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FACTORS ASSOCIATED WITH DECISIONS OF MICHIGAN TEACHERS T0 RD’LAIN

IN OR TO LEAVE THE FIELD 03‘ TEACHING VOCATIONAL AGRICULTURE

by
Raymond. ucCanun Clark

A THESIS

Submitted to the School of Graduato Studios of Michigan
Stat. College of Agriculturo and Applied Scimco
1n.part1al fulfillment of the requircmcntl
for tho (ogre. of

DOCTOR 01' mm ID]!

Dapartmmt of Education

1950

T if F- at;

 

 

3 (34/57

ACKNOWLMBiEM‘ S

The writer is indebted to the many persons whose compara—
tion made possible the successful completion of this study.
The present and former teachers who responded to the question-
naire which was submitted to them; Robert S. Linton. Paul L.
Dressel. Tom E. King at Michigan State College. and members
of their staffs: and Harry E. Nesman and his staff exerted
every effort to fascilitate the collection and recording of
data.

Members of the guidance committee. consisting of Harold
M. lyram. chairman. Cecil Y. Millard. Troy L. Stearns. Clive R.

Megee. and Arthur Mauch were particularly helpful throughout

‘ the progress of the study. Professor Wilbur B. Brookever mde

many helpful suggestions regarding the development of the
questionnaire form. and Professor William D. Eaten was very
helpful in checking and advising regarding the statistical
methods employed in the analysis of the data.

The writer is also indebted to members of his famin
for their contri‘mtions in the development and completion of
the study. His family assisted with collection of data or

with criticising and reading of the manuscript.

TABLE OF CONTENTS

OEKPTER . PAGE
I. INTRODUCTION . . . . . . . . . . . . . . . . . . . . 1
Justification for the problem . . . . . . . . . . 1
The problem . . . . . . . . . . . . . . . . . . . 9

DOflnltIOnB O o o O o o e e e e e e o e o e o o e o 11

Assumptions . . . . . . . . . . . . . . . . . . . 1h

II. SOURCES OF DATA.AND METHOD OF PROCEDURE . . . . . . 20
Selection of the group to be studied . . . . . . 20

Sources of data . . . . . . . . . . . . . . . . . 22

Method of analysis of data . . . . . . . . . . . 2h
Limitations of the study . . . . ... . . . . . . 25

III. BEVIEH’QF LITERATURE . . . . . . . . . . . . . . . . 27

Studies of factors associated with teachers
leaving the field of teaching and of factors
associated with tenure . . . . . . . . . . . . 27

Studies of reasons given hy teachers for leaving
the field of teaching vocational agriculture 35

Studies of occupations entered by teachers
after leaving teaching of vocational

agrimlltureOoooooeeoooeeeeoo 39
Studies of high-school and college history of

teachers of vocational agriculture . . . . . . M3
Studies of the growth of teachers in-ssrvice . . MS

Iv. COLLEGE moans AND Acrivmms or smears or
VOCATIONALAGRICULTUBI............... 51

high-school courses and units of work submitted
for admission to college . . . . . . . . . . . 52

ii

CHAPTER PAGE

First institutions entered by teachers of
vocational agriculture after graduation

from highPBch001 . . . . . . . . . . . . . . . 56
College marks . . . . . . . . . . . . . . . . . . 58
Scores on tests given during freshman week . . . 63
College activities . . . . . . . . . . . . . . . 67

Ages at various points in the pro-service career
of teachers who left and those who remained 70

7. RECORD! AND ACTIVITIES OF TIMCHEBS AFTEE.BEGINNING
TEACHING OF VOCATIONAL AGRICULTURE . . . . . . . . . 76

Professional activities after graduation from
Michigan State 0011059 e e e e e o o o o e e o 76

Reasons given by teachers for leaving or

remaining in the profession of teaching

vocational agriculture . . . . . . . . . . . . 112
Participation in community and service clubs . . 117

Interest in another businessor profession while
teaching vocational agriculture . . . . . . . 118

Occupations after teaching of those who left
teaching of vocational agriculture . . . . . . 121

Growth curves of teachers of vocational aricul-
tu-retooeeooeoeoooeoeeoee. 121+

n0mmoooOoeeeeeoeeoeoOoeeee 130

High-school courses and units of work submitted
for admission to Michigan State College. , , , 130

First institutions entered after graduation
fromhigh’school............... 131

College marks of teachers of vocational agricul-
tureOOOOoeeoooooeeeoeooeo 132

Freshman week test scores . . . . . . . . . . . . 133

iii

CHAPTER PAGE

College activities of teachers of vocational
agriculture................. 131+

Ages at various points in the pro-service career
of teachers who left and those who remained .. 13%

Professional activities after graduation from
Michigan State College . . . . . . . . . . ... 135

Reasons given by teachers for leaving or remain-
ing in the profession of teaching vocational
agricultmoo....oo........oo 138

Participation in community or service clubs . . . 139

Interest in another business or profession
while teaching vocational agriculture . . . . 139

Occupations after teaching of those who left
teaching’of vocational agriculture . . . . . . lho

Growth curves of teachers of vocational agricul-
ture . C O O O 0 O O O O O O O O O O O O O O O In]-

vn. CONCLUSIONS. mommxons. mm SUGGESTIONS ron
mnsrm 1M2

Implications of the study . . . . . . . . . . . . lh2
Concluding statements . . . . . . . . . . . . . . lhh
Recommdations................. 1M6
Suggestions for further study . . . . . . . . . . 153
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . 158

mmnoooooeeooooeeoeeeeoeeee. 163

iv

I.

II.

III.

IV.

VI.

VII.

VIII.

LIST OF TABLES
PAGE

Number and Per Cent of Teachers Who Presented
Certain High-School Units for Admission to
Michigan State College . . . . . . . . . . . . 52

Number and Per Cent of Teachers of Vocational
Agriculture Who Presented Three or More Units
in Certain High-School Subjects for Admission
to Michigan State College . . . . . . . . . . 51+

Humber of Credits Transferred to Michigan State
College by Teachers of Vocational Agriculture 57

Undergraduate Grade-Point Ratios Earned at
Michigm State College by Teachers of
Vocational Agriculture . . . . . . . . . . . . 59

Undergraduate Grade—Point Ratios Earned at
Michigan State College in the Technical
Agriculture Major by Teachers of Vocational
AngCUItur. e o e e e e e o e o e e o o e e e 60

Undergraduate GradeqPoint Ratios Earned at
Michigan State College in Professional
Courses by Teachers of Vocational Agriculture 61

Maxi-cs Earned in Student Teaching at Michigan
State College by Teachers of Vocational
AgTICUlturo e e e e e e e e o e e o o o e e e 62

Decile Rank of Teachers of Vocational Agricul-
ture on the American Council on Education
Psych010gical Test for College Freshmen
Givm at the Time of Admission to Michigan
BtateCollego................ 61+

Decile Rank of Teachers of Vocational Agricul-
ture on the Cooperative English Test Given
at the Time of Admission to Michigan State
c.1138. O O O O O O O O O O O O O O O O O O O 66

Membership in Social Fraternities by Teachers
of Vocational Agriculture While Enrolled at
“Lehtgfln Stat. CClleg. e e e e e o e o o o e e 68

Y

II.

III.

XIII.

XIV.

XVI.

XVII.

XVIII.

XIX,

xxx.

m1.

XXIII.

Total Memberships in College Organizations Held
by Teachers of Vocational Agriculture While
hirelled at Michigan State College . . . . . .

Individual Membership in College Organizations
Held by Teachers of Vocational Agriculture
While Enrolled at Michigan State College . . .

Age of Teachers of Vocational Agriculture at
the Time of Graduation from High- School . . .

Age of Teachers of Vocational Agriculture at
the Time of Matriculation at Michigan State
cell-ageoeeeeeeeooooeeoeooe

Age of Teachers of Vocational Agriculture at
the Time of Graduation Prom Michigan State
College

0 O C O O O O O O O O I O O O O O C .

Age of Teachers at the Time They Regan Teaching
Vocational Agriculture . . . . . . . .. . . .

Summary of Mean Ages of Teachers of Vocational
Agriculture at Selected Points in Their
Progress Toward Teaching of Vocational
micflt‘r. . O O O O O O O O O C O O O O O 0

Membership of Teachers of Vocational Agricul-
ture in Professional and Farm Organizations .

Number of Teachers of Vocational Agriculture Who
Earned Credits in Technical Agriculture
Subjects at Michigan State College After
Receiving the Bachelor's Degree . . . . . . .

lumber of Teachers of Vocational Agriculture who
Earned Credits in Professional Courses Since
Receiving the Bachelor's Degree . . . . . . .

Average Annual Salary of Teachers of Vocational
Agriculture. by Years

Number of Teachers Who Remained Who Had Enroll-
ments in All-Day Classes by Years as
Indicated

Number of Teachers Who Left Who Had Enrollments
in All-Day Classes by years as Indicated . . .

71

PAGE

68

69

71

72

73

71+

71:

78

83

81}

37

88

nzv,

XXVII.

XXVIII.

XXIII.

mm.

Number and Per Cent of Teacher-Years in Which
Enrollment in All-Day Classes Was Below
Thirtyrupilfl................

Number of Teachers and Number of fill-Day Classes
Taught in the Program of Vocational Agricul-
moowrmsooooooooooooeooo

Number of Teachers of Vocational Agriculture Who
Taught Non-Vocational Classes and Number of
Non-Vocational Classes Taught . . . . . . . .

Number of Teacher-Years With Less Than Two Non-
VocationalClasses........ ......

Number of Young-Farmer Classes and Number of
Teachers and Teacher-Years Involved . . . . .
Total Number of Adult-Farmer Classes and Number
of Teachers and Teacher-Years Involved . . . .

Number of State Farmers Elected in Relation to
Years of Teaching Emperience . . . . . . . . .

Number and Per Cent of Teachers and Years Taught
in First School . . . . . . . . . . . . . . .

first Reasons Given by Teachers of Vocational
Agriculture for Leaving Their First Department

Reasons for Leaving Their First Teaching Position

in Vocational Agriculture as Reported by the
Teachers Who Held More Than One Position . . .

Opinions of Teachers Negarding Their M"
Programs of Vocational Agriculture . . . . . .

Relative Importance of Factors Associated With
Decisions of Teachers of Vocational Agricul-
ture to Remain in or to Leave Teaching of
Vocational Agriculture as Reported by the
Teachers 0 O O O O O O O O O O O O O O O O O 0

vii

PAGE

90

93

91+

95

98

99

102

107

107

109

111

115

mvn.

mun.

III.

Major Items which Had a Sigiificant Difference
of Percentage Associated With Decisions of
Teachers to Remain in or to Leave the Teaching
of Vocational Agriculture . . . . . . . . . .

Membership of Teachers of Vocational Agricul-
ture in Community and Service Clubs . . . . .

Interest in Another Business or Profession
While Teaching Vocational Agriculture . . . .

First, Second, and Third Positions of Those Who
Left the Field of Teaching Vocational
Agricu-lchoooooooooeoooooo

Positions of Former Teachers of Vocational
Agriculture as of June 30. l9h9 . . . . . . .

Types of Work Being Performed by Former Teachers
of Vocational Agriculture as of June 30. 1918

viii

PAGE

116

117

119

122

123

125

 

illl II I . .

A O 0
. v

Q

Q

o

e

u

o

o

.

o

e

a

e

O o

s s o

I b e

v O .

 

LIST OF FIGURES
FIGURE PAGE

1. Percentage of Teachers Presenting Three or More
Units in Certain Subjects for Admission to
Michigan State College . . . . . . . . . . . . . 55

2. Percentage of Teachers Ranking in Certain Decile
Groups on the American Council on Education -
PByChOIOgical Test o o e o o o o o o o o o o e o 65

3. Percentage of Teachers Ranking in Certain Decile
Groups on the Cooperative English Test . . . . . 65

1%. Percentage of Teachers Belonging to Professional
and Farm Organizations o o o o o o o o e o e o o 79

5. Percentage of Teachers Having Credits at Michigan
State College in Technical Agriculture and in
Professional Courses Beyond the Bachelor's Degree 82

6. Salaries of Teachers of Vocational Agriculture by
Year. . . C O O O . . C O O . . O O . C C O C C C 85

7. Mean Enrollment in All-Day Classes in Vocational
Agricultureberars.............. 89

8. Percentage of Teacher-Years Spent in Programs of
Less Than Thirty Pupils and of More Than Pifty
M118 O O O C O O O O O O O O O O O O O O O O O 91

9. Comparison of Per Cent of Teacher-Years Spent in
Programs of Less Than Three Vocational Classes
and in Programs of less Than Two Non-Vocational
Classes by Teachers Who Left and Those Who
Rammed.................... 97

10. Percentage of Teachers Who Had No Young-Farmer
018.8888 0 O O O O O O O O O O O O O O O O O O O O 100

11. Percmtage of Teachers Who Had No Adult-Farmer
Glasses . . . . . . . . . . . . . . . . . . . . . 100

12. Percentage of Teachers Who Had Stet e Farmers by
Years of Teaching Experience . . . . . . . . . . 105

ix

FIGURE

13.

1h.

15.
16.

17.

18.

19.

23.

2h.

25.

Reasons for Leaving Their First Teaching Position
in Vocational Agriculture as Reported by the
Teachers Who Held More Than One Position . . . .

Percentage of Teachers Ranking Their Own Programs
G.°d. Hedi“, .r P'or O O C O O I O O O O O O 0 O

Evidences of Growth of Teacher Number Seventy-Seven .
Evidences of Growth of Teacher Number Seven . . . . .

Mean Salary and Range of Salaries of Teachers Who
10ft, by Years e o o o o o o o o o o o o o o o oo

Mean Salary and Range of Salaries of Teachers Who
Remain“ O C O O O O O O O O I O O O O O 0 O O 0

Mean Enrollment and Range of hrellments in All-Day
Classes by Teachers Who Left. by Years . . . . .

Mean Enrollment and Range of Enrollments in All-Day
Classes Taught by Teachers Who Remained, by Years

Mean Percentage and Range of Percentages of Time
Spent on Vocational Agriculture by Teachers Who
Left, by Years of Teaching Experience . . . . . .

Mean Percentage and Range of Percentages of Time
Spent on Vocational Agriculture by Teachers Who
Remained. by Years of Teaching Experience . . . .

Mean Number of State Farmers Per Teacher and Range
in Number of State Farmers Per Teacher From
Schools of Teachers Who Left. by Years of
TOEChing ExperiODCG o o o o o o o o o o o o o o o

Mean Number of State Farmers Per Teacher and Range in
Number of State Farmers Per Teacher From Schools
of Teachers Who Remined, by Years of Teaching
Mari-em“ O O O O O O O O O O O O O O O O O O 0

Mean Number of Young-Farmer and Adult-Farmer Classes
Per Teacher and Range in Number of Classes Per
Teacher. by Years of Teaching Emerience for
ThoseWhola-ft.................

PAGE

110

113
128

129
131 ‘
182
153

18h

135

136

187 V

188

189

FIGUIE PAGE

26. Mean Number of Young-«Farmer and Adult-Farmer Classes
Per Teacher and Range in Number of Classes Per
Teacher, by Years of Teaching Ragwerience for Those
"1103915311131oooooooooooooooooo 1%

CHAPTER I
INTBDDMCTION

The problem caused by teachers leaving the profession is
one which has received the attention of educators for many years.
It has been considered from many standpoints including: the
problems caused by teachers moving from one position to another.
problems caused by teachers leaving the profession. problems of
training replacements for teachers who leave. and the effect of
teacher-turnover on the quality of the educational program in
local communities.

This chapter will (1) present materials to justify con-
sideration of the problem. (2) state the problem to be studied
and list the questions which the study will attempt to answer.
(3) present basic definitions necessary for an understanding of
the text. and (u) state the assumptions on which parts of the in-

vestigation are based.

JUSTIFICATION’§2§§2§§_PROBLNM.

The following excerpts point out the importance of the
problem as brought out by other investigators:

Elliott found the median years of service of teachers who
were employed in Michigan in 1931-32 was 8.5M years. The median
years of service for teachers in smaller districts was somewhat
less than for the state as a whole. For fourth-class school

districts. those having a population of 10.000 to 25.000. the

2
median was 7.23 years. for township districts 6.93 years. and for
rural agricultural districts. the median was 6.58 years.1

The problem caused by teachers of vocational agriculture
leaving the profession is basically no different than with any
other group of teachers. Training is expensive. and the constant
turnover increases the cost of maintaining an adequate supply of
teachers. The turnover also results in lowered accomplishment
in the development of programs of vocational agriculture which
will serve the greatest number of people and provide for maximum

development of those who are enrolled.

Vocationglglducation.in_the‘Yoars Ahead. a bulletin of the

 

United States Office of Education. states that:

The loss of employed teachers of vocational agri-
culture is more of a factor in the teacher supply situa-
tion than is the number of new teachers trained and
placed in vocational agriculture. 'In the year before
the war affected the program. there were 9039 em-
ployed teachers of vocational agriculture. Approxi-
mately 5700 employed teachers left the work in the
three war years to June 30. l9hh. This was 68 per
cent of the average number of employed teachers for
these years. lpproximtoly ‘49 per cent of the 5700
employed teachers leaving the work entered the armed
services. Heavy loss of employed teachers was not on-
tirely a wartime problem. The peace time period. 1936-
hl. representing years of great expansion in vocational
agriculture. else was characterised by heavy teacher
losses. In these six years (1936-h1). 8.1 teachers
were employed per 100 employed teachers due to growth
in the program. while an additional 10.} teachers per
year were employed per 100 employed teachers to re-

 

1l'sgeno 3. Elliott. _A_ Sty; g the m 9.2!. Demand f2
- Teachers ig.Michi an (Michigan lducation Association. Lansing.

“1351938 1937 Ppe 88‘Wo

place those leaving the work. In the two war years 19142
and 19h}. employed teachers leaving the work for the armed
services and for other employment numbered 25.1 teachers

« per year per 100 employed teachers. or 21414 per cent of
the pro-war percentage of 10. 3.2 '

Tenure is defined by Martin as. "The length of time one
agriculture teacher serves in one place.' Martin reported that
the mean tenure of teachers of vocational agriculture in the
period 1922-23 to 1927-28 was 2.141 years. He also found that
there was a decline in turnover of teachers from 56.7 per cent
in 1922—23 to 23.6 per cent in 1926-27.3

According to Spanton. for the United States as a whole.
“The average tenure of teachers of vocational agriculture in
presnt positions in l9h3-hh was 5.1 years. . . . compared with

.14

the 1912-14} average of k7 years. Spanten also reports that

for the year 1918-1414. in the Berth Central Region. 27.5 per cent
of the teachers were in their first year of tenure in the school
they were serving. and that 69 per cent had had five years or

less of service in their present positions.

2United States Office of Education. Vocational Education
in the Years Ahead. (United States Office of Education. Vecan
tienal Division. Bulletin 23h. General Series No. 7. Washington.
D 0”: Government printing Office. 191:5). pp. 1314-135.

 

3’ferey G. Martin. I'Tenure of Agricultural Teachers in
Mississippi.“ (unpublished Master's thesis. Cornell University.
Ithaca. new York. 1927). p. 1&7.

”Villiam T. Spanten. Tenure o__f_ Agriculturgl Teachers in
Present Positions (United States Office of Education. Vocational
Divisden. Miscellaneous 3180. Washington. D. O.: United States
Office of Education. 19143414). p.l

1;

Data for Michigan indicate similar figures with respect to
teachers leaving the field of teaching vocational agriculture. For
the biennium 19142-143 and 19143-11”. 21.7 per cent of teachers of
vocational agriculture were lost to the profession.5 In 19%
and 196-146 the losses of teachers leaving the teaching of voca-
tional agriculture were 114.7 and 12.5 per cent respectively.6

In an interview with the Chief of Agricultural Education for
the State Board of Control for Vocational Education in Michigan
on July 13. 1950. he indicated that the losses of teachers of vo-
cational agriculture in Michigan for the year 1918-50 amount to
approximtely ten per cent. This figure corresponds closely
with both the percentage figure of pro-war losses on a national
basis and the losses of teachers from the profession in Michigan
during the pro—war years.

In writing about the use of time by teachers of vocational

Al

5State Board of Control for Vocational Education.
Biennial agort_ of the State Board 2...! Control for Vocational
Education for th____e_ -Biennium Ended June 19.11514Ttate Board of
Control for Vocational Education Bulletin 209 .. Lansing.
Michigan: State Board of Control for Vocational Education. 19%).

p.20

 

6State of Michigan. Department of Public Instruction.
Ninety-ligth R art of t_h_e Superintendent of Public Instruction
or t__he iennium Elsi June 3.1? (Easing. Michigan: De-
partment of Public Instruction. . p.

agriculture in Michigan. Sweany states:

It has been found that teachers who have been in
their departments three to nine years. have larger on-
rollments. and a larger number of projects than teachers
who have been in their departments less than three
years. This fact suggests that the teacher does not
get maximum results from effort expended when new in
his department. For this reason teachers should select
schools where they can teach for a number of years . . .

Teachers should realize that they are able to ac-
complish more with less effort if they stay in a com-
munity from four to nine years. Too long a time. on
the other hand. seems to decrease the efforts of the
teacher.

In the period from 1925-26 to 191+0-h1. 375 new teachers
of vocational agriculture began their work in Michigan. These
figures are based on records on file in the office of the State
Board of Control for Vocational Education in Michigan} These
teachers were graduates of Michigan State College and had taken
the courses required for certification in Michigan as teachers of
vocational agriculture. 01’ this group of 375 men. 71: or 19.7
per cent were teaching vocational agriculture in Michigan during
the school year 1948-149. This figure rmresents a less of 80.3
per cent of the total group from the field of teaching vocational

agriculture in Michigan.

 

7!. Paul Sweany. Use 33 Time H Teachers p_f_ Vocational

iculture _i_n_ Michigg mate Board of Control for Vocational

Bducation. Research Bulletin 2. Lansing. Michigan: State Board
of Control for Vocational Education. 19145). p. 12.

SState Board of Control for voeational Education. Card

Index file 31" the State Board 21". Control £93; Vocational Educ»-
tien. Easing-Michigan. $9139.

Data are not available to determine the occupations of
all of the men who have left. or to determine causes of their
leaving the teaching of vocational agriculture. The writer
personally knows that a few are deceased. Some are superintendents
of schools. and others are serving as county agents. extension
specialists. soil conservationists and employees of l‘armers'
Home Administration.

Many persons feel that there is a loss to the individual
and a less to society when individuals change occupations. as
these teachers who left have done. In Chapter two of his book.
The Problem _e_f Vocational Guidance. Myers discusses the problem
of waste due to failure to get into the right occupation and
the resulting changes of occupation. He points out that:

The degree of economic waste to the individual
varies inversely as the number of common elements

found in the two occupations . . . . Obviously the

total amount of less is greater when the change is

made between two occupations requiring extensive

prqaration than when it is made between two that

require little preparation.9

hers goes on to discuss the economic loss to employers
due to changes of employees from one occupation to another. He
says. 'The real measure of the employers‘ loss is the cost of
bringing a new worker to the degree of proficiency attained by

one who left."10

 

9George I. Myers. The Problem 3; Vocational Guidance.
(low York: on. aminiu'fi.’T—T. 929 . pp”. 23-2"""""5. """'""'"

“ma. pp. 23—25.

7

The same reasoning applies to teachers of vocational agri-
culture. when competent. trained individuals leave the profession
for some other occupation.

Olney states:

Teachers who nove frequently will admit. no doubt.
that they do not nor cannot promote the ideas and plans
of the teacher when they succeed. fron the point where
he left off. It is necessary for the newly employed
teacher to establish himself in the school by lush
duplication of the former teacher's work with the
people in the area before he can contribute much in

advancing the agricultural progralkn

Jundy also discusses the problem in an editorial. He
describes the effect of moving after short periods when he says:

Ram instructors feel that they have been in a
«munity long enough after three or four years.
when actually they are Just beginning to get progiams
under way which '111 bring about desired results. 2

The authors of Vocational Education in the Years Ahead.

also have a similar point of view when they say:

The wasteful use of non power giving rise to
the practice of frequent replacement of experienced
teachers of vocational agriculture has resulted in
less effective programs than would a practice enabling
a successful teacher to remain in the same community

over a period of years.

 

1lacy A. Olney. “Mobility.“ flouturd Education
wing. 16: 223. June. 19%.

”Clarence I. Iundy. “Long Tenure for Achievanent.‘
gieultural Education 53321”. 17: 23. August 191m.

1 e
3&ited States Office of lducation. Log. cit.

Regardless of their present std: us. much of the time and
money spent for specific training of former teachers of vocational
agriculture has been lost. The teacher has lost his contribution
of time and money for that part of the training which he is not
using. Society has lost in terms of the expenditures which were
contributed for the training. and in terms of the loss in quality
of program resulting from the changes of teachers in the con-
sanity.

Except for teachers who are complete failures. the needs
of comunities can best be served by teachers who remain in the
same position for relatively long periods of time.

The discovery of factors which are associated with de-
cisions of teachers of vocational agriculture to leave or to
remain in the profession should prove helpful to students who
must decide for or against preparation for teaching vocational
agriculture, to teacher-educators who have responsibility for
counseling and guidance of students enrolled in courses in
agricultural educst ion. and to school administrators and state
supervisors of agricultural education in helping them discover
what factors in their programs in the secondary schools nay
cause teachers to remain in the field of teaching vocational

agriculture.

1933mm

 

The association of certain factors with decisions of
Michigan teachers of vocational agriculture to remain in or to
leave the field of teaching vocational agriculture will be the
subject of the present study.

No attempt will be rude to determine the relative quality
of the work of teachers or to distinguish successful and unsuc-
cessful teachers. It is not assumed that teachers leave. in
every instance. because of failure in teaching. Eeithcr is it
assuned that the best teachers of vocational agriculture always
rennin in teaching positions in the secondary schools.

The study will attempt to discover some of the similari-
ties and some of the differences of the group of teachers who
left. and the group of teachers who remained in the field of
teaching vocational agriculture. It will include the collecting.
analysing. and interpreting of dda in an attempt to answer the
following questions:

1. Are there any differences in the relative interest
in technical agriculture. and in professional education courses ~
at the college level. which are associated with the decisions of
teachers to rennin in or to leave the field of teaching vocational
agriculture?

2. Are there any differences in the college activities of

teachers of vocational agriculture which are associated with their

O

10
decisions to remain in or to leave the field of teaching vocational
agriculture?

3. Are differences in age of teachers at various points
in their pro-teaching career associated with their decisions to
remain in. or to leave. the teaching of vocational agriculture?

h. Is membership in professional and farm organisations
associated with decisions of teachers to remain in or to leave
the field of teaching vocational agriculture?

5. Are there differences in the number of technical and
professional credits. earned after receiving the Bachelor's
Degree. which are associated with decisions of teachers to re-
main in or to leave the field of teaching vocational agriculture?

6. Are there factors in the situation in the high school
in which a teacher is employed which are associated with de-
cisiens to remain in or to leave the field of teaching vocational
agriculture?

7. Are there factors affecting tenure of teachers which
are associated with their decisions to remain in or to leave the
field of teaching vocational agriculture?

8. Is there an association between outside employment of
teachers of vocational agriculture and their decisions to remain
in or to leave the field of teaching vocational agriculture?

9. Are there indications of growth in teachers of voca-

tional agriculture which can be plotted? Can the growth of an

11

individual teacher be compared with the growth pattern of a group

with which a comparison is desired?

QHUITIONS

The following terms. which will be used in this study are
defined as follows:

1. A teacher of vocational agriculture is one who is
employed by a public school and who teaches one or more classes
of vocational agriculture for which reimbursement is paid the
school from funds provided by the Smith--Hughes11+ and succeeding
acts.

2. A department of vocational agriculture is a department
of a public school in which vocational agriculture is taught
under the provisions of the Smith-Hugheslh and succeeding acts.

3. A State Farmer is a student of vocational agriculture.
and a member of a local chapter of Future Farmers of America. who
is elected to the degree at the State Convention of the Future
Farmer Association.15

14. Teachers who have left are those who began teaching
vocational agriculture in Michigan between July 1. 1936 and June

30. 19141. and who left the field of teaching vocational agri-

A

“can“ States Congress. Public Laws of the United States

of America Passed by the Sixty-Fourth Gong-rose 1915-1917. (Vol.
mu. Part 1. Vashington. 13.0.. Government Printing Office 1917.

pp. 929-936

15Official Manual _f____or Future Farmers of America. (Baltimore.
flaryland: french-Bray Printing 5o ompany.l T7477: p. 15.

12
culture before June 30. 19MB. They are described as 'those who
have left.I "teachers who have left." and “those no longer teach;
ing. '

5. Teachers who remained are those who began teaching
during the same period as those who left and who had taught con-
tinuaumly to June 30. l9h9. except for military service. They
are described as “those who are still teaching.’ “these remaining.I
“those still teaching." and "teachers who remained.’

5. Tenure is defined as the length of service of one
teacher in one school.

7. A.teacher-year is one teacher. teaching one year. The
number of teacher-years represented by either group of teachers
can be computed by the addition of the products of the number of
teachers and the number of years taught by each teacher. For
example. if four teachers each taught ten years and three teachers
each taught five years. the total number of teacherqyears repre-
sented by these seven teachers would be no plus 15 os.55 teacher-
70firlo

8. The Winston Dictionagz_defines profession as. "a
calling or vocation: especially. one that requires learning and

16
mental. rather than manual labor: ....“ Unless otherwise in-

 

16
William Dodge Lewis. Henry Seidel Canby. and Thomas I.

Brown. Iditors. The Winston Dictionasz. College Edition (Chicago:

13
dicated. the use of the word "profession" will refer to the
teaching of vocational agriculture.

9. Freshman week tests refer to the American Council on

lducation.Pszchological Egamination|£2£_College Freshmen and to

 

the_§ooperative English 2333 which were given to students at the
time of their first enrollment at Michigan State College.

10. Technical agriculture major refers to the technical
agriculture field in which the student of agricultural education
secured the greatest number of credits. It is sometimes referred
to as. I'the field of major interest in a technical agriculture
£1.11.‘

11. Professional credits beyond the Bachelor's Degree are
college credits earned in education. educational psychology. or
guidancescourses.

12. Technical credits beyond the Bachelor's Degree are
college credits earned in technical agriculture or related fields
of science. mathematics. or economics. For example. credits
earned in farm management. soils. dairy and the like were classi-
fied as technical credits. In this study credits earned in
chemistry. economics. physics. entomology. and the like were
classified as technical credits.

1}. Per cent of time on vocational agriculture refers to
the proportion of the day or week of a teacher of vocational

agriculture which was devoted to the program of vocational agri-

1h
culture and for which reimbursement was paid under the provisions
of the Smith-Hughes Act.

1h. All-day classes of vocational agriculture refer to
classes in vocational agriculture. nde up of high-school pupils
who are taking vocational agriculture as one of their high-school
subjects.

15. All-day pupils in vocational agriculture are pupils
who are enrolled full time in the high-school and who are taking
vocational agriculture as one of their high-school subjects.

16. A factor is defined as. “One of the elements that
combine to produce a result.'17' As the word is used here. it
refers to one of the elements that may influence a teacher of
vocational agriculture in his decision to remain in. or to leave.

the field of teaching vocational agriculture.

ASSUMPTIONS

 

1. It is assumed that changes in salary. which represent
continuously increasing deviations above the average salary ro-
ceivod by teachers of vocational agriculture from year to year
are indicative of growth of the teachers in-service. As a rule.
teachers of vocational agriculture are allowed increases in salary
somewhat in line with measurable and visible accomplishments.

During periods when salaries are rising due to scarcity of

 

17191319111 lelggiate Dictionary. 1th edition. (Spring-
field. Mass" 0. C. Merriam Co.. Publishers. 1937) p. 358.

15
teachers or other factors. it is expected that any teacher who
is retained will be granted some increase in salary. However.
teachers who are granted increases materially in excess of the
normal for the group are assumed to have grown to a.point where
they have demonstrated accomplishments in their programs which
will warrant the increase in salary.

2. One of the visible and easily measurable items re-
sulting from teacher growth is the item of enrollment in the all-
day classes of vocational agriculture. It is assumed that teachers
who are growing in-service are more likely to attract pupils
because the program provided meets the students' needs and
interests.‘ Instances can be cited in which enrollment in all-
day classes consistently dropped under the direction of a
teacher. while other instances can be cited in which enrollment
in all-day classes increased in each department in which the
teacher was employed.18

3. It is assumed that increase in the per cent of time
spent on vocational agriculture is. in general. a third indi-
cation ef growth of a teacher. As teachers develop to a point
where they are conducting a truly functional program of training
in agriculture for all the people of the area who need and can

profit by instruction in vocational agriculture. including out-

 

ISSoe for example. the changes in all-day enrollment for
teachers Number 77 and Number 7 respectively. Figures 15 and 16
on pages 123 and 129.

16
of-school youth and adults. they will necessarily spend a larger
portion of their time on the program of vocational agriculture
and a correspondingly smaller 1 portion . of their time on non-
vocational work.

It. It is assumed that the number of State Farmers developed
and the ability to consistently develop State Farmers for elec-
tion is an indication of growth of the teacher. The State Farmer
degree in the Future Farmer program represents a high degree of
aoconlplishment on the part of the pamil and. also represents a
high degree of accomplishment on the part of the teacher who
provides guidance. training. and motivation to develop pupils
who are able to qualify for the degree. It takes a teacher who
is himself growing to bring about such development in his pupils.

This assumption may be supported by stat emento of a
number of writers in other fields. For example. Troyer and Pace
writing on Evaluation in Teacher Education. state:

....Ieachero grow when they have a feeling of
achievement and when they have respect of others ...

when they set up .... purposes within their reach ...

The clarity of purpose increased when they saw
definite results in the lives of their students. 9

l
9Maurice I. II‘royer and 0. Robert Pace. Evaluation _i_n_

i‘eacher Education (Washington. D. 0.: American Council on
Education. Emmi}. p. 300-301.

17

Other workers. including LaDuke.20 Rostkor.21 Barr.22
and others. studied growth of teachers using the improvement of
pupils as one of the criteria.

These evidmces tend to lend validity to the assMption
that the development of State Farmers by teachers of vocational
agriculture is an indication of growth on the part of teachers.

5. It is assumed that the number of young-farmer and
adult-farmer classes taught by a teacher of vocational agri-
culture is an indication of growth of the teacher. In making
this assumption. it is recognised that there are limitations.

- in terms of time and energy. to the number of such classes a
teacher can conduct. However. it takes a teacher whose concept
of the Job of teaching vocational agriculture is orpanding and
developing. to recogiso the need and to accept the challenge

. of this part of the program. For this reason the assumption
that the number of young-farmer and adult-farmer classes taught
each year is evidence of growth is Justified.

the assumption is further Justified on the basis of an

206. V. LaDuke. "Measurement of Teaching Ability.‘ Journal
of Morinental Education. 114: 75-100. September. 1915.

211.. I. Rostker. “The Heasurement of Teaching Ability.‘
Journal of Emerimental Education. 1h: 6-51. SQtember. 19145.

 

221. 8. Farr. "Measurement and Prediction of reaching

lffieisucy: A Summary of Investigations.” ournalJ o__f_ Eeri-
mental Education. 16: 203-283. June. 19%.”

18
editorial which appeared in The'Agricultural Education Magazine in
August. 1941 in which the author states in part, that. “growth
results. when a man does something different than he had been
doing or does the same thing in a new and better way.“ The article
goes on to suggest that. for many teachers. the development of
young-farmer or adult-farmer classes would be the “new activity”
which would result in growth.23

6. It is assumed that. for teachers who are not failures.
more effective programs of education in vocational agriculture
will result from reasonably long tenure in a school. This as-
sumption is adequately supported by statements of Sweaty},4
Olnq.25 and was

The above assmnptions. concerning the growth of teachers
which are made in this study. will not be valid for schools in
which a teacher is arbitrarily held to teaching non-vocational
classes or is not allowed to organize and conduct young-farmer
or adult-farmer classes in vocational agriculture. The ex-

perience of the writer leads him to believe that a large majority

23lditorial. “For Professional Growth Try Something New.“ 221.9.
gricultural lducation Magazinp4 11+: 23. August. 19%.

zuSwean’. £223 £20
25mm. as. 2.12.

ZG’Wo £23. 92-3.

19
of school administrators and boards of education in Michigan
would welcome an expansion of the program in vocational agricul-
ture. In these schools the assumptions are valid. For the
relatively few administrators and boards of education who will

not allow expansion of the program of vocational agriculture. the

assumptions would not be valid.

CHAPTER II
SOURCES 01‘ DATA AND METHOD OF PROCEDURE

Chapter I presented the Justification for the problem and
stated the problem to be studied. together with a listing of
definitions and assumptions necessary for an understanding of
the present investigation.

This chapter will describe the sources of data and the
methods of procedure to be used in the study. The discussion
will be organized under the following headings: selection of the
grow; to be studied. the sources of data. method of analysis of

the data. and limitations of the study.

~.~-——-**

To secure satisfactory data it was necessary to select a
group of teachers who had left and of others who had remained
in teaching of vocational agriculture so that comparisons could
be made between the two groups. Also. it was desired to select
a group which would be large enough for reliable statistical
computations. A period of time which was as nearly normal as
possible in toms of economic stability was desirable. and a
period of time which was far enough in the past to allow teachers
to change to new positions after entering teaching was necessary.

The state administration of programs of vocational educa-

tion in Michigan changed on July 1. 1936. with the appointment of

21
a new director of vocational education.27 This change brought
about modifications in policy and program so that it was desirable
to select a period of time which would not be affected by the
difference in policies under the two administrations.

The period of time between.July l. 1936 and June 30. l9hl
was chosen as most desirable because:

1. It coincides roughly with the introduction of new
policies and administration of the program.of vocational education
in Michigan.

2. It is a period which followed the severe economic
depression of the early 1930's and is before the declaration of
war by the United States.

3. The period from‘July l. l9hl to June 30. l9h9 is suf-
ficient to allow teachers to become settled in a reasonably

permanent occupation.

On the basis of the foregoing considerations it was decided
to include in the study all of the teachers who began teaching
vocational agriculture in Hichigan between.July l. 1936 and
June 30. 19h1 who were graduates of Michigan State College except

the following:

 

27State Board of Control for Vocational Education. First
Game the germs: Historzwggflzgcational‘égricultural Education 22
HichiEEE; (State Board of Control for Vocational Education.
Bulletin 289. Lansing. Michigan: State Board of Control for
Vocational Education. 19Nh). p 33.

 

22

1. Those who began their teaching as combination superin-
tendents and teachers of vocational agriculture.

2. Those who left teaching and returned so that they were
teaching vocational agriculture in the school year l9h8-h9. Teachers
who left for military service and returned to teaching were not
considered as having left. Those who left for military service
and did not return to teaching were considered as having left.

3. Those who taught less than one year.

h. Those who left for military service and who were killed
in the war.

This selection resulted in a sample of 105 teachers. of
whom 78. or 7h.3 per cent had left. and 27. or 25.7 per cent.

‘were still teaching vocational agriculture in the school year
19h8-h9.

SOUEDIS‘QZHQQEQ

The following sources of data regarding the teachers and
their'programs were investigated. and with one exception. all
were used.

1. Data regarding tenure. annual salary. enrollment in
classes of vocational agriculture. and number of young-farmer
and adult-farmer classes. were secured from the records of the
Statoiboard of Control for Vocational Education in Michigan.

2. The Office of the Registrar at Michigan State College

allowed‘use of records regarding credits of teachers. date of

23
birth. and other items appearing on the transcript of graduates
of the college.

3. The Office of Alumni Relations at Michigan State
College furnished data on occupations of each person and his
present location.

1+. The Office of the Board of Examiners at Michigan State
College made the Freshman Weak test scores available.

5. The Office of the Michigan School Employees Retire-
ment Fund Board agreed to furnish data regarding salary and tenure
of teachers. However. it was not needed. as sufficient data
were found in the Office of the State Board of Control for
Vocational Education.

6, Official reports of the United States Office of Educa-
tion and of the State Board of Control for Vocational Education
in Michigan were used to secure information on the number of
teachers leaving the field of teaching vocational agriculture.
These sources are indicated by footnotes at appropriate places
in the text of Chapter I.

7. Additional data were secured by means of a question-
naire mailed to the present and former teachers of vocational
agriculture. Each questionnaire was accompanied by a.personal
letter requesting the return of the questionnaire and explaining
the purpose of the study. It was explained that the data would
be used for a thesis; also. that it would be helpful in the
selection and guidance of students in college who might he

interested in agricultural education.

21+

Follow-up letters were sent. after approximately two weeks.
to those who did not return the questionnaires. In two instances
a third letter was sent together with a second copy of the
questionnaire. One-hundred per cent of the letters were answered.
and in only one case was the questionnaire not returned. One
former teacher attempted to answer the questions in a letter. is
many as possible of his replies were used. However. they were
very incomplete.

Copies of'the questionnaire. sauples of the letters sent
with the questionnaires. and samples of the follow-up letters
appear in the appendix on pages 167-180 . In the appendix will
also be found copies of the forms used for recording the data

from the other sources listed on pages 22—23.

m 9.1;: “ANALYSIS 939m we
Data were analyzed by comparing the group of teachers who
left and the group of teachers who remained in the field of
teaching vocational agriculture. for each of the factors studied. "
The comparisons included a determination of the significance of
the difference of percentages. In some cases when it was I
desired to determine the sigiificance of the difference of
numbers. the chi-square technique was used.28 Where it seemed

appropriate. graphs have been used to portray differences.

280. H. Goulden. Methods of Statistical Analysis (New

York: John Wiley and Sons. 1939-9—13? 33-142: 39-9 .

25

In cases where differences were not statistically signifi-
cant at the five per cent level. but where the differences were
similar to results reported by other workers. attention has been
called to them and comparisons have been made with results of
other studies.29

Patterns of growth of teachers have also been illustrated
by means of graphs so that the growth of an individual teacher can
be contrasted with the pattern of growth of a group of teachers
who left or of a group who remained. These comparisons may be
used to observe evidences of characteristics in an individual

which will indicate a tendency to remain in or to leave the pro-

fession.

pmmuxoys 91 £15 STUDY

 

 

The writer recognizes many limitations of the present
study. In the first place. factors that affect the decisions of
people are many. varied. and complex. This study has been con-
fined te an analysis of selected factors which can reasonably
be secured either from official records or from a relatively‘simple
questionnaire.

In the second place. the use of a questionnaire involves

problems of interpretation. both on the part of the individual

 

29Carter 7. Good. A. S. Barr. and Douglas 3. Scates.
Q13 Methodolea of Educational Research (New York: D. Appleton-
Century 60.. 19357} p 62h.

26
who completes it and on the part of the individual compiling the
data.

A.third limitation of the study is in relation to time.
Association of certain factors with decisions of teachers to
remain in or to leave the field of teaching vocational agricul-
ture. in the period studied. does not necessarily mean that the
same factors would be of equal importance at other periods. As
Evenden. Gamble and Blue pointed out. there seems to be a re-
lationship between 'prosperity' and 'depression' on the one hand
and 'scarcity' and 'surplus' of teachers on the other.30 Conse-
quently caution is urged when application of findings is made to
other situations at other times.

1.fourth limitation exists from the standpoint of area.
The present study is confined to graduates of Michigan State Col-
lege and to the experience of Michigan teachers of vocational
agriculture. The opportunities for employment. other than
teaching. are undoubtedly different in many respects in Michigan
than elsewhere. Such limitations must be recognized by the reader
as he interprets the findings of this study and applies them.in
other situations.

A

3oEdward S. Evenden. Guy 0. Gamble. and Harold G. Blue.
National Survey g_f_ t_hg Education _o_f_ Teachers: Teacher Personnel
in the Epited States. (United States Office of Education
ifilletin 1933. Washington. D. 0.: Government Printing Office.

1935). 28 33-

 

CHAPTER III
REVIEW OF LITERATURE

Chapters one and two presented the problem of the present
investigation and described the method of procedure to be used
in the collection. analysis. and treatment of the data. This
chapter will summarize the studies, reported prior to April 1950.
which are related to: (1) factors associated with teachers leavb
ing the field of teaching and factors associated with tenure.

(2) reasons given by teachers for leaving the field of teaching
vocational agriculture. (3) occupations entered after leaving the
teaching of vocational agriculture. (h) high school and college
history of teachers of vocational agriculture. and (5) growth of
teachers in-service. The major findings of studies will be
presented. and comparisons of the studies reviewed with the

present study will be made.

§______TUDIES 01‘ J'ACTORS ASSOCIATED Egg TEACHERS LIAVDIG TE FEED 93‘;
rmmo ED 93" FACTORS ASSOCIATED WITH TENURE

The problem caused by teachers leaving the profession or
by teachers moving from one school to another is an important
one. as evidenced by the fact that it has been the concern of

writers and research workers in education for new years.

CoOper found that for New York state the average tenure

28

31

of teachers was six and three-quarters years. Also Norton found

that in 1921!. the average number of teachers required in the
United States to replace those leaving the profession was 15 per
cent with a variation between states of from four per cent in
Florida to 1&7 per cent in Wyoming. with ten per cent for Michigan.32
According to Woody. fourth-class school districts in Michigan in
1925-26 needed 12.1%? for every 100 teachers for replacanents of
those permanently lost to the profession. Rural districts needed
15.85 per 100 teachers to meet the loss of teachers from the
profession. For the year 1928-29 corresponding figures for the
same kind of districts were 10.89 and 114.614 respectively}3

lvenden. Gamble and Blue. writing on Teacher Placement in
3&2 M m. state that:

........ the longer period of preservice training on-
pocted of secondary teachers. the higher salaries
paid to secondary teachers which encourage elementary
teachers over a period of years to secure the addi-
tional training which makes the transfer to the
secondary school possible, the tendency to provide
hid: minimum salaries which encourage the use of

y teaching as a temporary "stepping stone' occupation.
the availability of remunerative work in other
occupations. the curtailment of special educational

1_

3J'Eomer N. Cooper. Cost of Training Teachers (Baltimore.
Maryland. Warwick and York. 192117. p. 27.

32John I. Norton. The Problem _o_f Teacher Tenure. (National

lducatien Association Research Bulletin. Vol. 2. No. 5. November.
1921}. Washington. D. C.: National Education Association. 1921i).
Table 3. p.1

33Clifford Woody and others. The Certification and
Trainig‘_ of Teachers in Michigg. (Lansing. Michigen: The Michi-
gan Education Association. March. 1937). pp 516-55.

29
services. the reorganization of elementary and secondary
curricula and the establishment of Junior colleges -
these and other factors have tended in recent years
to shorten the period of actual teaching service. es-
pecially of elementary teachers.3
Evendon. Gamble and Blue also report data for Michigan
showing. "reasons for the demand for new senior high school
teachers“. They list reasons as follows: predecessor dist. 1.1
per cent: predecessor retired. 3.2 per cent: predecessor entered
college. 9.9 per cent: predecessor married. 1151 per cent: pro-
dooossor left to teach in another state. 7.2 per cent: predeces-
sor entered another occupation. 8.9 Per cent: predecessor on
leave of absence. ill. etc.. 1h? per cent; newly created posi-
tion. 114.1} per cent; and miscellaneous. 6.3 Per cent.:55

Tiegs evaluated techniques of teacher selection. He
developed a twelve point rating scale for use in rating teachers
which includes health. character. loyalty to the United States.
force. cosperation. interest in school work. tact. personality.
mental power. professional knowledge. teaching type. and teach-
ing ability. Since the presence of these characteristics in an
individual indicates the kind of an individual who would be

selected. it seems likely that the absence of these characteris-

 

31‘lvenden. Gamble. and Blue. 22. 933,.ppJI-32.

3Sl'venden. Gamble and Blue. :2. £11.. Pp 90-91.

3O
tics might indicate the kind of individuals who would be likely
to leave the teaching profession}6 0n the other hand. it is
likely that many who possess the above characteristics in high
degree also leave the profession for reasons other than the lack
of these qualities.

To some extent. factors associated with teachers leaving
the field of teaching are also factors associated with success
in teaching. Ullman studied The Progestic Value .91. Certain
Factors Related _t_o Teaching Success. Among other conclusions.
Ullman states that:

Success in practice teaching is the best single
measure of teaching success ..." Factors other than
practice teaching which have been shown to have
predictive value are: socio-economic status. academic
and professional marks. social intelligence. general
intelligence. interest in teaching. and knowledge
of the principles of teaching.37
Deficiencies of teachers of vocational agriculture listed

by Armstrong include: undesirable personality. lack of farm ex-

perience. devoting too much energ to work outside the school.

peer teaching technique. failing to cooperate. and inability to

 

Balms“ Tie ._A_n_ Evaluation of Some Technicues 9...:
Teacher Selection. Bloomington. Illinois: Public School-

fii'i'iahmg' Company. 1928). pp 53-5“-

37Roy R. Ullman. The Pr ~gnostic Value of Certain Factors

Related to Teachin Success TAshland. Ohio: The A. T Gerber
Comps-W733 9 P0 970

31

maintain discipline. These characteristics represent factors
' which might cause teachers to leave the profession due to failure.
although.Armstrong did not study the association of the factors
with leaving the profession but rather with success in the pro-
fession.38

The qualities that seem to be significant in predicting
success in teaching vocational agriculture are listed by Love
as: reliability. belief in the profession. affability. promptness.
vision. industriousness. Judgment. tact. sincerity. cooperation.
enthusiasm. persistence. self control. sense of humor. confi-
dence. methodicalness. sense of expression. and good ideals.

Love states in his conclusions that probably teachers 1
rank about as follows: 7 per cent superior; 2h-per cent good; 38
per cent medium; ZH-per cent poor; 7 per cent very poor. The
highest 31 per cent will get promotions either in the profession
or outside the profession of teaching vocational agriculture. the
middle group will remain in teaching and the low 31 per cent

will leave the profession.39

 

3glrred I..Armstrong. “Characteristics of Teachers of

Vocational Agriculture:.A Study to Facilitate a.More Careful
Selection of Candidates for Teacher-Education in Agriculture.“
Agricultural Education Magazine. 13: 132-33. January. 1914-1.

3afienry M. Love. 'A.Study to Determine Some of the Quali-
fications Necessary to Success in Teaching Vocational Agriculture.”
kUnpublished Master's thesis. Virginia.Polytechnic Institute.
Blacksburg. Virginia. 19325 p. 103.

32

The study by Love does not seem to support his conclusion
that 31 per cent of the highest ranking teachers will gain promo-
tions either in the profession or outside. Neither does it sup-
port the statement that the low ranking 3]. per cent will leave
the profession. However. it is of interest that the observation
is made by Love that some of the individuals ranking high. as
well as those who rank low. in the traits listed above. will
leave the profession.

The median total experience in teaching of those no longer
teaching is reported by Knox to be 14.5 years and. for those still
teaching. 6.2 years. Of those who had left teaching. 61+.2 per
cent had taught less than six years and 9.5 per cent had taught
less than eight years. Of those new teaching. 18.5 Per cent had
taught less than six years and 30.2 per cent more than eight
years. The median total experience for all qualifiers was 5.1}
years.

According to Pulley. 60.14 per cent of the 1£32 men
qualified at Virginia Polytechnic Institute between 1918 and 19140
were teaching in 19340. and 58 per cent of the graduates in agri-

cultural education were teaching vocational agriculture in

 

llallol‘bourno C. Knox. "Occupational Experiences of Men

Qualified at Iowa State College Since 1923 to Teach Vocational
Agriculture." (Unpublished Master's thesis. Iowa State College.
Ames. Iowa. 1937931). 5’4.

33
Virginia at that time.m This is a decided contrast to the

teachers in the present study in which only 25.7 per cent of the
teachers who began teaching in the period 1936 to 19141 were
teaching in 1918-19. It also represents a higher percentage of
teachers still teaching than is indicated by the figures reported
by Spantenha for the United States or by Knox for Iowa.’43
None of the above studies made comparisons between teachers
who remined and those who left. for the purpose of determining
reasons for leaving. and none mde checks to determine differences
which might exist between those who left and those who remained.
The present study will determine the number and per cent of
teachers who left and those who remained. in terms of the years
of experience in teaching. and the number of years eXperience
in each school.
The length of service of Pennsylvania high-school teachers
was studied by VanHouten. He found that M32 per cent of the

men teachers in general education from all types of school dis-

1+1Mason H. Pulley. “A Follow-up Study of Graduates. Post-
Graduates. and Those qualified to Teach by Taking Certain Classes
in Agricultural Education at Virginia Polytechnic Institute
Since 1918," (Unpublished Master's thesis. Virginia Polytechnic
Institute. Blacksburg. Virginia. 19140) p. 38.

Spanton. Log. Cit.

’43
‘ Knox. Egg. Cit.

*-

3n

tricts gave “higher salary“ as their reason for changing positions.
Other reasons given by ten per cent or more of the men teachers
for changing positions included. “opportunity to teach grades or
subjects preferred.“ for 10.98 per cent and “opportunity for
advancement." for 19.05 per cent. VenHouten found causes opera-
ting to produce teacher turnover in the four classes of school
districts in Pennsylvania were in order of importance: higher
salary. opportunity for advancement. Opportunity to teach subjects
preferred. to be at home. to be near home. opportunity for further
study. improved working conditions. leave of absence for study.
different types of pupils. and location in or near a large citme

These items may be compared with the reasons given by
teachers in the present study for leaving their first positions.
They may also be compared with the factors which were associated
with decisions of teachers to leave or to remain in teaching
vocational agriculture.

It is interesting to note that of the men teachers in
general education studied by Vanfiouten in Pennsylvania. 38.21 per
cent had had one to five years of service and 26.16 per cent had

had six to ten years of service. This can be compared with the

 

l‘d‘Iaymsn H. Vanfiouten. Length of Service _o_f Pennsylvania

Big School Teachers. (New York: Bureau of Publications. Teachers
College. Columbia University. 1932). pp 102-103.

35
report by Knox for different years in which he states that the
median total years of emperience for teacheraof vocational agri-
culture who were still teaching was 6.2 years.“5

Martin found that the reasons given by teachers of voca-
tional agriculture for leaving a school include: 'to avoid fric—
tion with the head of the school and the school board.“ (most
frequently mentioned). "better salary. better living conditions.
and better coumrunitiesfh6

On the other hand. increases in salary. special preference
for a special location and the desire to put over a program are

listed by Martin as reasons given by teachers for remaining in a

part icular school .

STUDIE 9}: REASONS m g TEACHERS FOR LEAVDIG _'I_'_H_E. m 93
TEACHING VOCATIONAL AGRICUM‘UBE.

‘ Low salary is quite generally given as one of the maJor
reasons for leaving the profession of teaching. Just as it was
given as a major reason for teachers changing from one school to
another.

Robles listswlow salary as a reason given by teachers for

leaving the profession. He says:

. IBKnox. 3p... _<_:_i_t_.. p. 61;.

1:6
tho E‘s-e 2&0, p. ’49.

w

n?

36

On the basis 6f the findings of this study it seems
reasonable to conclude that:

1. These individuals will stay in the profession
for whom the Job as a vocation is a stronger force
toward tenancy than salary.

2. Salaries should be set at a level comparable with
those offered by other agencies utilizing the services
of similar employees if it is expected to retain the
most idoneoun personnel.

3. The individuals staying on the Job are those
exhibiting outstanding personal and professional traits...

h. Availability of opportunities for professional
improvement and a sense of security seem to be additional
factors toward the acquifiition of idoneous personnel in
the teaching profession. 7
Preference for another occupation; limited opportunity

for advancement (in teaching): salary too low; and lack of se-
curity are reasons listed by Canada which teachers in Nebraska
gave for leaving the service of teaching vocational agriculture.“8

The same reasons are reported by Gerhardt as undesirable
features of the Job according to Wisconsin teachers of vocational

agriculture. In addition. these teachers added. 'too much responsi-

 

h7Juan Robles. ”Tenure.“ Agricultur§l_lducation Magazinp,
22: 333,204, March, 1950

148Ralph W. Canada. ”Why Nebraska Teachers of Vocational
Agriculture Left the Service.“ (unpublished Master's thesis.
Colorado College of Agriculture and.Mechanic Arts. Fort Collins.
Colorado. 1916). p. 53.

37
bility.“ Iexcess demands on time.‘ and "overload of evening work.‘
as features which they also felt were undesirable. “9

Very similar reasons for leaving the profession of teach-
ing vocational agriculture are reported by Sanders and Richards
from replies of teachers which they received. They report items
in addition to those listed by Canada and by Gerhardt as. ”leek
of support from the superintendent and principal.“ "routine
classroom work.‘I Iconsideration of health.” and “better living and
working conditions.'50

Equally important to reasons reported for teachers leaving
the profession. are reasonsfor teachers remaining in the profes-
sion or suggestions given by teachers which would help hold
teachers in the profession. ‘Teachers in Gerhardt's study listed
"desire to teach.“ “valuable experience." "financial interests.“
and “lack of a more suitable opportunity." as reasons for remain-
ing in teaching. Gerhardt lists. ”opportunity for work with
adults and.young people in out-of-classroom work.I Iopportunity
for service to the community.“ and 'a variety of duties over a

twelve-month.period.' as desirable features of the Job of the

teacher of vocational agriculture.51

‘ h9lrving Gerhardt. IWhat Agricultural Teachers Say-- Why
Agricultural Teachers Like or Dislike Their Job.“ American Voca-
tional Journal. 2h: 17. 22. September. l9h9.‘ '

SOB. W. Sanders and C. E. Richards. Why Teachers of Voca-
tional Agriculture‘Leave the Profession.' Aggicultural Education

m. 18: 9L95. November. 19u5e
51Gorhardt. g. _c__1_t_.. p. 22.

38

Robinson classified responses from teachers as to “why
they teach“ as follows: attractive profession. love of teaching or
of children, interest in the subject field, opportunities for
service. financial response. family influence. influence of teachers,
and accidental. These items may be compared with responses of
teachers in this study as to their reasons for remaining in the
field of teaching vocational agriculture.52

Factors underlying the choice of teaching as a profession
were studied by Best. He found that a genuine interest in chil-
dren was mentioned most often as the determining factor in decisions
to teach.53

Sanders and Richards asked teachers for “suggestions they
would make for securing and holding the highest type of teachers
in the field of vocational agriculture.“ The replies they re-
ceived were largely the reverse of the replies listed for leaving
the profession. They included. “provide a more adequate salary
schedule.“ “provide Opportunity for advancement.“ “reduce the load
of the teacher.“ “provide more careful selection of teachers and

give them more thorough training in technical subjects.“ “limit

 

52.Donald W. Robinson. “Analysis of Motives for the Choice
of a.Teaching Career.“ (unpublished Doctor's thesis. University
of Pennsylvania.Ph11adelphia ~. Penns;y'.van1a. 1941+). p. 31.

SIJohn W. Best. “A Study of Certain Selected Factors Under-
lying the Choice of Teaching as a.Professien.“ Journal 3f Egperi-
mental Education, 17: 201-259. June. 19h8.

39

teachers' activities to those vocational in nature.“ and "give
teachers a greater sense of security.“5h

These studies. like those having to do with tenure. are
based on replies of teachers with no comparisons having been
made between groups of teachers. It is planned. in the present
study. to compare reasons given hy teachers for leaving. with
reasons given by teachers for remahning in the field of teaching
vocational agriculture. Wherever possible the significance of
differences between those who left and those who remained will be

determined.

srumms _o_g occumnong mm 33 incl-ms mm LEAVING Twang

 

 

9g VOCATIONAL AGRICULTURE.

The occupations entered after leaving the field of teach-
ing may indicate the extent to which teachers who left are using
their training and teaching experience in the new occupation.

nobinson listed.present occupations of 13h men who left
teaching. “Teaching out of state.“ and “teaching in private
schools or college.“ accounted for 27 of the l3h-men studied.
Other occupations listed were. “military service.“ “executive.“
“sales.“ “accountant.“ “chemist.“ “clerical.“ “engineer.“ and
so forth. There is no evidence in Robinson's study which would
determine the relationship of previous training or experience

to the present occupation}:5

 

5hSanders and Richards. 52. cit” P. 95.

55Robinson. a. _c_i__t_.. p. 71.

ho

In the field of vocational agriculture. the first occupa-
tion entered after leaving teaching will be affected at certain
periods by induction into military service. Spanton reports occu-
pations of teachers leaving vocational agriculture as of
September. l9h2. He reports 56.8 per cent in mdlitary service:
17.2 per cent in government agricultural agencies such as county
agricultural extension service. soil conservation service. farm
security administration. and others: 7.7 per cent in commercial
industries. including defense industries: one per cent in state
agricultural service; 2.6 per cent in education and college
teaching: h.h~per cent in vocational education. including state
staffs and teaching out of state; 6.3 per cent in farming; and
h-per cent in miscellaneous.56

The report of the State Board of Control for Vocational
Education for'Michigen. covering the biennium ending June 30.
l9h2. states that the occupations entered by 39 Michigan teachers
who left in the year l9hl-M2 were: army and navy. fifteen;

government agencies. eleven; general education. five: farming.

 

 

five: and miscellaneous. three.57 Similar occupations to those
56Villiam T. Spanton. Teache er Losses and S p1 mVoca-
tional Agriculture ... Relation _t_g_ _thg Em Effort. 12E J? (Uh United

 

States Office of Education. Teacher Training Release No. uh.
.Miscellaneous 3005. Washington. D. 0.: Uhited States Office of
Education. September. 19h3). p. 13.

57State Board of Control for Vocational Education. Biennial
ngort_ of the State Board of Control for Vocational Education for
the Biennium Ehded.June ’0. ~l§h2fi18tate Board of Control for
mational Education Bulletin 209 Rev.. Lansing. Michigan: State
loard of Control for Vocational Education. 19b2). p. 2%.

 

bl

reported by Spanton and by the Michigan report, except for military
service and defense industries. were reported by Pulleyeit Virginia
Polytechnic Institute.58

leamer also studied.present occupations of graduates of
Virginia.Polytechnic Institute since 1918. .He found that 105
occupations were represented by 307 graduates of the institution.
whichgyhem grouped. included ”5.6 per cent in vocational education;
lu.M-per cent in other professional agricultural occupations;
and lh.0 per cent in related agricultural occupations. with 8.1
and 1h39 per cent respectively in non-vocational and miscellaneous
occupations.59

Canada's report also shows similar kinds of occupations
entered by teachers who left teaching of vocational agriculture.
He found that 27 per cent became county agents. 13.5 per cent
entered farming or ranching. and 2M.O per cent entered Soil
Conservation Service or Farmers' Home Administration.

A.somewhat more detailed listing of occupations entered

by men who left the teaching of vocational agriculture appears

 

SSPuJ-leyo 2o flee Pp 23.260

533. W. Beamer. ”A Followaup Study of Virginia.Polytechnic
Institute Graduates in Agricultural Education Since 1918.“
(Unpublished Master's thesis. Virginia.Polytechnic Institute.
ll‘ackeburg. Virginia. June. 19%). p. #7.

600811318. 2. £1.20. p. 560

1+2
in a report by Davis which was written in 1928. before the exis-
tence of the Soil conservation Service and the Farm Security
Administration. He found the largest percentage of former
teachers in general high- school teaching. with farming ranking
next. Vocational agriculture teaching in other states. and the
work of county agricultural agent rank next in order.61

Other studies. such as the ones reported by Gerhardt.62

Knox.63 and Sanders and Richards.“ give similar results in terms
of the kinds of occupations entered after leaving the teaching
of vocational agriculture.

It is clear that teachers of vocational agriculture tend
to enter occupations related either to agriculture or to teaching
when they leave. Large numbers of them enter other professional
agriculture occupations such as those of county agent. extension
specialist. Soil Conservation Service employee. or Farm Security

Administration employee. where they can use much of the training

they received while in college.

 

6lfl'red R. Davis. What Happens to the Vocational Agricul-

tural Student After Re Zeaves High School and What Happens to the
Vocational Agricultural- Instructor After He Leaves the Work.“
(Unpublished Master's thesis. Ohio State University. Columbus.

Chi... 1928). Po 32o
ezGerhardt. 32. _c_i_t_.. pp. 17-22

63Knox. a. _c_i_._t_.. pp. 25-27.

6L‘Sanders and Richards. 33. cit” Po 93+.

1+3

The writer did not find any studies specifically planned
to determine the portion of training and experience of teachers of
vocational agriculture which was being used in the new occupation.
The present study makes no attempt to arrive at such a determina-
tion. but is confined to reporting occupations entered by teachers

who left teaching of vocational agriculture.

STUDIES 9!; HIGH-SCHOOL AND COLLEE HISTORY 9E TEACHERS 9E VOCA-

TIONAL AGRICULTURE

 

An analysis of certain pre-employment records and activi-
ties of teachers of vocational agriculture was made by Anderson
in.Pennsylvania. In his study. Anderson had as his purpose:

to discover certain important pro-employment badkground
factors which pertain to teachers of vocational
agriculture. relating these factors to length of teach-
ing experiegge and other generally accepted measures

of success.

Anderson makes the assumption that;

length of teaching experience is accepted in this
problem as one measure of a teacher's success. It
is assumed that men who have taught vocational agri-
culture five to ten or more years 2%. reasonably
efficient and successful teachers.

Ihis alumptien seems invalid. at least for periods in

 

65Clarence Scott Anderson. Ere-Emplqzment Records and
Activities _o_f_ Teachers _o_f_ Vocational Agriculture {Pennsylvania
State College Bulletin 333. State College. Pennsylvania:
Pennsylvania State College of Agriculture and Experiment Station.

1936) 9 pe 5e

66Ib1d.. p. 10.

hh
which there are shortages of teachers of vocational agriculture.
"hen there are shortages of teachers. school administrators may
employ a teacher who is available but not recommended. rather
than to try and get along without a teacher. 0n the other hand.
a teacher may be highly successful and leave the field of teach-
ing vocational agriculture. It should not be assumed that because
he left. he was a failure as a teacher.

Anderson found that. "those who make early and settled
decisions concerning teacher preparation .... are most likely to
become successful teachers.'67 He also finds that there is a
strong indication that native intelligence is a dependable factor
in predicting teaching success.

In regard to extra-curricular work in college. Anderson
found that there was no evidence that participation in sports.
college publications. or social fraternities was associated with
length of teaching experience. He did find that “there was some
indication that length of teaching experience and membership in
an honorary fraternity were associated.68

High college marks seemed to have a relation to greater
length of teaching experience. Anderson states that. I'evidenco

of a relationship between achievement in college subjects and

 

671bid.. p. 52.

681311. 9 Po 65.

14’5

length of teaching experience with.professional courses and also
with English appeared.'69

The study by Anderson measures the association of length
of teaching career and certain factors of highrschool and college
experiences and activities. The present study will compare
selected factors of the college career for the group of teachers
who left and those who remained. It will also compare the two
groups in terms of college activities. college marks. participa-
tion in certain extra-curricular college activities and member-
ship in honorary fraternities. to determine association of these
factors with leaving or remaining in the profession of teaching
vocational agriculture.

The amount of graduate credit earned by Missouri teachers
of vocational agriculture was studied by Cutting. He found that.
of the teachers he studied. 88.7 per cent had two or more hours
of graduate credit. The average number of credits for those who
had graduate credit was 17.6 hours.70

Gutting makes no comparison of these teachers with
other groups. such as teachers who had left. ‘A comparison may

be made. however. between the data for the teachers of Gutting's

 

691bid.. pp. ua-h}.

70Lloyd 0. Gutting. 'Relationships Between Tenure.
Professional Training. and Salary of Vocational Agriculture
Instructors.“ Agricultural_Education Magazine. 11: 5. Sep-
tember. 1938.

study and the data for the group of teachers of the present

study who remained in teaching vocational agriculture.

 

 

STUDIES 9}: THE GROWTH 93 TEACHERS III—SERVICE

The problem of teacher growth has been a problem of educa-
tors for many years. The annual report of the Superintendent of
Public Instruction for Michigan in 1861 discusses the holding of
eight county institutes for the improvement of teachers.71

The Superintendent of Public Instruction of Indiana. in
1872 rqiortod that he conducted county institutes in Indiana. He
says. “These are growing in popularity. efficiency and useful-
ness. They are now regarded as indispensable to our school
system.I He goes on too-say that the institutes offered oppor-
tunity to help teachers with their problems and thereby to im-
prove instruction.72

In 1897 a committee of the National Educational Association

reported on the “great need for teacher training“ of teachers in

 

71
J. M. Gregory. Super ntendent of Public Instruction.

Twenty-Fifth Annual Report o__f_‘_ the Superintendent of Public
nstruction for the State _o_f *Michiggn for the Year _1851.
( ansing. Michigan: ”State of “Michigan Printers. lSElfipp. 53-514.

7.zliilton Hopkins. Superintendent of Public Instruction

for the State of Indiana. Twentieth Report o__f_ the Superint ondent
o__f_ Public Instruction fo__r_ _t____he State of Indiana. Thdianapolis.
Indiana: Department of Public Instruction. 1872). p. 88.

in

service. The committee reported that the following means may
be used for providing such training: organization of associations
of teachers. summer school of several weeks. institutes. reading
circles. and libraries.73

The writer has reviewed the reports of research studies
in agricultural education and also in the field of general educa-
tion and has found no studies dealing specifically with the growth
of teachers of vocational agriculture in-service. Studies have
been made in the field of agricultural education in which the
snout of graduate credit earned was reported. Other studies
have rqaerted salary increments. Each of these may be taken as
an indication of the growth of teachers.

lvenden discussed growth of teachers in-service. He
finds that in many states renewal of certificates to teach is
dependent on “growth“ of teachers. Usually this growth is assuzud
on the basis of further training which is acquired by the teacher.
lvendai also discusses the importance of summer sessions at
college. graduate work. and follow-up and placement factors
contributing to the growth of teachers in-service.

no listed means for in-service education of teachers for

the purpose of stimulating growth as follows: teachers meetings.

 

731,3“.1131 nm3t1gnal Association. Egort _o_f_ the genittoe
of Twelve .21. Rural Schools. (Lansing. Michigan University of
Fiicago Press: Reprinted by the quartment of Public Instruction

in Michigan. 1697>e P0 770

us
committee work. visiting days. leaves of absence. informal dis-
cussions. experimentation. reading circles. demonstration teach-
ing. contributions to educational literature. membership in pre-
fessienal groups. teacher self rating. and many others. However.
he does not indicate a means of measuring growth of teachers in
terms of their actual accomplishment in the classroom or in
terms of evidences of accomplishment in their work withpupils.7h
Growth of teachers in-service has been discussed by a
number of authors and lecturers. Stoddard wrote a paper on the
subject in which he discusses the studies and experiments planned
by the American Council on Education. as emphasizes that certain
concepts must be kept in mind when dealing with the problem.
Concepts listed by Stoddard are as follows:
Growth of teachers must involve all personnel of
the school.
... People do not grow in-service because of some-
thing that is dene to them 1y someone else.
... The best growth takes place when the individual
Joins as a.participant in initiating and planning the
conditions that inspire growth.
The State board of lducatien in Michigan.published a

brief report of working groups at the Fourth Michigan Teacher

 

 

h
7 Edward S. Evenden. National Sm of the Education of
Teachers: Summary and Interpretation thited~ Stateswfiffice of-

 

iiucatien bulletin 1933. Vol. 6.m He. 10. Washington. D. G.:
Government Printing Office. 1935). pp. nit-36.

7SAlexander’J. Stoddard. "The Growth of Teachers in

Service.“ Educational_necord. 20: 501-502. October. 1939.

1+9
Education conference. These working groups list. “leads for en-
couraging teacher growth." They suggest that consideration
should be given to such items as:

“a sincere desire for improving professional competency.“
...“spportunity for participation in the planning and
formulation of the program by teachers who will be affec-
ted by it.“ ... "A recognition of the satisfactions and
opportunities. other than salary. which encourage teacher
growth.“ ... “satisfactions to teachers that may result
from the maintenance and growth of a high level of
teaching efficiency.“ ... “the need for trained leadership
of operational units of the school.“ ... “and the use of
the evaluatéve process for furthering the growth of
teachers. “7

The Home Economics Research Cemittee of the American
Vocational Association. reports regarding teachers of home
economics. that: “Many phases of teaching were satisfying to a
large proportion of these teachers: helping with pupil growth.
engaging in stimulating intellectual activities. ...“7.7 This
statement provides one clue to the measurement of teacher growth;
namely. that which is reflected in the growth of pupils under the
direction of the teacher.

Barr reviewed and summarized lhl studies of teacher

.- _n_‘_d;__

7SState Board of lducation. Recognition and Evaluation of
Teacher Growth i_n_ Service (The Michigan Cooperative Teacher
lducatien Study. Litheprinted Series No. 6. Lansing. Michigan:
State Board of I‘ducation. June. 1942), pp Hi.

77

Home Economics Research Committee. Factors Affecti
213 Satisfactions _e__f Hom____e_ Economics Teachers {American Voc-
atienal Association _lesearch Bulletin. No. 3. Washington. D .C.:
American Vocational Association. 19%). p. 30.

 

5O
growth.which had heen completed since 1900. He found that 19 of
these studies used evidences of changes in pupils or of accomp
plishment of pupils as criteria for the measurement of teacher
growth.78

This chapter has reviewed studies and other written
materials related to the problem of teachers leaving the field
of teaching. length of service in teaching. and measurement of
the growth of teachers in-sorvico. “any of the studies have
reported data secured from teachers and others without making
comparisons with other groups.

The present study will make statistical comparisons between
teachers of vocational agriculture who have left and those who
have remained. in relation to a number of factors which may be
associated with leaving or remaining in the field of teaching

vocational agriculture.

 

8.
7 Barr. :2, gflfip. pp. 203-282.

CHAPTER IV

COLLEGE RECORDS AND ACTIVITIES OF TEACHERS OI

VOCATIONAL AGRICULTUBI

In Chapter III. literature related to the present study
was reviewed under the headings of: factors associated with
tenure. reasons given hy teachers for leaving the field of
teaching vocational agriculture. occupations entered by teachers
after leaving teaching of vocational agriculture. studies as-
sociatod with.highrscheol and college history of teachers of
vocational agriculture. and studies of the growth of teachers
in-servico.

This chapter will present the data of the present study
regarding college records and activities of the teachers of
vocational agriculture who later left and of those who remained.
Gomparisons of the two groups will he made between high-school
courses and units of work presented for admission to college.
transfer from other institutions to Michigan State College.
college marks. scores of tests given during freshman week.
college activities. and age of the two groups at various points
in their pro-teaching careers.

The analysis of data involves. for the most part. a
comparison of the teachers who left the field of teaching
vocational agriculture and those who remained in the field.

Tests for the significance of the difference between two means.

52
or of the significance of the difference between two percentages

79

have been used. at appropriate places.

_HlGH—SOHOOI. COURSES AND UNITS 9! WORK §UBMITTED FOR ADMISSION 22

 

 

COLLNI

Table I shows the number and per cent of teachers who
prosmted units in certain high-school subjects for admission to
Michigan State College. At the time these men were in high- school.
eolloge admission. quite generally. required two major and two
minor sequences.go One of the major sequences was prescribed as

Inglish. There was also a strong tendency to require that the

TAIL]: I

11mm AND PER ONT 01' TEACHERS WHO PRISWTED CERTAIN HIGH’SOEOOL
UNITS 1'01 ADMISSION TO MICHIGAN STATE COLLEGE

 
  

 
 

 
 

“—7.77--. __._..__-—....~.-_-- --._. -_..—— V7—- -rfiw.‘_wv_ ..— -v_ - - -,‘.

Teachers who left Leachers who renain_o_d_

 

 

 

 

3‘03 ect Number present- Per lumber present- For
ing units Cont ing units cent
hglish 77 100.0 27 100.0
Language . ”3 55.8 15 55-9
Mathematics 77 100.0 27 100.0
Science 77 100.0 27 100.0
Social Science 77 100.0 27 100.0
Agriculture 51 66.2 20 7M
Industrial Arts 19 2th? 9 33.}
Miscellaneous 53 68.8 21 77.8

 

The differences of percentage are not significant

79Co'elden. £93.. LL11.

80See appendix. pages 165-156.’ for a copy of Plans of Ad-
mission to Hichigan State College. which became effective in
BQtomber. 1935.

53

sequences be made up of academic subjects. although many colleges
accepted a major sequence in vocational subjects. The pattern
of high-school subjects presented for admission to college.
therefore. was set partly by tradition and partly by prescribed
requirements of the college.

The pattern consisted of three units of English. another
major sequence in either science or social science. and minor
sequences in social science or science. and in foreign language
or mathematics. There were many deviations from this pattern.
However. Table I shows that 100 per cent of the individuals
included in this study presented units in English. mathematics.
science. and social science. Smaller percentages presented
units in foreign languages. agriculture. industrial arts. and
miscellaneous subjects such as commercial work and journalism.

The percentage of teachers who presented units in each
of the subjects was determined. both for the teachers who left
and for the teachers who remained. The significance of the
difference of the percentages was determined for each subject.
Although none of the differences of percentage was found to be
statistically significant. it is of interest to note that a
larger percentage of teachers who remained presented units in
agriculture. industrial arts. and miscellaneous subjects such as
,oonercial and journalism than did those who left.

The nwnber and per cent of the two groups of teachers who

5n
presented three or more units. in certain subjects. for admission
to Michigan State College. is shown in Table II and in Figure l.
The purpose of the Table is to discover if any significant differ-
ence between the two groups of teachers will be revealed in so
far as a high degree of specialization. or lack of it. at the
high-school level is concerned. Significance of the difference
of two percentages was determined for each of the subjects. None
was significantly different. .d greater percentage of the teachers
who remained presented three or more units in social science and
agriculture. while a greater percentage of those who left pre-
sented three or more units in science. These comparisons are

illustrated in Figure 1.

TABLE II

NUMBER AND PER can or TEACHERS or VOCATIONAL AGRICULTURE WHO
PRESENTED man: on MORE UNITS IN 031mm HIGH-SCHOOL sun...
Jncms FOR “MISSION TO MICHIGAN seam comm:

 

 

 

 

 

 

 

 

 

 

Subject Teachers who left Teachers who remained
fiufiber ATFer cent finmber ier cent

hglish 77 100.0 27 100.0

Language 1 1.3 0

Hathematics 214 31.2 11 ’40.?

Science MG 60.0 12 MN.

Social Science 5% 70.1 22 81.5

Agriculture 20 26.0 10 37.0

Industrial Arts 1 1.3 O

Hiscellaneous 8 10.“ 1 3.7

 

The differences of percentage are not significant.

55

 

81.5

 

 

 

 

 

 

 

 

 

 

60.0
hh.4
L R L R
o e e o 37.0
f m f m
t a t a ‘ R
i i e
n n m
e e a
d d i
n
e
d
"SEIiEES-J as a u
Science
FIGURE 1

PERCENTAGE OF TEACHERS PRESENTING THREE OR MORE UNITS IN
CERTAIN SUBJECTS FOR ADMISSION T0 MICHIGAN STATE COLLEGE

 

5‘

While the above difference of percentage is not statis-
ticalLy significant. it indicates that there may be an association
between evidence of interest in high-school science and a tendency
for teachers to leave as compared with evidence of interest in
social science and high-school agriculture and a tendency to re-
main in teaching. 0! the teachers who presented.major sequences
in social sciences and high-school agriculture. a larger per-
centage have remained in teaching than of those who presented
major sequences in science.

Original plans for the study included data.regarding the
size of the high-school class and the scholarship ranking of the
teacher in his class.81 It was found however. that data were
not available for these items and therefore. they were omitted

from the s tudy.

IIRST INSTITUTIONS MERE!) _EI_Y_ mmms 9}: VOCATIONAL _ACRICUIITUPE

 

AFTER GRADUATION FROM HIGH— SCHOOL
According to Table III. Michigan State College was the

first institution entered by 73 per cent of those who left. and
by 59.3 per cent of those who remained. The difference in number

entering Michigan State College first is not statistically signifi-

 

81See Cepy of Form for Recording the Data from the Offices

Michigan“ State College. 0n pagel‘pj. in the appendix.

 

57
TABLE III

NUMBER OF CREDITS TRANSFEBRED TO MICHIGAN STATE COLLEGE
NY TEACEEES 0F VOCATIONAL.AGRICULTURE

 

 

Number .f credits Teachers who left Teachers who remained

 

 

 

 

Ntumber Ner cent Number Per cent

0 57 73.0 16 59.3

1 -w117 2 2.6 o
18 "' 35 ’4' 501 1 307
36 - 53 3 3.8 2 You
51" " 71 2 2.6 1 3o?
72 " 89 )4 Sel 1 3e?
90 - 107 2 2.6 2 7.h
108 - 125 2 2.6 1 3.7
126 - 1h} 1 1.3 1 3.?
11m - 161 o 1 3.7
162 - 179 1 1.3 1 3.7
Totals 78 100.0 27 100.0

 

DiffereZce in percentage of those entering Michigan
State College first is not significant.
cent at the five per cent level. The chi-square value was 3.”.
with one degree of freedom and. at the five per cent level. a
value of 3.8M would be required for significance. The difference
is great enough to warrant further study. Also it tends to
indicate an association between evidence showing interest in
teaching and a tendency to remain in the teaching of vocational
agriculture. Those who remained in teaching vocational agri-
culture entered teachers' colleges first in greater numbers than
those who later left teaching of vocational agriculture.

The majority of transfers were from teacher training

institutions. Of those who left. 61.9 per cent of those who

58
transferred from other institutions. transferred from County
Normal Schools or from State Teachers Colleges while. for those

who remained. 72.7 Per cent were transfers from such institutions.

' comma M

d.study of the marks earned at college by teachers who
left and by those who remained in teaching vocational agriculture
was made on the basis of the ratio of marks to honor points. It
was the plan at Michigan State College. at the time most of the
teachers used in this study were enrolled in college. to assign
points for various marks earned by students. Under the system
in use at the time. an "A? was worth three points per credit.

a '3' two points per credit. a '0“ one point per credit. a.'D'
zero points per credit. and an '1' minus one point per credit.
It is. therefore. possible to compute the gradeepeint ratio for
the total college record or for any portion or combination of
subjects on which a comparison is desired.

For this study a comparison was made of: (l) the all-
college gradeapoint ratio: (2) the gradeapoint ratio of the
technical agriculture subjects of the student's major; and (3)
the gradeqpoint ratio of the professional education courses. in-

cluding the education and psycholOgy courses. which were taken
at the undergraduate level.

Table IV shows the number and per cent of teachers whose

all college grade-point ratio fell within certain ranges. A

59
TABLE Iv

UNDMBADUATE GRADE-JOINT RATIOS EARNED AT MICHIGAN STATE
COLLEGE BY TEACHERS 0F VOCATIONAL AGRICULTURE

W

 

 

 

 

Teachers who left Teachers who remaingd
niti. Namber> Per cent Nimber Per cent
1.00 - 1.h9 36 n7.u In 51.9
1.50 - 1-99 31 n0.8 9 33-3
2.00 - 20h9 8 10.5 1“ lung
2.50 - 3.00 1 1.3
Totals 76 100.0 27 100.0

M

The difference in number who had less than 2.00 and 2.00
or more is not significant.
slightly higher percentage of those who remained had a grade-
point ratio of 1.00 to 1.h9 than at those who left. Also. a
somewhat higher percentage of those who remained had a grade-
point ratio above 2.00. The difference in number above and
below a gradeepoint ratio of 2.00 for those who left and those
who remained was not significant.

The gradeapoint ratio in the technical agriculture major
for the two groups is tabulated in Table V. It shows the number
and.percentage of teachers who left and those who remained whose
gradeepoint ratio on the technical agriculture major fell within
certain ranges. Of those who left. 52.6 per cent had a grade-
point ratio of less than 2.00. It also shows that 1nd: per cent
: of those who left had a gradeepoint ratio of‘1.00 or above. while
- No.7'per cent of those who remained had a gradoqpoint ratio of

2.00 or above.

TABLE V
UNDERGRADUATE GRADE-POINT RATIOS EASE-WED AT MICHIGAN STATE

COLLIER IN TEE TECHNICAL AGRICULTURE MAJOR BY TEACHERS OF
VOCATIONAL AGRICULTURE

W

 

 

 

 

 

hat 1. Elsewhere who left Teachers who remained
Number Per cent Number Per cent

0.00 " Oo99 1 1o} o

1.00 - 1.99 1K) 1.3 15 59-3

2.00 - 2.99 33 .3 11 1+0.7

3.00 h 5.1 0

Totals 78 100.0 27 100.0

Per cent below 2.00 2.6 33.3

Per cent 2.00 or above 7.1! .7

Difference of percentage below 2.00 is not significant.
Difference of percentage 2.00 or above is not siglificant.

In the same way. Table VI shows the number and percentage
who had certain grade-point ratios in the under-graduate pro-
fessional courses in education and psychology. The difference
in the number who had above or below 2.00 is not significant.

Of the teachers who left. 70.5 per cent had grade-point ratios
below 2.00. while for those who remained. 63.0 per cent had
grade-point ratios below 2.00. Of those who left 29.5 per cent
had grade-point ratios of 2.00 or above. and 37.0 per cent of
those who remained had grade-point ratios of 2.00 or above.

Many studies indicate that student teaching marks are
predictive of teaching success. However. the writer failed to
find any study in which a relation of student teaching marks and

decision to leave or to remain in teaching was determined. In

/'

61
TABLE VI

UNDERGRADUATE GRADEAPOINT RATIOS EARNED AT MICHIGAN STATE
COLLEGE IN PROFESSIONAL COURSES BY TEACHERS OF VOCATIONAL

 

 

 

 

 

AGRICUDTURE
Bat Teachergfiyho left Teachers who remained
_wg1° Number Per cent Number Per_gent
0.00 - 0.99 ' 2 2.6 0 '
3.00 1 1.3 0
Totals 78 * 100.0 27 100.0
§;}‘;.nt below 2. 00 70.5 a 63.0
Per cent 2. 00 or above 29.5 37.0

Difference of percentage below 2. 00 is not significant.
Difference of percentage 2. 00 or above is not significant.

this study the student teaching marks were tabulated for those
who left and those who remained. Table VII shows the tabulation
of these student teaching marks.

At Michigan State College. students majoring in agricul-
tural education enrolled for two courses in student teaching.
These two courses may have been taken concurrently or they may
have been taken in two successive quarters of the school year.
In some cases. students who transferred from other institutions
received credit for one course in student teaching and were re-
quired to complete only one of the student teaching courses.

In these cases only one student teaching mark was recorded as
having been earned at Michigan State College. In this study.

these single marks were recorded as double marks of the same

TABLE VII

MARKS EAEVED IN STUDENT TEACHING AT MICHIGAN STATE COLLEGE
BY TEACHERS OF VOCATIONAL AGRICULTURE

 

 

 

Harks _Téoachers who left Teachers who remained
Number Per cent Number Per cent

as 22 23.2 6 23.1

it 7 9.0 6 23.1

“3 3 3.9 0

n 32 km 11 1.2.3

00 10 12.3 0

 

The difference between number who had A and AB and A
those who had lower marks is not significant.
value. For example. a mark of “0" was tabulated here as ”CC“.
There was no significant difference between the groups in the
number who had marks of "AA' and 'A‘B" and those who had lower
marks in student teaching.

It is interesting to note that 16.2 per cent of those who
remained had student teaching marks of 'AA' or "AB“ as compared
with corresponding marks for 37.2 per cent of those who left.
Also. 17.9 per cent of those who left received marks in student
teaching of “BC" or "00' as compared with 11.5 per cent of those
who remained. Another point of interest is that 12.3 per cent
of those who left received 'CC". whereas none of those who
remained received so low a mark.

Further studies might show that teachers who leave rank

higher in the marks in their technical agriculture majors than

63
those who remain. and they rank lower in marks in professional
subjects than those who remain. Each of these rankings - in
courses in the technical agriculture major. in professional courses.
and in student teaching. all point in the same direction; namely.
that there seems to be an association between leaving teaching
of vocational agriculture and evidence of greater interest in
technical agriculture than in teaching. There seems to be an
association between remaining in teaching vocational agriculture

and higher marks in professional courses.

‘§§9§§§H9@LT£§T§_TAKEN_DURING‘23£SHMAN WEEK

As early as 1929. Michigan State College had an organised
plan of testing students at the time they first enrolled. How-
ever. the records were not compiled and filed for future use
prior to 193“. As a result records were not available for many
of the teachers included in this study.82

The available records were compiled so that comparisons
could be made between the two groups of teachers. Table VIII
and Figure 2 shows the number and per cent of teachers and their

docile rank on the American Council 23.Education.Psycholegical

Test‘ggg College Freshmen given during freshman week. The per-

 

82InterviewwithLloyd C. lmmons. Dean of the School of
Science and Arts. Michigan State College. August. 1950.

6h
TABLE VIII

EMILE RANK OF TEACHERS OF VOCATIONAL AGRICULTURE ON THE
AMERICAN COIDTCIL ON EDUCATION PSYCHOLOGICAL TEST FOR
COLLME PRISM GIVEN AT THE TIME OF ADMISSION T0
MICHIGAN STATE COLLEGE

 

- _’.~-».—..t—,C'-—n----”'—-

 

 

 

 

 

 

fishers who left Teachers who remain};
”“119 rank Number Per cent Number Per cent
10 6 12.5 2 11.1
9 2 h.3 2 11.1
8 h 8.5 0
7 n 8.3 3 16.7
6 3 6. 1 5.5
a 5 10.6 2 11.1
7 1h.9 0
3 5 10.6 2 11.1
2 5 10.6 3 16.7
1 6 12.8 3 16.7
Totals h7 100.0 18 100.0
In deciles l - 3 16 3h.0 8 hh.5

Difference of percentages in deciles l - 3 not significant.

contago of those who ranked in the first three deciles was 30.0
and 1414.5 for those who left and those who remained. respectively.
For those who left. 1.10.14 per cent ranked in deciles four to
seven and 33.3 per cent of those who remained ranked in these
deciles. Of those who left. 25.6 per cent ranked in deciles
eight to ten. and 22.2 per cent of those who remained ranked in
those three deciles. None of the differences of percentage was
significant.

The second test given new students was the Cooperative

65

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A Ma 5
B 00.4
C
"4
g 33.3 34.0
.3; L R L R
25.6 " e e e e
L 2 ..o f m f m
e t a t a
f i 1
t n n
e e
d. d.
Deciles 8-10 Deciles b—7 Deciles 1-3
FIGURE 2

PERCENT SE OF TEACHERS RAINIING IN CERTAIN DECILE GROUPS ON THE
NERICAN COUNCIL ON EUCATI 3N PSYCHOLOGICAL TEST

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“9-9
33-3 33-3 33-3
R , R L R
A e 20o? e e e
23o3 m m f m
L a 2 a t a
e i i
f 1 f ,
11 n n
t e t e e
d d d
Deciles 8-10 Deciles h—7 Deciles 1-3
FIGURE 3

PERCENTAGE OF TEACHERS RANKING IN CERTAIN DECILE GROUPS ON THE
COOPERATIVE RTGLISH TEST

66

English Test. Table II and Figure 3 show the docile rank of the

 

teachers who left and those who remained. The Table shows that
11.9.9 per cent of those who left ranked in deciles one to three.
while 33.3 per cent of those who remained ranked in these three
deciles. The Table also shows that 26.7 per cent of those who
left ranked in deciles four to seven while 33.3 per cent of those
who remained ranked in these deciles. Ranking in deciles eight
to ten were 23.14 per cent of those who left and 33.3 per cent of
those who remained.

While the difference in percentage in any specific range
of docile groups was found not to’be statistically significant.

it is interesting to note that a smaller percentage of those who

TABLE K
«" EMILE RANK OE TEACHERS OI VOCATIONAL AGRICULTURE ON ‘ THE

COOPERATIVE “GLISH TEST GIVEN AT THE TIME OF ADMISSION TO
MICHIGAN STATE COLLEGE

 

 

 

 

 

 

Decile Teachers who left Teachers who remained
Number Per cent Number Per cent
.10 0 f . “ 1 11.1
9 3 10.0 1 11.1
8 1+ 13.14 1 11.1
7 2 6.7 0
6 1 3.3 1 11.1
E l 3.3 0
h 13A 2 22.2
3 3 10.0 1 11.1
2 5 16.7 0
1 7 23.2 2 22.2
Totals . 30 100.0 9 99-9
Per cent in Deciles l-3Th9.9 33.}

Difference 0f percentages is not significant.

67
left were in the first three deciles on the psychological test,
and that a slightly higher percentage of those who left were in
the upper three deciles on the English test. On the English
test as a whole, however. the teachers who remained ranked some-
what higher since there was a higher percentage in the upper

three deciles and a lower percentage in lower deciles.

COLLEGE.ACTIVITIIS

 

There was a significant difference in the percentage of
teachers who belonged to social fraternities when the teachers
who left were compared with those who remained in teaching of
vocational agriculture. Table I shows that h2.3jper cent of
those who left, and 18.5 per cent of those who remained. belonged
to social fraternities while enrolled at Michigan State College.
In relation to social fraternities. Anderson found no associa-
tion between membership in social fraternities and length of

teaching experience.83

Total memberships in college clubs and other professional
and social organizations while in college are shown in Table II.
This Table shows that the teachers who left belonged to 2.3
organizations per person and that those who remained belonged

to 2.1 organizations per person.

 

83Anderson. _o_p. _e_i_t_.. p. 36.

68
2131.11

WWI? IN SOCIAL FRATEKIITIES BY TEACHERS OF VOCATIONAL
AGRICULTURE WHILE ENROLLED AT MICHIGAN STATE COLLEGE

 

Teachers who left Teachers who remained

 

Number of teachers
belonging to social
fraternities 33 5

Per cent of teachers
belonging to social
fraternities l42.3 18.5

 

The difference of percentage is sigiificant.

TABLE XI

TOTAL WBERSHIPS m COLLEGE ORGANIZATIONS HELD FY rmcms
OF VOCATIONAL AGRICULTURE WHILE IIIHOLIED AT MICHIGAN STATE
COLIN!

_T__eachero who left Teachers who remind

 

Total number of
memberships 177 56

Average number of
memberships per
person 2.3 2.1

 

69

The number of teachers in the two groups who held member-
ship in college clubs was also determined. The data are shown in
Table XII. It was found that 87.2 per cent of the teachers who
left held membership in some club or organization and 88.8 per
cent of those who remained held membership in a club or organiza-
tion.

Membership in college clubs and organizations showed no
significant differences. The teachers who left held slightly more
memberships in clubs. but as large a percentage of those who
remained had membership in at least one organization as of those

who left.

TABLE XII

INDIVIDUAL MEWSHIP IN COLLmE ORGANIZATIONS HELD BY TEACHERS
OI VOCATIONAL AGRICULTURE WHILE ENROLLED AT MICHIGAN STATE
COLLEGE

 
  
 

—7_._ .- -, --...- — -"-< --

Teachers who left Teachers who remained

   

 

 

 

umber for cent Number Per cent
Number and per cent
belonging to some
organization 68 87.2 21+ 88.8
Number and per cent
who were non-members 10 12.8 3 11.2

 

Chi-square test shows difference of number is not
significant.

70
Of the teachers who left. six. or 7.7 per cent belonged
to honorary fraternities. while four. or 1h.8 per cent of those
who remained. belonged to honorary fraternities. While these
differences are not statistically significant, they tend to bear
out the findings of Anderson in Pennsylvania.who found that
membership in honorary fraternities is somewhat predictive of

length of service in teaching vocational agriculture.su

ms pg VARIOUS some 9; THE mercn 911mg; gamma wao

 

ALEFT AND THOSE HBO EEMAINED

Anderson concluded that, Ithose who make early and settled
decisions concerning teacher preparation ... are most likely to
become successful teachers.“85 It will be recalled that Anderson
assumed length of service as a measure of success.

In this study it was desired to determine the difference
in ages at various levels in their pro-service careers of
teachers who left and those who remained. Data were therefore
tabulated showing ages of the two groups of teachers at the time
of graduation from.high school. at the time of matriculation at

Michigan State College. at the time of graduation from Michigan

 

$1underarm. a. gt” 1:. 36.

853111611011, 22. 923.. P. 52.

71
State College. and at the time of entering the teaching of
vocational agriculture.

Table XIII indicates that there is no sigzificant dif-
ference between the mean age at the time of graduation from high-
school of those who left and those who remained. The mean age
of those who left was 18.0 years and the mean age of those who
remained was 17.9 years.

There was some delay between graduation from high- school
and entrance into college at Michigan State College. Table XIV
shows that the average age at the time of matriculation at
Michigan State College for those who left was 20.5 years and for

those who remained the mean age was 22.0 years. The difference

TABLE XIII

AGE OF TEACHERS OE VOCATIONAL AGRICULTURE AT THE TIME OF
GRADUATION FROM HIGH SCHOOL

 

Age Teachers who left Teachers who remained

 

 

 

 

 

Number Per cent Number for cent
16 2 3.5 1 6.2
17 12 20.7 5 31.3
18 32 55.1 6 37.5
19 9 15.5 3 18.8
so 2 3.5 1 6.2
21 1 1.7 0
Totals 58 100.0 16 100.0
Mean age 18.0 17.9

Difference of means not sigiificant.

72
mm: m

AGE OF TEACHERS OF VOCATIONAL AGRICULTURE AT THE TIME OF
MATRICULATION‘AT MICHIGAN STATE COLLEGE

 

 

 

 

 

 

Age Teachers who left Teachers who remained
Number Per cent Number Per cent

16 - 20 145 59.2 11+ 51.9

21 - 25 27 32.5 10 37.0

26 - 3o 3 .o 2 “Mi

31 - 35 1 1 3 o

36 - over 0 l 3.7
Totals 76 100.0 . 27 100.0
Mean age 20.5 22.0

Difference of means significant

of the mean ages at the time of matriculation at Michigan State
College is statistically significant. It should be recalled that
a greater proportion of the teachers who remained were transfer
students from other institutions to Michigan State College. This
probably accounts for some of the difference in age at the time
of matriculation as compared with the difference at the time of
graduation from high-school.

Table IV shows the age of teachers at the time of gradua-
tion from Michigan State College. The average age for those
who left was 211.11 years and for‘those who remained. 26.9 years.
The difference of these means is significant at the five per
cent level.

The age of teachers at the time of beginning teaching of

73
TABLE.XV

AGE OF TEACHERS OF VOCATIONAL AGRICULTURE AT THE TDAE OF
GRADUATION FROM MICHIGAN STATE COLLIBE

 

MT

 

 

 

 

‘_:-

 

‘— j

 

 

 

 

 

Age Teachers who left Teachers who remained
Number Per cent Number Per cent
21 - 25 60 80.0 18 66.77
26 - 3o 12 16.0 2 7.h
31 - 35 3 14.0 n 114.3
36 - ho - o 1 3-7
1 - over 2 7.11.
Totals 75 100.0 27 100.0
Mean age 211.1} 26.9

Difference of the means is sigmificant.

vocational agriculture is shown in Table XVI. According to this
Table. the age of teachers who left averaged 25.3% years at the
time they began teaching vocational agriculture. The age at the
same time of those who remained in teaching was 27.3 years. This
difference of means falls Just short of being significant at the
five per cent level.

A summary of the mean ages of. teachers at different
points in their progress into teaching vocational agriculture is
shown in Table XVII.

Only two of the differences of means in Table XVII were
found to be significant. These are the differences in mean ages

at the time of matriculation at Michigan State College and at the

72+
TABLE IV I

AGE OF TEACHERS AT THE TIME THEY BEGAN TEACHDCG
VOCATIONAL AGRICULTURE

 

 

 

 

 

 

Age Teachersjho left Bgchers who remained
Number Per. cent Number Per cent

21 " 25 ’49 53.6 17 68.0

31 - £3 3 3-9 2 8.0

35 - 2 2.6 1 11,0

1‘1 — over 1 1,3 3 12.0

“it“ 77 100.0 25 100,0
Mean age 2E1; “ 27.3

Difference of means not significant.

TABLE XVII

sum or 1mm some or oneness or vocmromu. summons]: as
smncrnn POINTS :1: rams paoormss roman TEACHING
or VOCATIONAL AGRICULTURE

 

 

 

I
Selected points in Teachers who left Teachers who remained
pro-service career Mean age Mean age
Ago at H. S. gaduation 18.0 17.9
Ago at matriculation, M.S.C. 20. 22.0
Age at Graduation. M.S.C. 214. 26.9
Age at beginning teaching 25.11 27.3

 

75

time of graduation from the college. It is of interest to note
that. except for the age at the time of graduation from high-
school. the mean age of these who remained was greater than the
mean age at the same period for those who left. It is possible
that those who remained were more mature and that they made wiser
choices of a vocation than those who left. The group who
entered training at the earlier age may not have been so 'sottlod;'
therefore. followed the pattern of the teachers of Anderson's
study and remained in teaching a shorter length of time.gs On
the other hand. it is possible that the older men had more obli-
gations which.prevented them from changing occupations as readily
as the younger age grfiuy. In either case. there seems to be an
association between the age of teachers at certain points in
their pro-service careers and their tendency to remain in or to
leave teaching of vocational agriculture.

This chapter has presented the data regarding the
teachers who left and those who remained for the time they were
enrolled as under-graduates at Michigan State College. the high-
school units they presented for admission to college. and their
ages at the time of beginning teaching of vocational agriculture.

Comparisons have been made between those who left and
those who remained and the differences between the two groups have
been.presented. Results of tests for significance of the dif-

ference of the means or of percentage have been recorded for

each of the items studied.

 

86

-Anderson. 92, cit., o. 52

CHAPTER V

RECORDS AND ACTIVITIES OF TEACHERS AFTEB.3EGINNING THE
TEACHING OF VOCATIONAL AGRICULTURE

Chapter four made comparisons between the activities and
records of teachers who left and those who remained durtng the
time they were enrolled at Michigan State College. Chapter five
will make comparisons between the activities and records of the
two groups after graduation from college. Activities and records
are presented here for the period after entrance into teaching of
vocational agriculture. No attempt is made to trace the occupav
tional or professional history of those who entered other occupa-
tions or professions after graduation from Michigan State College

and who later entered the teaching of vocational agriculture.

EfiOFESSIONAL ACTIVITIES AFTER GRADUATION FROM MICHIGAN’ETAEE
COLLEGE

1. Membership in Professional and.Farm Organizations

Teachers were asked to respond to questions regarding
membership in the Michigan Education.Association. the Michigan
Association of Teachers of Vocational Agriculture. The Farm
Bureau. and the Grange. The organizations were selected because
they represent two widespread professional organizations to which
teachers of vocational agriculture may belong and two of the
widespread farm organisations to which persons interested in

agriculture may belong. It should be noted that memberlhip

77
in the Michigan.Association of Teachers of Vocational Agriculture

also includes membership in the Michigan Vocational Association
and in the American Vocational Association.

The teachers were asked if they had ever belonged to these
organizations rather than if they were members while teaching
vocational agriculture. Membership was recorded here for periods
after beginning teaching of vocational agriculture. and it
included periods after leaving the teaching of vocational agri-
culture. The tabulations do not include memberships which were
discontinued before beginning teaching of vocational agriculture.
Memberships were considered for the period after beginning
teaching vocational agriculture and up to June 30. l9h9.

The percentage of each group belonging to each organi-
zation after beginning to teach vocational agriculture is shown
in Table XVIII and in Figure h. The difference of percentage
of teachers who left and teachers who remained belonging to any
organisation is not significant. but it is of interest to note
that the teachers who remained belonged to the professional
organizations in larger numbers than those who left. For
example. 7h.3 per cent of those who left belonged to the Michigan
Education Association. while 82.6 per cent of those who remained
belonged to this organization. Of the teachers who left. 72.2
per cent belonged to the Michigan Association of Teachers of
Vocational Agriculture. while 92.0 per cent of those who remained

belonged to this organization.

78
TABLE XVIII

MEMBERSHIP OF TEACHERS 01 VOCATIONAL AGHECULTUEE IN
PLDFESSIONAL AND FABM ORGANIZATIONS

 

 

 

 

 

 

 

...; 'Eiii :==============___.;2=: u=i— rs
‘Eggghersfigho left ‘Teachers who remained

Organization Number Per cent iumber ire? cent
respond- members respond- members
ing in;

 

Michigan Education
Association 7h 73.3 23 82.5

Michigan Association
of Teachers of
Vocational Agri-

culture 72 72.2 25 92.0
Farm Bureau. 51 “3.1 25 N0.0
Orange 63 23.6 25 no.0

 

No difference of percentage is significant.

Membership in the Grange was held by 28.6 per cent .1-
those who left and by no.0 per cent of those who remained. Of
the teachers who left. h3.1 per cent belonged to the Farm bureau.
while ”0.0 per cent of those who remained belonged to this
organisation. A.somewhat greater percentage of the teachers who
remained belonged to the professional organizations. However.
further study will be necessary to determine the significance of
differences which may exist.

Individual teachers have reported that they filt under
pressure to Join one of these organisations. Whatever pressures

may have been exerted in this regard. are likely to have been

79

 

 

Left 7&3

 

Remained 82.6
Michigan Education Association

 

 

 

 

Left 72.2 1

Remained 92.0

 

 

 

 

Michigan.Association of Teachers of Vocational
Agriculture

Left ”Be 1 1
Remained no.01w

Iarm.Bureau

m 28.61
Remained no.0]

Grange 4—“

 

 

 

 

FIGURE h

PIRCENTAGE 0F TEACHERS BELONGING T0 PROFESSIONAL AND FARM
ORGANIZATIONS

80
exerted equally in both groups of teachers so that they would not
affect the relationship between the two groups of teachers.

Teachers were also asked if they had held offices or if
they had been members of standing committees in any of these
organisations. what offices or what committee memberships they
had held. and when they had held suchpositions.57 Many of the
questionnaires were left blank for these items. Others inserted
such.comments as: “I don't remember.‘ too many to list.‘ or
"don't remember the years.“ It was therefore necessary to omit
these items from the study as the returns were not adequate to
Justify compilation.

2. Credits Earned at Michigan State College Since Graduation
With the Bachelor of Science Degree

Table XIX and Figure 5 show a comparison between the
teachers who left and those who remained regarding the number of
credits in technical agriculture earned at Michigan State College
since graduation. Of the teachers who left. 38.6 per cent had
earned some credits beyond the Bachelor's Degree while 88.9
per cent of those who remained had earned credits beyond the
Bachelors Degree. The difference of percentages is significant.

A comparison was also made to determine the difference

See Copy of_Questionnairelgwic chw wt to Teachers of

.—

Vocationel Agriculture. pages 167 “173% the Appendix.

 

 

81
TAJLE XIX
mm 01' TEACHERS OF VOCATIONAL AGRICULTURE HBO EARNED

CREDITS IN TECHNICAL AGRICULTURE SUBJECTS AT MICHIGAN
STATE COME AFTER WEIVING THE BACHEOR'S nmm

W

 

 

 

 

Teachers who left Teachers who remained
credits Number Per cent Number Per cent
o he 61.14 3 11.1
1 - 5 13 1648 5 18.5
6 - 10 7 9.0 3 11.1
11 - l5 2 2.6 3 11.1
16 - 20 2 2.6 C 22.3
21 - 25 l 1.3 2 7.
26 - 3o 0 2 M
31 - 35 1 1.3 1 3.7
36 - ever h 5.1 2 7.h
Totals 78 100.0 27 100.0

Difference of percentage of those who had one or more
credits is siglificant.

Difference in number who had eleven or more credits is
significant.

in the number who had ten or less credits and those who had
eleven credits or more in the two groups. A greater number of
the teachers who remained had eleven credits or more.

A similar comparison for professional credits. beyond the
lacheler'o Degree, earned at Michigan State College is shown in
Table XX. The percentage of teachers who remained who had one
or more professional credits was 88.9. and for those who left
the percentage was 50.0. The difference of percentages is signifi-

cant. There was a significantly larger proportion of those who

82

 

 

 

 

 

 

 

 

 

 

 

 

88.9 88.9
R R
e e
m m
a a
i i
n n
e e
d d
.17
L
e
3806 f
t
L
e
f
t
Credi‘s in re 1 s 11
Technical Professional
Agriculture Courses
Courses
Ham 5

PERCENTAGE OF TEACHERS HAVING CREDITS AT MICHIGAN STATE
COLLEGE II TICHIICAI- ABRICULTURI AND IN PROHSSIONAL
COURSES 3110!!) TH! BACHELOR'S DICE]!

83
mm xx

NUMBER or rmcms or vocln 101m. nenxcmm wao was
cmms m Paorrssxomu. coussns smcn RECEIVING was
mommy: 13mm '

Teachers who left Teachers who remained

   

 

 

 

 

Credits fiber W cent Fumber fir cent
0 39 50.0 3 11.1
1 .. 5 29 37.2 5 18.5
G " 10 h 501 6 22o}
11 -.15 h 5.1 N 1h.8
21 - 25 0 1 3.7
26 - 3e 0 e
31 - o 1 3.7
36 - a?) o 3 11.1
1 - over 1 1.3 2 7.“
Totals 78 100.0 27 100.0

Difference of per cent having one or more credits is significant.
Difference of per cent haring eleven or more credits is signifi-
cant. ~

remained who had eleven or more professional credits than of

those who left.

3. High «school teaching situation
The average annual salary of teachers who left and of
those who remained is shown in Table XXI and in Figure 6. Only
one teacher who remained began teaching in the school year
1936-37 and only one of those who left did so during 19h7-h8:
therefore, the years 1936-37. 19h7-h8 and 19h8-h9 have been

omitted from.Table XII. The significance of the difference of

Sh
TABLE III

AVERAGE ANNUAL SALARY 0F TEACHERS OF VOCATIONAL AGRICULTURE,
III TEARS
W
Teachers who left Teachers who remained

 

1'” Av. Salary td. Error No. Av'.‘ 's.18'17"'§ta. Err '63-" No.
of mean of mean

1937-38 1865.00 19.37 20 1778.87 h8.29 7
1938-39 1860.26 13. 7 38 1830.00 35.89 9
1939-h0 1892.11 18.ho 57 1893.75 32.91 16
1990-h1 1896.15 12.88 62 19.6.67 23.87 27
19n1-h2 202h.51 19.h6 hS 199h.nh 29.91 27
19h2-h3 2150.00 3u.67 32 2138.h6 3h.80 2

19u3—hu 2530.00 u6.17 26 2h59.17 51.50 2

19un-h5 2718.h2 79.h1 19 2759.35 56.39 23
19u5-96 3111.5h 66.29 13 3063.68 ‘73.82 22
19h6-h7 3216.67 150.67 5 3020.00 69.30 26

 

Difference of means is not significant for any year.

the means was computed for each year and none was found to be
significant.

On page 12. it was explained that a teacherqyear is one
teacher teaching one year. and that the total teacher-years can
be compumed by totaling all of the years taught by all of the
teachers in any group. It was found that of the teachers who
left. 63 or 18.9 per cent of the teacherayears were spent in
programs with less than 60 per cent of the time on vocational
agriculture. For the teachers who remained. 32 or 12.3 per cent
of the teacherqyears were spent on programs in which less than 50

per cent of the time was given to programs of vocational agri-

culture. The difference of the two percentages is significant.

Salary 85
3200

 

3000
2800
2600
2h00
2200
2000
I
’ Key:
Teachers who left
Teachers who remained - - - -
1800 ., ’
.2. I
I
I
1600
3'6 3'8 110 52 Au 9'6
Years
FIGURE 6

SALARIES OF TEACHERS OF VOCATIONAL AGRICULTURE BY YEARS

86
This difference indicates that there was a significantly greater
amount of time devoted to vocational agriculture in the programs
of teachers who remained than of those who left. It appears that
there is an association between the percentage of time devoted to
vocational agriculture and the tendency of teachers to remain in
the profession of teaching vocational agriculture.

Enrollment in alleday classes in vocational agriculture
taught by the teachers included in this study. may have been a
factor in their decision to remain in or to leave the field of
teaching vocational agriculture. The data were analyzed for the
purpose of determining if an association existed between low
enrollment in classes taught by teachers of vocational agriculture
and the tendency to leave the profession.

Table XXII shows the various sizes of enrollments. by
years for teachers who left. Similarly, enrollments in classes
taught by teachers who remained are shown in Table XXIII. .A
graph of the mean enrollment by years for each group is shown in
rigure 7. The mean difference in enrollment by years in classes
taught by those who left and those who remained is very slight
and is not statistically significant.

The data were further analyzed to determine the total
teacherqyears in which enrollment in all-day classes was below
thirty pupils. These data are shown in Table x2117. The data

indicate that. for the teachers who left. hh.5 per cent of teacher-

 

 

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89

Enrollment
45
Key:
Enrollment of teachers who remained ,4
Enrollment of teachers who left ------ I \

 

.36 58 he 'uz ‘In '85

Years
IIGURE 7

MEAN ENROLLMENT IN ALL-DAY CLASSES OF VOCATIONAL AGRICULTURE
BY YEARS

TABLE HIV

NOW AND PER GRIT OF TEACHER—YEARS IN WHICH ENKDLIJQIIT IN
ALL-DA! CLASSES WAS BELOV THIRTY PUPILS

 

fl!

Eeachers who left Teachers who remained

Number of teacher-
years in which en-
rollment was below
thirty pupils 153 83

Per cent of teacher-
years with enroll—
ments below thirty

PW 119 Mo 5 31 ' 3
i‘otel t eacher-years 332 259

 

Difference of percentage is significant.

years were spent in programs with fewer than thirty pupils.
l'or the teachers who remained. 31.3 per cent of teacher-years
were spent in programs with fewer than thirty pupils. The
difference of these percentages is significant. indicating that
there is an association between the tendency of teachers to
leave and enrollmmts of less than thirty pupils in all-day
classes.

A further analysis of these late was made to determine
the significance of the‘difference of percentage of teacher-
years spent by teachers who left and by those who remained. in
programs with more than fifty pupils. Figure 8 shows that 5.8

per out of teacher-years were spent by teachers who left in

91

 

 

Left bh.5

 

 

Remained 31.3

 

 

Less than 30 pupils

Left
5.8

Remained 17.8

 

 

 

 

Pifty or more pupils
FIGURE 8

PERCENTAGE OF TEACHER-YEARS SPENT IN PROGRAMS OF LESS THAN
THIRTY PUPILS AND 07 MORE THAN FIFTY PUPILS

92
programs with fifty pupils or more. Of the teachers who remained
17.8 per cent of teacher-years were spent in programs with
fifty or more pupils. The difference of these percentages is
significant. For the teachers in this study. a greater propor-
tion of the teacher-years of the teachers who remained were
spent in programs with more than fifty pupils than of those who
left.

The number of teachers who had one. two, three. or four
classes in vocational agriculture is shown in Table 11V. I'he
percentage represented by programs of one or two classes was
determined for the two groups of teachers.

The per cent of programs taught by teachers who left
which had less than three ell-day classes was 78.1. while a
similar percmtage for teachers who remained was 70.0. This
difference of percentage is significant.

Since the school year 1917-18, when reimbursanent to
schools for programs of vocational agriculture under the Smith-
Radios Act was first paid in Michigan.88 it has been custemry

to prorate the time of the teacher of vocational agriculture bo-

 

88““. Board of Control for Vocational Education. First
Game _t_h_e_ Farms: Histeg _o_f_ Vocational £16111th Education
in fiichiggn, {State Board of Control for Vocational Education.
filletin 289. Lansing. Michigan: State Board of Control for
Vocational Education. 191th). p. 15.

 

93
mm

NUMBER OF TEACHERS AND WEIR OI‘ ALL-DAY CLASSES TAWRI‘
IN THE PROGRAM OF VOCATIONAL AGRICULTURE, 3! YEARS

W

 

 

 

 

 

 

Teachers who left Teachers who renained
Year Number .33 classes Number of classes
1 2 3 1+ total 1 2 3 W 5 total

1936-37 2 6 3 11 1 1
1937-38 17 3 20 3 h 7
1938-39 30 8 38 8 1 9
1939-140 1 1+3 13” 57 15 1 16
1910-141 1+ 19 9 62 3 20 u 27
19111-112 7 35 6 he 1 23 3 27
1912-143 1 27 u 32 22 2 1 2
1915-141; 15 5 3 26 is 6 2
191114-115 13 3 3 19 2 11+ 5 2 23
19145-116 7 3 3 13 1 5 2 2?-
19u6-h7 l4 1 5 1 9 3 26
1910-148 1 1 1o 13 3 26
1948—119 13 11 2 1 27
Totele 13 216 61 12 332 6 175 65 13 1 260
Per cent below

three classes 78.1 70.0

Difference of percentage is significant.

tween programs of vocational agriculture and some other high-
school program of a non-vocational nature such as the teaching
of science or industrial arts.

It was. therefore. desirable to determine the number of
non-vocational classes taught by teachers who left as compared
with teachers who remained. Table m1 shows the number of
teachers who had one, two. three, four, or five non-vocational
classes-by years. The significance of the difference of means
was computed for each of the years. and none was found to bo

sigiificant.

9h

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95
Table IXVII shows the number of teacherfiyears spent in

programs of less than two non-vocational classes by the two
groups of teachers. The Table indicates that for the teachers
who left. 31.6 per cent of the teachereyears were spent in
programs with less than two non-vocational classes. For the
teachers who remained, “5.8 per cent of the teacherqyears were
spent in programs with less than two non-vocational classes.
The difference of these percentages is significant.

A.comparison of Tables XXVI and IIVII shows that while

TAJLIJIXVII

NUMDIR OF TEACHERATIARS VTTH LESS THAN TWO NON-VOCATIONAL
CLASSES

 

 

Teachers who left Teachers who remained

_._._.._ .4._._.

Total teacher—years 332 250

Number of teacher-
years with less

than two non-

vocational classes 105 119
Per cent with less

than two non-

vocational classes 31.5 ”5.8

 

The difference of percentage is significant.

96
there is no significant difference between the two groups of
teachers in mean number of non-vocational classes in any
year. when the teacher-years are totaled and the proportion of
teacherqyears which were spent in programs with less than two
nonavocational classes are compared for the two groups. the
teachers who left are found to have had a significantly larger
number of non-vocational classes.

Figure 9 provides a grep hic comparison of data from
Tables XXVI and XXVII. It compares the per cent of teacher-
years of those who left and those who remained. which*wero
spent in programs of less than three vocational classes and in
programs of less than two non-vocational classes. These data
support the data of pages 8h—86. where it was found that the
teachers who left spent a significantly smaller percentage of
their time on vocational agriculture than did these who remained.

Table IZVIII and figure 10 show the number of teachers
and the teacher-years represented by members of the two groups
who had various numbers of youngufarmer classes. For example.
note that for the teachers who left. 65 teachers. representing
260 teacherqyears. had no young farmer classes; and for the
teachers who remained. fifteen teachers. representing 137
teacherqyears. had no youngafarmer classes.

The per cent of teacherqyears in which.there were no

young-farmer classes is 78.3 for those who left and 52.7 for

97

 

 

 

 

 

 

 

 

 

 

 

 

78. 1
70. O
L R
o e
f m
t a £508
if.
n B
o e
d m
31. 6 I»
i
L a
e o
f d
t
Less than Lees
Three Voca- Two Non-Voca-
tional tional
Classes Classes

noun 9

CQCPARISON 01' PER CENT OI TEACHER-YEARS SPENT IN

PROGRAMS 0? LESS THAN THREE VOCATIONAL CLASSES

AND IN PRMRAMS OF LESS THAN THO NON-VOCATIONAL

GLASSES BY TEACHERS WHO LIFT AND THOSE WHO
REMAINED

98
TABLE EVIII

mass or rouse—rm cmssns AND menu or reassess AND
amass—mas mvomrm)

 

 

 

Wm:

 

 

 

 

 

 

Number of Teachers who left Teachers who remained
classes fiber of Number of fiber of Number of
teachers teacher- teachers teacher-
years years
a 65 260 15 137
1 6 as 6 63
2 3 15 3 32
3 3 21 2 19
h 1 s 1 9
5
Totals 78 332 27 260

 

Per cent of teacher-
years with zero number
of classes 78.3 52.7

The difference of percentage is significant.

those who remained. This difference of percentages is signifi-
cant. The teachers who left taught young-farmer classes in a
smaller percentage of all the years in which they taught than
did those who remained.

In a similar manner. Table XXIX and Figure 11 show the
number of teachers and the teacher-years represented by those
who had adult-farmer classes ranging from none to sixteen in
number. Of the teacher-years_g.:represented by the teachers
who left. 31.0 per cent included no“ adult-farmer classes. and

MG per cent of the teacher-years represented by those who

99
TABLE nix

TOTAL NUMBER OF ADUDTAEARMER.CLASSES AND NUMBER OF TEACHERS
AND TEACHER4IEARS INVOLVED

 

===============£:______:: ...

 

 

 

 

 

 

Number .f Teachers who left :ggachers who remained

classes Number of Number of Number of Number of
teachers teacher- teachers teacher-

years years

0 33 103 l 12

1 19 73 1 6

2 9 Mo 8 7h

(3 8 1+6 6 61

2 15 l 10

5 2 16 3 23

6 2 12 2 20

7 1 9 2 2h

8 1 8 l 12

9 1 10 O O

10 O O 1 9

16 o o 1 9

Totals 78 332 27 260

 

Number of teacher-
years with no adult
classes 103 12

Per cent of teacher-
yoars with no adult
classes 31.0 h.6

The difference of percentage is significant.

remained included no adult-farmer classes. This difference of
percentages is significant. A.smaller proportion of the teacher-
years represented by teachers who left included teaching of

one or more adult-farmer classes in their programs than was

true for the teachers who remained.

100

 

Left 780 3

 

 

Bemained. 52. 7

 

 

FIGURE 10

PERCENTAGE OF TEACHERS WHO HAD NO YOUNG-FARMER CLASSES

 

Left 31.“

ffj (Remained)

PERCENTAGE OF TEACHERS WHO HAD HO ADULT-FARMER CLNSSES

 

 

 

FIGURE 11

101

The achievement of high' school students of vocational
agriculture who merit the rank of State Farmer is an indication
of successful teaching by the teacher of vocational agriculture.
It was felt that the satisfaction which a teacher of voca-
tional agriculture enjoys as a result of some of his students
being awarded the degree of State Farmer might be a factor in
. his decision to remain in teaching, or conversely. that the
lack of satisfaction due to failure to develop successful State
Farmer candidates might cause some to decide to leave the
field of teaching vocational agriculture.

Table xxx.shows the number of teachers and number of
State Farmers developed in different threeqyear periods of the
teachers' careers. Threeqyear periods were chosen for three
reasons. (1) All of the State Farmers elected from the group
taught iy teachers who left were developed in the first nine
years of teaching. For the teachers who remained, the State
Farmers who were elected were spread over twelve years of
teaching. These numbers made analysis by three year periods
convenient. (2) The grouping into three-year periods was also
used so that each group would contain reasonably large numbers.
of teachers and of State Farmer elections. (3) Threeayear
periods are short enough to allow possible differences in the
two groups of teachers to be shown.

During the first three years of teaching experience.

102
TABLEJXXX

NUMBER OF STATE FARMERS ELECTED IN RELATION TO YEARS OF
TEACHING EXPERIENCE

 

 

 

 

 

 

 

W AT:

T f Egachers who left. Teachers who remained

16a” ° :“Ch‘ Number of Per cent Number of Per cent

ng erper once State of teach- State of teachp

Farmers are having Farmers ers having

State State
Farmers Farmers

First three years 29 29.5 17 33-3

Second three years 30 27.0 h} 59.3

Third three yeare 37 52.3 61 59.3

 

Difference of percentage in first three years not
significant.

'Difference of percentage in second three years is sig-
nificant.

Difference of percentage in third three years is not
significant.

there was no significant difference in the percentage of
teachers who had successful candidates between those who left
and those who remained. Neither was there any difference te-
tween the two groups of teachers in the development of success-
ful State Farmer candidates during the third three years of
experience. In the second three years of experience. 27.0

per cent of the teachers who left had successful State Farmer
candidates and 59.3 per cent of those who remained had success-
ful State Farmer candidates. This difference of percentage is
statistically significant. A comparison of the number of

State Farmers 1y years is shown in Figure 12.

105

Per cent

60

#0

 

O I
11 5 '5 '7 9

Years of teaching

Key:
Teachers who left
Teachers who remained ------

FIGURE 12

PERCENTAGE OF TEACHERS WHO HAD STATE FARMERS BY YEARS OF TEACHING
EXPERIENCE

106

The reader will recognize that in each of the threeqyear
periods studied. a larger percentage of the teachers who re-
mained had State Farmers elected even though the size of the
difference in two of the periods is not statistically signifi-
cent.

The tenure of a teacher in a school may he a factor in
his decision to remain in or to leave the field of teaching
vocational agriculture. If teachers have short tenures. they
may find it desirable to enter some other occupation. A.com-
parison of the tenures in the first positions as a teacher of
vocational agriculture is shown in Table 1111. While the dif-
ference of percentage is not statistically significant. it is
interesting to note that h3.6 per cent of the teachers who left
remained in their first position as teacher of vocational
agriculture only one or two years as compared with 29.7 per
cent of those who remained in teaching of vocational agri-
culture.

Teachere wore asked to state their reasons for leaving
their first position as teacher of vocational agriculture.

The reasons given are summarized in Table XXIII. which shows
the percentage of teachers listing each item as their reason
for leaving their first position as teacher of vocational agri-
culture. lono of the differences of percentage is significant.

It is interesting to note that more of the teachers who

107
rm: m1

NUMBER AND PER CENT OF TEACHERS AND YEARS TAIBHT IE FIRST
SCHOOL

 
 

     
   

_. — - .... - - .. .- -_ ~¢ «...—o — -___. -— *._.- ”m-..” v

Teachers who lef_t_ Teachers who remained
Number of Per cent Rumber of Per cent
teachers of teachers teachers of teachers

 

 

Years in
first school

H

 

1 .. 2 3h 143.6 s 29.7
3 " ’4 30 38.” ’4 11kg
5 - 5 6 7.7 7 25.9
7 'l' 8 6 7o? 2 7e“
9 - 1o 1 1.3 5 18.5
1 " 12 1 1.3 1 307
Totals 78 100.0 27 100.0

Difference of percentage of those leaving their first
position after 1 - 2 years is not significant.

TABLE HIII

REASONS GIVEN DY TEACHERS OF VOCATIONAL AGRICULTURE
FOR LEAVING THEIR rmsr DEW

 

 

 

W
Reasons for Leechers who lo_f_t Teachers who: remained
leaving Number Per cent Number For cont
Administration 9 12.5 2 7.1}
saw in 19.5 7 25.9
Interest in business

or industry 3 11.2 0
Graduate work 3 11.2 0
Military service 9 12.5 1 3.7
Location in the state 7 9.7 5 18.5
Farm 7 9.7 0
Opportmity to advance.
p.31t10n. .tCQ 7 9.01 )4 114.8
Government service.

Farm Security. Soil

Conservation. h-

tension. etc. 8 11.1 0
Miscellaneous 5 6.9 1 3.7
Still in same position 0 7 26.0___
Totals 72 100.0 27 100.0__

 

None of the differences of percmtage is significant.

108
left teaching of vocational agriculture left their first
position because of misunderstanding with administrators of
the school. On the other hand. a larger percentage of the
teachers who remained. left their first school for better sal-
ary. for better location in the state. or because they thought
the change of schools represented a professional advancement.

Other reasons for leaving’the first position as teacher
of vocational agriculture which were given by teachers who left.
included such items as. llto enter graduate work.' “interest in
business or industry.’ “to enter government service." (such as
Farmers' Home Administration. Soil Conservation Service. etc.).
or 'to enter farming.‘ These represent reasons for leaving
the profession as well as reasons for leaving the first posi-
tion. They are similar in many respects to replies received by
other research workers as to why teachers left the profession.

Table 111111 and Figure 13. showing the data concerning
reasons teachers gave for leaving their first positions. are
the same as Table XXXII except that those who left the pro-
fession have been excluded and those who were still teaching
in the first school position were also excluded from.the data.
Percentages were computed for those remaining.

Attention is called to the fact that more of the teachers
who later left the profession. left their first position be-

cause of the administration of the school and because of mili-

109
TABLE xxx111

REASONS FOR LEAVING THEIR FIRST TEACHING POSITION IN VOCATIONAL
AGRICULTURE AS MORTED BY THE TEACHERS WHO HELD MORE THAN ONE

 

 

 

 

-POSITION
Tcgachers who lefi Teachers who remaiped
3933.3 ' Numb or Per cent Number Per cent
Administration a . 17.6 a 10.0
Salary 1 27.6 7 35.0
Military 9 17.6 1 5.0
Decation in the state 7 13.7 a 25.0
Opportunity to advance 7 13.7 20.0
Miscellaneous 5 9.8 1 5.0

 

None of the differences of percmtage is simificant.

tary service. On the other hand. more of the teachers who re-
mained. left their first positions to secure better salary.
for better location. or for opportunity to advance.

Teachers were asked to express their opinions regarding
their own program of vocational agriculture under the following
headings: pupils made good use of their time. pupils were
interested in classroom work. pupils were interested in super-
vised farming. pupils were interested in Future Farmer work.
the department ranked well with the t eachers. the department
ranked well in the school. and the department ranked well with
the school administrators. They were asked to indicate their
opinions by ranking their own department as 'good.' “medium.“

. or "poor.“ Table mm shows the number and per cent ranking

llO

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112
each item either “good.“ “medium." or "poor.” The total number
of replies ranked "good“ was computed separately for the two
groups of teachers. For the teachers who left. 61.0 per cent of
all the replies were ”good.” while 714.1 per cent of all the
replies of the teachers who remined ranked the items “good.'
Figure 1’4 illustrates these differences graphically. The dif-
ference of percentage is significant. It is of interest to
note that none of the teachers who remained ranked any item

'poer."

msors GIVEN 33 “some 1011 LEAVING 913 mummo 21 pg 11p.

 

FESION 9}; TEACHING VOCATIONAL AGRICULTURE

In this study the writer listed the reasons given by
teachers for leaving or for remaining in the profession of
teaching vocational agriculture. Teachers were asked to check
this list indicating whether the item was a "mjor factor.“
a 'minor factor." or "had no bearing" on their decision to
leave. or to remain in. the field. Both gromps of teachers
were asked to check the same list so that comparisons could be
made between the two groups for their reaction to any item in
the list. For example. was interest in teaching a “major factor.'
a "minor factor.“ or did it have 'no bearing“ on a decision to
rennin in teaching vocational agriculture? Did some teachers

consider "opportunity“ a major factor in a docis ion to leave.

113

 

 

 

 

 

 

 

 

 

 

my
61.0
; ;.U
I
25.9
N
h.0
Good Mod- Poor Good Med-
ium ium
Teachers who left Teachers who remained
FIGURE 1h

PERCENTAGE OF TEACHERS RANKING THEIR OWN PROGRAMS GOOD.
HEDIUM. OR POOR

11h

while others considered it a major factor in a decision to
remain in teaching?

Table mv shows the percentage of teachers who ranked
each item as a major factor or a minor factor or as having no
bearing on their decisions. The difference of per cent of teachers
listing the item as a maJor factor was computed and those which
were significantly different are indicated in Table XXXVI.

Comparisons may be made between the replies of the two
groups of teachers. For example. 11.8 per cent of the teachers
who left checked interest in teaching as a major factor in their
decision to leave while 88.9 per cent of those who reminod
indicated that this item was a under factor in their decision to
rennin.

A larger percentage of those who remained. than of those
who left. indicated salary as a major factor in helping them to
reach a decision. Security. summer work. e. twelve month Job.
outdoor work. accomplishment of pupils. cooperation of pupils.
social prestige. and family preference all loomed large as
factors influencing those who renained in reaching their de-
cision as compared with those who left.

Some of the above findings are partially supported by
findings of other workers. Robles states that teachers of

vocational agriculture who remain in teaching have outstanding

115

 

 

 

 

 

 

 

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116
mm mm:
won mms WHICH HAD A SIGNIFICANT nmmcr or Panoramas

ASSOC LATED WITH DEDISIOIIS 0F TEACHERS TO REMAIN IN OR TO
LEAVE TEACHING OF VOCATIONAL AGRICULTURE

 

m
Teachers who left Teachers who remined

for cent listing Per cent listing
item as major factor item as major factor

 

 

 

Interest in teaching 11.8 88.9
Project supervision 1.3 55.6
Security 36.8 81.5
Sumner work 1.3 66.7
Accomplishment of

pupils 11.0 66.7
Social prestige 1.3 37.0
Cooperation of pupils 1+.0 63.0
Teachers meetings 1.3 11.1
Family preference 6.7 28.6
Twelve month Job 14.0 85.2
Outdoor work 13.2 85.2

 

Difference of percentage is significant in each case.

professional traits which probably are reflected. in this study.

by the responses concerning accomplishment and cooperation of

pupils.89

Robinson found such items as attractive profession. love
of teaching or of children. financial response. and family

influence affecting the choice of teaching as a career for those

he studied.90

 

8992. £33. Robles. p. 209.

90%. 33;. Robinson. p. 31-32,

117
Studios in which factors of summer work. outdoor work.
twelve month Job. were listed as reasons for remaining in teach-

ing have not been found.

{ARTICIPATIOE _IE COM-{UNITY AND SERVICE CLUBS

 

 

Table IXXVII shows the number of teachers in the two
groups who were members of community or service clubs. Reports
indicated that some teachers were members of more than one club.
while many were non-members. For the teachers who left. 38 in-
dividuals held M3 memberships. while 22 of the teachers still

teaching held 32 memberships. The chi-square test for the sig-

TAILE XXXVII

MEMBERSHIP OF TEACHERS II VOCATIONAL AGRICULTURE IN
COMMUNITY‘AND SERVICE CLURS

Tgachers who left Teachers who remained

 

 

 

 

 

Organization Number who were Number who were
mmmbers members

Chamber of Commerce 7 7
Exchange 2 0
Kiwanis 2 2
Lions 1“ 9
Rotary 5 6
Miscellaneous 13 8
Total memberships M3 32
Total teachers who

were members 33 22
‘gptal non-members _31 £1
Total Reporting ‘69 25

 

Difference in number who were members and non-members
‘ is significant.

118
nificance of the difference in the numbers of the two groups who
were members and non-members. shows that the difference is sig-
nificant and that the teachers who remained in teaching of
vocational agriculture were more likely to belong to service

clubs than were the teachers who left.

INTEREST _I_N_ ANOTHER BUSINESS _o_g PROFESSION WHILE TEACHING

 

 

ECATIONAL AGRICULTURE

 

Table XXXVIII shows the number and per cent of teachers
in the two groups who had ownership in or who participated in
another business or profession while teaching vocational agri-
culture. Tho Table shows that the teachers who left had far
less ownership or participation in outside business or profes-
sional activities while they were teaching vocational agriculture
than did the teachers who remained. Of the teachers who left.
35.1 per cent had other business or professional work while
teaching and 92.6 per cent of the teachers who remained had
outside business or professional activities. The difference of
these two percentages is statistically significant.

Comparisons may be made between the teachers who left and
those who remained regarding specific items in Table XXXVIII.

Of the teachers who left. 15.6 per cent were non-operating farm
owners as compared.with 18.5 per cent of those who remained. .A

much greater variation appears in a comparison of the two groups

TABLE XXXVIII

119

'INTEREST IN ANOTHER.BUSINESS 0R.PROFESSION WHILE TEACHING
VOCATIONAL AGRICULTURE

 

 

Teachers who left

_-
T

Teachers who remained

 

 

 

 

Business or Unmber who for cent Number who Per cent
Profession had other who had had other who had
business other bus- business 0 other bus-
or profes- iness or or profes- iness or
sion profession sion profession
Owner (not opera-
ting)of a farm 12 15.6 5 18.5
Operator of a farm 3 3.9 5 18.5
Business related to
agriculture 2 2.6 h lh.S
Business not related
to agriculture 1 1.3 h 1h.8
Profession 3 3-9 0
Ron-Teaching Job 6 7.8 7 26.0
Ho other work 50 6‘4. 9 2 7.14
Totals 77 100.0 27 100.0
Per cent having
other work 35.1 92.6

Difference of per-
centage is significant.

in regard to farm operation.

Of those who left. 3.9 per cent were

farm operators. while 18.5 per cent of those who remained were

farm operators.

Similarily. the teachers who left showed a much smaller

percentage who were interested in business. either related or not

120
related to agriculture, as compared with the business interests
of teachers who remained. A total of 3.9 per cent of teachers
who left were interested in business, including that related to
agriculture and that which was not related to agriculture,
while 29.6 per cent of the teachers who remained had such
interests.

Interest in another profession was reported by 3.9 per
cent of teachers who left. ”Income tax expert.“ and other
similar items were listed by the individuals represented in
this percentage. None of the teachers who remained listed
interests under this heading.

Non-teaching Jets while teaching vocational agriculture
were reported by 7.8 per cent of the teachers who left and
1y 26.0 per cent of those who remained. Such Jets as “Saturday
work in a grocery store,“ “work evenings in a hamiurger stand.“
l'dairy inspector for the city.“ "city health inspector.I and
other similar Jobs were reported under this heading.

It appears that the teachers who remained were either
required to seek outside employment of some sort to supple-
ment their incomes or that the teaching of vocational agricul-
ture was not a full time Job: therefore. the teacher found
outside employment to capitalize on his surplus time and energy.

I It is possible that the outside work of the teacher

was a factor in his remaining in teaching of vocational agri-

121
culture. For example. a teacher who acquired a commercial
business or farm. or one who had a supplementary Job while
teaching and thereby was securing a satisfactory income. would
be reluctant to change occupation because of the loss of a.por-
tion of his income. The writer. personally. is acquainted with
individual teachers of vocational agriculture who have decided
not to change positions as teachers of vocational agriculture
because they would lose the income from testing'water and milk
for the city health authorities in the city in which they are

employed.

OCCUPATIONS mm rmcsnm 9g moss Egg LEFT TEACHING 9g

 

VOCATIONAL AGRICUDTURB

The first. second. and third positions of teachers who
left and the number and per cent engaged in each of these
occupations is shown in Table XXXIX. note that nearly one-
fourth of the first positions were in various branches of the
United States Department of Agriculture and that slightly over
one-fifth.were in college teaching. extension work. ME Glut
work. or graduate study at college. Farming accounts for
approximately another one-fifth of first positions of those
who left. Another first position for 15.h per cent was
military service. There were two individuals in miscellaneous

activities and one in other school work.

TABLE XXXIX

FIRST. SECOND. AND THIRD POSITIONS OF THOSE WHO LEFT THE

FIELD OF THICHING VOCATIONAL AGRICULTURE

122

 

 

 

 

Kind of position

First position

 

Secondjcosition Thirdpesition

 

Number Per cent Number Per cent Number Per cent

 

U. 8. Department of

 

Agriculture 19 21!. 14 2 1t. 2 1+ 23. 6
College extension.

us club. teaching.

graduate work 17 21.3 12 25.0 6 35.3
Other public school

work I 1,- 1.2 1.; ‘2.0 o
Farming 16 20 . 5 6 12. 5 2 ll .7
business and industry 11 1h.1 12 25.0 2 11.7
military 12 153+ 7 111.6: 0
Miscellaneous 2 2.6 8 16.7 3 17.7
Totals 78 100.0 us 100.0 17 100.0

 

The twelve persons. 15.34 per cent. whose first positions
were in military service may be included in some other work: under
the heading of second position in Table mm. For example. a teacher
who left the teaching of vocational agriculture to enter military
service may have gone into farming. may have entered the graduate
school at college. or may have entered some other field of work
upon discharge from military service.

Some of the teachers who left seem to have drifted from
one occupation to another quite frequently. Table XXIII shows
the number who were in first. second. and third positions after
leaving teaching of vocational agriculture. The Table shows

that seventeen. or 21.8 per cent of the 78 teachers who left

123
had at least three occupations. No attempt was made to follow
the Job changes beyond the third Job. except to determine the
present position of teachers who left.

Table IL shows a breakdown of positions occupied by
teachers who left as of approximately June 30. l9h9. The break-
down of items in this Table is somewhat more detailed than the'
items in Table XXIII. so that the kinds of positions occupied

TABLIJZL

POSITIONS or momma oneness or VOCATIONAL AGRICULTURE
AS or JUN] 30. 19119

W

 

Position Number Per cent
farming 18 23.0
County agent and RH club '
Soil conservation and

Farmers' Home Administration 11 lh.1
Agricultural college and

Extension Specialist 6 7.7
Other school verb: 7 9.0
Other agricultural work 1 1.3
Commercial and coOperatives 1H 17.9
Military 2 2.6
Miscellaneous non-agri-

C'Ultur. 7 9.0
m.“ 2 2e6

 

Totals 78 100.0

 

121+
by teachers after leaving teaching of vocational agriculture
can be adequately shown.

In the present study. as in many others. the data show
that teachers have been able to capitalize on their past
training and experience to a reasonably high degree in their
new occupations. Table XLI shows that 89.5 per cent of the
teachers who left are engaged in work of an agricultural nature
and that the work of h7.h per cent involves some form of educa-
tional work. Of those who left. 10.5 per cent are engaged in
non-agricultural work and 52.6 per cent are in non-educational

work.

m M 93 TEACHERS 93!: VOCATIONAL AGRICULTURE

The analysis of data in this chapter has revealed that
there are certain significant differences between the group of
teachers who left and those who remained in teaching vocational
agriculture. A partial list of these differences is as follows:

1. Professional credits earned after graduation from
Michigan State College with the Bachelor's Degree.

2. Technical credits earned after graduation from
Michigan State College with the Bachelor's Degree.'

3. Per cent of teachereyears with less than 60 per
cent of time on vocational agriculture.

h. Per cent of teachereyears in which enrollment in all-

day classes was below 30 pupils.

125

TAILE‘XLI

TYPES OF WORK BEINGIPERFORMED BY FORMER TEACHERS OF VOCATIONAL

AGRICULTURE AS OF JUNE 30, 1919

 

 

 

 

 

1‘
Number en wed Per cent e ed
:1! f 1C 336 11635
ype o war in the work in the work

Agricultural work 68 89.5
Non-agricultural work 8 10.5

Total 76 100.0
Educational work (con-

sidered as public

school work. exten-

sions work. ME club

work, college teach-

ing. n.o.r.o. 36 um;
Ion-educational work "0 52.6

Total 76 100.0

5. Per cent of teacher-years in which enrollment in

all-day classes was above 50 pupils.

6.

7.
8.

9.

Number of teachers who taught non-vocational classes.
The number of young-farmer classes taught.
The number of adult-farmer classes taught.

The number of State Farmers in the second three

years of teaching vocational agriculture.

With these factors in mind. graphs have been drawn

showing the changes that occur which represent the evidences

of growth of the teachers who left and the evidences of growth

of the teachers who remained. These patterns may he used as a

means of comcariig the evidence of growth of an individual

0
teacher with a grout of teachers.” The patterns which have
been constructed include; salary of teachers by years, enroll-
ment in all-day classes, per cent of time on vocational arri—
culture, number of State Farmers, and nunler of young-farmer
and adult—farmer classes taught by years.

If teacher-educators, supervisors, and others are to
work with teachers in-service, on programs which will result
in the growth of teachers, means must be found for recording
the rate and quality of growth, and for presenting a picture
of growth which will be useful to the teacher and helpful to
the teacher-educators and supervisors in further assisting the
teacher.

Graphs have been constructed for two of the teachers in

this study for the purnose of presenting one suggestion for

solaying elements in

rJo

meeting the problem of recording and d
the growth of teachers on the following items, which it
is assumed are itens indicative of the growth of teachers
in-service: (See Figures 15 and 16 on pages 128 and 129.)

1. Salary hy years.

2. Enrollment in all—day classes by years.

3. Per cent of time spent on vocational agriculture by

years.

 

91 See Figures 17 to 26 in the appendix.

127

h. Number of State Farmers by years.

5. Number of young-farmer and adult-farmer classes by
years.

The graphs of the individual teachers, Figures 15 and 16.
show that one teacher. Number 7. Figure 16. received rather
rapid increases in salary. However. these increases were not
out of line with the salary pattern of the years in which he
was teaching. as shown by Figure 1'] in the Appendix. Outstanding
in his record. as shown by the graphs. are increases in enroll-
ment, number of State Farmers. and per cent of time spent on
the program of vocational agriculture.

The second teacher. Number 77. received some increases
in salary as shown by Figure 15. However. the increases were
not at a rate comparable with the pattern shown in Figure 17
in the Appendix. Other revealing factors. indicating lack of
growth on the part of the teacher, are decreases in enrollment
in the two schools in which this teacher held positions. and
the fact that he had no State Farmers in the five years he

taught vocational agriculture.

3000

2600

2200

1800

Salary

 

 

l
uztmué

Years

no

Enrollment in all-day
classes

‘45-

35.

25
15

 

1 3 5 7

Years of teaching

I

FIGURE 15

128

Per cent of time on
vocational agri-
culture

so,

so‘

 

J

1"3'5 '7

Years of teaching

#0

 

EVIDENCES 0? GROWTH OF TEACHER NUMBER SEVENTY-SEVEN

Salary

3000 _

2600 ,

2200 _

 

1800 .

 

39 L1 ha 45

 

 

129

Enrollment in all-day
classes

85

75,
65-
55_

“5

p

 

354

 

l t u u . ~——

1 3 5 7 9

 

 

Years Years of teaching

Peratent of time on Number of State Farmers

voc ional agriculture

L 5 _

95 _

85 - 3 -

75 _

65: I I "r——- 1‘ , , ,
1 3 5 7 1 3 5 7
Years of teaching Years of teaching

FIGURE 16

IVIDBNCES OF GROWTH OF TEACHER NUMBER SEVEN

CRAPTER.VI
SUMMARY

Chapters four and five present data of the present study
and provide explanations as to treatment of the data tOgether
with interpretation of the evidence. This chapter will summarize

the major findings of chapters four and five.

HIGH-SCHOOL COURSES AND UNITS 92 WORK SUBMITTED FOR.ADMISSION

 

 

39 MICHIGAN sum 903mg

 

None of the differences of percentage computed for this
section proved to be statistically significant. Eowover. the
following are called to the attention of the reader as important
in indicating trends.

All of the teachers included in this study suhmitted
high—school credits in English, mathematics. science. and
social science for admission to college.

0f the teachers who remained, 7N.l per cent presented
units in agriculture, 33.3 per cent presented units in industrial
arts. and 77.8 per cent presented units in miscellaneous sub-
Jocts such as Journalism and commercial. 0f the teachers who
left. 66.2 per cent presented units in agriculture, 2h.7 per
cent presented units in industrial arts and 68.8 per cent
presented units in miscellaneous subjects.

Of the teachers who remained. 81.5 per cent presented

131
three or more units in social science. and 37.0 per cent
presented three or more units in agriculture. Of those who
left. 70.1 per cent presented three or more units in social
science and 26.0 per cent presented three or more units in
agriculture. Of the teachers who left. 60.0 per cent presented
three or more units in science as compared with hh.h per cent

of those who remained.

FIRST INSTITUTION ENTERED AFTER GRADUATION FROM HIGH.SCROOL

 

 

The differences of percentages which were computed and
which are summarized under this heading were not statistically
significant. They indicate a trend which is called to the
attention of the reader in the following statements.

Michigan State Collegewas the first institution entered
after graduation from high-school for 73.0 per cent of the
teachers who left and for 59.3 per cent of those who remained.

Of those who left, 61.9 per cent of these who trans-
ferred to Michigan State College from other institutions.
transferred from county normal schools or from State Teachers'
Colleges. Of those who remained. 72.7 per cent of those who
transferred from other institutions to Michigan State College
transferred from county normal schools or from State Teachers'

Colleges.

132

COLLEGE MARKS OleEACHERS' E VOCATION L égRICULTURE

 

The differences of the all-college gradeapoint ratios
for teachers who left and those who remained was not statistically
significant. A.slightly higher percentage. 51.9. of those who
remained had gradoepoint ratios ranging from 1.00 to 1.h9 as
compared with h7.h-per cent for those who left. Also. lh.8 per
cent of those who remained had gradeapoint ratios from 2.00 to
3.00 while 11.8 per cent of those who left had gradedpoint ratios
ranging from 2.00 to 3.00.

In the technical agriculture maJor. the gradeapoint
ratio for those who left was somewhat higher than for those who
remained. The percentage of those who left who had gradeprint
ratios below 2.00 was 52.6. and for those who remained the per-
centage below 2.00 was 59.3.

The gradeepoint ratios in professional courses ranged
somewhat lower for the teachers who left than for those who
remained. For those who left. 70.5 per cent had gradedpoint
ratios below 2.00. while for those who remained. 63 per cent
had gradoepoint ratios below 2.00.

Student teaching marks for teachers who left ranged
lower than for those who remained. Of the teachers who left.
37.2 per cent received student teaching marks of "AA“ or‘hi'.
while h6.2 per cent of those who remained received such marks.

Also of those who left. 17.9 per cent received student

133
teaching marks of “BC' or “00' as compared with 11.5 per cent

for those who remained. None of the teachers who remained
received student teaching marks as low as “CO“. while 12.8 per
cent of those who left received “CO“ in student teaching. '

The difference of marks for the two groups of teachers
was not significant at any point. Attention is called to the
fact that. (1) there is very little difference between the
all-college gradeepeint ratios for the two groups. (2) the
gradeapoint ratio in the technical agriculture maJor was higher
for those who left. (3) the gradeepoint ratio in professional
courses was higher for those who remained. and (h) the student

teaching marks were higher for those who remained.

FREBRMAN WEEK TEST SCORES

 

The teachers who left ranked higher on the American
Council gg_§ducation Psychological Examination for College
Freshmen given at the time of admission to Michigan State
College than did those who remained. The greatest difference
appeared in the per cent ranking in the first three deciles.
For those who left. 3h.0 per cent ranked in these deciles.
while for those who remained. the percentage in deciles one to
three was uh.5.

The teachers who left ranked lower on the Cooperative

English Test than did those who remained. Of those who left.

 

h9.9 per cent ranked in the lower three deciles while 33.3

131*
per cent of those who remained ranked in these deciles. Also
26.7 per cent of those who left ranked in the upper three
deciles as cowared with 33.3 per cent of these who remained.

The difference in ranking of the teachers on these two

tests was not statistically significant.

GUI-LEE ACTIVITIES 2E TMCERS 91‘. VOCATIONAL AGRICULTURE

 

 

Of the teachers who left. 142.3 per cent belonged to
social fraternities whereas only 18.5 per cent of those who
remained belonged to social fraternities while in college.
This difference of percentage is statistically significant.

Teachers who left belonged to an average of 2.3 college
clubs or organizations per person. while those who remained
held membership in an average of 2.1 organizations per person.
Trectically the same percentage of teachers from each group
belonged to at least one college organization.

Hem'bership in honorary fraternities was held by 7.7
per cent of the teachers who left and by 114.8 perloent of those
who remained. The numbers involved were very small. and the

difference of percentages is not significant.

AGES AT VARIOUS POMS _IN_ THE PEI-SERVICE cm 9}: TEACHERS

 

WHO LEE AND THOSE WHO mm
There was practically no difference in the mean ages of

the two groups at the time of graduation from high-school.

135

At the time of matriculation at Michigan State College.
the mean age of teachers who remained was 22.0 years as compared
with 20.5 for those who left. This difference is significant
at the five per cent level.

The mean age of the two groups at the time of graduation
from Michigan State College was 21LJ+ years for those who left
and 27.3 years for those who remained. The difference of these
means is slightly short of being significant at the five per

cent level.

PROFESSIONAL ACTIVIT IIS AFTER GRADUATION FROM MICHIGAN STATE

 

comm

A smaller percentage of teachers who left belonged to
the Michigan Education. Association than of those who remained.
The percentages were 71+.3 and 82.6 respectively.

Of those who left. 72.2 per cent. and of those who
remained. 92 per cent were members of the Michigan Association
of Teachers of Vocational Agriculture. These same individuals
were also members of the Michigan Vocational Association and
of the American Vocational Association.

Membership was held in the Grange by 28.6 per cent of
those who left and by No.0 per cent of those who remained.

Farm Bureau membership was held by 143.1 per cent of those
who left and by 1+0.0 per cent of those who remained.

None of the above differences of percentage is significant.

136

A.significantly higher percentage of the teachers who
remained earned credits in technical agriculture beyond the
Bachelor's Degree.

Professional credits beyond the Bachelor's Degree were
earned by a significantly higher percentage of the teachers who
remained than by those who left.

‘A significantly higher number of those who remained
earned eleven or more professional credits than did those who
left.

There was practically no difference in the average salary.
in any year. received by the teachers who left and by those who
remained.

A.significantly greater percentage of teacher-years
was spent by teachers who left on programs in which less than
60.0 per cent of time was spent on vocational agriculture.

The mean enrollment by years in all-day classes for
teachers who left and for those who remained shows practically
no difference.

The teacherayears. spent by teachers who left and by
those who remained. in programs'with enrollments in alleday
classes of less than 30 pupils. is significantly different.

The teachers who left spent more teacher-years in programs of

less than 30 all-day pupils.

A significantly higher percentage of teachereyears were

137
spent by teachers who remained in programs of 50 or more all-
day pupils.

0f the teachers who left. 78.1 per cent of teacher-
years were spent in programs with less than three all-day
classes in vocational agriculture. For the teachers who re-
mained the percentage is 70.0. The difference of percentages
is significant.

A significantly higher percentage of teacherqyears
represented by teachers who left was spent in programs with
two or more non-vocational classes.

There were no youngbfarmer classes in 78.3 per cent of
the teacherqyears represented by the teachers who left and no
youngbfarmer classes in 52.7 per cent of the teacherqyears
represented by the teachers who remained. This difference of
percentage is significant.

The percentage of teachers from the two groups who
doveloPed successful State Farmer candidates was higher for
those who remained than for those who left. The difference
of percentage was significant in the second three-year period
of teaching experience. It was not significant in the first or
third threeqyear period.

Of the teachers who left. M3.6 per cent remained in
their first position as instructor of vocational agriculture

only one or two years. .A corresponding percentage for the

138
teachers who remained was 29.7. The difference of percentage
is not significant.

Teachers who remained in teaching vocational agriculture
Iwere most likely to have left their first position for better
salary. for a better location. or for a better opportunity to
advance. Teachers who left were most likely to have left
their first position because of differences with the adminis-
tration of the school or because of interest in other kinds
of work.

A significantly higher percentage of the teachers who
remained than of those who left ranked their programs “good“
in terms of the following items: use of time by pupils; interest
of pupils in classroom work: interest of pupils in supervised
farm practice: interest of pupils in Future Farmers of America:
ranking of the department in the school: ranking of the depart-
ment with other teachers in the school: and ranking of the
department with the administrators of the school. Of the
teachers who left. 61.0 per cent ranked their department
”good.” while 7h.l per cent of those who remained ranked their

departments “good“ in these items.

seasons arms: 3: among ron LEAVING 93 mmme g 3313

 

 

PROFESSION 91 Twang VOCATIONAL AGRICULTURE

 

The major factors affecting decisions of teachers to

leave the profession of teaching vocational agriculture as

139

given by the teachers were: opportunity: opportunity to advance:
salary: and security.

The major factors affecting decisions of teachers to
remain in the profession of teaching vocational agriculture as
given by the teachers who remained were: interest in teaching:
supervision of projects: summer work: accomplishment of pupils:
cooperation of pmils: twelve month Job: outdoor work: and

opportunity.

PARTICIPATION E QQWMITY AND SERVICE CLUBS

 

Teachers who remained belonged to community and service
clubs in significantly greater proportion than did teachers who

left.

INTEREST E ANOTHER BUSINESS 2!} PROFESSION WHILE TEACHING
_VQCAT IONAI. AGRICULTURE

A much larger percentage of the teachers who remained
reported interests in other occupations while teaching than
did those who left. Farming accounted for the largest number
of outside occupations for those who remained as well as for
those who left. Of those who remained. 37.0 per cent were
farming as compared with 19.5 per cent of these who left.
lusiness. related and not related to agriculture. was engaged
in by 29.6 per cent of those who remained and by only 3.9 per

cent of those who left. Non-teaching jobs occupied the outside

1140

time of 26.0 per cent of those who remained and of only 7.3
per cent of those who left. The difference of percentage of those

who had outside employment inthe two groups was significant.

gpcmirxong mm TEACHIHG 93 moss we pm gnacnnm 93

 

 

VOCATIONAL Aomcummg

 

The occupations entered by those who left teaching of
vocational agriculture included occupations in agencies of the
united States Department of Agriculture such as: Soil Conser-
vation Service and Farmers' Home Administration: employment by
the College of Agriculture and extension service: county agent:
ME club agent: college teaching: graduate work: farming: or
military service.

Present positions of teachers who left include farming.
employment by commercial and cooperative organisations. employ-
ment by agencies of the united States Department of Agriculture
such as Soil Conservation or Farmere' Home Administration.
county agent and h! club agent. other school work. agricultural
college teaching. extension specialist. and miscellaneous
occupations.

01 the teachers who left. 89.5 per cent were engaged in
agricultural work as of June 30. 19h9. and 10.5 per cent were
engaged in non-agricultural work. Also. h7.h-per cent were
engaged in educational work and 52.6 per cent were engaged in

non-educational work.

in
Gnome CURVES 93 rmcms 93: VOCATIONAL AGRICULTURE

 

 

Teachers can be measured for specific items which are
indicative of growth. By comparing curves showing the growth
of an individual teacher for a specific item with the pattern
of growth curves of a number of similar teachers. the progress
of the individual teacher can be determined in terms of the

group with which he is being compared.

CHAPTER VII

CONCLUSIONS. REBOMENDATIONS. AND SUGGESTIONS FOR
FURTHER STUDY

The purpose of this study is to discover factors which
are associated with decisions of teachers to leave. or to remain
in. the field of teaching vocational agriculture. It was
stated on page 9 that discovery of the association of these
factors should be of value (1) to teacher-eeducators in helping
them with selection of desirable students in agricultural
education. (2) to students in helping them determine what factors
my cause them to remain in or to leave the field of teaching
vocational agriculture. (3) to teacher—educators. supervisors.
and school superintendents in helping them discover factors in
their programs which cause teachers to remain in the profession.
and (1+) to teacher-educators. supervisors. administrators. and
students in helping them study growth of teachers in-service.

The present chapter will: (1) describe the implications
of the present study. (2) list the major conclusions. (3) make
recommendations which may be used as the basis for further
action by teacher-educators. supervisors. and school adminis-

trators. and (14) make suggestions for further study.

IMPLICATIONS gag STUDY

 

The present study was confined to Michigan teachers of

vocational agriculture who began teaching in the five-year

1143
period from.July l. 1936 to June 30. l9hl. All were graduates
of Michigan State College. If application of findings is made
to other situations. recognition should be given to these
limitations. Conditions in schools. as well as conditions of
employment. vary with changes in economic. social and political
conditions. As a result. it is possible that findings of a
study such as the present one. which might be made at a
different time and covering a different geographic area. would
produce somewhat different results.

Teacher-educators. and others interested in the program
of vocational education in agriculture need to develop tech-
niques for the selection of students. so that they will be
able to secure high quality candidates for teachers of voca-
tional agriculture who will remain in the profession for
reasonably long periods of time. Techniques also need to be
developed which will encourage teachers of vocational agricul-
ture to remain in the profession. Those not only involve the
selection of candidates for qualifying experiences. but
also the development of conditions in the local school which
will be satisfying to the teachers and which.will encourage
them to remahn.

Two implications are apparent in this study which are
of concern to teacher-educators. state supervisors of vocational

education in agriculture. and local school administrators. The

1141+

first has to do with the selection of students in agricultural
education who have characteristics indicating that they will
be likely to remain in the field of teaching vocational
agriculture for a reasonably long period of time.

The second has to do with the development of programs
in local schools. Supervisors and school admhnistrators need
to aid in the development of programs in the local school
which will be attractive to teachers in terms of size of enrollment
in all-day classes. fewer non-vocational classes. a reasonable
degree of Job security. and a favorable attitude toward the
department on the part of the school administrators. teachers.
and.pupils. Vocational education in agriculture will not
perform its best function in communities where it is being
directed by a poor teacher or by one who remains for a short

period of time.

gchmmmg surname

 

1. Individuals who later become teachers of vocational
agriculture display certain evidences of interest in teaching
as compared with evidences of interest in technical agriculture
prior to entering training for teaching vocational agriculture.
These evidences may be used as a means of helping to select
students in agricultural education.

2. Individuals who later become teachers of vocational

agriculture display certain characteristics in terms of

115
activities in college which are associated with their leaving
or remaining in the field of teaching vocational agriculture.
A.study of these characteristics may be included in a program
of selection of students for courses in agricultural education.

.3. At the college level. greater age is associated with
remaining in teaching vocational agriculture.

N. Participation in professional organizations by
teachers seems to be associated with their remaining in the
field of teaching vocational agriculture.

5. Earning technical and professional credits beyond
the Bachelor's Degree at Michigan State College is more charac-
teristic of those who remain in the field of teaching vocational
agriculture than of those who leave.

6. There are factors in the highrschool situation in
which teachers of vocational agriculture are employed which are
associated with the decision they will make to remain in. or to
leave the field of teaching vocational agriculture.

7. Increased opportunity for advancement. and a greater
feeling of security on the part of the teachers are associated
with the decisions of teachers to remain in or to leave the
field of teaching vocational agriculture.

8. A.significantly larger number of teachers who re-
mained had.outside work while teaching than did those who left.

This situation is one which needs much further study.

1%
9. Items rqaresmting factors in the growth of teachers
in-service can be plotted to show general patterns of growth

which are followed by teachers who left and by those who remained.

REGIME”) IONS

 

1. Responsibility for the selection and training of
students of agricultural education.

Teacher-educators and counselors of students should help
students to analyze their interests so that they will make a
wise choice of a field of training while in college and not be
faced with the problem of changing to another occupation after
a few years of teaching vocational agriculture. In the selec-
tion of students of agricultural education. consideration should
be given to the evidence of interest in teaching as contrasted
with evidences of interest in technical agriculture. It is
not implied that teachers who are interested in technical
agriculture will be likely to leave the field of teaching
vocational agriculture. but rather that an interest in teaching
seems to be associated with remaining in the field of teaching A
vocational agriculture.

To the extent that interest and ability can be measured
at the pro-service level. students should be selected for
qualifying experiences in agricultural education who will have
an interest in teaching. who can enlist the cosperation and

stimulate the accomplishment of pupils. and who are interested

in?
in twelve months per year of employment with an opportunity
for the outdoor work that is required of the teacher of vocational
agriculture.

In the selection of students for preparation as teachers
of vocational agriculture who possess the characteristics
associated with remaining in the field. teacher-educators
should recognize that: (1) membership in a social fraternity
is not pro-requisite to remining in teaching of vocational
agriculture. (2) that membership in college clubs and organi-
sations is not associated with candidates most likely to
remain. and (3) that membership in honorary fraternities may
have some association. but needs further study before it should
be associated with teachers remaining in or leaving the field
of teaching vocational agriculture.

Older students who are seeking admission to training
in agricultural education. are as likely to remain as teachers
as those who enroll at an earlier age. Teacher-educators
should not discriminate against these individuals on the basis
of age.

Teacher-educators and counselors of students at the
college level should help students determine as accurately as
possible their professional attitudes toward the teaching of
vocational agriculture. and base admission to training on a
high level of professional standards. The study indicates that

teachers are more likely to remain in teaching vocational

1&8
agriculture when they have relatively high enrollmaits in
all-day classes. when they have fewer non-vocational classes.
when they teach young-farmer er adult-farmer classes. and when
they belong to professional organizations. A determination of
interest in pregrams in vocational agriculture on the part of
students seeking admission to training, should be helpful in
selection of desirable students.

Since earning credits beyond the Bachelor's Degree seems
to be associated with remaining in the field of teaching
vocational agriculture. it is desirable for the teacher-
educating institution to make it possible for teachers of
vocational agricultureto take courses for credit. Adminis-
trators and state supervisors of agricultural education should
find some means of making it possible for teachers of vocational
agriculture to enroll in courses either in technical agriculture
or professional courses at appropriate times during the year.

2. Responsibility for assistance with the program of
vocational agriculture in the local school.

Administrators who wish to employ experienced teachers
of vocational agriculture. should consider the status of the
teacher in toms of his membership in professional organizations.
Membership in the Michigan Education Association and in the
Michigan Association of Teachers of Vocational Agriculture is

associated with remaining in the profession of teaching

lug
vocational agriculture. It will be recalled that membership

in the Michigan Association of Teachers of Vocational Agriculture
also includes membership in the Michigan Vocational Association
and in the American Vocational Association.

School administrators. state supervisors. and others
concerned with the organization of local schools should make
sure that the departments of vocational agriculture are located
in schools of sufficient size and in areas which will provide
a program attractive to the teacher. The consolidation of
small schools should be encouraged. so that departments of
vocational agriculture in the school can meet at least the
minimum standards of three~all-day classes in vocational
agriculture with an enrollment of more than 30 pupils and a
program which will utilize at least 60 per cent of the teacher's
time.

Young-farmer and.adult-farmer classes should also be
encouraged by school administrators and others. School adminisn
trators should adopt a.program of vocational agriculture for
the school which will include the teaching of these classes as
well as all—day classes. Teacher-educators should assist
teachers with plans for building courses and with methods and
techniques of instruction which will enable them to conduct
these programs more effectively.

The develOpment of State Farmer candidates calls for

150
similar kinds of help from supervisors and teacher-educators.
Teacher-educators and supervisors should organize and conduct
pro-service and insservice programs for training of teachers
which will help them develOp successful State Farmer candidates.

The data indicate that teachers will be encouraged to
remain in the field of teaching vocational agriculture if they
can secure positions in which they will not be in conflict
'with the school administrators. where the salary will be
commensurate with salaries in other schools as well as with
salaries for positions outside the school which require similar
training. and in locations in which the teacher will be satis-
fied to live.

School administrators who wish to employ experienced
teachers likely to remain in the profession. should employ
those who feel that their present program ranks well with
pupils. other teachers. and school administrators.

Instruction should be provided by teacher-educators
which will help teachers evaluate their program and help the
teachers convey information regarding their program to student
body. faculty. and administrators of the school.

A.significantly larger number of teachers who remained
had outside work while teaching than did those who left. This
situation is one which needs further study. Do teachers who

remain in the field of vocational education in agriculture

151
find it necessary to work outside of their school pregram to
secure adequate income? Is the pregram of vocational agricul-
ture one which occUpies only a.portion of the time and energy
of the teacher? Is the amount of outside work only enough to
substitute for recreation for the teacher and therefore. does
it result in a better program of vocational agriculture in the
school? Do teachers remain in teaching because of the outside
work? These are questions which one is inclined to ask in
this situation and which the present study cannot answer.

Any philosephy of vocational education in agriculture
would include the statement that there is much more work to be
done in the field of agricultural education than is being done
at present. For example. it could be argued that teachers of
vocational agriculture have hardly "scratched the surface“ in
the deveIOpment of young-farmer and adult-farmer classes. and
that the public school has a responsibility for carrying on
educational programs for out-of-school groups in the community.
It could also be shown that there are groups of peeple in
certain areas who need instruction in agriculture. who are not
now being served.

If this philosophy is sound. and at the same time teaChers
of vocational agriculture who remain in the field are spending
their time on outside employment. then school administrators.

supervisors. and teacher-educators should help teachers work out

152
prOgrams to effectively utilize all of the energy of the
teachers of vocational agriculture. At the same time provision
for adequate salary should be made so that teachers would not be
forced to seek outside employment for the purpose of securing
adequate income.

In addition. administrators should determine if these
outside interests affect quality of work of teachers. If it
can be shown that quality of work is adversely affected by the
outside employment. then remedial steps should be taken so
that similar situations will not exist in the future. 0n the
other hand. if it is shown that outside employment actually
results in a better program of education in vocational agricul-
ture in the school. then teachers should be encouraged to secure
outside employment of a kind which will result in improved
programs of education in the school.

Many of the conclusions which have been stated in
previous sections of this report involve aspects of teacher
growth. For example. if teachers are growing in terms of their
abilities and interests in the teaching of vocational agricul-
ture in a community. then evidences of the growth are likely
to appear in terms of more young-farmer and adult-farmer
classes. a greater percentage of time spent on vocational
agriculture. fewer non-vocational classes. and in larger enroll-

ments in all-day classes in vocational agriculture.

153

Patterns showing growth of teachers such as those in
Figures 17 to 26 should be deveIOped and kept up to date so
that teacher-educators and others can measure the progress of
an individual teacher in terms of the pattern and see where
he is showing evidence of greater or less progress than the
general pattern shows.

The number of items which reflect growth of teachers in
service could be expanded. Much additional study is needed to
determine what items can be used which.will represent growth
of teachers of vocational agriculture and to develop new uses

for the data when they are compiled.

SUGGESTIONS FOR.FURTHER.STUDY

What factors are associated with success of the teacher
of vocational agriculture and with his decision to leave or
to remain in the field. are questions which have constantly
confronted the writer as this study was in prOgress. As a
one-time state supervisor of vocational education in agriculture.
the writer formed the habit of thinking. ”This man is a
superior teacher." or “This man is a poor teacher and ought
to find some other occupation.' The Judgments may not have
been correct; however. a study should be made which would help
determine whether teachers leave because they are highly success-
ful teachers and therefore had Opportunities to serve more

peeple in another field. or whether they leave more often

151+
because they are poor teachers and the competition is too keen
for them.

What are the selective factors at work which influence
the retention or dismissal of teachers of vocational agriculture?
Anderson92 states that poor teachers are eliminated through
recognition of their own shortcomings or through competition
from better teachers. There has seldom been a year in Michigan
since 1918 when there were enough teachers of vocational agri-
culture available to meet the demand at the current salary.
Under these conditions, competition is at a minimum and yet
many teachers leave the field each year. A.study is needed to
determine what factors cause boards of education and school
administrators to dismiss a teacher of vocational agriculture.

What can be done by state supervisors. teacher-educators.
and local administrators of schools to attract and hold more of
the better teachers of vocational agriculture? The present
study has shown some of the factors which are associated with
the decisions of teachers to leave the field of teaching
vocational agriculture. The above question involves another
side of the problem. having to do with the over-all program

of vocational education in agriculture. and with.the local

 

92 ,
' Anfiersont‘ 2:20 Cit: ’ p0. lOe

155
school situation which.facilitates or hinders the development
of the work of the teacher of vocational agriculture.

What is the influence of outside employment of the teacher
of vocational agriculture on the development of the pregram of
vocational agriculture in the community where the teacher is
employed? The answer to this question will require much work.
The extent of outside employment. the time used by teachers
in directing farming or business enterprises in which they
have an interest but which they are not Operating. and a
determination of the effect on the program of vocational
agriculture of more or less outside employment will all need
to be considered in dealing with this problem.

What is the effect of farming background and experience
on the success or failure of the teacher of vocational agricul-
ture? what is the effect «51' the same factors on the retention
or dismissal of teachers of vocational agriculture? The
question as to degree of success of teachers of vocational
agriculture as related to the quality of farm practices which
made up the farm experience of the teachers needs to be ex-
plored. Also. the problem of the effect of the type of farming
in which the farm experience was secured and its influence on
future success or failure needs to be further studied for the
purpose of making possible better selection of trainees in

agricultural education.

156

Is there an association between the socie-economic
status of the individual and his decision to leave or to remain
in the field of teaching vocational agriculture? Is there a
relationship between financial backing which an individual may
have and his leaving teaching for business or farming? Is
there a relationship between the occupational. social. and
economic status in which the individual lived while in highr
school and college and the occupational history of the individual
after graduation from college? Answers to these kinds of
questions might provide additional information regarding the
causes of teachers leaving the profession for which they were
trained while in college.

what factors contribute to the ranking of a department
of vocational agriculture in a school on the part of the
pupils. the teachers. and the school administrators? In this
study a significantly larger number of teachers who remained
in teaching ranked their departments 'good' than of those who
left. Did these departments rank "good" because of teaching
methods used by the teacher. because of the public relations
program of the teacher. because of the attitude of parents
toward the total school pregram. or because of other factors?
A.determination of the factors affecting the standing of a

department of vocational agriculture would be helpful to

157
teachers and others in offering a program more nearly adjusted
to the interests and needs of the people they are attempting

to serve.

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Gerhardt. Irving. “What Agricultural Teachers Say —- Why
Agricultural Teachers Like or Dislike Their Jo‘s.“ American
Vocational Journal. 21+: 17—22. September. 19,49.

Cutting. L. 0.. "Relationships Between Tenure. Professional
Training and Salary of Vocational Agriculture Instructors.”
Agricultural Education Magazine. 11: 5. September. 19,45.

 

LaDuke. C. V.. “Measurement of Teaching Ability." Journal gt;
Experimental Education. 11+: 75-100. September. 19%.

 

Clney. Roy A.. “Mobility." micfltmal Education Magazine.
16: 223. June. 191m.

Robles. Juan. “Tenure." WWW'
22:200—2014. March. 1950.

 

308th”. In. 1.. "The Measurement of Teaching Ability.I Journal
3.: lbmerimentgl Educatipg. 111»: 6-51. September. 19145.

Sanders. E. V.. and C. W. Richards. "Why Teachers of Vocational
Agriculture Leave the Profession.I Aggcultural Education

We. 18: ell-95. November. 19%.

Stoddard. Alexander. "The Growth of Teachers in Service.“
Education Record. 20: 501-502. October. 1939.

PULLM‘INS

Anderson. Clarence 8.. Pre-Emplgyment Records and Activities _o_f_
Teachers _o_f_ Vocational Agriculturp. Pennsylvania State
College Bulletin 333. State College. Pennsylvania:
Pennsylvania State College of Agriculture and Experiment
Station. 1936. 52 pp.

 

Evenden. Edward 3.. Guy C. Gamble. and Harold G. Dlue. National
Survey _o_f_ t_1_1_e_ Education 2!. Teachers: Teacher Personnel 331
the United States. United States Office of Education
filetm 1933. No. 10. Vol. 2. Washington. D. c.: Government
Printing Office. 1935. :1 plus 258 pp.

 

Home Economics Research Committee. Factors Affecting the Satis-
factions of Home Economics Teachers. American Vocational
Association. Home—Economics Education Section. Research
Bulletin No. 3. Washington. D. C.: American Vocational
Association. May. 191+8. vii plus 96 pp.

161

Michigan State College. Mpg 91 Man State G le e.
Michigan State College Catalog Number. Vol. xxx. No. 9.

March. 1936. 2141+ pp.

Norton. John K.. lhgézroblem 9i Tgache; T u e. National Education
Association Research Bulletin. Vol. 2. No. 5. Washington.
D. C.: National Education Association. 1921+. xi plus 95 PP.

minis]. damsel of the. Elissa Eamon of. Amaziaafialtimoro.
Maryland: French—Bray Printing Company. 1914?. 94 pp.

Spanton. William T- . Tam Dana: and final: in W 10
Annealing-TQM 19. the Ear _foriEf . 1918-43. United
States Office of Education. Vocational Division. Teacher
Training Release No. 1+. Miscellaneous 3008. Washington.
D.C.: United States Office of Education. 19112. 25 pp.

2:; Agricultural W in meant Bunions.
United States Office of Education. Vocational Division.

Statistical Release No. 9. Miscellaneous 3180. Washington.
D.C.: United States Office of Education. 194-4. 2 pp.

State Board of Control for Vocational Education. W

mammmnmmwm

£122. {9r the Biggnium Ended Luge 1Q. 1992. Bulletin 209
Rev.. Lansing. Michigan: State Board of Control for

VocationalEducation. 1992. 231 pp.

- Biennial Baron. of Lao _siaSt songs of. 9.9mm

£91 Ioggtiongl Educatigg £9; _thg Biegpium Epded .1393. 1Q.
19%. State Board of Control for Vocational Education Bulletin
209 Rev.. Lansing. Michigan: State Board of Control for
Vocational Education. 1944. 196 pp.

—— - .1221 has 3112 Earns: 3121221 2:”. loaniimal
Agricultural Ednaaiian in Michigan. State Board of Control
for Vocational Education Bulletin 289. Lansing. Michigan:
State Board of Control for Vocational Education. June.

19%. 75 Pp.

 

 

State Board of Education. W and W 9; ngchez
m m m. Litho printed Series No.6. The Mich-
igan CoOperative Teacher Education Study. Lansing.
Michigan: State Board of Education. 1942. ’4 pp.

Swans. H. Paul. mum: bxkaahmaflaaaiianal Assigni-
31.2.9. in W. Research Bulletin No. 2. Lansing.
Michigan: State Board of Control for Vocational Education.
1945. 148 pp.

162

United States Office of Education. nggpignal_Edggg&ipn_in_
§hg_1egzg Ahggd. 'United States Office of Education.
Vocational Division Bulletin 234. General Series. No. 7.
Washington. D. C.: Government Printing Office. 1945.
x1V'p1us 234 pp.

UNPUBLISHED MATERIALS

Reamer. R. W.. WA Follow-up Study of Virginia Polythenic
Institute Graduates in.Agricultura1 Education Since 1918."
Unpublished Master's thesis. Virginia Polythenic Institute.
Blacksburg. Virginia. 1948. 90 pp.

Canada. Ralph.W.. "Why Nebraska Teachers of Vocational.Agricul-
ture Left the Service.” 'Unpublished Master's thesis.
Colorado Agricultural and Mechanic College. Fort Collins.
Colorado. 1945. 64 pp.

Davis. Fred R.. “What Happens to the Vocationa1.Agricu1tural
Student After He Leaves High School and What Happens to
the Vocational Agricultural Instructor After He Leaves
the Work.” Unpublished Master's thesis. Ohio State
‘University. Columbus. Ohio. 1928. 40 pp.

Knox. M. 0.. “Occupational Experiences of Men Qualified at
Iowa State College Since 1923 to Teach Vocational Agricul-
ture.“ 'Unpublished.Master's thesis. Iowa State College.
Ames. Iowa. 1937. 82pp.

Love. Henry M.. 'A.Study to Determine Some of the Qualifications
Necessary to Success in Teaching Vocational Agriculture.I
Unpublished Master's thesis. Virginia Polythenic Institute.
Blacksburg. Virginia. 1932. 152 pp.

Martin. Verey G.. “Tenure of Agricultural Teachers in.Mississippi.'
Unpublished Master's thesis. Cornell'University. Ithaca.
New York. 1927. 47 pp.

Pulley. Mason H.. ”A Follow-up Study of Graduates. Post
Graduates. and Those Qualified to Teach by taking CertainC
Classes in Agricultural Education at Virginia Polythenic
Institute Since 1918.” Unpublished Master's thesis.
Virginia Polythenic Institute. Blacksburg. Virginia.

Robinson. Donald W.. "Analysis of Motives for the Choice of
Teaching as a Career.“ Unpublished Doctor's Dissertation.
University of Pennsylvania. Philadelphia. Pennsylvania.
191m. 111 plus 108 pp.

H.

APPENDIX

Plans of admission to Michigan State College. quoted from
Michigan State College CataIOg of March. 1936.

Capy of questionnaire sent to present and former teachers
of vocational agriculture who were used in the study.

Copy of form used for recording data from the State Board
of Control for Vocational Education.

Copy of form used for recording data from the Office of
the Registrar and the Office of the Board of Examiners.
Michigan State College.

COpy of the form used for recording data from the Office of
Alumni Relations. Michigan State College.

Cepy of typical letter which accompanied the questionnaire.

Copy of the first reminder letter requesting return of the

questionnaire.

Copy of the second reminder letter requesting return of the
questionnaire.

Graphs showing the patterns of growth for teachers who
left and those who remained. using the following as
criteria.

1. Salary by years.

2. Enrollment in all-day classes.

3. Per cent of time spent on vocational agriculture. by

years.

16M
4. Number of State Farmers by years.
5. Number of young-farmer and adult-farmer classes by

years e

165
A.

COPY OF REQUIREMENTS FOR ADMISSION TO MICHIGAN STATE COLLEGE

The following is quoted from the Catalog of Michigan
State College for March. 1936:

The requirements for admission to the various
curricula were recently revised. the new'plan becoming
effective September. 1935. However. candidates for
admission may have a choice of either the old require-
ments or the new requirements until September. 1937.
when the new plan becomes exclusively effective . . .

Old.Plan of Admission

Graduates of approved high schools who meet
the requirements as set forth and are recommended are
admitted to our four year courses without examination.

The college requires that all such applicants
present fifteen acceptable units for admission - a
unit meaning a subject pursued throughout a school
year. with not less than four recitation periods each
week. The requirements for the different courses
are as follows:

For admission to courses in Agriculture. Forestry.
. . . the applicant must offer the following units:
English 3 units Plane Geometry 1 unit
Algebra 1 unit Group 1. four units or more
Group 2. six units or less

Group 1:
From this group four units must be chosen. the
number of credits accepted being shown:

English 1 unit General science 1/2 or 1 unit
Mathematics 1 unit Geology 1/2 or 1 unit
Physics 1 unit History 1.2.}. or 4 units
Zoology 1/2 or 1 unit Language 2.3. or 4 units
PhysiOIOgy 1/2 or 1 unit Economics 1/2 or 1 unit
Botany 1/2 or 1 unit Geography 1/2 or 1 unit

Physiography 1/2 or 1 unit

166
Grow 2:

Six units may be taken from this grow for all
courses except engineering . . .

This grow is made w of all subjects not in-
cluded in Grow l which are accepted for graduation by
accredited high schools. except that not less than two
units of any one language will be accepted. nor does

the college accept Physical Training. Penmanship.
Military Training or Scholarship.

New Plan of Admission

Graduates of a Four-Year Accredited High School.
A minimum of fifteen units is required for admission for
graduates of an accredited four-year high school.
Among these must be included certain major and minor
sequences selected from the six groups of subjects
listed below. a major sequence consisting of at least
three units and a minor sequence consisting of at least
two units.

No more than one of the required sequences will
be accepted from any one grow except grow 3 where
sequences may be offered in each of two languages.

A minimum of four sequences must be presented.
two of which shall be major sequences. For all Divisions
and curricula of the College. one major sequence must
be from grow A. and a major or minor from Grow B or
C or D.

The grows are listed as follows:

Grow A Riglish (and speech)

Crow 3 Foreign language grow
Grow G Mathematics grow

Grow D Science grow

Grew 2B Social Studies grow
Grow 1' Vocational Studies groupg:5

The curricula for agriculture and forestry further
specified that a major or minor sequence must be presented from
Group C. the Mathematics grow.

93Michigap State Collegg Catalog. (31:11. tin of Michigan
State College of Agriculture and Applied Science. Catalog Number
Vol. xxx, No. 9. pp. 33-35. East Lansing. Michigan: Michigan
State College. 1935) pp. 33-35. '

167
3

COPY or THE QUESTIONNAIRE union was sure so TEACHERS or

VOCAT IONAL AGRICULTURE

A Study of Factors Associated with Decisions of Michigan Teachers
of Vocational Agriculture to Remain in or to Leave the Field
of Teaching Vocational Agriculture.

Name

II.

Questionnaire

Address

 

 

Schools in which vocational agriculture was taught and
reasons for your changing schools. If more space is needed.
use other side of page.

Opportunity . . . . .

Int erest in teaching

State supervision . .

3. Name of second school A

A. Name of first school

 

Your reason for changing _

 

 

Your reason for changing

 

C. Name of third school

 

For teachers who have left the teaching of vocational

 

~. agriculture. ,

Check the following items as to their importance in
causing you to decide to leave the teaching of vocational
agriculture. Rate each item in the list by placing a
check in the preper column.

For teachers who are still teaching vocational agiculture.

 

Check the following factors which have been involved in
your decision to remain in teaching to the present time.
Indicate the relative importance of each item by checking
in the preper column. Check every item. .

Major factor Minor Factor No Bearing

 

 

 

5.
6.
7.
s.
9.
10.
11.
12.
13.
11+.
15.
16.
17.
1s.

19o

23.
21+.
25.

26.

State reports . . . . . .
Salary . . . . . . . . ..
Project swervision . . .
Amount of work . . . . ..
Security.........
Summerwork.......
Accomplishment of students
Social prestige . . . . .
Cooperation of pupils ...
Jealous teachers . . . ..
Teachers' meetings . . ..
Athletic events . . . . .
P.T.A. meetings . . . . .
Housing for faculty . . .

Community pressures

(attendance at church. etc.)

Community contributions
(salary)

Petty Palitics e o o . o 0
Family preference . . . ..

Teaching vocational agri-
culture a stepping stone

Routine school duties . .. '

Twelve month job . . . . .
Outdoor work o o o o o o o

Opportunit ies to advance

Major Factor Minor Factor

 

 

 

168

No Bearing

III.

7.

IV.

169

Teacher's Opinion of his prOgram of teaching vocational
agriculture

Following is a list of items which may be used to assist you
in describing your own pregram. Please check each item in
the proper column. indicating a rating of good. medium or
poor.

Good Medium Peg;

 

Pupils made good use of their time
in the classroom . . . . . . . . . .

Pupils exhibited interest in
classroom work . . . . . . . . . . .

Pupils exhibited interest in
supervised farm practice work . . ..

Pupils exhibited interest in P.T.A.

work o o o o o o o o o o o o o o ooo

The department ranked well in the
total school program . . . . . . . .

The department ranked well with the
Other teaChars e o o o o o o o o o o

The department ranked well with the
administrators. . . . . . . . . . ..

 

 

 

Occupational history after leaving the field of teaching
vocational agriculture. If additional space is needed.
use other side of the page.

1. First position

 

2. Second position

 

3. Third.position

 

Participation in professional or farm organizations.
1. Have you.ever been a member. committee member. or'
officer in the Michigan Education Association (either
state or district)?

a. What years were you a member?

 

2.

3.

C.

170

Of what committees were you a member?

 

Dates of each

 

What offices have you held?

 

Dates of each

 

Have you ever been a member. committee member. or
officer in the local teachers club?

a-o

1).

C.

What years were you a member?

 

Of what committees were you a member?

 

Dates of each

 

What offices have you held?

 

Dates of each

 

Have you ever been a member. committeo member. or
officer in the Michigan Association of Teachers of
Vocational Agriculture?

3.

b.

C.

What years were you a member?

 

Of what committees were you a member?

 

Dates of each

What offices have you held?

 

Dates of each

 

Have you ever been a member. committee member. or
officer in the Farm Bureau?

a.

3.

co

What years were you a member?

 

Of what committees were you a member?

 

Dates of each

 

What offices have you held (local)?

 

Dates of each

 

VI.

VII.

5.

171

d. What offices have you held? (Stat?)

 

Dates of each

 

Have you ever been a member. committee member. or
officer in the Grange?

a. What years were you a member?

 

b. Of what committees were you a member? _A

 

Dates of each __

 

c. What offices have you held?

 

Dates of each

Participation in civic organizations or service clubs.

1.

In what civic organizations or service clubs have you
held membership while teaching vocational agriculture?

Dates of membership

 

Of what committees were you a member?

 

Dates of each

 

what offices have you held?

 

Dates of each

 

Did you attend college at another institution prior to
enrolling at Michigan State College? Yes No

Name of institution

A—.—‘

Of what student organizations were you a member? List under
proper headings:

Social organizations Service organizations Honorary organizations

1

2

1 1

2 2

172

Professional organizations Other organizations

1 1
2 2
VIII. Did you take graduate work at another institution prior

II.

to leaving the field of teaching vocational agriculture?

Yes

 

Field work Number of credits earned

 

No Name of institution

 

Development of a business or profession while teaching
vocational agiculture.

1.

2.

3.

Were you an owner (not operating) of a farm while
teaching vocational agriculture? Yes No

 

Size of farm Type of farm Location

Were you an operator of a farm while teaching
vocational agriculture? Yes No Size of
farm

 

 

Type of farm Location
Were you an owner and/or operator of a business
related to agriculture while teaching vocational
agriculture? Yes No

Kind of business Where

 

Were you an owner and/or Operator of a business not
related to agriculture while teaching vocational
agriculture? Yes No

Kind of bus in see Where

 

 

 

 

 

5. Were you studying for or practicing another profession
while teaching vocational agriculture? Yes No

Kind # Studying Practicing

6. ma you work part-time at a non-teaching Job while

teaching vocational agriculture? Yes No
Kind .

173

I. History while enrolled as a student at Michigan State College.

1.

3.

Social organizations in which you held membership
while in college.

a. Wore you.a member of a fraternity? Yes No

b. were you.a member of the Independent Students
Association? Yes No

c. Were you.a member of the Y.H.C.A. Yes No

 

d. ther social organizations of which you.were a
member. (List)

Service organizations in which you held membership
while in college.

a. Agronomy club c. Dairy Club

 

 

b. Block and.Bridle d. Aer. Engineering

Others (list) . .

 

Honorary organizations in which you.held membership
while in college. Alpha Zeta
Others (list)

 

 

Professional organizations in which you held member-
ship while in college.

a. Agricultural Education Club Others (list)

Other organizations in which you.held membership
while in college.

a. Y.M.O.A.

 

b. Christian Student Foundation

 

c. Newman Club

 

d. Lutheran Student Club

 

Others (list)

 

6

17h

COPY OF FORM USED FOR RECORDING DATA FROM TEE STATE BOARD OF
COETEOL FOR VOCATIONAL EDUCATICN‘

Factors Associated with Decisions of Teachers of Vocational
Agriculture to Remain in or to Leave the Field of Teaching
Vocational Agriculture

Name

Data from the Office of Vocational Education

 

Number of State and American Farmers by years

 

 

 

 

 

 

 

 

Year No. State No. American Year No. State No. American

Farmers Farmers Farmers Farmers
1936 19“}
1937 19””
1938 19h5
1939 19h6
19h0 19u7
19u1 19kg
19h2 19kg

Pregram and salary of the teacher
Year School No. all-day No. P.T. P.T. en- No. adult Adult ime Salary
classes classes (rollment classesr Enrol— on : .
No. Enroll. ment oc.

__ .2 ET- _ii
1936
1937
1938
1939
l9h0
igui
19:2
19
19m?
19h5
19h6
19u7

19kg

 

 

 

 

 

 

 

 

175
1)

COPY OF FORM FOR RECORDING DATA FROM THE OFFICES OF THE
REGISTRAR AND FROM THE OFFICE OF THE BOARD.
OF EXAMINERS. M. S. 0. ‘

Factors Associated with Decisions of Michigan Teachers of Voca-
tional Agriculture to Remain in or to Leave the Field of Teaching .
Vocational Agriculture.

Name of Teacher Home address while in college

 

Date of Birth Name of H.S. Date graduated

High school record:

 

Subj ect Units Subigct Units SubjLect Units
Eglish Chemistry \ C ivics

Speech Biology Social Probe.
Journalism Botany Home Economics
Dramat ics Zoolog Agriculture
Latin Geology ‘ Commercial
French Phys 1010 gy Indus trial Arts
German General Sci . Music

Spanish History Misc '1 .

Algebra Economics '

Geometry Government

Trigonometry Geography

Phys ics Sociology

 

Rank in H.S. graduating Class ‘ Size of Class ‘

College record: Date of matriculation - ~ 3.8. Degree
14.5. Degree

All-college Grade-Point Ratio _9
Major Technical Agr. Courses. Number of Credits. and mark for. each:
Course Credits Mark Course Credits Mark:

 

 

 

 

 

 

 

Grade-spoint ratio of major technical agriculture courses"

176

List Professional Courses taken as an under graduate. number of
credits. and mark in each:

Course Credits Mark Course ' ' Credits Mark~

 

 

 

 

 

 

 

Grade pbint ratio of professional courses Student teaching

Freshman Week Test Scores:
Test Decile Test Decile

 

 

 

 

1

Professional courses taken since graduation from M.S.C. (At 14.8.0.)
Course Credits Mark: Course Credits Mark

 

 

 

 

 

 

 

 

1

Technical Courses Taken since Graduation from 14.5.0. (At ~M.S.C.)
Course Credits Mark Course . Credits Mark

 

 

 

 

 

 

 

 

'7—

Other courses taken since graduation from college at M.S.C. (at M.S.C.)
Course Credits Mark Course Credits Mark

 

 

 

 

 

 

Fraternity __

Transfer from Credits transferred

 

 

177
1:

COPY OF FORM USED FOR RECORDING DATA FROM THE OFFICE OF ALUMNI
RELATIONS. MICHIGAN STATE COLLmE

 

 

 

 

I

 

 

 

 

 

 

 

 

 

 

Class and course Years in
Name Date of Graduation Attendance
Degrees societies and
Other Activities
Home Address
Date Occupation Business address Residence Address ‘

 

 

 

 

 

173
r

COPY OF TYPICAL LETTER WHICH ACCOMPANIED THE QUESTIONNAIRE

RAYMOND M. CLARK
222 ORCHARD STREET
EAST LANSING. MICHIGAN

December 27. 19h9

Mr.

 

 

(city).fi(state)

Dear

 

I want to congratulate you.an the new Job. At
least it appears new since you were in the Vocational Office
in Lansing a year or two ago.

I have enclosed a questionnaire which I am circup
lating among a few former teachers of vocational agriculture
to try to discover why some leave the profession and why
others stay at teaching most of their lives. I expect to
use the results in a thesis at Michigan State College. Some
of the information has been inserted in your questionnaire
in red. which I had found in college and alumni office
records. I shall appreciate it very much if you.will
complete the questionnaire and return it to me as soon as
possible.

Very truly yours.

Raymond M. Clark

179
G

COPY OF FIRST REMINDER LETTER REQEESTING RETURN OF QUESTIONNAIRE

RAYMOND M. CLARK
222 ORCHARD STREET
EAST LANSING. MICHIGAN

February IR. 1950

Mr.

 

 

Dear

 

I am very anxious for the return of the questionnaire
which I sent you.on.January 30. I know how busy you must
be. but I am also anxious to have 100 per cent return on my
questionnaires as they were sent to a limited number of
peeple and to those who would have a contribution to make
which would help others decide whether or not to choose
teaching of vocational agriculture as a vocation.

I hope it will be possible for me to get up to
county some time later when I can look
you up. However. in the mean time I shall be interested
in hearing from you.

 

Thanks for your help and cooperation on this project.

Sincerely.

Raymond M. Clark

180
H

COPY OF SECOND REMINDER LETTER REQUESTING RETURN OF QDESTIONNAIRE

RAYMOND M. CLARK
222 ORCHARD STREET

EAST LANS ING. MICHIGAN

April 7, 1950

Mr.

 

Dear

 

I am enclosing another questionnaire form since I
assume the first one I sent you.an February 21 has been
mislaid. I have returns from all but five former teachers
of vocational agriculture and am making an effort to get
100% return.

I shall appreciate hearing from.you.and receiving the
questionnaire as soon as possible.

Thanks for your help and cooperation.

Sincerely.

Raymond M. Clark

181

Salary
32300 -

3u00 -

 

3000 -

2600 - r////

2200 _

 

 

 

1800 /

 

 

 

 

 

lhOO

': I ' i I l
37 39 41 “3 b5 “7
Years
_FIGURE 17

MEAN SALARY AND RANGE OF SALARIES OF TEACHERS WHO LEFT BY YEARS

182

Salary
3800 -

3000 -
3000 ;

2600 _ /

2200

 

 

 

 

 

1800

 

 

 

1“00
0 t a l . o _ I

37 39 41 “3 ’45 ’47

Years

FIGURE 18

MEAN SALARY AND RANGE OF SALARIES OF TEACHERS WHO REMAIKED. BY YEARS

80

60

no

20

183

 

 

 

 

 

 

 

 

 

 

 

Number
enrolled
- //. \
- l
A l l A l
I l
‘. . I o o n
36 38 #0 #2 an #6
Years
FIGURE 19

MEAN ENROLLMENT AND RANGE OF ENROLLMENTS IN ALL-DAY CLASSES
TAUGHT BY TEACHERS WHO LEFT. BY YEARS

8O

60

40

20

18#

Number
enrolled

 

 

 

 

 

 

 

 

 

 

///
- I I g | ' I
36 38 no #2 an #6
Years
Figure 20

MEAN ENROLLMENT AND RANGE OF ENROLLMENTS IN ALL-DAY CLASSES
TAUGHT BY TEACHERS WHO REMAINED, BY YEARS

Per cent 185

 

 

 

 

 

 

 

 

 

100 _
I
90 -
80 _
F—~
\/
70 - /
/'_—-/
60 _
50 _,
“0 ..
30 ..
1
l
20 __. .
1 '3 '5 I? l 9 011

Years of experience
FIGURE 21
MEAN PERCENTAGE AND RANGE OF PERCENTAGES OF TIME SPENT ON

VOCATIONAL AGRICULTURE BY TEACHERS WHO LEFT. BY YEARS OF
TEACHING EXPERIENCE

186
Per cent

100
90 _
80

’“/\//\

60

 

 

 

 

50-

 

 

 

 

 

40

 

 

30
1 '3 '5 '7 '9

Years of experience

11

IIGURE 22

MEAN PERCENTAGE AND RANGE OF PERCENTAGES 01‘ TIME SPENT ON
VOCATIONAL AGRICULTURE BY TEACHERS WHO REMAINED. BY YEARS
OF TEACHING EXPERIENCE

lumber of

8

State Farmers

 

__,./

 

/

 

 

H

3

5

Years of experience

noun: 23

 

18?

 

 

WMOISTATEIARNIRSPIRTEACHERANDRANGE IN
NUMBER 01' STATE FARMERS PER TEACHER mm SCHOOLS 01'
TEACHERS U50 LEFT. BY YEARS OF TEACHING EXPERIENCE

188

Number of
State Farmers

f”,»-———
" //~_/ ,
- \rd/F— I .
01 03 I5 I7 I9 Ill 13

Years of experience

 

 

 

 

 

 

 

 

 

 

 

 

FIGURE 24

MEAN NUMBER OF STATE FARMERS PER TEACHER AND RANGE IN
NUMBER OF STATE FARMERS PER TEACHER FROM SCHOOLS OF
TEACHERS WHO REMAINED. BY YEARS OF TEACHING EXPERIENCE

189

Number of
Classes

””‘”,E’“-\‘_”,_~‘~‘~/”,L“- L

L L
'1 '3 .5 ‘7 .9 1L1

 

 

 

 

 

 

 

 

 

 

Years of experience
— FIGURE 25
~MRAN NUMBER OF YOUNG-PARKER AND AEULT—FARKRR CLASSES PER TEACHER

AND RANGE IN NUMEER OF CLASSES PER TEA HER, BY YEARS OF TEACH NG
EXPERIENCE FOR THOSE WHO LEFT

Number of
Classes

9 ‘

O\

———- ”,¢-—"””‘\\‘

 

 

 

 

 

 

 

l l ‘ 9 ) 1
Ygars of eZperience9 *1
mm); 26
LIAN NUMBER OF YOUNG—FARMER AND ADULT—FAEMER CLASSES PER TEACHTR
AND RANGE IN'VUMEuR CF CLASSES PER TEACHER. BY YEARS OF TEACKIUG
EXPERIENCE FOR T5053 THO FZAAIKED

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