NORMATWE wmmmus HELD av AGRICULTURE TEAUHERS AND mam sxsnmcm OTHERS OF THE PROFESSTONAL ROLE OF THE AGRICULTURE TEAGHER N THE VOCATIGNAL AGRICULTURE SCHODlS AND COLLEGES TN“ THATMND TheSi’s‘ far the flame of Ph D MICHIGAN STATE UNIVERSITY DELBER'T WALLAKE SHERLEY!!! _. fj'fjgixgg 5;; 1968 ' " THE-5's LIBRARY Michigan State University ’ This is to certify that the thesis entitled Normative Expectations Held by Agriculture Teachers and Their Significant Others of the ProfeSsional Role of the Agriculture Teacher in the Vocational Agriculture Schools and Colleges in Thailand presented by Delbert Wallace Shirley III has been accepted towards fulfillment of the requirements for Ehl_Dl__dqpmanL_Agricultural Education 0-169 PW 3 WA? [7100‘ ABSTRACT NORMATIVE EXPECTATIONS HELD BY AGRICULTURE TEACHERS AND THEIR SIGNIFICANT OTHERS OF THE PROFESSIONAL ROLE OF THE AGRICULTURE TEACHER IN THE VOCATIONAL AGRICULTURE SCHOOLS AND COLLEGES IN THAILAND by Delbert W. Shirley III Purpose.——Although teacher role studies have become common in the United States, few have been made in the developing countries, and none have been done in Thailand. The objective was to determine what the professional role of the vocational agriculture teacher in Thailand should be as perceived by vocational agriculture teachers and by individuals whom they had identified as holding signifi— cant positions in relationship to their professional role. Method.—-Role studies done in the United States and literature on vocational agriculture education in Thailand were reviewed prior to departure for Thailand. Upon arrival a Thai counterpart was assigned and an advisory committee selected. The advisory committee helped select the sample from nineteen schools and served as a jury of experts to validate the questionnaire. Interviews were conducted with English-speaking authorities on agricultural education in Thailand to identify role behaviors and issues in the role of the vocational agriculture teacher. The questionnaire was translated into Thai by the flip-gnu. Delbert W. Shirley III counterpart. Three Thai agriculture teachers then trans- lated the questionnaire back into English in order to validate the accuracy of the translation. The question- naire was pilot tested at an agricultural school. At the eight sample schools the usual procedure was to administer the questionnaire to all faculty simultaneously. Analysis.——From questionnaire data responses agri— culture teacher significant others were ranked, subrole means were ranked to identify role priorities, means were calculated to identify average response to each role item, standard deviations were calculated to indicate the degree of consensus on each role item, and a "t" test was used to identify significant differences between groups. Findings.——One hundred thirty—eight items that should be done were identified of which respondents said 123 should be carried out by agriculture teachers. Role items were identified which should be done, were con- sidered optional, and which should not be done. High or low consensus was identified for each item. Divergent expectations between agriculture teachers, administrators, and technical agriculture teacher trainers were identi— fied. Role priorities were ranked for each of these position groups. The following conclusions were drawn: 1. Agriculture teachers first turn to fellow agri— culture teachers in the same school for advice on teach— ing problems; they may then turn to administrators in “-fl'“ «- “'— Delbert W. Shirley III their schools, supervisorsufrom the Department of Voca- tional Education, and technical agriculture teacher trainers, respectively. They would turn to academic and education teachers and students last. 2. Each of the four position groups studied held different beliefs about what agriculture teachers should do. 3. Agriculture teachers and technical agriculture teacher trainers were in closest agreement on what they indicated agriculture teachers should do. A. Of all groups the group of agriculture teachers and of administrators disagreed most on what agriculture teachers should do. 5. Development of the agriculture teaching pro— fession, and providing support for the instructional pro— gram were believed the more important activities to be done by agriculture teachers. 6. Developing and maintaining relationships beyond the school was believed by the respondents to be least important for the agriculture teacher to do. 7. Attributes such as sex, and prior experiences such as training were not variables which influenced what agriculture teachers indicated agriculture teachers should do. 8. There were greater differences between position groups as a function of position than within position Delbert W. Shirley III groups as a function of attribute or prior experience on what respondents said agriculture teachers should do. 9. There is a difference between the role as per— formed and how the respondents said it should be performed. 10. The role, as the respondents indicated it should be, is relevant to the aims of vocational agriculture training as identified in this study. NORMATIVE EXPECTATIONS HELD BY AGRICULTURE TEACHERS AND THEIR SIGNIFICANT OTHERS OF THE PROFESSIONAL ROLE OF THE AGRICULTURE TEACHER IN THE VOCATIONAL AGRICULTURE SCHOOLS AND COLLEGES IN THAILAND By Delbert Wallace Shirley III A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1968 ACKNOWLEDGMENTS The researcher wishes to express his deep appre— ciation to Professor Harold Byram, director of this study, for assistance, guidance, and encouragement during the study. Appreciation is also felt toward Professor Guy Timmons, chairman of the researcher's guidance committee, and toward Professor Raymond Clark, Professor Carl Gross, Professor Dennis Morrison, and the late Professor James Hundley, members of the guidance committee. The resear- cher wishes to thank Professor Cole Brembeck, Director of the Institute for International Studies in Education, Professor Stanley Wronski, and Professor David Heenan of the Institute for making the study in Thailand possible and for their assistance. Appreciation is extended to Professor Archibald Shaw, Chief of Party, and other mem— bers of the Michigan State University team in Thailand, Professors Kenneth Neff, Raymond Harper, and Paul Coburn for assistance in Thailand without which the study could not have been completed in the allotted time. Special appreciation goes to the researcher's Thai counterpart, AdJarn Pittha Bunnag. In addition to trans— lating, he explained much that would not have been under— stood, pointed out much that would have been missed, and became a warm friend. Sincere appreciation is expressed ii I to Ehun Bhongs Sakdi Varasndharosoth, Director General of Vocational Education, Ehun Chern Maneeratana, Chief of the Agricultural Education Section, Doctor Kaw Swasdi Panich, Director of the Educational Planning Office, and head- masters and teachers in the schools we visited. The researcher expresses his deepest appreciation to his wife, Ruth, for encouragement, understanding, and assistance. iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . ii LIST OF TABLES . . . . . . . . . . . . . vi LIST OF FIGURES . . . . . . . . . . . . . Vii LIST OF APPENDICES . . . . . . . . . . . . viii Chapter I. INTRODUCTION 1 Need for the Study . . . . . . . 1 Purpose of the Study 2 Objective . 2 Definition of Terms . . A Delimitations. . . . . . . . . . 5 Assumptions . . . . . . . 6 Background of the Study . . . . . . . 7 Overview . . . . . . . . . . . 31 II. REVIEW OF RESEARCH . . . . . . . . 32 Role Research in Education 32 Vocational Agriculture Teacher Role Re— search . 3“ Role Research Method . Al Role Studies in Thailand ando Other Develop-o ing Countries . . . . . . . AA Relevant Thai Studies . . . . . . AA Summary . . . . . . . . . 45 III. METHOD A8 Counterpart . . . . . . . . “9 Advisory Committee . . . . . . . 5O Selection of Schools . . . . 50 Development of the Questionnaire . . . 53 Pilot Test . . 59 Data Collection . . 60 Analysis of Questionnaire Data 63 Identification of Significant Background Variables . . . . . . . 67 Summary . . . . . . . . 67 iv Chapter IV. ANALYSIS OF DATA . . . . . Significant Others . . . Agriculture Teachers' Role Description of Role . . . . . . . Critique of the Questionnaire . . . . Conclusions . . . . . . . . Summary . . . . . . . . . V. SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS Summary . . . . . Implications . . . . Recommendations SELECTED BIBLIOGRAPHY . . . . . . . . . . APPENDICES Page 70 70 73 95 109 112 118 120 120 126 129 132 1A5 Table 1. LIST OF TABLES Subrole Priorities According to Position Groups vi Page 9A LIST OF FIGURES Figure Page 1. Location of Upper Secondary and College Farm Schools in Thailand . . . . . . 10 vii Appendix A. . B. LIST OF APPENDICES Page The Role of the Vocational Agriculture . . 1A6 Teacher in Thailand (Original in Thai) Background Information on the Sample Schools . . . . . . . . . . . . 176 Frequency and Per Cent Response in Ranking of Significant Others by Agriculture Teachers . . . . . . . . . . 177 Means Standard Deviations, and Divergencies on Role Items . . . . . . . . . . 178 Rank Order of Means of the Subroles and the Role Areas . . . . . . . . . . . 215 viii CHAPTER I INTRODUCTION Agricultural education in Thailand is undergoing rapid development. Along with a recent World Bank loan to Thailand for the improvement of vocational education, great amounts of Thai and United States resources are being invested in agricultural education. Equipment and facilities are being purchased and developed. Teachers are being sent abroad for study. A five—man team from California State Polytechnic College was sent to Bangphra Agriculture Teacher Training College to assist with the improvement of teacher education. Changes in equipment and facilities were evident when reports by Bunnag and Kitts (1962) were compared with equipment and facilities present in the schools early in 1968. While it is more difficult to assess changes in behavior, there were usually a few teachers in each school who were highly dedicated to the improvement of teaching. Need for the Study Other than criticisms about ineffective teaching practices, very little has been written about what the Thai vocational agriculture teacher does or should do. Except for lecture notes and a printed curriculum listing the courses and units of credit, no written descriptions of what agriculture teachers do were found. Purpose of the Study The purpose of this study is: (l) to provide a rational description of the vocational agriculture teacher's role in Thailand, (2) to provide "bench mark" data which may be used to measure the progress of the development of agricultural education in Thailand, (3) to assist Thai educators toward greater understanding of the vocational agriculture teacher's role, and (A) to deveIOp an understanding of the methods of cross—cultural role research of agricultural education positions in developing nations. Objective The objective of this study is to determine what the professional role of the vocational agriculture teacher in Thailand should be as perceived by vocational agriculture teachers and by individuals holding signifi— cant positions in relationship to his role, as identified by the vocational agriculture teachers. From these results conclusions are to be drawn on the degree to which the role is relevant to the aims of the vocational agriculture schools. To achieve the above objective, answers and conclu— sions to the following questions were sought: Question l——Significant Other According to the most significant influence upon their professional role, how do the vocational agricul— ture teachers in Thailand rank the following selected positions? a. Vocational agriculture teachers in the same school as the respondent. b. Vocational agriculture teachers in other schools. c. Other teachers in the same school as the respondent (academic subject teachers). d. Administrative personnel in the same school. e. Supervisors. f. Vocational agriculture teacher trainers respon- sible for professional training. g. Technical agriculture subject matter teacher educators (secondary and university level). h. Students. Question 2——Role Expectations What are the professional role expectations for the vocational agriculture teacher as perceived by all respondents combined and by the most significant position groups identified in question one? Question 3—-Role Consensus For each activity what degree of consensus exists within each of the position groups? Question A—-Role Convergence About which role activities is there agreement (convergence) between the most significant position groups identified in question one? Question 5——Subrole Importance What sub roles are considered most important by each of the position groups studied? Definition of Terms The following terms are given more specific meaning in this study than they are given in general use. Opera— tional definitions are given in Chapter III. Consensus.—-Within—group agreement. As used here it does not apply between groups. Consensus, as used in this study, is the agreement among individuals within a position group about the appropriateness of a given role behavior. Convergence.——Agreement or similarity between two groups in expectations for the role of the vocational agriculture teacher. Lack of agreement is called diver— gence . Expectation.—-Whether or not a given behavior is believed to be a part of the vocational agriculture teacher's role. A teacher's belief about his own role is called a perception. Professional Role.——The behaviors of vocational agriculture teachers which are considered to be a part of his job and profession. Rglg.——The composite of behaviors of an individual holding a position such as vocational agriculture teacher. Role Item.——Behavior described by an item on the role analysis questionnaire. Role Area.——A classification of role items. Subrole.——A classification of role areas. Significant Other.——An individual whose personal interaction with the vocational agriculture teacher influences his behavior. Vocational agriculture teacher.——An individual on the staff of a vocational agriculture school or college who teaches at least one agricultural subject. He will often be referred to in this study simply as the teacher. Delimitations Vocational Agriculture Schools and Colleges The role studied was of the vocational agriculture teacher in a sample of the secondary schools and colleges in Thailand. Professional Role Only those role behaviors related to the position of the agriculture teacher as a teacher were studied. His role as related to such areas as curriculum, social relationships, and family were ignored. Identified Behaviors Only those behaviors included in the questionnaire were analyzed in detail. Normative Belief The study was limited to beliefs about what behav— iors should be included in the role. It did not analyze the role as it is. Assumptions The sample used for the study is of sufficient scope to identify the role of the vocational agriculture teacher. Significant others can be identified by asking teachers to indicate who they turn to for advice. A questionnaire, despite inherent limitations of this type of instrument, will serve to gather data about beliefs on selected behaviors. The data will be reason- ably valid if they are consistent with other observations on the respondents. The research design used in the study is appropriate for defining the role of the vocational agriculture teacher. Background of the Study Historical Development of Vocational Agriculture Education in Thailand The first schools were in HERE (Buddhist temples) which provided informal moral and religious instruction with limited academic subject matter. Vocational training at that time was still carried out in the family units. In addition to farming, boys were taught to hunt, fight, and develop essential handicraft skills. The first training for civil service came with establishment of the Royal Command School by King Chulalongkorn in 1871. In 1909 education was divided into academic and vocational streams. Vocational schools were established by the government for grades five to seven and eight to ten to accommodate students who had failed the national preuniversity examinations. They were not popular because it was believed that only the weaker students went to vocational schools. The stigma on the students from prior academic failure, lack of proper facilities, and inade— quate teachers predetermined the low status of the voca— tional schools. Enrollments were difficult to maintain. In 1917 vocational agriculture education was first initiated in Thailand through the opening of an agri— culture teacher training school to prepare teachers for teaching in the primary schools. (Review of USOM Assis— tance to Date 196A, p. l.) The first vocational agriculture school was established in 1925 and closed in 1927 because of insufficient enrollment. In 1929 Surin Agriculture School began operation, and by 1935 there were four vocational agriculture schools which offered four-year courses. The greater prestige of the higher vocational schools has been credited with keeping enroll- ments up. For a few students the vocational schools were a step toward higher levels of education, but for most attendance was a last resort in the student's attempt to gain status through education. Agriculture Education Programs Under the Ministry of Education The role studied here is that of the agriculture teacher in the vocational agriculture schools and col— leges. These schools and colleges are only part of the agricultural education programs administered by the Ministry of Education. These and others have been des— cribed by Woodhull (1967) as follows: Lower Elementary Level.--Three hours per week are devoted to agriculture in grades one to four. The pro- gram is intended to develop understandings and habits of learning and observing changes in nature and to help the students get acquainted with living things. Upper Elementary Level.-—Two hours per week of agriculture instruction is provided as an elective in practical arts. Its purpose is to provide useful skills and knowledge for occupational choices and for a higher standard of living by providing basic learning in horti- culture, field crops, animal raising, silk culture, and fish culture. Lower Secondary Level.——Two hours per week of agri- culture instruction is provided in secondary (Amphoe Type II) schools grades eight, nine, and ten (Matayom Suksa one, two, and three) as one area of a practical arts program. This program is similar to high school vocational agriculture programs in the United States (e.g., the school may have only one agriculture teacher and supervised home projects). Upper Secondary Leve1.--Twenty—two farm schools where students live in dormitories provide vocational agriculture education in grades eleven, twelve, and thirteen (Matayom Suksa four, five, and six). The agri- culture teachers in eight of these schools were the subjects of this study. Figure l on the following page shows the location of these schools. College Level.-—Within the twenty—two agriculture schools there are five which offer an additional two years (technical one and technical two, or grades four- teen and fifteen) of technical agriculture similar to junior colleges in the United States. They offer a cer— tificate for completing the required program. lO REA NORTH. VIETNAM Chiengmai Nan ' LAOS .Udornthan' Pitsanuloke e Kalasin o . Chaiyaphum O Lopburl ' Burrium e :‘risaket ., 0 ' O. l_Ol/Jat ”Lil/1M 0 fly uthve . r ratumthani oPrachinburi . .Nakornpathom Bangphra CAMECDIA Choltufi .Chantaburi EC’TE VIETNAM ‘9 3h Chumporn N kornsrithamaraj C0) 83 . OTrang ‘Songkla . agriculture schools “9 @sample schools Figure 1. ——Location of Upper E‘econdary and College Farm Schools in Thailand. 11 Agriculture Teacher Education.——One of the five colleges, Bangphra Teacher Training College, provides teacher training on the technical level. The courses have varied lengths. For example, the preservice teacher edu— cation course is for two years. Other courses are short intensive programs for upgrading present teachers or for providing educational methods to those who have technical knowledge and require short courses in the methods of teaching. Completion of the teacher training program leads to the Higher Teacher Training Certificate in Agri— culture. Post Secondary Level.-—Three of the afore mentioned twenty—two agriculture schools provide instruction in agriculture for young farmers who are not regularly enrolled in school. There are two plans: (1) instruc— tion in theory provided concurrently with the tillage of twenty—five Bil (ten acres) of land under supervision of an agriculture teacher and (l) instruction in theory with minimum practice through demonstrations organized in short intensive courses (short courses). University Level.——There are faculties of agri— culture in three universities (Chiengmai, KhonKaen, and Kasetsart) and in one proposed university (University of the South). The Bachelor of Science degree in Agricul— ture is given upon completion of the instructional pro— gram. The Department of Rural Education at Kasetsart at 12 one time trained agriculture teachers, but it now trains only extension workers. Organization and Administration of Vocational Agriculture Education in Thailand Agriculture teachers and academic teachers are under the supervision of an academic dean, particularly in larger schools. In these schools it is common to find the agriculture teachers divided into instructional departments (e.g., crops, livestock, farm mechanics) under the supervision of a department head. All school staff come under the direct supervision of the head- master. Supervision of the vocational agriculture schools and colleges appears to differ. The schools tend to operate more through the Provincial (Changwat) Education Officer, while the colleges tend to have more direct con— tact with supervisory personnel in the Department of Vocational Education. (The relationships with the Changwat office appear to be primarily fiscal.) The Department of Vocational Education provides supervision through subject matter specialists and through special project coordinators who are responsible for planning innovations, curriculum adjustment, and personnel adminis- tration. These specialists come under the authority of the Chief of Agricultural Education. He reports to the {L 13 Director General of Vocational Education who, in turn, reports to the Under Secretary of State for Education. The Department of Vocational Education is one of eight departments of the Ministry of Education. It has responsibility for preparing the budget, contract arrange— ments for constructing schools and providing supplies, dealing with legal problems, collecting statistical infor— mation and maintaining official records, supervising curricular content and methods of instruction, and pre- service and in-service training of its teachers. Vocational Agriculture Schools and Colleges These schools and colleges are small communities unto themselves. Including laborers, students, and faculty, the population ranges between 200 and 800. A high percentage of the students live in dormitories, and laborers and faculty live in staff housing provided in the school compound. Female and local resident students may live in the nearer towns. Some senior students con— struct their own houses in the school compound. Students eat their meals in the school cafeteria, and many of the teachers eat their noon meals there. Other buildings include classroom buildings with rooms for offices and library and assorted farm buildings with a farm shop. Small, privately owned canteens may be situated in the compound to provide a place for students to congregate 1A and get refreshments. Teachers, laborers, and students provide night security to keep away the kamgy (thief). The schools have their own water systems and are fortu— nate if they connect with a power line. For information on the size of sample schools, numbers of teachers, laborers and students see Appendix B. Vocational Agriculture School Objectives There are two kinds of objectives—-the explicit, formal, written objectives and the implicit objectives which serve as the basis for action. Both written objectives and the insightful statements about implicit objectives are consistently similar; the explicit and implied objectives are different. The most recent statement of objectives is printed in the proposed curriculum for Chiengmai Agricultural College at Maejo and is written by Vorayos (1967). For Vocational Agriculture Level Matayom Suksa A,5,6 The primary aim of instruction in Vocational Agriculture in Thailand is to provide prospec— tive farmers for efficiency in farming as well as to prepare students for further study in the field of agriculture. Besides, the objective [sic] listed are as follows: 1. To develop attitude [sic] in a farming occupation. 2. To appreciate in conserving natural resources. 3. To understand social, culture, economi- cal and political aSpacts [sic] the nation. A. To exercise constructive leadership in the community. 15 For Higher Technical Agriculture Level [College] In order to raise the standard of living of farmers so they can support themselves and their families and increase the income to Thailand, it seems advisable for those who have the ability and want to further their studies in the agri— cultural field, to give them training in special fields for agricultural occupations. The specific objectives for train [sic] in these technical institutes are: 1. To give experiences in selected areas of technical agriculture. 2. To develop self-confidence in skills and knowledge in agriculture to enable indi— viduals to increase their efficiency in agriculture. 3. To develop leadership, citizenship, ini- tiative, responsibility, faith and interest in farming, an interest in social activi— ties and to enable individuals to deal with rural people. A. To develop principles of experimentation and research. 5. To develop civic and ethical standards for moral living. 6. To encourage continuing education at other institutions after gaining practical exper— ience and to upgrade in one's profession. 7. To recognize and appreciate the asthetic value of nature and the Thai national culture. (p. 7-8) Interviews and casual conversations brought about the identification of two clear, but implicit objec— tives: 1. To train technical workers for civil service jobs in the Ministry of Agriculture. 2. To provide a secondary education which students otherwise would never get. This second objective fills a vacuum in the educa— tional system. It provides a place for children of officials (primarily rural officials) who cannot pass l6 academic school entrance examinations. Entrance is pro- vided by examination and interview. Kraft (1968) found that rural students find it difficult to pass the aca— demic portion of the entrance examination. Operationally defined by teachers, the objectives are: 1. To cover the topics in the syllabus. 2. To have the students pass the national exami— nations (particularly the Matayom Suksa Five Examination). Vocational Agriculture School Functions The role of the teacher must be seen not only in the context of the objectives, but also in the functions of the school. The schools separate students from their homes and immerse them in the school community. The schools offer a comprehensive curriculum of academic and agriculture courses, of which agriculture is the smaller part. This requires two groups of teachers, those with academic preparation and those with both academic and agricultural preparation. Instruction is provided in classrooms, in the shop, on the farm, and, to some extent, through club activities. The farm is also used to pro— vide fiscal income and food for the school. Portions of the farm are alloted for supervised practice projects. The student may keep seventy—five per cent of his income, and he gives twenty—five per cent to the school. The 17 youth activities usually involve agriculture clubs in subject areas. (Chiengmai has the most active program, patterned after the FFA.) Often the clubs raise money for field trips. The teachers hope they encourage student cooperation and facilitate interest in learning eXper— ience. The schedule at Bangphra is typical: 6:00 — 7:00 a.m. —— Patanakhan (work party) 7:00 — 8:30 a.m. —— Breakfast 8:30 - 11:30 a.m. —- Class 11:30 — 12:30 p.m. —— Lunch 12:30 — A:30 p.m. —— Class and shop A:30 - on —- Student projects Evening -— Student clubs and other activities. Agriculture Teachers Agriculture teachers in the schools studied are national employees working for the Ministry of Educa— tion. Like other civil service employees they own khaki uniforms, although they rarely wear them. Their status is determined by civil service rank and education, the latter having a strong influence on the former. Most agriculture teachers are either third—grade or second— grade officers. A few headmasters have achieved first grade, and fewer still special grade. General Description of the Typical Teacher's Duties He rises early enough in the morning to supervise patanakhan. Frequently this involves directing the 18 students to cut grass and hoe weeds which grow profusely in the tropical climate, and which create a potential fire hazard. He calls this activity "instruction," but both he and the students know it is only school mainte- nance. The cool of the tropical morning seems the only appropriate time for this type of manual labor. At 8:30 a.m. the teacher is expected to be in class or at his desk, which he usually shares with at least one other teacher. In the classroom he will usually lecture during the entire period. His teaching is usually limited to a subject area or several related areas. He specializes in subject content in a manner similar to college teachers in the United States. The afternoon session, beginning at 12:30, is supposed to be devoted to field and shop instruction. However, students have rarely been observed in the fields during the early afternoon, but the shop in some schools may be busy. At A:30 when classes are over, the students may go to their projects to work, and the teachers may go home. Some leave before this; they have no place at school to work. Some teachers, particularly the agricul— ture mechanics teachers, are involved in non—teaching activities, such as building construction, water system maintenance, and equipment repair. Sometimes a whole day or two is devoted to these extra activities. For example, late in February the crops instructor at Bangphra was 19 spending several of his days with the rice merchant. He said that if he did not watch each measure, the school would probably be cheated. Vocational Agriculture School Students The student has been favored by being allowed to continue in education beyond the fourth grade, so he has not been exposed to farm experiences. Because his parents have spent much money on his schooling by the time he has completed vocational agriculture school, he would be considered a failure if he returned home to farm. To enter the vocational agriculture school the prospective student must make application during his Matayom Suksa three (tenth—grade) year. He then must take the entrance examination at the school to which he has applied. Examination scores are ranked and inter— views held. Top individuals are admitted until quotas are filled. Students rejected from the more prestigious schools may either wait another year and take the exami— nation again, or apply to a less prestigious school where competition is less keen. Many of the agriculture teachers interviewed had been students in vocational agriculture schools. Problems Based upon (1) personal observations, (2) conver— sations with Thai in the Department of Vocational 20 Education and in the vocational agriculture schools, (3) conversations with USOM advisors, and (A) published information, the following problems which influence or are caused by teacher behavior were identified. The following statements were generally observed, but it cannot be overemphasized that there are exceptions. Many highly competent and dedicated professionals are obviously working vigorously to improve agricultural education in Thailand. Some of the statements which follow could describe agricultural education in the United Stated. However, the severity of the problems in Thailand is much greater. 1. Scholars of the Thai culture generally agree that students seek an education to gain a position in the Thai bureaucracy which meets a traditional need for attainment and legitimation of personal power, prestige, and status. Suffin (1966) describes the "bureaucracy as a way of life and a source of status, and . . . there are few, if any attractive alternatives to the bureaucracy within the larger society" (p. 162). A teacher who attracts favorable attention of supervisors may attain a headmaster position in one of the vocational agriculture schools or a supervisory position in Bangkok. For seme- individuals vocational agriculture teaching is the only place where they can fit into the system. These teachers have little interest in their jobs. 21 2. Teachers teach what they were taught. A teacher is often employed on the basis of his degree in a specific subject matter area. Obviously, one cannot teach unless he knows his subject. However, people may comprehend the subject matter and not know how to organ— ize it or present it for effective learning. Many instructors were found using their college notes, reorganized to conform to the topics in the syllabus, as lecture notes. They had not taken into consideration that they themselves had studied much of the material at the technical college or university level. They failed to adapt the material to the younger, inexperienced student at Matayom Suksa four, five, and six levels. The syllabus does not delimit the subject; it only presents topics to be studied. 3. The teachers were using the same procedures used to teach them. They were raised on a philosophy of education based upon rote memory. Smith (1965) illus— trates this philosophy with a description of schooling in Thai rural elementary classrooms: Pupils chant their lessons in unison as requested by the teacher. Learning is more or less equated with memorization. The students soon learn to mimic their teachers and other students. There is little emphasis on stimulating either intel— lectual curiosity or independent thinking. While there is great use of memory, problem solving and individual initiative is [sic] not encour— aged. The role patterns of rural elementary students appear with slight modification later in the behavior of university students (p. 266). 22 The student who learns to memorize seems to pass the examinations which eliminate many children from the schools. Thus, by the model provided by his teachers and by continued reward of success in examinations the student is enculturated and progresses one day to become a teacher. Often his students must memorize, verbatim, page after page. Then the teacher criticizes the placement of words and phrases rather than ideas. The culture equates intellectual ability with the ability to memorize. Agricultural supervisors and headmasters in the schools have expressed the need for more practical exper— iences and less verbalized theory. But it is difficult for teachers to provide this because most of their pre— paration has not been practical. Lacking skills train- ing, they are hesitant to demonstrate a skill, and they do not like to go out into the field and do manual labor connected with crop and livestock enterprises. The teacher‘s behavior must be understood in the context of the Thai culture. Beginning with the earliest days of the child's socialization the family had expected the child to listen to and do what his elders asked. Thamavit and Golden (1959) found: It is considered ill—mannered in most Thai fami- lies for children to ask questions of their parents. If they do they are likely to be told to keep quiet and be good. As a result the children are docile and lack self—assertiveness. This trait reflects itself on the university 23 level where spontaneous discussion of current problems is all absent, an expressed differ- ence of opinion being held rather impolite (p. 7). Elements of the Buddhist religion create an image of the teacher as one who is the revered master imparting wisdom to his students. A lecture was observed on how to drive a nail. It began with the composition of the wood in the handle of the hammer. This discourse which filled the period would be considered "brilliant" and in line with the Thai image of the learned man. (It may also be a way of maintaining a status differentiation between teacher and student.) The Thai society has been described as an egocen— tric society. Each individual feels he may do as he pleases and does not want anyone to tell him what to do. However, when placed in a position of responsibility he plans and wants to dictate the plan to those below him. Supervisors have been critical of their agriculture teachers because many teachers have assumed total free— dom to plan instruction, and they often have not followed the prescribed course of study. Each teacher has felt he was master of his own classroom. (This sounds contradic— tory to the often—heard excuse for not combining theory with practice-—the syllabus must be followed and there is not time for use of Visuals, field and laboratory work. In reality, the syllabus may only have been an excuse for 2A the teacher not to do something which he could not or would not do.) Another cultural aspect is the feeling on the part of some teachers that events must be placed in a histor- ical context and phenomena in a cosmological context. One teacher told the researcher that in order for his students to understand soils, he had to start with the formation of the universe so that the students would gain the proper perspective. A. Teachers tend to teach the way students expect them to teach. Preliminary data from the Diffusion of Educational Innovations in Thailand Study (in progress) indicate that secondary teachers reported they considered students most concerned about their abilities as a teacher. It would, therefore, seem that students would influence teacher behavior. Students educationally encul— turated into, and successful in a school system using lecture—memorization expect their agriculture teachers to continue the pattern. 5. Much of the farm practice instruction is pro— vided by laborers, if it is provided at all. At no time during the afternoon period when students were working on their individual projects was a teacher observed with them. Teachers admitted they tended to oversee rather than par— ticipate in practical instruction periods. Very little, if any, individual instruction was given by them. 25 6. In effect, the farm manager often decides what is to be done on the farm. The farm manager holds higher status in the school than subject matter department heads who are responsible for instruction. One USOM member, who wished to remain anonymous, indicated that his exper- ience several years earlier with vocational agriculture schools caused him to believe that most schools had no personnel capable of managing a farm of commercial size similar to the school farms. Who makes the decisions about the farm would need to be determined in light of the purpose of the school farm. Is the primary purpose for educating students, providing income for the school, improving the diet of students, or something else? 7. There is practically no relationship between classroom instruction and application to projects. At one school about one 331 (two and a half 32$ per acre) of cauliflower with insect—riddled leaves was observed. The instructor was asked if sprays were available, and he indicated they were, but the problem was that the worms did their damage before the class reached the topic of sprays in the syllabus. He hoped, however, that when the students raised a crop at home, they would spray because ‘they had at least covered the unit in class. Projects neither suggest topics for the classroom nor are class— room topics applied to the projects. Crops are often selected which adapt to the school year so they may be 26 harvested before the school year ends. Crops are studied in detail in the classroom which could not be grown in the school locality. 8. There is little space for instructional pre— paration. Teachers must move from general purpose class- room to classroom as they meet different classes during the day. Teachers have complained that even in labora- tories they must set up and take down teaching aids and materials during the class period because another class used the room both before and after. Teachers must carry all teaching aids with them. In the central office teachers share desks. Few files are available, so papers and materials must be stacked on shelves or desks. Agri— culture teachers have been particularly critical of aca— demic teachers because they leave school as soon as their classes are over, but the congestion and noise in the teachers' office creates a poor environment for grading tests or preparing lessons. 9. Trained agriculture teachers are used in teach— ing other subjects; less well—trained agriculture teachers are employed to fill agricultural positions. There is a dire shortage of trained agriculture teachers. Even so, well—trained agriculturalists returning from English— speaking countries are often found to be teaching English, since English competence is an important factor in pass— ing the Matayom Suksa Five Examination (Kraft, 1968). 27 The teachers said they were willing to do this because they felt they were fortunate to have had the benefit of having been sent to a foreign country to study. 10. There is a high labor requirement for each school, such as keeping weeds down, farm work, construc— tion of new facilities like water systems, building repair, etc. This requires much of the teacher's energy, either for supervising students to do the work, or for making repairs himself, because he is the only sufficiently knowledgeable individual at the school. 11. Low budgets in the past have meant that crops had to be grown to subsidize the school rather than for educational purposes, low quality seeds and livestock have been purchased, and machinery could not be repaired. Some teachers were not capable of maintaining the equip- ment. Ministry allocations to schools did not contain provision for purchase of teaching aids. Teachers and headmasters frequently have said that what aids were available had been made by teachers or purchased with funds from school farm income. Budgets are currently being increased, primarily in LIVE project schools. 12. A USOM advisor (Woodhull, 1968) in a personal interview pointed out a problem which was confirmed by teachers in every school visited: Much of the leadership in agricultural education was trained in the United States. So they know, but can't make what they know work in Thailand. 28 The human relations problem prevents the trained individual from doing what he knows must be done. The custom dictates that an individual not tell people all he knows——it would be crude, like bragging. After about five years these trained individuals find they are being listened to. Returning from other countries, teachers find it diffi— cult to adjust to their positions. They want rapid change, while the older teachers and headmasters attempt to preserve the status quo. The young teachers feel their talents are wasted, as their efforts for change are blocked by superiors. If the teachers try to do what they think is right against the wishes or belief of a superior, they feel they will lose out on promotions. Returning teachers have lost much of their respect for older teachers and headmasters they regard as conserva— tive, unenlightened, and undemocratic. However, some teachers said they were beginning to see a break from tradition and some administrators were beginning to look toward the foreign—educated teachers for recommendations. Sharp (1963, p. 96—97) indicates that it has been a policy of the Thai government for almost a century to send people from the educational system abroad for tech— nical training. These students are then put to work in the central government on the assumption that technolo- gical change is not only a good thing, but that such changes should be introduced from the outside and Spread through government initiative and government agencies at the top and center downward and outward to the Thai 29 people. One difficulty in the agriculture schools is caused by more educated subordinates threatening the position of less educated superordinates. 13. The teacher is under great pressure to pass students if he can, because failures reflect upon him. However, national examinations keep him from freely doing so. This puts pressure on the teacher to do what— ever is necessary for his students to pass. It has been demonstrated that memorization of facts about topics taken from the syllabus is most helpful. It is well accepted (Watson, 1961) that, "if there is a discrep- ancy between the real objectives and the tests used to measure achievement, the latter become the main influ- ence upon choice of subject matter and method" (p. 11). 1A. The national syllabus in agricultural educa— tion provides general agricultural schooling which is often irrelevant to the needs of students and to practi— cal instruction in the school. Schools in all areas of the country use a common syllabus which lists the topics to be covered. The agriculture of the country varies greatly with the area (e.g., rubber grown at Nakorns— rithamaraj cannot be grown at Chiengmai, Bangphra, or Kalisin, but it appears in the syllabus as a topic of study for these schools). The primary reason for this given by Bangkok supervisors is mobility of students (i.e., when employed by the government, they may be 30 assigned anywhere). The teachers trained in one school have, at most, limited practical eXperience with the local agriculture. When they are assigned to a different area of Thailand, they talk about crops which they know, but which are not locally adapted. Since the crops can— not be grown in that locality, it is impossible to give practical instruction with them. Experience with local crops having been slight, teachers tend to limit their instruction to talking about these, also, rather than encouraging doing experiences for the student. The result is a step—by—step elimination of practical agri— cultural instruction. 15. Teachers often have low concepts of their ability in agricultural subjects they teach. Yet, the Ministry has placed them in the school as authorities (the culture assumes a teacher is an authority in his subject). Manifestations of his attempt to maintain this image include accusing a student of "making trouble" when in reality he was only asking a question the teacher cannot answer, or leaving the classroom while another authority speaks to his students. 16. Educational objectives are stated in such a way that educational effectiveness would be very diffi— cult to measure. Courses are taught around topics designated to be covered in the syllabus. Courses are offered because they are required by the curriculum. 31 (Even "electives" are not elective for the student. The faculty decides which electives are to be offered, and then the students are required to take them.) The written objectives cited above for Chiengmai Agricul— tural College are relatively unmeasureable. Without topic, course, and school objectives stated behaviorally and in measurable terms, schools and teachers cannot be measured for effectiveness. Overview The objectives of the study were stated, terms were defined, and background information was presented to provide a setting for the study. The remainder of the study is devoted to a review of literature, a description of research method, analysis of findings, and a summary. Chapter II is devoted to a major role study in education, role research of the voca— tional agriculture teacher position, role research method, and role and related studies in Thailand. Chapter III describes the method used to conduct the study. Chapter IV is devoted to analysis of the data which includes identification of the significant others, the role expec- tations, a description of the role, and conclusions. The final chapter is devoted to summary, implications of the conclusions, and recommendations. CHAPTER II REVIEW OF RESEARCH The concept of role, as generally used in research on teaching, represents a less sophisticated and com- plex concept than that used by social psychologists. In education a teacher role is generally a pattern of behaviors related in some way to his teaching position. This review discusses a major study in education, rele— vant studies in agricultural education, and several related Thai agricultural education studies. Role Research in Education The study by Gross et_al, (1958) provides a metho— dological referent for many educational role studies which have followed. The Gross study focused on the position of the school superintendent in Massachusetts and analyzed role conflict. The study had two indepen— dent but related objectives: (1) to examine theoretical and operational problems of role analysis, and (2) to report the findings of the analysis. Because its metho— dology is most relevant to this study, only that portion is reviewed here. Preliminary role questionnaires were developed from informal discussions and the extensive literature 32 33 describing the kinds of relationships which should exist between the superintendents and incumbents of positions related to them. Trial interviews were held with super- intendents and school board members in New England states other than Massachusetts. A second trial run eliminated earlier problems. These trials provided training for the involved interviews to follow. Massachusetts school superintendents were the popu- lation from which a fifty per cent sample was drawn based upon geographical area and three other stratification criteria. The N was 105 superintendents and 517 of their school board members. Each respondent was asked to express expectations for the behavior and attributes of occupants of superin- tendent and school board member positions. Intra—sample (role consensus) analysis used the variance of the distributed responses on the four—point and five—point scales used to record the data. Consensus was said to exist if the variance on an item was less than the median variance score (.395) of the distribution of variance scores obtained for all items in both samples. The Gross study revealed several methodological implications for future research: 1. Consensus and convergence are matters of degree. Therefore, role analysis must take into account the amount 3A of intra-group and inter-group variability in role defi— nition. 2. A role may be less holistic than previously accepted. Thus, role must be differentiated into role sectors when strict comparisons are to be made--i.e., in the analysis of points of role conflict. 3. Theoretical terms must be defined operationally and, when they cannot be, they are incapable of empirical examination. The study also emphasized the need for clear specifications of groups to be studied. Vocational Agriculture Teacher Role Research "Significant Other" No adequate study of role can be undertaken without identifying who is defining that role. This has been an assumption used in vocational agriculture role studies: groups defining the agriculture teacher's role have been delimited. Also, these role definers——administrators, state supervisors, teacher trainers, etc.——may influence the agriculture teacher's role in proportion to the degree of interpersonal interaction. The rationale for selection of these defining groups appears to have been based upon the degree of assumed professional involvement. Only two studies of the vocational agriculture teacher position have actually attempted to identify the relative impor- tance of various position groups as "significant others." 35 Bryant and Bright (1967) attempted to determine the relevant others of beginning vocational agriculture teachers. They asked them to "list the key positions in order of importance . . . of the five people who most influence what [you] do as a teacher of vocational agri- culture" (p. A). They found co—workers, principals, teacher trainers, other vocational agriculture teachers, and district supervisors were listed in this order of importance. In the study of difficulties faced by agriculture teachers in Thailand and Oklahoma, Bunnag (1961) asked his sample of thirty Thai agriculture teachers who they turned to for help with teaching problems. Fourteen indi— cated headmasters, sixteen indicated students, and six— teen indicated their own families. Secondary (academic, not vocational) teachers responding to the Thailand Educational Diffusion Project Questionnaire (in progress) were asked to rank a selected group of people according to the order of importance which they attached to these people's opinions of their teaching ability. The teachers ranked them: (1) stu— dents, (2) school headmasters, (3) school teachers, and (A) parents of students. The results of these studies suggested the posi— tion groups which should be included in the present study. 36 Role Expectations Role expectations have been described in general terms, according to specific activities, or according to specific activities within a subrole of the vocational agriculture teacher role. Nix (1960) developed a general description of the role of the vocational agriculture teacher from a socio— logical frame of reference. He found that the teacher tends to place the responsibility for much of the decision-making on his students, and the teacher provides a democratic setting where students can learn to make decisions by making them. Nix discovered that the teacher's extremely diffuse orientations within the pro- fession and community require that he meet a wide range of eXpectations, such as sharing the joys and sorrows of his clients, integrating his occupational and personal roles into a way of life, including his family in this way of life, expecting that his private life will be intermingled with the private lives of his students, placing strong emphasis on vocational education but show- ing an unusual concern for general education, and being both a generalist and a specialist. Nix found that teachers are positive in their feelings toward farming as a way of life, but rational toward techniques of farming, and their relationships toward all day students approach that of parent to child. 37 McComas (1962) identified 70 role—defining items and used them to make comparisons of role expectations between selected groups. He found that all teachers and administrators held significantly higher expectations for the teacher's role than were reflected in his performance. Drake (1962) identified 102 role—defining activi— ties and found that all position groups studied in Michi- gan——school superintendents, vocational agriculture teach— ers, teacher trainers, and vocational agriculture state supervisors-—agreed that thirty—eight items were activi— ties which a vocational agriculture teacher should per— form. He found the remaining sixty—four items were "expected" in ranges from permissive to prohibitive. In his study of beginning teachers, Todd (1965) concluded that they entered the local vocational agri— culture department with a "good understanding of their role" and that this role perception "changed little during the first year of teaching." Like McComas, he found that "teachers did less than they perceived an obligation to do" (p. 181). The guidance subrole of the vocational agriculture teacher was singled out for detailed analysis by Campbell (1958). The teachers he studied felt that guidance acti— vities are important to the job and most of them engaged in these activities. Fifteen most important guidance 38 activities for the vocational agriculture teacher were identified. These studies provided a bank of behavioral des— criptions from which relevant items could be drawn and modified for use in the present study. Role Consensus Few vocational agriculture role studies report the degree of consensus within position groups studied. Drake (1962) is an exception. He reported the number of role activities which lacked consensus between members of the same position group: Teachers 2A Teacher trainers 12 Superintendents 10 State supervisors 6 Role Convergence Most role researchers make comparisons between selected groups. The most effective and the least effective teachers, as identified by three state supervisors, were compared by McComas (1962) with the administrators of each group. He found that, of the four groups, the most and the least effective teachers exhibited the greatest agreement on all eleven subrole areas. Teachers rated most effective and their administrators exhibited a greater convergence on the teacher's role than did least effective teachers 39 and their administrators. McComas inferred from these results that more effective teachers had developed better channels for communication than had teachers rated as least effective (p. 1A1). Todd (1965) compared beginning teachers with the most effective experienced teachers in the 1962 McComas study. Todd found that their expectations were highly convergent. There was statistically significant agree- ment between role perceptions and role performances in the subrole areas of relationships with school and admin— istration, of teaching farm mechanics, of public rela— tions, and of guidance and counseling. There was statistically significant disagreement between role per— ceptions and role performances for the subrole area of classroom teaching (p. 181—183). From his 102 role activities Drake (1962) tallied the number of role activities which lacked convergence between the following pairs of position groups: Teachers and superintendents 8 Superintendent and teacher trainers 30 Superintendent and state supervisors A0 Teachers and teacher trainers 23 Teachers and state supervisors 37 Teacher trainers and state supervisors 23 These studies indicate that there is greater role consensus than role convergence. If this holds true for the present study, the number of role items achieving position group consensus will be greater than the number A0 of role items reaching convergence. Also, it may be dif— ficult to show role expectation differences between sub- groups of a position group, i.e., male and female agri— culture teachers. Role Priorities In several studies priorities were attached to the subroles by the agriculture teacher and other selected position groups. Direct comparisons of the findings in different studies are difficult to make. Subrole areas in different studies do not include the same role behav— iors. The groups compared are not similar. Ranking does, however, provide a concise way of showing the rela- tive importance of each subrole, particularly for com— parisons between groups. Identifications Various researchers have attempted to identify dif— fering role perceptions with various factors which may have caused the difference. Results have generally been disappointing. In an attempt to find a relationship between role perception and professional difficulties experienced by beginning teachers, Todd (1965) could find no discernable pattern. Drake (1962) attempted to identify relationships between perceptions of role expectations and selected background variables. He found significant, although low A1 (highest correlation was .378 which gives only fourteen per cent common variance) correlations. Role Research Method The descriptions of method in the above vocational agriculture role studies were useful in developing the procedures used in this study. N The numbers of individuals, in groups studied, ranged from five (in this case a 100 per cent sample of a group of state supervisors) to a high of 119. The smallest number selected by pre—determined size was 15. When a population was large——i.e., all vocational agri— culture teachers in a state——then a sixty—six per cent or a thirty—three per cent random sample appeared to be used most frequently. In some cases, however, group size was determined by a classification scheme——i.e., all beginning teachers. Groups Studied Vocational agriculture teachers indicated their perceptions or expectations in every vocational agri- culture role study reviewed. In four of the eleven studies reviewed here, vocational agriculture teachers were the only group studied. Other commonly studied groups were administrators (principals and superinten- dents), students, parents, teacher trainers, and state A2 supervisory staff. In two cases vocational agriculture teachers were segregated into groups——i.e., Bryant (1963) compared beginning and experienced teachers, and McComas (1962) compared least and most effective teachers. Selection Procedures When a population to be studied covered a whole state, random sampling appeared to be the most prevalent method of selection. McComas (1962) first stratified his groups into least and most effective teachers, then made his random selection. Campbell (1958) eliminated beginning teachers from his sample. Nix's (1960) selec- tion was based upon representative farming areas and "typical" teaching situations. Kinds of Data In most studies role activities were studied in terms of expectations, perceptions, and priorities for selected role behaviors. Mayo (1958) based his findings on observed behaviors. Data Collection Methods By far the most frequent method of data collection was through a Specially prepared questionnaire. Usually the items for the questionnaire were derived from various forms of literature——i.e., Agricultural Education Magazine and state department of education publications. The A3 second most popularly used instrument was the interview schedule containing general open—ended questions. Validation of Instruments More than half of the instruments were validated in at least some way by a jury of experts. This method was used in the present study. The job satisfaction scale used by McComas (1962) was checked by split half reli- ability, and the Mooney Problem Checklist used by Campbell (1958) was assumed by Campbell to be valid. Analysis Most of the studies involved the comparison of groups to determine consensus within groups. The common statistical treatments——means, standard deviations, ranks, and correlations——were used. Statistical treatment to determine probability of significance of findings fre- quently included "t" test, Chi—square, and Spearman rank correlation. Nix (1960) analyzed his data in terms of a structural factoral approach derived from the theoretical work of Talcot Parsons. Using the same data, Nix and Bates (1962) accomplished their analysis using a theore— tical approach they developed for classifying role stresses. AA Role Studies in Thailand and Other Developing Countries Two role studies of Thai positions were reviewed. Maksawan (1962) studied the role of the provincial governor in Thailand, and Suvanajata (196A) studied the perceived leader role of community development workers in Thailand. Neither study made a relevant contribution to this study. Enverga (195A) compared the role expectations of Filipino and American teachers as related to their administrators. This study was not available for review. Relevant Thai Studies The following reports of studies provided a source for descriptions of teacher behaviors, as well as back- ground information for this study. Byram recently studied vocational education in Thailand. In a series of seven papers he pointed out areas of concern and critical issues. He offered sug— gestions, recommendations, and pointed out areas for further study and research. One of these is the need for identification of professional competencies needed by vocational agriculture teachers. The present role study aids in defining the competencies needed. Freeman (196A) conducted a comprehensive study of the role of agricultural education in the economic develop- ment of Thailand, and concluded that agricultural educa- tion is not being used effectively as an instrument of l A5 national policy for the agricultural sector of the Thai economy. He also identified problems which may be related to teacher role perceptions——i.e., laboratory and library facilities and equipment rarely used when avail- able, predominant method of teaching was by lecturing from notes, theory behind farm equipment is taught in the classroom but actual practice with equipment is rare, farms and shops are not used as tools of instruction, and little coordination and utilization of extension service and experiment stations. A more recent study, Current and Projected Secon- dary Educatioanrograms for Thailand (1966), provides a background for any study of vocational agriculture in Thailand. Like Freeman's, this study indicated that "teaching methods in most secondary schools still seem to rely very heavily on rote learning and mass recita— tion” (p. 171). The recommendations which followed-— "Encourage a teaching—learning situation that is more dependent on critical analysis, openmindedness and reflec— tive thinking” (p. l72)-—are examples of a teacher role change which is needed. Summary The Gross, et a1. (1958) study provided prece- dents for the use of interviews and review of literature for the development of a questionnaire. The Gross, et a1. method for determining role consensus according A6 to median variance was adopted in the present study. Gross, 23191: also pointed out the need to account for variance and within-group and between—group differences in response. The Briant and Bright (1967) and Pittha (1961) studies suggested position groups which should be considered as possible professional significant others in the present study. The general description of the Thai vocational agriculture teachers' role used in the present study was suggested by the example shown by Nix (1960). The McComas (1962), Drake (1962), and Bryant (1963) studies provided a source of role activity deF scriptions. Drake's (1962) study provided opportunity to compare consensus as determined by the present study with consensus as determined by another vocational agri— culture role study. The McComas (1962) and Todd (1965) studies indicated that this study might show more con- sensus within a position-group than between position— groups, even though various factors, such as training, might be different within the group. The results of the attempts by Drake (1962) to identify role perception differences related to teacher background differences have been rather unsuccessful. The success of previous studies with a wide range in number of respondents (5 to 119) indicates numbers of respondents will probably cause few problems in the A7 present study. The present study used selection based upon representative farming areas and typical teaching situations, a precedent set by Nix (1960). The ques- tionnaire used here was modeled after those used in the McComas (1962), Todd (1965), and Drake (1962) studies. The wide variety of methods and statistical tests used in analysis of data in the reviewed studies provided insight into what could be done with data. No previous vocational agriculture role studies from Southeast Asia were available. Other reports, such as Freeman (196A), Byram (1965), and the Current and Projected Secondary Education Programs for Thailand (1966) were used to provide both background information and as a source of teacher behavior descriptions. CHAPTER III METHOD A detailed description of the method used in a study can provide reviewers with some insight into the methodological quality of the study, and it can serve as a guide to those who would do a similar study. These are the purposes of this chapter. At the onset the researcher was neither acquainted with agricultural education in Thailand nor did he know the Thai language. Both were serious obstacles. The study progressed through three major states——on—campus preparation, including study of role methodology and literature on Thai agricultural education, on-site study which included the development and administration of the questionnaire, and return to the campus for analysis and writing. Early in the study it was assumed that the role analysis instrument could be developed for Thailand from items selected from role studies completed in the United States, and that the instrument could be developed prior to departure for Thailand. It was not long before it became evident that excessive cultural bias would result from this procedure. It also became evident that the A8 ._,,,_. .—_..'-- A9 selection of a Thai counterpart would be crucial to the successful completion of the study. In addition, the need for an advisory committee which was well acquainted with agricultural education in the secondary vocational technical schools of Thailand was recognized. Counterpart Several criteria are important in the selection of a counterpart. a. He must be bilingual. b. He must have released time from his regular duties. c. He must be at least generally acquainted with the education being studied in the country. The counterpart for this study had experience with agricultural education in the United States, which was an asset to communication of concepts. It was helpful for the counterpart to be able to point out actual differ— ences between agricultural education in Thailand and the United States. Prior to departure for Thailand it was anticipated that the counterpart should come from a department other than Vocational Education which supervises the schools to be studied. The Department of Teacher Education seemed most appropriate for supplying assistance. However, after consultation with the USOM personnel, the Educational Planning Office personnel, and the Deputy Director of SO Vocational Education, a member of the supervisory staff (Mr. Pittha Bannag) of the Department of Vocational Education was appointed. An additional benefit of the selection was this counterpart's broad knowledge of the vocational agriculture schools and his great rapport with the teachers in these schools. Advisory Committee To provide guidance in the development of the questionnaire and aid in selection of specific schools for study an advisory committee was selected soon after arrival in Thailand. One individual was selected from each of the following: Ministry of Education (Mr. Pittha Bannag), USOM (Dr. James Woodhull), Michigan State Uni— versity (Dr. Kenneth Neff), and California State Poly— technic College (Mr. Leo Schueber). Selection of Schools The selection of sample schools to be studied pro- gressed through four major steps: 1. Development of agreement on the criteria. Prior to departure for Thailand a list of factors considered most relevant in the selection of the schools was developed. They were: a. Region of the country. There are four or five, depending upon whether the central region is divided into central and eastern 51 regions. For the purpose of this study four regions were recognized. b. Frequency of supervisory visits by Ministry supervisors. This is usually a function of ease of accessability from Bangkok. 0. The relative progressiveness of the teaching staff as determined by the advisory com- mittee. d. Whether the school is a Loan for the Improvement of Vocational Education project school or not. e. Access. The economics of transportation cost and time encouraged the scheduling of schools so that two could be visited within a region during a one—week period. f. Size of the school as determined by faculty numbers. Size of the school farm and num- ber of students could also have been used. The size was thought to have little effect on teacher role. Enrollment tends to be a function of available teachers. In Thailand it was suggested that the sample also include schools of both technical and non—technical level. USOM personnel were most interested in the upper secon— dary (Matayom Suksa four, five, six) and technical level vocational agriculture schools. Both kinds of schools 52 were present in each region, and they are all under the . single administration of the Department of Vocational Education. Members of the advisory committee disagreed on whether to include less effective schools in the study. One point of view was that there would be no advantage in selection of nearly educationally defunct schools if the study were to determine what the role should be. The alternate point of view stressed that selection should include the best, average, and poorest schools. Gener— ally, less effective schools were avoided. However, one school judged to be poor in educational effectiveness and general quality of program was included. This school also differed from the other selected schools because its location resulted in infrequent supervisory and observa— tion visits. 2. Based upon the above criteria, recommendations were individually solicited from each of the advisory com— mittee members. The Michigan State Representative felt he was not qualified to make a recommendation on specific schools because he did not know enough about them. There— fore, a recommendation was sought from an additional offi— cer of the Department of Vocational Education, the Coor— dinator of the Loan for the Improvement of Vocational Education (LIVE) project, Mr. Ratana. The California State Polytechnic representative felt qualified to make 53 recommendations based upon only schools he had visited. Using this selection process, three schools received unanimous recommendations and five received three out of four. Four others each received one vote. Pitsanoloke Agricultural School was one of those that received three out of four votes. However, it was rejected in the final selection in favor of Chyapoom. Chyapoom is a relatively isolated school and receives infrequent supervision and visitation. It was not selected as the only agriculture school in the North East Region because the unusually democratic administra— tion of the Kalasin Agriculture School made it also important for study. Thus, the Northern Region had only one representative school, while the North East Region had three. The committee agreed that the Chyapoom sub— stitution for Pitsanoloke was acceptable. 3. The advisory committee approved the final selection. A. Approval was then sought and received from the Director General of Vocational Education for conducting the study in the eight schools. Development of the Questionnaire Two instruments were developed. The first was a questionnaire used to record basic data about each school. The second questionnaire was of three parts. The first part was used to record background data about 5A the individual respondent. Part two contained the role analysis items. Part three, completed only by agriculture teachers, was to assess their professional significant others—~those to whom they would turn for professional advice. The questionnaires are presented in Appendix A. All teachers present in each of the eight selected schools were to respond to the second questionnaire. Prior to departure for Thailand, items designed to assess the teachers' prior experiences which might have a bearing on different role perceptions and expectations were selected and assembled. Also, all available voca- tional agriculture teacher role assessment instruments developed in the United States were procured, and each role item was typed on a single 3 X 5 card for ease of comparison and categorization. All available studies and reports of vocational agriculture in Thailand were reviewed for descriptions and evaluations of teacher behavior to help in the development of additional items relevant to agricultural education in Thailand. After arrival in Thailand school personnel and informed English-speaking individuals were interviewed to develop the researcher's understanding of vocational agriculture education in Thailand. During formal inter- views with two USOM personnel highly knowledgeable about agricultural education in Thailand (Mr. Ivan Smith and 55 Dr. James Woodhull), each sorted the role item cards into three categories: a. Should be included in the role analysis. b. Worthwhile, but needs to be rewritten in order to get the information desired. c. Probably not relevant in the Thai situation. The categorical response of each reviewer was recorded on the back of each item card, along with suggestions. Between the interviews any items which were judged un- clear were modified. The researcher's counterpart made the third recommendation on items to include or reject. Each item tentatively selected for the role analy— sis questionnaire was independently evaluated by the advisory committee members. Each item of Part Two was considered according to the following guides: a. Is the behavior relevant to Thailand and agri— culture teaching? b. Is it important—-i.e., does it deal with issues rather than commonly accepted or legislated practices? c. Is this behavior over which the teacher has some control——i.e., can he make a decision to do or not do? d. Will it provide an answer to specific questions asked by personnel in teacher training and supervision? 56 Each role item, after selection, was further eval- uated for strength by the researcher and his counterpart. Based upon six dimensions of role developed from role theory, the following criteria were applied to each item: a. Is it stated in behavioral terms—~i.e., what is the teacher doing? This was the most essen— tial criterion. Is the frequency of the behavior indicated-— i.e., how often is it expected this will be done by the teacher? Two alternatives for assessing frequency were available. One was to state the frequency of behavior in the item. In doing so, however, the respondent may respond to the behavior, the frequency, or both. The interpretation of the response is less clear. A second procedure would involve a two-part question and response-—ask if the behavior should or should not be done. If the respondent indicated a positive response, then he would be asked to indicate how often the behavior should be carried out. The second procedure results in a more precise statement, but also in a more lengthy ques- tionnaire. The first procedure, and the one used in this study, results in some ambiguity of statement. The decision to use the first 57 procedure was made because of its simplicity and was rationalized by the belief that if an acti- vity is part of the role, it should be done with certain minimum frequency. Thus, whenever pos- sible, each behavior statement was qualified by some indication of frequency. c. Is the place indicated when location may affect behavior—-i.e., where will the teacher do this? d. What persons are present or in interaction—— i.e., with whom does the teacher do this? The other two essential dimensions——direction and intensity——are provided for through the five-point scale. In this process items were rewritten, information added, and irrelevant detail deleted. Many items needed to be rewritten because of the ambiguity of United States vocational agriculture jargon for Thai—educated teachers. Items sometimes needed to be made more specific——e.g., "Offer farm mechanics as a regular part of vocational agriculture," was rewritten, "Crops instructors teach students the use and care of machinery as it applies to practical work in his courses." Because the items were more specific, more items were required to cover a single idea. Translation of the Questionnaires The following procedure was used for translating the questionnaires: 58 1. Each role item was carefully reviewed with the translator (Mr. Pittha) so that he could be sure he under— stood the concept underlying each role item. 2. As he worked there was a constant dialogue for clarification of the concepts involved in each item. 3. Several copies of the translation were typed. A. The Thai translation was taken to Ayuthya Agri— cultural School where three teachers (Mr. Trakarnsuk, Mr. Sumran, and Mr. Boonlere), as a committee, translated back into English. Usually one of the three would translate, and the researcher would watch the others for indications of agreement or disagreement. The researcher compared the verbal translation with the written English version. In the original proposal for this study it was planned to use two translators unknown to each other. The first would translate into Thai, while the second would translate the Thai back into English. The resear- cher decided this procedure would be too slow and assumed it would be no better than the method used. All role items were translated programmatically. The Thai translator was asked, "If you were the teacher, what would you be doing?" It was most important to com- municate the concept of the behavior rather than a des— cription of the behavior. If the reader could tell what he thought he would be doing and this agreed with the English version, the translation was assumed to be 59 accurate. The factual items, as in Part One, and the school data questions were translated more literally. Only three items needed rewriting. Several more items needed only a change in one or two words. The rewritten items met the approval of the translator, the three teachers, and the researcher. Pilot Test The questionnaires and administration procedures were tried out at Nakorn Phatom Agricultural School. Seven teachers were readily available. None had ever been abroad. Three academic and three agriculture teachers plus the headmaster, who responded to the school data questionnaire, cooperated. The time for completing the questionnaire was between twenty and forty—five min- utes, with an average of thirty—five minutes. This allayed fear that the questionnaire was too lengthy. While the respondents were completing the questionnaires, comments and questions they voiced were recorded. Fol- lowing completion of all seven questionnaires the counter— part solicited recommendations and suggestions from the teachers through group discussion. Most of the needed 9 changes were in the questionnaire layout——i.e., placing all alternative responses to an item on the same page so they could be seen at one glance. 60 Data Collection Data collection at the schools was through three methods——by questionnaire, through observation of teacher behavior, and through informal interviews with English- speaking teachers. The questionnaire for recording basic data about the school was given to the headmaster. In most schools he would complete a portion of it, then assign some other knowledgeable individual to complete it. The usual procedure for administering the role analysis questionnaire was as follows: 1. The teachers would be convened in a room con— venient for filling out the questionnaires. 2. The prenumbered questionnaires (code for school and individual) were distributed in consecutive order. 3. The Thai counterpart went through the question— naire, explaining the various parts. It was felt that the role of the researcher would have an important bearing upon the willingness of the teachers to respond. If called upon for an explanation of why the study was being done, the researcher was prepared with a statement. The researcher was always introduced as a member of the Cali— fornia State Polytechnic College faculty on leave of absence to work and study with Michigan State University. Because it was felt that the Thai teachers could empathize 61 with a graduate student, the following statement was prepared: For more than ten years your country has sent students to the United States to study methods of agricultural education. Your country and mine have now given me the opportunity to study agricultural education here. I am a student working for a Ph.D. in agricul— tural education. In. 929.917.1159£91,121???IAN-degnfie- I must write a paper, palled a phesis, and pass an éifimihétioh‘en“whafII HEVEHIearfiéd here. You can help me to pass my examination by filling out the questionnaire we have given to you. You can help me most by giving each question your best analy— tical thought. The above statement was never used, but the spirit of it was conveyed in Mr. Pittha's introduction and in my informal contacts with teachers. A. As the teachers were responding to the question— naire they recorded their names in a notebook. Later, when a questionnaire was found to be incomplete, we could locate the respondent. It was not necessary to place names on the questionnaire itself, although many did. Any names on the school data questionnaire could be translated into code numbers for possible future analysis of data at Michigan State University. The original intent of this procedure was to maintain a control on the questionnaires without creating the threat associated with personal names on the instrument. Apparently there was no threat to many, or the names in the book were just as threatening as names on the ques— tionnaire. 62 5. When the questionnaires were completed, they were usually turned in immediately. The teachers remained in the room until all were finished. 6. Questionnaires were left with a responsible individual for those teachers temporarily away from the school. Most of them were completed and returned. To help determine some of the problems teachers were having with their roles, opportunities were made for conversations with the English—speaking teachers. These discussions were often motivated by the teacher's desire to use English, as well as the hope that the researcher's recommendations based upon these conversa— tions might be heeded by higher authority. General administration procedures were occasionally altered by circumstances—~e.g., at Chiengmai the teachers were in the midst of giving examinations. Therefore, questionnaires were given to the teachers individually as they had free moments. Following administration of the questionnaires, they were translated and precoded by Mr. Pittha and the researcher. This pointed up several errors in the responses that could be resolved before the data were recorded on punched cards. This was an additional advan— tage in having a counterpart with broad knowledge of the schools and the teachers in them. 63 Prior to return to the United States the question— naire data were recorded on punched cards by the National Statistical Office. Analysis of Questionnaire Data Questionnaire data were analyzed in light of obser— vation.and interviews. Prior to analysis it was apparent that six respon- dents had completed the role analysis with very little variation in their responses. Because it was possible that these individuals were not discriminating on items, the observations of these individuals were removed from the data. Question l-—"Significant Other" The responses of the agriculture teachers were tab— ulated. The total score for each position item was cal— culated. Each time a respondent ranked a position number one, the item received one point; ranked number two, two points, etc. Written—in items increased the rank oppor— tunities from eight to nine. All blank rank items received ten points. The total score for each position item was ranked with the lowest total ranking number one and the highest total ranking number eight. Written—in items were so few that they were considered separately. The named positions were tabulated and ranked according 6A to frequency of mention and ranked importance by each respondent. Question 2——Role Expectations To determine the occupational role expectations of the vocational agriculture teacher as perceived by indi— viduals in each position group studied and for all respon— dents combined, the mean response on the five-point scale for each role item was calculated. Based upon the meaning attributed to the five—point scale, the following arbi— trary intervals were established for interpretation of the means on each role item: Less than 1.2A9 - respondents as a group believed this behavior definitely should not be a part of the role. 1.25 to 1.999 - respondents as a group believed this behavior should not be a part of the role. 2.0 to 3.999 — respondents as a group believed this behavior may or may not be used. A.0 to A.7A9 — respondents as a group believed this behavior should be a part of the role. A.75 and greater — respondents as a group believed this behavior should definitely be a part of the role. 65 A great variation in response precluded a mean less than 2.0 or greater than A.0. Thus, great variation in response and/or a mean response, with little variation in the middle category (between 2.0 and A.0) indicated a collective belief that the behavior is optional. Question 3——Group Consensus It was necessary to determine a criterion for con- sensus within each group on each role item. The quartile standard deviation of the responses of all respondents was used as the criterion. The quartile standard deviation was calculated. First, the standard deviations on each of the 138 role items were found. Second, the standard deviations were ranked from low to high. Third, the standard deviations were divided into quartiles containing 3A, 3A, 36, and 3A items. When the standard deviations for any group on a role item fell into the following ranges, high to low con— sensus was implied: Very high consensus — standard deviation 0.5A8 or less Moderately high consensus — standard deviation 0.5A9—0.603 Moderately low consensus — standard deviation O.6OA—O.688 Very low consensus — standard deviation 0.689 or greater 66 Question A——Role Convergence The problem was to determine whether there was agreement between groups on each role item. The pro- cedure was as follows: 1. Those items on which there was at least moder- ately high group consensus were compared. 2. Convergence was assumed on each item unless the "t" test applied to the two groups showed that they were significantly different at the .05 level or less. The ”t" test was used because it is sensitive to variance as well as to presence of disagreement between two position groups. As indicated by Gross, e£_§l. (1958, p. 110-111) Chi Square would only have been able to distinguish between items on which there was and was not a significant difference between distribution of responses. Question 5——Subrole Importance To determine which subroles were perceived most important by each position group they were ranked accord— ing to the mean of the mean responses to all items in the subrole. In detail, the procedures were as follows: 1. For each group the means of each role item under a subrole were added and then divided by the number of role items to get the mean of the means. This became the mean of the subrole. 67 2. The means of the subroles were ranked by assigning a rank of number one to the largest (nearest 5.0) subrole mean within a group, number two to the second largest subrole mean, on down to the lowest mean (nearest 1.0) with number six. 3. The subrole rankings by groups were presented for comparison. The same procedure was used to rank all role areas. Identification of Significant Background Variables Agriculture teachers were divided into two groups according to the background variable. The mean responses of the groups were subjected to a "t” test (significant to the .05 level or less) to identify significant dif- ferences in response. Conclusions Conclusions were drawn on the degree to which the identified role relates to the identified aims of voca— tional agriculture training. The role description was reviewed for teacher behaviors which had some probability of providing the education of students which would be needed to achieve the aims. Summary Preparation for the study began with a review of role studies done in the United States and all available 68 literature on vocational agriculture training in Thailand. During this period a bank of role behavior descriptions was developed. Soon after arrival in Thailand a Thai counterpart was assigned and an advisory committee selected. The selection of sample schools progressed through four steps: (1) development of criteria, (2) schools were nominated, (3) selection was made and approved, and (A) approval was sought for visits to the eight schools. Interviews were held to gain an under- standing of what should be included in the questionnaire. One questionnaire was developed to record basic data about the school and the other to be administered in each school to all individuals to determine their role expectations for the vocational agriculture teacher. The questionnaire was translated into Thai by the Thai counterpart and was translated back into English by Thai agriculture teachers. After revisions the question— naire was pilot tested at a school near Bangkok which had few English—speaking teachers. Data collection at the schools was accomplished by questionnaire, observation, and conversation. Analysis of questionnaire data involved ranking to find "signifi— cant others" and role priorities, calculation of means to identify average expectations, calculation of standard deviations to determine consensus, and the subjection of 69 means of two groups to "t" test to identify significant divergencies. CHAPTER IV ANALYSIS OF DATA There are three basic aspects of this study: to identify the "significant others" of vocational agri— culture teachers, to describe what the vocational agri— culture teacher and the significant others believe the role of the vocational agriculture teacher should be, and to determine if and how selected factors affect the voca— tional agriculture teachers' role. Significant Others The Thai vocational agriculture teachers in the eight selected schools were asked to rank eight position groups according to significant other standing. Provi— sion was made for writing in additional groups. While the questionnaires were first being adminis— tered it was noted that some teachers ranked only four or five of the eight items. They were asked why. In gen— eral, they indicated that they did not consult people in the omitted position groups. Therefore, we assumed that the blanks were left because individuals in these posi— tion groups were never consulted for advice. 70 71 The agriculture teachers ranked the position groups as follows: lst——Vocational agriculture teacher in the same school. 2nd-—Administrative person in the same school. (Interviews indicated this was the headmaster in smaller schools and academic deans and headmaster in larger schools.) 3rd——Vocational education person between the school and Ministry of Education. (Interviews with the teachers identified this group as the agricultural supervisors in the Department of Vocational Education.) Ath—-Technical agriculture subject matter teacher at a teacher training school. 5th——Vocational agriculture teacher in another school. 6th——Academic teacher in the same school. 7th—-Vocational agriculture teacher trainer. 8th——Student. This order was expected after informal interviews. The first and second position groups were considered by far the most important. There were eleven write—ins by the teachers. Listed according to ranked importance they were: farmer, agri- culture extension worker, other former teachers 72 (individuals who could not be classified in the list given), and school caretaker. Because of their small number, this group of write—ins was statistically unim— portant as significant others. The low rank of farmers as a source of advice (mentioned seven times and never ranked higher than five) indicates the lack of influence the practical worker in the field had upon the agricul- ture teacher. Appendix C presents the response in detail. Based upon the foregoing results, the most signi- ficant position groups selected for role analysis were agriculture teachers, administrators, supervisors, and technical agriculture teacher trainers. There were 119 agriculture teachers, and they taught technical agricul— ture courses in the sample schools. Although many of the twenty—six administrators taught agriculture courses in the sample schools, none was included in the agriculture teacher group. The seven supervisors worked in the agri- culture section of the Department of Vocational Educa— tion. The fifteen technical agriculture teacher trainers were the technical agriculture teachers at Bangphra. Because they taught the higher secondary as well as tech— nical courses, they were also considered part of the agriculture teacher group. Other respondents to the questionnaire included academic teachers in the sample schools, ten education teacher trainers at Bangphra Teacher Training College, and 73 five USOM personnel working to improve agriculture teacher education in Thailand. Agriculture Teachers' Role The responses of the sample as a total group and the four most significant groups identified by the agri— culture teachers is reported below. Those activities which were indicated should be done and which had consen— sus within the group are included. Those items with mean responses interpreted as optional or those items with low consensus are also reported below. (A list of all items is in Appendix D.) Only one item had a mean in the "should not” category. Role Expectations and Consensus Very High Consensus, "Definitely Should Do" Items.-— On the following activities there was very high consensus among all respondents that they definitely should be done by vocational agriculture teachers. 19. All (agriculture) teachers give safety demon— strations on the use of all tools and farm equipment before students use them in their courses. 20. All (agriculture) teachers continuously develop acceptable social conduct among their students. 33. Instructor in animal husbandry be responsible for the management of the school livestock and jobs such as castrating, dehorning, figuring ratios, and have them performed by students under his supervision. 88. 95. 101. 7A Prepare a written lesson plan or outline prior to teaching each class. Bring references up to date and revise teach- ing aids each year. Require students to clean tools and the instruc- tional area when they complete their work. High Consensus, "Should Do" Items.—-On the following activities there was high consensus among all respondents that they should be done by vocational agriculture teachers. 2. 15. 16. 21. 23. 2A. Frequently evaluate student performance by written and practical tests as a means of improving the effectiveness of teaching and student learning experiences. Place students with cooperating farmers for practical farming experience. Use the nearest experiment station or sub sta— tion for student observation and practical experience. Prepare job sheets for students. Use practical problems to teach basic princi— ples, such as teaching mathematics principles in connection with belt and gear ratios, ferti- lizer and feed mixtures, and calibration of planters. Continuously relate instruction in agriculture to other non—agricultural curricular areas, such as biology, chemistry, physics and mathe— matics. Teach students in each class public speaking and group discussion. Teach scientific principles underlying agri— culture. Teach students the latest agricultural develop- ments being put into practice by successful farmers and agricultural businessmen. 25. 26. 30. 32. 3A. 35. 38. 39. A0. 43. AA. 75 Provide instruction which will enable the stu— dent to gain sufficient knowledge and skill for employment in agricultural jobs available to him. Develop student skills necessary for living and working in rural villages. Conduct student field trips to better farms, agricultural universities, etc., to illustrate local agricultural practices when they are not observable on the school farm. Invite resource persons such as farmers, exten— sion workers, agricultural businessmen to the school to provide instruction in an area in which the teacher feels inadequately prepared. Instructor in crops utilize his class members in planting, cultivating, harvesting, etc. phases of farm crop production. Soils instructor have his students analyze the soils of the various school farm fields to determine the needs of those fields for the proposed crop to be planted, to determine the amount of fertilizer to use and then to actu— ally assist in the application. Train students to perform farm operations requiring skill, such as equipment repair, critical crop and livestock operations, rather than use hired skilled farm laborers to do it. Require all students to be able to do the important livestock and crop practices studied in the classroom. Use the school farm for demonstrating basic agricultural principles as they are studied in the classroom. Use the school farm to conduct demonstration plots of recommended agricultural practices in the community. Derive topics for the students' classroom instruction from the problems of the school farm and the students' supervised practice experiences. A5. A6. A7. 51. 53. 5A. 55. 58. 61. 62. 63. 68. 72. 75. 76. 76 Provide student practice on the farm based upon what is currently being studied in the classroom. Assist students in keeping up to date and analyzing their project records. On all decisions not affecting the welfare of other projects, allow the student to make his own practical decisions about his supervised farming project, such as when to plant, ferti- lize, irrigate, and harvest. Help students apply knowledge to the solution of typical problems they will encounter on the job. Involve students in selecting problems to study. Help students learn how to learn so they can continue to learn after completing the pre— scribed course in the vocational agriculture school. At least once each year review pupil records to determine each student's educational needs. Use Future Farmer or other student organiza— tions as a means for developing thought and action related to community needs. Encourage student clubs to provide learning experience for students. Attend all meetings of clubs to which he is advisor. Advise farmers who are established in farming. Use a committee for advice in planning a short course program. Follow up short course programs by making indi— vidual on-farm instructional visits. Confer regularly with guidance counselors. Assist school staff in gathering and recording information on students. 78. 79. 80. 81. 82. 83. 87. 90. 91. 93. 97. 98. 100. 102. 105. 77 Regularly consult the cumulative records of students. Help students in teacher's home whenever they come with problems. Confer with individual students seeking help with personal and vocational problems. Write letters to parents of his students explaining student progress. Discuss the educational progress of a student with his parents when they come to the school. Maintain a file of information on available occupations in agriculture. Keep a record of what his students do after graduation. Subject department heads evaluate their pro— gram annually. In meetings with other teachers in the subject department, discuss and decide what should be taught in the department. Frequently seek suggestions from educational administrators about improving the vocational agriculture program. Collect and make appropriate teaching aids, such as agricultural materials, models, and specimens for each lesson. During summer vacation prepare course materials for the coming year. Keep working places looking neat and attrac- tive. Provide for annual inventory of all materials and equipment under his responsibility. Supervise patanakhan (general cleanup and maintenance by students of the school com— pound). 107. 11A. 115. 116. 120. 121. 127. 128. 129. 131. 133. 136. 78 Whenever possible cooperate with the farm manager to assign farm work to students based upon maximum educational value for each student. Each year work on at least one teacher com- mittee. Live in school housing on the campus during the school year. Share with other teachers in supervising spe- cial school activities, such as class trips, movies, and sports. Attend most school activities, such as ball games, talent shows, and special club activi- ties. Assist with planning school activities. Assist teachers in other schools with teaching problems. Support Department of Vocational Education programs to improve the economic and social status of the teaching profession. Hold open house to demonstrate school acti— vities. Secure student participation in Changwad exhibits. Assist other agricultural agencies, such as agricultural extension and co—operatives, in providing educational programs. Represent the school in community agricultural activities. Low Consensus, "Should Do" Items.——On the following activities there was low consensus among all respondents, but on the average they indicated they should be done by agriculture teachers. 10. ll. 12. 13. 17. 18. 27. 28. 36. 37. 79 Diagnose each student's ability in each area of practical experience and assign learning experiences accordingly. Direct student work experience regularly during the vacation months. Make student's practical experience assignments on the farm rather than the farm manager doing so. Farm mechanics teachers provide instruction that gives each student a wide variety of experience in farm mechanics. Stimulate student interest by conducting classes that are challenging and stimulating. Use slides, charts, and films for agricultural instruction. Demonstrate to students all practical skills required on the school farm in the area of his specialty. Devote a minimum of 1/3 of the instructional time to laboratory exercises or problem solving activities. Invite prospective employers to the school to speak with students. At least once each year conduct field trips to prospective employers' establishments. Provide needed instruction in reading, writing, speaking, and arithmetic when teaching agri— culture subjects. Crops instructors teach students to use machinery as it applies to practical work in his courses. Teach students to grow most important crops and livestock locally adapted which are also adapted to other regions of Thailand. Be sure that someone provides crop and live— stock care during school vacation when the natural growth cycle requires it. A2. A8. A9. 52. 56. 57. 59. 60. 6A. 66. 67. 69. 70. 71. 73. 77. 8A. 80 Use the school farm for improving the diet of the students. Provide students with practical experiences in using farm credit. Use class time to train for Future Farmer or other student organization contests. Help students memorize facts and patterns of applied procedures. Base teaching primarily upon the needs of the students. Base teaching primarily upon the needs of Thailand. Each school year have a written program and budget for student club activities. Use student clubs to provide learning exper— iences for students. Offer short courses for beginning farmers. Integrate short courses into the total pro— gram of vocational agriculture. Survey the community to determine the need for agricultural short courses. Call in specialists from companies to assist with short course instruction. Call in extension specialists to assist with short course instruction. Provide on—farm instruction for short course students when requested by them. Establish short courses to teach community agricultural planning by actually beginning community planning. Record guidance information about the student in his personal file. Identify students who would make prospective teachers. 86. 89. 92. 9A. 96. 103. 106. 108. 109. 110. 111. 113. 117. 118. 119. 122. 123. 81 Help graduates find jobs for which they have been trained. Teach courses according to objectives given by the Department of Vocational Education. Determine community educational needs. Seek suggestions from local people such as farmers and businessmen about improving the vocational agriculture program. Personally purchase at least B 100 in books and bulletins each year for personal reference. When assigned to the class of an absent teacher, review previous lessons rather than only maintain class order. Consider patanakhan to be instruction. Attend at least 9 out of every 10 school faculty meetings. Report activities and problems to the head— master at least twice each semester. Suggest ideas for the improvement of the school to his superiors. Determine the best procedures for imple— menting the policies of the school. When necessary, at any hour, do jobs which are related to the teacher's specialty, such as an agriculture mechanics teacher repairing a water system or helping construct school buildings. Live in school housing on the campus during the school year. Be responsible 2A hours a day for students living in the dormitories. Supervise students in dormitories. Male teachers serve as Kru Vane (head watch— man, similar to an officer—of—the-day). Take courses to get a degree. 12A. 125. 126. 130. 132. 13A. 137. 82 Take a leave—of—absence in order to upgrade teaching abilities. Attend all inservice conferences which apply to his field held by the Department of Voca— tional Education. Read each issue of Kasiakorn. Prepare two news releases each year. Provide various kinds of agricultural ser- vices for farmers, such as checking for para- sites, making ration recommendations, and testing soil. Help with Yuwa Kasikorn (A—H clubs). Live in the nearest available community when no school housing is available. Very High Consensus, "Definitely Should Do" Items, According to Position Groups.——Within each group the mean response was in the definitely should category and con— sensus was very high on the following: Agriculture Teachers.——The response of agriculture teachers indicated that 12A of the 138 role items should be done, items. and consensus was achieved on seventy-nine Those items indicated ”definitely should” with very high consensus are listed below. 19. 20. 33. All teachers give safety demonstrations on the use of all tools and farm equipment before students use them in their courses. All teachers continuously develop acceptable social conduct among their students. Instructor in animal husbandry be responsible for the management of the school livestock and jobs such as castrating, dehorning, figuring ratios, and have them performed by students under his supervision. 3A. A0. 95. 101. 102. 83 Instructor in crops utilize his class members in planting, cultivating, harvesting, etc. phases of farm crop production. Use the school farm for demonstrating basic agricultural principles as they are studied in the classroom. Bring references up to date and revise teach— ing aids each year. Require students to clean tools and the instructional area when they complete their work. Provide for annual inventory of all materials and equipment under his responsibility. Administrators.——The response by administrators indicated that 129 of the 138 role items should be done, and consensus was achieved on ninety items. Those items indicated "definitely should be done" with very high con- sensus are listed below. 2. 15. 19. 20. Frequently evaluate student performance by written and practical tests as a means of improving the effectiveness of teaching and student learning experiences. Make student's practical experience assign— ments on the farm rather than the farm manager doing so. Use practical problems to teach basic princi— ples, such as teaching mathematics principles in connection with belt and gear ratios, fer— tilizer and feed mixtures, and calibration of planters. All teachers give safety demonstrations on the use of all tools and farm equipment before students use them in their courses. All teachers continuously develop acceptable social conduct among their students. 2A. 25. 32. 35. 39. A0. A3. AA. A6. 79. 80. 81. 8A Teach students the latest agricultural develop— ments being put into practice by successful farmers and agricultural businessmen. Provide instruction which will enable the stu- dent to gain sufficient knowledge and skill for employment in agricultural jobs available to him. Invite resource persons such as farmers, extension workers, agricultural businessmen to the school to provide instruction in an area in which the teacher feels inadequately pre— pared. Soils instructor have his students analyze the soils of the various school farm fields to determine the needs of those fields for the proposed crop to be planted, to determine the amount of fertilizer to use and then to actually assist in the application. Require all students to be able to do the important livestock and crop practices studied in the classroom. Use the school farm for demonstrating basic agricultural principles as they are studied in the classroom. Use the school farm to conduct demonstration plots of recommended agricultural practices in the community. Derive topics for the students' classroom instruction from the problems of the school farm and the students' supervised practice experiences. Assist students in keeping up to date in ana- lyzing their project records. Help students in the teacher's home whenever they come with problems. Confer with individual students seeking help with personal and vocational problems. Write letters to parents of his students explaining student progress. 85 87. Keep a record of what his students do after graduation. 88. Prepare a written lesson plan or outline prior to teaching each class. 95. Bring references up to date and revise teach- ing aids each year. 97. Collect and make appropriate teaching aids, such as agricultural materials, models, and specimens for each lesson. 100. Keep working places looking neat and attrac- tive. 101. Require students to clean tools and the instructional area when they complete their work. 102. Provide for annual investory of all materials and equipment under his responsibility. 115. Co-operate with all school employees. Supervisors.-—The response by supervisors indicated that 113 of the 138 role items should be done, and ninety- two items achieved consensus. Those items indicated "definitely should be done" with very high consensus are listed below. 2. 16. Frequently evaluate student performance by written and practical tests as a means of improving the effectiveness of teaching and student learning experiences. Make student's practical experience assign— ments on the farm rather than the farm manager doing so. Continuously relate instruction in agriculture to other non—agricultural curricular areas, such as biology, chemistry, physics and mathe— matics. 17. 19. 2A. 32. 35. A0. A3. 95. 96. 97. 101. 102. 86 Invite prospective employers to the school to speak with students. All teachers give safety demonstrations on the use of all tools and farm equipment before students use them in their courses. Teach students the latest agricultural develop- ments being put into practice by successful farmers and agricultural businessmen. Invite resource persons such as farmers, extension workers, agricultural businessmen to the school to provide instruction in an area in which the teacher feels inadequately pre- pared. Soils instructor have his students analyze the soils of the various school farm fields to determine the needs of those fields for the proposed crop to be planted, to determine the amount of fertilizer to use and then to actu— ally assist in the application. Use the school farm for demonstrating basic agricultural principles as they are studied in the classroom. Use the school farm for demonstrating basic agricultural principles as they are studied in the classroom. Bring references up to date and revise teach— ing aids each year. Personally purchase at least B 100 in books and bulletins each year for personal reference. Collect and make appropriate teaching aids, such as agricultural materials, models, and specimens for each lesson. Require students to clean tools and the instructional area when they complete their work. Provide for annual inventory of all materials and equipment under his responsibility. 87 107. Whenever possible cooperate with the farm mana— ger to assign farm work to students based upon maximum educational value for each student. Technical Agriculture Teacher Trainers.—-The response of the technical agriculture teacher trainers indicated that 123 of the 138 role items should be done, but there were no mean responses with high consensus in the "definitely should be done" category. Eighty-eight items achieved consensus. Low Consensus, "May or May Not Do" Items.——There were no optional behavior descriptions for which there was high consensus among all respondents. There was low consensus among all respondents that the following behaviors of the vocational agriculture teacher are optional (may or may not be done): 3. Base student evaluation more upon performance in practical activities in the laboratory and on the farm and less upon written tests. 1A. Assign information to be studied on the student's own time (homework) at least twice per week. 22. Prepare students for attending a university. 29. Conduct field trips during the school day. 31. Conduct at least two field trips each sem— ester to observe new practices being used in the community. A1. Use the school farm for providing school income. 50. Prepare students for Future Farmer or other student organization contests. 88 65. Offer a separate short course program. 7A. Provide short courses in farm mechanics. 85. Help graduates of short courses to find farms to rent or buy, or jobs on farms. 99. Use students in teacher training program to help make training aids. 10A. Female agriculture teachers have the same duties as male agriculture teachers. 112. Teach classes other than agriculture, such as English and mathematics. 135. Help with Boy Scouts. 138. Participate in a service club, such as Lions or Rotary. Low Consensus, "Should Not Do" Items.—-A1though 117 of the 193 respondents indicated item 112 (teach classes other than agriculture, such as English and mathematics) probably should not or definitely should not be done by agriculture teachers, supervisors were the only group with sufficient consensus to cause the mean of their response to be interpreted as probably should not. Role Convergence The means of the responses to each item by each position group were compared. The number of role items which were convergent were: Agriculture teachers and administrators 12A items Agriculture teachers and supervisors 133 items Agriculture teachers and technical agriculture teacher trainers 136 items 89 Administrators and supervisors 135 items Administrators and technical agri— culture teacher trainers 127 items Supervisors and technical agricul— ture teacher trainers 13A items The following items were divergent: Agriculture Teachers and Administrators.—-The mean responses by administrators to the following role items were higher than those by agriculture teachers. The proportion of ”definitely should" responses by adminis- trators was greater. 15. 26. 32. AA. A6. 79. 80. Use practical problems to teach basic princi— ples, such as teaching mathematics principles in connection with belt and gear ratios, fertilizer and feed mixtures, and calibration of planters. Develop student skills necessary for living and working in rural villages. Invite resource persons such as farmers, extension workers, agricultural businessmen to the school to provide instruction in an area in which the teacher feels inadequately prepared. Derive topics for the students' classroom instruction from the problems of the school farm and the students' supervised practice experiences. Assist students in keeping up to date in ana- lyzing their project records. Help students in teacher's home whenever they come with problems. Confer with individual students seeking help with personal and vocational problems. 88. 90. 95. 101. 115. 121. 127. 90 Prepare a written lesson plan or outline prior to teaching each class. Subject department heads evaluate their pro— grams annually. Bring references up to date and revise teaching aids each year. Require students to clean tools and the instructional area when they complete their work. Co-operate with all school employees. Assist with planning school activities. Assist teachers in other schools with teach— ing problems. Agriculture Teachers and Supervisors.——The mean responses by supervisors to the following role items were higher on the five—point scale than those by agriculture teachers, except for item 21, which had a mean response by agriculture teachers which was higher than by super- visors. Thus, supervisors indicated these items were more important to be done. 16. 21. 32. Continuously relate instruction in agricul— ture to other non—agricultural curricular areas, such as biology, chemistry, physics and mathematics. Teach students in each class public speaking and group discussion. Invite resource persons such as farmers, extension workers, agricultural businessmen to the school to provide instruction in an area in which the teacher feels inadequately prepared. 91 35. Soils instructor have his students analyze the soils of the various school farm fields to determine the needs of those fields for the proposed crop to be planted, to determine the amount of fertilizer to use and then to actu— ally assist in the application. A3. Use the school farm to conduct demonstration plots of recommended agricultural practices in the community. Agriculture Teachers and Technical Agriculture Teacher Trainers.-—The mean responses of the agriculture teachers to the following role items were higher on the five—point scale than those for technical agriculture teacher trainers. Thus, agriculture teachers indicated these items were more important to be done. 72. Follow up short course programs by making individual on-farm instructional visits. 76. Assist school staff in gathering and record- ing information on students. Administrators and Supervisors.—-The mean respon— ses of supervisors to the following role items were higher on the five—point scale than those for adminis— trators. Thus, supervisors indicated the following items were more important to be done. 6. Make student's practical experience assign— ments on the farm rather than the farm manager doing so. 17. Invite prospective employers to the school to speak with students. 35. Soils instructor have his students analyze the soils of the various school farm fields to determine the needs of those fields for the proposed crop to be planted, to determine the amount of fertilizer to use and then to actu— ally assist in the application. 92 Administrators and Technical Agriculture Teacher Trainers.——The mean responses of administrators to the following role items were higher on the five—point scale than those for technical agriculture teacher trainers. Thus, administrators indicated the following items were more important to be done. 26. 39. A6. 72. 80. 82. 87. 89. 95. 101. 107. Develop student skills necessary for living and working in rural villages. Require all students to be able to do the important livestock and crop practices studied in the classroom. Assist students in keeping up to date in analyzing their project records. Follow up short course programs by making individual on—farm instructional visits. Confer with individual students seeking help with personal and vocational problems. Discuss the educational progress of a student with his parents when they come to the school. Keep a record of what his students do after graduation. Teach courses according to objectives given by the Department of Vocational Education. Bring references up to date and revise teach- ing aids each year. Require students to clean tools and the instructional area when they complete their work. Whenever possible cooperate with the farm mana— ger to assign farm work to students based upon maximum educational value for each student. Supervisors and Technical Agriculture Teacher Trainers.——The mean responses of supervisors to the 93 following role items were higher on the five-point scale than those for technical agriculture teacher trainers. Thus, supervisors indicated the following items were more important to be done. 26. Develop student skills necessary for living and working in rural villages. 35. Soils instructor have his students analyze the soils of the various school farm fields to determine the needs of those fields for the proposed crop to be planted, to determine the amount of fertilizer to use and then to actually assist in the application. A3. Use the school farm to conduct demonstration plots of recommended agricultural practices in the community. 107. Whenever possible cooperate with the farm manager to assign farm work to students based upon maximum educational value for each student. Divergence between position groups was in degree rather than in direction. All significant differences between groups were in the degree to which the behavior should be done. In all comparisons no group had a mean on an item in the ”should not” area of the scale, while the other had one in the "should" area. Subrole Priorities The weighted means for each role area were ranked within their groups. Those means nearest 5.0 received a rank of one and those nearest 1.0 were ranked six. Table l on the following page summarizes the results. A complete ranking by role areas is included in Appendix E. 9A Table l.—-Subrole priorities according to position groups. U) a o m o .p m o 4.) 5‘... CO S-c $4 : 5 L o rt: (1) 4-3!!! 4-) U) (64—3 U) "C HS—I U) vr-I OHS-($4 c 5 ~HI3Q)® c> tin c p CC)£:C Q! 'r‘lC) ’l—l a) ,Q'l—lO't-l with race E‘; Q. est—«cow rim boo p 3 o WG)L . 0) >7. 0 m H 3 >. E >> m m .H H p Q Q .o -H L m o m a o .0 .o 0H > o h o % o h m L o z m 2 m D l 2 3 A 5 18. 19. 20. 21. 22. 23. 2A. 157 At least once each year conduct field trips to prospective employers' establishments. All teachers give safety demonstrations on the use of all tools and farm equipment before stu— dents use them in their courses. All teachers contin- uously develop accep— table social conduct among their students. Teach students in each class public speaking and group discussion. Prepare students for attending a university. Teach scientific prin- ciples underlying agri— culture. Teach students the latest agricultural developments being put into practice by successful farmers and agricultural business men. Never should |_l Probably shouldn't T\) May or may not LA) Probably should .B’ Definitely should 25. 26. 27. 28. 29. 30. 158 Provide instruction which will enable the student to gain sufficient know— ledge and skill for employment in agricul— tural jobs available to him. Develop skills necessary for living and working in rural villages. Provide needed instruc— tion in reading, writing, speaking, and arithmetic when teaching agricul- tural subjects. Crops instructors teach students to use machin— ery as it applies to practical work in his courses. Conduct field trips during the school day. Conduct student field trips to better farms, agricultural universi- ties, etc., to illustrate agricultural practices when they are not obser— vable on the school farm. Never should H Probably shouldn't |\) May or may not U0 Probably should .I: Definitely should U’l 31. 32. 33. 34. 159 Conduct at least two field trips each semester to observe new practices being used in the com- munity. Invite resource persons such as farmers, exten- sion workers, agricul- tural businessmen to the school to provide instruction in an area in which the teacher feels inadequately prepared. Instructor in animal hus— bandry be responsible for the management of the school livestock and jobs such as castrating, dehorning, figuring ratios and have them per— formed by students under his supervision. Instructor in crops uti— lize his class members in planting, cultivating, harvesting, etc. phases of farm crop production. 4.) ~ '0 Q H U 'U :5 H p H O :3 O :5 .C‘. 'U 0 S O m H .C: .C: :5 m :>: a) :>; o as H .Q h 8 >; m m H H p .0 $4 .0 H $4 co 0 c6 S2 (1) .Q .0 H > 0 >5 0 CH (1) :4 CU :24 (D 2 m S m D l 2 3 u 5 M1 42 4 3 an 35. 36. 37. 38. 160 Soils instructor have his students analyze the soils of the various school farm fields to determine the needs of those fields for the pro— posed crop to be planted, to determine the amount of fertilizer to use and then to actually assist in the application. Teach students to grow most important crops and livestock locally adapted which are also adapted to other regions of Thai- land. Be sure that someone pro— vides crop and livestock care during school vaca— tion when the natural growth cycle requires it. Train students to perform farm operations requiring skill, such as equipment repair, critical crop and livestock operations, rather than use hired skilled farm laborers to do it. 4.) .. 'U g H 'U “U :3 H p H O :3 O S I: U o C o m H .c: .c: 3 m >, m m 0 I (d H S >: E >; m m H H p .0 $4 .0 H 'H (d O (U Q m p D -H > o z 0 a4 (D L: «5 $4 a) z m z m Q l 2 3 u 5 39. MO. 41. M2. 43. 1414. 45. 161 Require all students to be able to do the impor— tant livestock and crop practices studied in the classroom. Use the school farm for demonstrating basic agri— cultural principles as they are studied in the classroom. Use the school farm for providing school income. Use the school farm for improving the diet of the students. Use the school farm to conduct demonstration plots of recommended agricultural practices in the community. Derive topics for the students' classroom instruction from the problems of the school farm and the students' supervised practice experiences. Provide student practice on the farm based upon what is currently being studied in the classroom. 4.) .. 'O g H 'U 'U S H p H o :5 o :3 .c: '(3 O s: O m H Q Q :3 m :>; In >> 0 «3 H 3 >: E >: m m H r! p .0 $4 .0 H g m o m C m .0 .0 «H :> o :>. o (H (D L. CU $4 a) z 04 E: 9.. Q l 2 3 4 i 1 z 4— U6. “7. H8. 49. 50. 51. 162 Assist students in keep— ing up to date and ana— lyzing their project records. On all decisions not affecting the welfare of other projects, allow the student to make his own practical decisions about his supervised farming project, such as when to plant, fertilize, irri- gate, and harvest. Provide students with practical experiences in using farm credit. Use class time to train for Future Farmer or other student organiza- tion contests. Prepare students for Future Farmer or other student organization con— tests. Help students apply know— ledge to the solution of typical problems they will encounter on the job. Never should [—1 Probably shouldn't l\.) May or may not U0 Probably should J: Definitely should U1 52. 53. 54. 55. 56. 57. 58. 163 Help students memorize facts and patterns of applied procedures. Involve students in selecting problems to study. Help students learn how to learn so they can con- tinue to learn after com— pleting the prescribed course in the vocational agriculture school. At least once each year review pupil records to determine each student's educational needs. Base teaching primarily upon the needs of the students. Base teaching primarily upon the needs of Thailand. Use Future Farmer or other student organiza- tions as a means for developing thought and action related to com— munity needs. Never should |_l Probably shouldn't R) May or may not LA) .: Probably should Definitely should U'l 59. 60. 61. 62. 63. 64. 65. 66. 67. 164 Each school year have a written program and budget for student club activities. Use student clubs to pro— vide learning experiences for students. Encourage student clubs to provide learning experiences for students. Attend all meetings of clubs to which he is advisor. Advise farmers who are established in farming. Offer short courses for beginning farmers. Offer a separate short course program. Integrate short courses into the total program of vocational agriculture. Survey the community to determine the need for agricultural short courses. Never should |_J Probably shouldn't [U May or may not U0 Probably should .1: Definitely should U'l oolU'I 68. 69. 70. 71. 72. 73. 74. 75- Use a committee for ad- vice in planning a short course program. Call in specialists from companies to assist with~ short course instruction. Call in extension spe— cialists to assist with short course instruction. Provide on—farm instruc- tion for short course students when requested by them. Follow up short course programs by making indi— vidual on—farm instruc— tional visits. Establish short courses to teach community agri— cultural planning by actually beginning com- munity planning. Provide short courses in farm mechanics. Confer regularly with guidance counselors. 165 .p r 'U Q H 'U , “U :3 H p H o :5 O :3 .C U o C o m H 3 a 3 m m m m 0 (U H .Q h E >; o m H H p Q h .0 ca $4 c6 0 cu C: m D n oH > o m 0 94 (D L. c6 $4 a) z 04 S D—a Q l 2 3 4 5 76. 77. 78. 79. 80. 81. 82. 83. 166 Assist school staff in gathering and recording information on students. Record guidance informa— tion about the student in his personal file. Regularly consult the cumulative records of students. Help students in teacher's home whenever they come with problems. Confer with individual students seeking help with personal and voca— tional problems. Write letters to parents of his students explain— ing student progress. Discuss the educational progress of a student with his parents when they come to the school. Maintain a file of infor— mation on available occu— pations in agriculture. 4.) ~ I) g H U U s H p H o 3 o :5 .C: U o C o m H ,1: .G :3 a) >» m >3 0 c6 H .C h E m m U) :—l H +3 .0 £4 .0 -H h m o m C o D D H :> O :>; O CH m p m m m z m >2 04 Q l 2 3 4 5 84. 85. 86. 87. 88. 89. 90. 91. 167 Identify students who would make prospective teachers. Help graduates of short courses to find farms to rent or buy, or jobs on farms. Help graduates find jobs for which they have been trained. Keep a record of what his students do after grad— uation. Prepare a written lesson plan or outline prior to teaching each class. Teach courses according to objectives given by the Department of Voca— tional Education. Subject department heads evaluate their program annually. In meetings with other teachers in the subject department, discuss and decide what should be taught in the department. Never should |._J Probably shouldn't I\) May or may not Probably should .I:' Definitely should U1 92. 93. 94. 95. 96. 97. 98. 168 Determine community edu- cational needs. Frequently seek sugges- tions from educational administrators about improving the educa— tional program. Seek suggestions from local people such as farmers and businessmen above improving the voca- tional agriculture pro— gram. Bring references up to date and revise teaching aids each year. Personally purchase at least B 100 in books and bulletins each year for personal reference. Collect and make needed teaching aids such as agricultural materials, models, and specimens for each lesson. During the summer vaca- tion prepare course materials for the coming year. 4.) - 'U g H 'U "C5 :3 H p H o 3 O :3 .Q 'U 0 5:: O a) H 3 fl 3 m h m m 0 cm) H .C :>: E :>: (1) m .H H p Q h D H $4 (U 0 Cd 5:: m D D H > o h o @ (1) :14 Cd $4 a) z m z m D l 2 3 4 5 99. 100. 101. 102. 103. 104. 105. 169 Use students in teacher training program to help make training aids. Keep working places looking neat and attrac— tive. Require students to clean tools and the instructional area when they complete their work. Provide for annual inventory of all mater— ials and equipment under his responsibility. When assigned to the class of an absent teacher, review previous lessons rather than only maintain class order. Female agriculture teachers have the same duties as male agricul— ture teachers. Supervise patanakhan (general cleanup and maintenance by students) of the school compound. Never should ',__I Probably shouldn't [\J May or may not LA) Probably should .1: Definitely should U7 106. 107. 108. 109. 110. 111. 112. 170 Consider patanakhan to be instruction. Whenever possible co- operate with the farm manager to assign farm work to students based upon maximum education— al value for each student. Attend at least 9 out of every 10 school faculty meetings. Report activities and problems to the head— master at least twice each semester. Suggest ideas for the improvement of the school to his super— iors. Determine the best pro— cedures for implementing the policies of the school. Teach classes other than agriculture, such as English and mathe— matics. 4.) - U g H U U :5 H p H o :3 o :5 .C: U 0 Q 0 m H U Q 5 m m m z 0 cu r-I .Q h E m m m H H p Q h .0 oH h d o m c m .o .0 -H > o m o 94 o h m h m z m z m D l 2 3 4 5 113. 114. 115. 116. 117. 118. 119. When necessary, at any hour, do jobs which are related to teacher's specialty, such as an agriculture mechanics teacher repairing a water system or help- ing construct school buildings. Each year work on at least one teacher committee. Co—operate with all school employees. Share with other teach- ers in supervising special school activi— ties, such as class trips, movies, and sports. Live in school housing on the campus during the school year. Be responsible 24 hours a day for students living in the dormi- tories. Supervise students in dormitories. Never should H Probably shouldn't May or may not L20 Probably should .IZ' Definitely should U1 120. 121. 122. 123. 124. 125. 126. 127. 172 Attend most school acti— vities, such as ball games, talent shows, and special club activities. Assist with planning school activities. Male teachers serve as Kru Vane (head watchman, similar to an officer— of—the-day). Take courses to get a degree. Take a leave-of—absence in order to upgrade teaching abilities. Attend all inservice conferences which apply to his field held by the Department of Vocational Education. Read each issue of Kasiakorn. Assist teachers in other schools with teaching problems. 4.) ~ U C H U U :5 H p H o 3 o :5 .Q U 0 Q o w H U Q :5 U) :>: m >: 0 (U H .C m E m m m H H p .0 $4 .D or! $4 (6 O (U C1 m D p -H > o >; o % <1) :4 cc :4 a) z m 2 m D l 2 3 4 5 tun 128. 129. 130. 131. 132. 133. Support Department of Vocational Education programs to improve the economic and social status of the teaching profession. Hold open house to demonstrate school activities. Prepare two news relea— ses each year. Secure student parti— cipation in Changwad exhibits. Provide various kinds of agricultural services for farmers, such as checking for parasites, making ration recommen- dations, and testing soil. Assist other agricul— tural agencies, such as agricultural extension and co-operatives, in providing educational programs. 4.) - U E H U U :5 H 43 H O f.) O :S .C: U 0 C2 0 U) H £1 £1 :5 U) :>: U) >> O (U H .C‘. :>. E :>: <1) U) «—l «—-I 4.) .0 $4 .0 -H $4 Cd 0 (U C.‘ (D .Q .0 'H > 0 :>> O (H <1) S-a CU L. (D 2 CL: S 0.. Q l 2 3 5 134. 135. 136. 137. 138. 174 Help with Yuwa Kasikorn (4—H clubs). Help with Boy Scouts. Represent the school in community agricultural activities. Live in the nearest available community when no school housing is available. Participate in a service club, such as Lions or Rotary. Please look over the above information to insure it is accurate and complete. 4.) — U g H U U :3 H p H o :3 O 3 .C U 0 E O m H .c: .C: 3 m >; m h 0 cd H .Q h E z m m H H p .0 S-1 .0 H $4 c6 0 66 c: (D .0 .0 'H > 0 >5 0 U <1) $4 <6 $4 <1) 2 (l. 2 04 Q l 2 3 4 5 MN .1: that 175 PART III This part is to be answered only by agricultural teachers. Many teachers turn to other people for advice. Below are listed several groups. Based upon your own experience, please rank the following according to whom you would turn for advice. The person whose advice you would believe most helpful to you would be number "1". The person whose advice would be least helpful would be number "9". Put the number in the space provided before the following groups. 66 61 Academic teacher in your school '62 Vocational agriculture teacher in your school 63 Vocational agriculture teacher in another school 64 Administrative person in your school 66 . Vocational education person between your school and the Ministry of Education 66 . 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