06 mcofipmHmh C685: wcfi>ao>cfi mEmHQosm 0: 60 m: 60 mwmnommR mo amnesz E 0: E B E pamvfiwmm|coz unmnfimom pamofimmmlcoz pcmcammm smmw esp wcfipdm who: so mEHR ecu mo mfimm 66>Hmosmm Emanosm em; swmw mcHLSQ mEHR 6806 um Um>fimosmm Emanopm HmpOR :4 Z mEmeosm mo 606R ARZMO MMm ZHVMQZMQHmMM MHMMR OR UZHDMOQQ< 6RQHMR6HQ MOOMom Z¢UHMOHS QMRUMMMm EOMM mMMMUHMQMMO szMMOmm MO zomHMMMEOo d 6.6 mamas 69 it is apparent that each group is perceiving similar types of problems with the exception of the problems involving the mechanics of teaching. It also appears from part "B" of the table that problems of mechanics persist throughout the year for more non—residents than for resident teachers. Such problems include the understanding and using of courses of study and curriculum guides, keeping official records and making out reports, understanding and using special school services, such as guidance services, standardized tests, remedial reading, and understanding the goals of the school. The sub-hypothesis, therefore, seems partially validated except in the area of teaching mechanics. Conclusions The information reported by beginning teachers sug- gests the hypothesis that there is considerable similarity between the problems perceived by the teachers of different social groups. No significant differences appeared when age, undergraudate major, and student teaching experience were considered. Some differences in perceptions did appear between male and female teachers, and when experience and place of residency were examined. The analysis of data validates the general hypothesis concerning age, under- graduate major, and student teaching experience. The hypothesis is not fully valid in regard to sex, previous teaching experience, and residence of teachers. It seems probable, therefore, that orientation programs, to be most 70 effective, should be individualized to accommodate the dif- ferences in perceptions among men and women, experienced and inexperienced teachers, and among residents and non- residents. If beginning teachers perceive problems of some magnitude, and differ significantly in some aspects of these perceptions, what persons, groups, or programs do they find most helpful in dealing with these problems? In particular, how useful are orientation procedures as sources of help?‘ An analysis of helpful sources according to the types of problems perceived is attempted in the following chapter. CHAPTER VI PERCEPTION OF PROBLEMS AND SOURCES OF HELP Within a school system which provides formal orien- tation programs, it seems reasonable to expect that such programs would constitute but one perceived source of help for beginning teachers. An analysis of all meaningful sources, therefore, should provide some insight into begin- ning teacher behavior which would prove helpful in the im- provement of orientation practices and procedures. The purpose of this chapter is to describe and analyze the "one greatest source of help" reported by begin- ning teachers for each and all of the types of problems involved. The chapter is divided into two parts: 1. A resume of sources of help identified by the beginning teacher reporting; and 2. A testing of the hypotheses set forth in Chapter I pertaining to teacher problems and sources of help. Sources of Help Sought by Beginning Teachers The beginning teachers were asked to identify the "one greatest source of help" for each of the 17 problems under study. All of the 137 teachers identified a source 71 72 for one or more of the major problems perceived. In tab- ulating sources of help, an attempt was made to categorize these according to the broad areas set forth in Table 6.1. These included: Printed and other types of orientation information: 1. Orientation programs, 2. Printed materials. Human resources within the school: 3. Other beginning teachers, 4. Experienced teachers, 5. Administrator. Resources outside the school: 6. Professional organizations, 7. College or university. In Table 6.1 the per cent of teachers identifying each source of help is summarized. It is readily apparent that beginning teachers are identifying a variety of sources as helpful for the 17 problems under study. Each of the seven sources was identified as helpful by some of the teachers. It is clear from Table 6.2 that the human resources within the school are the chief source of help for teachers All other sources combined were reported most helpful by less than 25 per cent of the teachers. 73 TABLE 6.1 SOURCES OF HELP IDENTIFIED BY BEGINNING TEACHER (IN PER CENT) 1‘ - Per Cent of Teachers Reporting (1) (2) Greatest Source of Help Printed and other types of orientation materials: Orientation programs 6.5 Printed materials 5.3 Total 11.8 Human resources within the school: Other beginning teachers 1.5 Experienced teachers 31.1 Administrator 27.5 Total 60.1 Resources outside the school Professional organization 3.1 College or university 6.6 Total 9.7 Miscellaneous or no response 18.4 GRAND TOTAL 100.0 TABLE 6.2 COMPARISON OF SOURCES OF HELP (IN PER CENT) S f H Per Cent of ource O 819 Teachers Reporting (1) (2) Administrators, experienced teachers, and other human sources within the school 60.1 All other sources of help reported 21.5 Miscellaneous or no response 18.4 Total 103.0 ,__ 74 Variations Among Teachers in Identifying Sources of HeIp Do beginning teachers, representing various social groupings such as age, sex, residence, undergraduate major, level of student-teaching experience or the amount of previous teaching experience differ in the sources of help which they perceive? In order to answer the question, responses from the 137 teachers were divided into groups according to age, sex, residence, undergraduate major, level of student-teaching experience and the amount of previous teaching experience. The responses from each of the groups were compared and the per cent of responses calculated by Garrett‘s formula for the standard error of the difference between two percentages. Age of Teachers and Sources of Help Does the age of a teacher make a difference in the sources of help he or she identifies as helpful? The ques- tionnaire data from 80 "young" and 57 "older"2 teachers are summarized in Table 6.3. From the data in Table 6.3, it is immediately appar- ent that both young and older teachers are identifying the human sources within the school as the greatest source of help. 1Henry E. Garrett, Statistics in Psychology and Edu- cation (New York: Longmans, Green, and COmpany, 1948), p. 219. 2As defined in Chapter v, p.59. 75 .3m>m3 0:66 960 60. mgp pm ucmo303CM3m mosmpmMM3Q* 0.003 0.003 0.003 0.003 0.003 0.003 33cs so 66633o6 6.6 3.0 6.0 6.6 0.6 0.6 mQO3u6N3cmeo 36:03mmmmosm 3oo£om ecu 663wpzo 666350660 0.66 0.36 3.66 6.36 3.R6 6.06 3mpoR 0.60 *3.36 0.60 0.R0 6.60 0.00 mnouwapm3C3swa 0.06 0.06 *6.66 3.60 6.06 R.36 mponommp Umwc63pmmxm 3.0 0.0 6.3 3.3 3.3 0.3 msocosop mc3cs3uoo 36666 300666 C3£p33 mmop50663 26836 0.03 3.33 3.33 6.03 6.33 6.33 36pOR 3.6 m.m 3.6 6.6 6.6 6.6 6363cccse socc3sa 3.s 0.6 R.m m.s 0.6 6.6 mscswotd so3osncc3ao m3w3wopme :03pmpc63po 00 momma secuo 6cm 6602360 03 60 R33 00 R6 06 mhmcome mo ampesz E 360 E 0; E 33 A: pcmmwmmm pcm03mmm 636860 6362 am630 6CSOR 036$ mo meadow pmmpmmso 605090 363606 mo meRR 33266 666 230 mmbomo MdHoom 630363> RM mMMM MO MUMDOW 6.6 MMMdR 76 One might conclude that both "young" and "older" teachers are identifying the reported sources as helpful. However, the human resources within the school were reported to be useful by over half of both groups. Sex of Teachers and Sources of Help Will the sex of a teacher make a difference in the sources of help, he or she, identify as helpful? The ques- tionnaire data from twenty male and 117 female teachers are summarized in Table 6.3. In Table 6.3, it is reported that over 50 per cent of male and female teachers identified the human resources within the school as the greatest source of help. Signifi- cantly more of the female than male teachers identified the experienced teachers as the greatest source of help. However, more of the male than female teachers identified the orientation programs as the greatest source of help. It might be concluded that the sex of teachers is an important social grouping when the experienced teachers are being considered as a source of help. Residence of Teachers and Sources of Help Does the residence of a teacher make a difference in the sources he or she identifies as helpful? The re- sponses of ninety-five resident and forty-two non-resident teachers are reported in Table 6.3. Over 50 per cent of both the resident and non-resident teachers identified the 77 human resources as the greatest sources of help. However, a larger per cent of the non-resident than resident teachers identified both the professional organization and the college or university as a source of help. When these differences were tested they were not found to be significant. It is apparent that the residence of teachers as a social group is important only when the administrator is being considered as a source of help. Education Majors of Teachers and Sources of Help Does the education major of a teacher make a differ- ence in the source of help he or she identifies as helpful? The questionnaire data from seventy-one elementary and sixty-six secondary education majors were summarized in Table 6.4. Of the three major sources of help, such as printed and other types of orientation materials, human resources within school, and resources outside the school, over 55 per cent of both elementary and secondary majors identified the human resources within the school as the major source of help. The only area in which the education major of teachers was found to be significant was when the administrator was identified as the source of help. The conclusion might be drawn that the majority of the teachers with elementary and secondary majors turned to the human resources within the school for help. The education majors ofteachers as a social group are important only when the administrator is the source of help. .36>63 6666 p60 30. 6:6 66 60663032636 6626660030s 78 0.003 0.003 0.003 0.003 0.003 33ROR 02300 0.30 6.00 0.63 6.30 0.63 66000660 0: so 630626336663: 6.0 0.6 6.03 0.0 0.03 3600R 0.R 6.6 6.R 3.6 6.6 Ru3ms6>3cs to 6663300 6.0 6.6 0.0 6.0 3.6 60030603C6mso 360036660030 "300606 666 6636630 666350660 3.66 s.06 6.66 3.s6 3.66 36606 R.60 aR.60 6.00 x6.m0 6.3m so666663c326< 0.06 36.00 6.00 3.00 3.00 msogomoe 66626366006 0.3 3.3 6.3 6.3 6.3 nsoeomoe 0636:3066 66660 ”300260 236633 666650666 06556 0.03 6.03 6.03 0.33 R.33 3660R 0.6 6.3 6.6 0.6 6.6 636306068 666:330 R.6 0.6 o.s 0.6 3.6 esswosa co3csnsm3so “636306668 00366626360 00 66066 66660 606 6660300 0R 33 60 66 3R 6066666R 00 066532 16V 16V 3: 08 10V 33v 666:6 66:63smaxm 66063L6QXM 00062 00062 I3L6QRM :3L60x6c3 6036666R 6236066R 6666 6360 10:66:66 16:66:66 n0006m 1068636 0366 00 600506 66666666 6366 6060 100666 1068636 66:63060xm 6C6 603C36LR no 606R ARZMU 6M0 ZHV MQZMHMMMXM Q24 023szMR MMIQ3639 06 0666000 6660060060 603 6666360 x3mnm6030 00 66663500360 3.6 000030 102 fifty-six procedures is listed on the diagram according to Offer and extent of helpfulness. An "X" is placed in the cell depending on the characteristics offered, and the helpfulness of the procedures. It is apparent from Figure 7.1 that some of the pro— cedures which were frequently provided were found to be helpful by many of the beginning teachers. The ten top procedures in frequency provided and helpfulness are: 1. The provision of a teachers' handbook giving the rules and regulations governing the entire school system; 2. Being able to talk over my professional problems with my principal; 3. Being able to talk over my personal problems with my principal; 4. Being introduced to the entire elementary staff at the first building meeting; 5. Reporting for work before the first week of school for orientation purposes; 6. The opportunity to have an individual conference with my principal prior to or soon after the opening of school; 7. Being provided with personal copies of the rules and regulations governing the entire school system; 8. Being notified of my specific assignment soon after my appointment so that I could prepare myself for the new position; 9. The provision of bulletins, special meetings, or other methods to acquaint me with the philos- ophy and objectives of the school system; and 10. Attending the general teachers' meeting during which new teachers are introduced and plans for the year explained. 103 Some of the frequently provided procedures were not reported to be helpful by many of the teachers. Four of the frequently provided procedures which were reported not helpful are: 1. Being met upon arrival by a member of the administrative staff; 2. The foresight of the principal in guarding against incidents which might have embarrassed me; 3. A letter from my principal welcoming me to his staff; and 4. Short but fairly frequent visits of the principal to my class. Some of the infrequently provided procedures were found to be not helpful by the beginning teachers. Some of these procedures were: 1. Special help in understanding the philosophy of discipline of elementary school students; 2. Information given to me on the community; 3. The provision of a definite time during the first week so that I can study the records and reports of the students I am to teach; 4. The opportunity to Observe superior teaching within the system; and 5. The "hands off" policy for the first few weeks until I get my feet on the ground. Thus, it appeared that teachers are divided on the helpful- ness of the most frequently employed orientation procedures. The teachers seemed to endorse some of the less frequently provided procedures as not helpful to beginning teachers. Some Of the beginning teachers believed that some of the procedures should be offered more frequently. 104 Relationship Between the Procedures Offered and the Amount of Help as Perceived by the Beginning Teachers Figure 7.2 demonstrates the relationship between the orientation procedures offered and the ranking of helpfulness for other beginning teachers by the beginning teachers who responded to the questionnaire. The responses are divided into quartiles. It was found that the procedure "short but fairly frequent visits of the principal to my class" was offered by most of the twelve school districts, but the beginning teachers did not recommend it highly as a procedure to be used for other beginning teachers. 0n the other hand, some of the infrequently offered procedures were not highly recommended. Five of these procedures are: 1. The opportunity and encouragement to voice my problems at building meetings; 2. The provision of courses or study or study guides at the opening of school; 3. Excursions for new teachers in the school community; 4. The welcome extended to new teachers by the Teachers' Club President at the first general meeting; and 5. Short biographical sketches of the new teachers in the newspaper. It was also apparent that other infrequently offered procedures such as: 1. A letter from my principal welcoming me to his staff; 105 .m.ms - 06 63366630 :63 60.66 - 03 63366650 06m 36.6m - 06 63366650 066 60.63 - 0 63366650 663 .0.0 63669 .0 x30660n¢ 8060 0666350360 663 6660 660 63 603636366630 633666003 66 m 6 m3 0m 6665060060 00 666232 03 x x x x x x x x x x . 663 A x m 3 x x x x x x x x x x x x x x x x 066 m 0 xx xxx x x O x x x x x x E m x x a N. XXNXN £03 6663060060 00 666232 663 066 06m :6: 66623666366 60 660060 33663366630 63v 66660669 063663060 66660 600 66660669 063663w6m NM3 06 06066580060 6665060060 60366666360 0666000 x3mnz6030 0o 66663500360 0.0 665030 106 2. Instruction in the method used in evaluating student work; and 3. The provision of courses of study or study guides prior to the opening of school; were highly recommended by the beginning teachers. Such procedures as: 1. Reporting for work before the first week of school for orientation purposes; 2. Being able to talk over my personal problems with my principal; and 3. Being able to talk over my professional problems with my principal; were frequently offered and highly recommended by the teachers. It might thus be concluded that among procedures offered most frequently there were few which the beginning teachers did not recommend as being helpful to other begin- ning teachers. It is also clear that the teachers recommend some procedures which were infrequently provided. There were three procedures which the beginning teachers did not recommend as helpful to other beginning teachers, these were: 1. Social affairs for new teachers sponsored by social clubs in the community; 2. The welcome extended by community clubs; and 3. The welcome extended by community churches. 107 Relationship Between the Ranking of the Procedure as Helpful and Recommending It as Helpful to Other Beginning Teachers Figure 7.3 shows the relationship between procedures ranked as helpful and those ranked as helpful to other begin- ning teachers. The responses are grouped in quartiles. It was found that the teachers did not recommend any procedure for others which they had not recommended for themselves. It was also found that those procedures which the beginning teachers reported to be of little help were not strongly recommended. On the other hand, some of the procedures which were ranked of minor help were highly recommended. Some of these procedures were: 1. Instruction in the method used in evaluating student work; 2. The opportunity to have an individual conference with my principal prior to or soon after the opening of school; 3. Receiving a copy of the school annual or school paper soon after my appointment; A. Social affairs for new teachers sponsored by ' the administration; \n Excursions for new teachers in the school community; and 6. The opportunity to observe superior teaching .in other systems. Some of the procedures which were high both in value to the 137 beginning teachers and to other beginning teachers were: 1. The provision of a teachers' handbook giving the rules and regulations govering the school system; 1o8 .66660666 w63663w66 66660 606 3666366 66 06 06>63366 63 666060066 6366 60363 06 666666 6690 .m.mb I 00 63366650 66: 60.0m n 0: 63366660 06m “6.6m n om 63366660 06m M6.03 a 0 63366660 663 .m.m 63669 .0 63066666 8066 0666360360 663 6660666 63 603666366630 633666603 mm m m 0m mm 6666060066 MOLmDESZ m m xxxx xxxxx x 663 m xxx xxxxxxxxx m .d am 3 63 xxxxxxxxx 066 mm xxxxxxxxx ms Ti 8 xxxx 6 No 63 x xxxxx 06 9.6 7xxxx mw V n0 3 mm x S a; 66 nu... 8 6666060066 6 6 60 666632 6 3 06m 0 m 66: N60 TL Cc 66660266. 023223066 663 66 62066326220066 60 66026666 A 3A663366660 630 66660669 063663w6m 9M3 666 606 6666060066 6866 666 60 66663666366 666 06 06666500 66 6666060066 60366666360 06066880066 630:66636 60 66663666366 m.w 666w36 139 2. Being provided with personal copies of the rules and regulations governing the entire school system; 3. Reporting for work before the first week of school for orientation purpose; 4. Being able to talk over my personal problems with my principal; U‘l Being assigned to work in the area in which I have special training; and 6. The opportunity to acquaint myself with the special services of the school such as testing, guidance, attendance, et cetera. One might conclude that the beginning teachers recommended for other beginning teachers the majority of the procedures that were provided for them, and they wished that other beginning teachers have some of the procedures which were not available to them. In Chapter I it was hypothesized that: beginning teachers perceive some orientation procedures as helpful. It was shown in Figure 7.1, that the beginning teachers reported twenty-one of the fifty-six procedures as highly helpful, whereas, they reported only twelve of the fifty- six procedures as not being of major help to them. It seems reasonable to conclude that the hypothesis is valid. It was also hypothesized in Chapter I that: teachers recommend many different types of orientation procedures which they do not perceive in the present orientation pro- - gram. If this hypothesis is valid it would seem that the beginning teachers would recommend many procedures which are not being offered in the twelve school districts under 110 study. However, when Figure 7.3 was studied it was found that one-half or 50.0 per cent of the procedures not offered by the twelve districts were highly recommended by the beginning teachers as helpful to other beginning teachers. Therefore, it seems reasonable to conclude that the hypothesis is valid. CHAPTER VIII SUMMARY AND IMPLICATIONS In this chapter the major operations and findings of the study are summarized, general conclusions are drawn, and implications for the development of orientation programs, for use by administrators, and for further research are suggested. Summary The Problem The problem of this study was to determine the per- ceptions held by beginning elementary teachers from selected Michigan school districts of their own orientation experi- ences in relation to the problems which they perceived during their initial year of teaching. Method of Collecting Data In order to study the problem, information was gathered from beginning elementary teachers in selected Michigan school districts. A questionnaire was mailed to 279 beginning elemen- tary teachers. Of these, 137 or 49.2 per cent, were returned. The data were grouped into a single population for analysis. 111 112 Results of the Study General Characteristics of Beginning Teachers Included in This Study Eighty-five and four—tenths per cent of the beginning teachers were women between the ages of twenty and twenty- five years. Half of them had majored in elementary education, lived within the community in which they taught, and were planning to teach in the same school the following year. The characteristics of the beginning teachers included in this study were similar to those of teacher groups in Michigan and the United States. Five hypotheses were tested. The findings for each of them is summarized below. Hypothesis I Beginning teachers from different social groups, based on age, sex, undergraduate major, and residence, as well as those having had different student-teaching and teaching experiences do not differ in their perceptions of problems on human relations, on the mechanics of teaching, on the professional aspects of their positions, and their perceptions of the community. Findings regarding Hypothesis I. All of the 137 beginning teachers perceived the seventeen problems listed in the questionnaire some of the time. Teachers perceived more problems at the beginning of the school year than at 113 the end of the school year. Most of the persistent problems of beginning teachers during the school year were problems of human relations. There did not appear to be any significant differ- ences among the perceptions of teachers when analyzed by age, undergraduate major, and student-teaching experience. Differences in perceptions did appear between male and female teachers and when teaching experience and place of residence were examined. Hypothesis II Beginning teachers perceived different sources as helpful for different types of problems. Findings regarding Hypothesis II. The source of greatest help for all types of problems perceived by the beginning teachers was experienced colleagues and adminis- trators. Minor differences in choice, however, appeared. For example, experienced teachers, in preference to admin- istrators, were the first choice of teachers perceiving problems involving human relations. Administrators were preferred to experienced teachers for problems involving community relations. The orientation programs were not viewed as a significant source of help for more than a minority of teachers regardless of the type of problem. 114 Hypothesis III Beginning teachers perceived the orientation pro- cedures used in their school as helpful for some types of problems. Findings regarding Hypothesis III. The orientation programs in each case of the twelve selected Michigan school districts were similar in content and scope. They were not considered by beginning teachers as major sources of help for any of the four types of problems perceived. Many of the districts are not providing planned opportunities for teachers to become oriented to the community. Some of the procedures that were frequently provided were reported to be helpful by many of the teachers. 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